CSS 287
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Eagle Cap Wilderness

Department of Conservation Social Sciences
College of Natural Resources
University of Idaho

Course Syllabus -- Fall 2013

CSS 287 (3 credits)

Foundations of Conservation Leadership & Management

(9:30a.m.--10:45 a.m. Tues. & Thurs., Room 022, TLC)

  http://www.webpages.uidaho.edu/css287

       
Professor:

Ed Krumpe, Ph.D.

Professor Krumpe rowing on the Lower Salmon River, Idaho  Teaching Assistant:

  none

 

     
Office: CNR 19-J  
Office Hours:

T TH 10:30-12:00 or by appointment

 
Phone: 885-7428    
E-mail: ekrumpe@uidaho.edu   
Home Page http://www.webpages.uidaho.edu/wilderness

 Course Home Page:     http://www.webpages.uidaho.edu/css287/index.htm   

Catalog Course Description 

Overview of development and management of wildland recreation and tourism resources and their integration into a political, economic, behavioral and land use management framework. Philosophical, theoretical, historical, and managerial foundations of leisure are examined as they relate to societal trends in leisure from the perspective of the individual and society. Contemporary issues, including special populations, ethnicity, and diversity are explored.

University of Idaho College of Natural Resources Policy on Plagiarism

Required Texts:

   Dennis, Steve. (2001). Natural Resources and the Informed Citizen. Champaign, IL: Sagamore Publishing. 287p. ISBN: 978-1-57167-479-1   or

     or the 2012 edition, when available

 

Recommended Reference Manual:

 

American Psychological Association. (2001). Publication Manual of the American Psychological Association. (5th ed.). Washington, DC: APA.

NOTE: This style manual is required in all CSS classes and you should plan to keep and use your copy for your entire stay as a CSS student.

Additional Readings: (These are available on line.)

 

· Copies of computer-aided lecture presentations will be made available for you to view or print from the "Lecture Slides" page on this class website.

About This Course

This course is about wildlands and the ways they are used by the American public, for fun, for profit, for value-added operations. From pristine wilderness to intensive tourism developments, we will look at the settings in which humans recreate, the psychological and social experiences they seek, and the role of the manager as both provider and protector of wildland recreation opportunities.

As we shall see, wildland recreation management is not easy. As our society becomes more leisure-oriented, new challenges appear for recreation managers. They must understand and meet diverse, ever-changing public needs, providing opportunities for people to have satisfying recreation experiences. To provide these opportunities on a sustained basis, leisure professionals must manage wildlands so they retain the qualities that make people want to visit them and to protect the often-fragile environments they support. And managers must do this in concert with a complex mix of natural resource laws and regulations, often with cross-purposes.

Leisure is at the center of recreation and tourism. It is only when we understand the nature, role, complexities, and status of leisure that we can begin to adequately address societies need for leisure services. The leisure industry is one of the top three industries in almost every US state, and currently generates more than $350 billion nationwide. Worldwide the figures are even more impressive: tourism, just one part of the leisure industry, generated $3.9 trillion in 2000, accounting for 7 percent of GNP.

In this course we'll also see that recreation isn't just participating in an activity; the ultimate product of recreation management is not activities or programs, but recreation experiences and benefits. People visit recreation settings we manage, participate in activities, and experience physical and psychological outcomes that, ideally, benefit not only themselves but also the people around them and society as a whole.

But day-to-day realities intrude on these lofty goals. Wildland recreation managers often work within complex bureaucratic agencies or organizations where conflicts abound. In addition, your clients--the recreating public--will inevitably differ on how you should do your job. Management actions that you devise to please one group of recreation visitors are likely to infuriate another.

As if that weren't enough, all this takes place in a rapidly changing society whose recreational tastes and preferences can be difficult to predict. Recreation technology can easily take managers by surprise; few imagined fifteen years ago that people would someday want to go heli-skiing off undeveloped mountain tops, ride jet skis up white water rivers, or ride their bicycles and skateboards in rugged mountains. These activities are admittedly uncommon, but many other more common uses exist--just think about off-road vehicle use, sailboarding, river running, jet skiis on flat water, or the huge jogging industry--and the Pacific Northwest's increasing economic reliance on the tourism industry. The term "RV" used to be professional jargon; today it's a household word.

