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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
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Course Home Page:
http://www.webpages.uidaho.edu/css287/index.htm
Catalog Course Description
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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:
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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
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Recommended Reference Manual:
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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.
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Additional Readings : (These
are available on line.)
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· 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!
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Course Goals
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- 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.
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Instructional Objectives
Successfully completing this course will allow you to:
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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.
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CLASS FORMAT:
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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.
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Active Participation includes: |
Active Participation does NOT include: |
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Attending class
regularly, and on time
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L
Not coming to class, or
being habitually late.
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J
Asking thoughtful
questions and being prepared to follow up
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L
Reading newspapers and
other unrelated materials during class
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J
Being prepared by having
done the required reading and other assignments for each lecture
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L
Not listening to your
classmates. Not listening to or asking questions of guest speakers
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J
Taking advantage of
office hours and other out-of-classroom opportunities
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L
Not staying active in
work groups
Not participating on an equal basis in work groups
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J
Contributing knowledge
and effort when working in small groups
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L
Being inflexible or
intolerant of different viewpoints or opinions
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J
Volunteering answers to
questions
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L
Showing lack of respect
for speakers by talking, sleeping, or doing other work in class
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J
Providing real life
examples based on your experiences and observations
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L
Asking questions that
have been asked and answered before
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J
Bringing in material from
other readings, classes, newspapers and other media
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L
Being unnecessarily wordy
and saying the same things over and over again
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J
Remaining familiar with
the course outline and schedule throughout the semester
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L
Being unwilling to
consider the relevance of material when it runs counter to your personal
beliefs, attitudes, opinions or experiences
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J
Being supportive of other
members of the class ("criticize ideas not people")
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L
Talking when others are
presenting
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J
Bringing course and
project outlines, and required readings to class
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L
Not bringing required
readings, outlines and other materials to class.
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J
Asking clarifying
questions about assignments, tests etc., before they become a
problem for you.
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L
Turning in late work
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EVALUATION
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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.
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Item Percent of Total Grade
Attendance and Participation
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10%
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Midterm Exam |
20% |
Quizzes or
exercises |
05% |
Analysis of a Recreation
Behavior |
20% |
Research literature assignment |
25% |
Final Exam |
20% |
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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 |
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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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GO TO CLASS SCHEDULE
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