Leisure studies, an inter-disciplinary mix of a wide range of disciplines: physiology, psychology, sociology, philosophy, marketing, management, planning, and policy analysis, to name a few, is used here to include what you have heard described as resource-based recreation, forest recreation, outdoor recreation, nature–based or eco-tourism, and wildland recreation. Our focus will be on how leisure services relate to individual satisfaction and the quality of life. In this dynamic field, researchers and practitioners seek answers to such questions as: What measurable values of leisure and recreational activities influence development throughout a person's life? How do changes in the workplace affect our leisure? What impact does the leisure industry have on the environment? How can we best ensure an environment in which resource-based activities can be enjoyed? How can a service industry best market itself? What aspects of leisure can be measured?

Our intent in this course is to make learning about wildland recreation management an interesting exercise. We'll have lectures, discussions, an occasional film or video, and a variety of guest speakers. Through it all, we hope each of you arrives at a clearer understanding and appreciation of the importance of wildland recreation at the start of the Twenty-first Century, and beyond.

Welcome!

Course Goals

 
  • To introduce you to resource-based recreation management as a discipline;
  • To help you appreciate the role of amenity resources in a multiple-use, multiple-sector management framework, and to familiarize you with the major agencies, organizations, land and water classifications, and policies that affect natural resource based leisure management on public and private lands;
  • To enable you to think about leisure management from physical, environmental and behavioral points of view; and
  • To develop your interest in resource recreation and tourism management, and to give you the skills and knowledge necessary for more advanced, and/or integrated studies.

Instructional Objectives

Successfully completing this course will allow you to:

  1. Understand the importance of leisure to the quality of life in a changing world, and be able to show how this affects the way societies strive to manage and deliver leisure services;

2. Know and be able to discuss the basic concepts and principles of wildland recreation management and be able to explain the place of recreation in multiple-use management.

3. Understand classical, contemporary and emerging theories of leisure; be aware of how these major themes are constantly evolving and changing, and be able to show how they relate to the historical development of our leisure, recreation, hospitality and tourism industries;

4. Understand major contexts of leisure--such psychological, sociological, political, economic, and mental and physical health, and examine the role of such factors as gender, age, life cycle, physical ability, socio-economic status, psychographic status, cultural and ethnic background--that affect the nature and choices of leisure pursuits and know how each is responsible for differences in and conflicts within leisure;

5. Understand the roles of public, private and not-for-profit institutions in the provision of leisure services and know why a diverse delivery system is necessary;

6. Outline the key characteristics of major federal land and river classifications and be able to discuss the legal constraints on their establishment, use and development.

7. Know how leisure concepts such as supply, demand and quality of leisure services and experiences can be determined using quantitative and qualitative measures;

8. Understand the link between leisure setting and leisure experiences and know how these connections are used to plan for and manage leisure settings and opportunities;

9. Develop expertise in basic scientific and academic skills such as technical writing, use of citations, conducting library and electronic searches, and database management in order to facilitate and enhance education and improve student professional skills;

10. Develop sufficient interest in and knowledge of resource recreation and tourism to give students a foundation upon which they can establish solid professionalism, and encourage them to develop the motivation and skills for further study in the field.

CLASS FORMAT:

 

The class meets for 75 minutes (9:30a.m.—10:45 a.m.) on Tuesdays and Thursdays. Classroom sessions will include traditional lecturing interspersed with small discussion groups to go over readings and classroom projects. Brainstorming, buzz-groups, case simulation, action learning, essay writing, presentations and other interactive methods will be used to exchange ideas and information.

This interactive style of teaching makes it imperative that students attend all classes. Attendance is also a requirement because much of the work and most of your knowledge (and your grade) will derive directly from our classroom encounters. Class participation and attendance will be graded. Anymore than 3 hours of unexcused absences will result in your grade being lowered by one letter grade. To facilitate the efficient exchange of information and ideas we emphasize the following:

All papers and projects are due by the start of class unless stated otherwise in the schedule. Late work will cost you or your team 10% a day.

It is one mark of professionalism to be able to express yourself clearly and concisely following the rules of expression generally accepted by professionals. All take-home assignments must be produced on a word processor and stapled. Handwritten papers will not be graded. We would appreciate double spacing of all lines; this will leave us ample room to add our comments. Please do not waste money on plastic folders, binders, etc. Papers must be formatted using the APA (American Psychological Association) style.

You are expected to make your own arrangements to meet outside of regular classroom hours to work on class projects, homework and other assignments. I anticipate that you will average between 6 and 9 hours a week on readings, homework and class assignments.

Although this is a required introductory class, we expect each of you will able and willing to bring in experiences and knowledge from other courses to enrich the learning of the whole class.

We will be available to meet with any of you to go over lectures, readings, or to help on projects. We may be available some evenings, by appointment, too. Please feel free to call usif you ever need assistance.

Attendance and active participation in class exercises and discussions is required, and will be graded.

 

Active Participation includes:

Active Participation does NOT include:

J Attending class regularly, and on time

L Not coming to class, or being habitually late.

J Asking thoughtful questions and being prepared to follow up

L Reading newspapers and other unrelated materials during class

J Being prepared by having done the required reading and other assignments for each lecture

L Not listening to your classmates. Not listening to or asking questions of guest speakers

J Taking advantage of office hours and other out-of-classroom opportunities

L Not staying active in work groups
Not participating on an equal basis in work groups

J Contributing knowledge and effort when working in small groups

L Being inflexible or intolerant of different viewpoints or opinions

J Volunteering answers to questions

L Showing lack of respect for speakers by talking, sleeping, or doing other work in class

J Providing real life examples based on your experiences and observations

L Asking questions that have been asked and answered before

J Bringing in material from other readings, classes, newspapers and other media

L Being unnecessarily wordy and saying the same things over and over again

J Remaining familiar with the course outline and schedule throughout the semester

L Being unwilling to consider the relevance of material when it runs counter to your personal beliefs, attitudes, opinions or experiences

J Being supportive of other members of the class ("criticize ideas not people")

L Talking when others are presenting

J Bringing course and project outlines, and required readings to class

L Not bringing required readings, outlines and other materials to class.

J Asking clarifying questions about assignments, tests etc., before they become a problem for you.

L Turning in late work

 

EVALUATION

  Research Literature Review  (Individual research paper).  (More details on how to complete this assignment will be given in class. Due on Tuesday, November 6th. See Lecture Schedule.)

Analysis of a Recreation Behavior (Interview Assignment): You will interview a recreationist and (drawing on concepts introduced in this course) write a 3-5 page paper analyzing that person's recreation behavior. Analyses must include at a minimum: motivations, preferred setting attributes (physical, social and managerial), and preferred psychological outcomes. It is recommended that you organize your analysis around the stages of the Recreation Experience Continuum. (More details on how to complete this assignment will be given in class. Due on Thursday, Nov. 29th. See Lecture Schedule.)

Journaling: each student will hand in two (2) journals, each reflecting on the course content of the preceding period (and integrating these where possible into other coursework as well as overarching concepts), and identifying any difficulties, puzzles, struggles, and dilemmas experienced with course concepts. We will try to comment on each entry. Journals are one avenue for an iterative dialogue between us. Individual journal entries of 2 word-processed pages will be evaluated for their comprehensiveness and thoughtfulness in reflecting on course content. You may choose to illustrate your understanding by relating materials to your personal experience or to other materials and courses. Due dates: Tuesday, October 16th; Thursday, November 29th.

Exams: There will be one mid-term exam and one final exam. (All exams cover both reading and lecture material). Although the final exam (on FRIDAY, December 14, 2012 at 7:30 a.m. -- 9:30 a.m. Room 222 TLC) will be comprehensive, it will primarily emphasize material covered since the mid-term exam. Both exams will include a mix of multiple choice questions, short essays, situation analyses, true/false, what-if questions, and other opportunities for free thinking.

Quizzes/exercises: There may be in-class quizzes over assigned readings and/or in-class exercises.

 

Item Percent of Total Grade

Attendance and Participation   10%
Midterm Exam   20%
Quizzes or exercises   05%
Analysis of a Recreation Behavior   20%
Research literature assignment   25%
Final Exam   20%
   
Total 100%

Grading System

Final grades in CSS 287 will be assigned according to the following scale:

Ü A Þ

Ü B Þ

Ü C Þ

Ü D Þ

Ü F Þ

90

80

70

60

 

 

Disability Support Services Reasonable Accommodations Statement:

Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodation(s) needed for the course. Late notification may mean that requested accommodations might not be available. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Rm. 306.

 Phone:  885-6307 

email at dss@uidaho.edu

 

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