Metcalf, Elizabeth C.

English

University of Montana

University of Montana ScholarWorks at University of Montana University of Montana Course Syllabi, 2021-2025 Spring 2-1-2021 PTRM 300.B01: Recreation Behavior Elizabeth C. Metcalf University of Montana, Missoula, elizabeth.metcalf@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi2021-2025 Let us know how access to this document benefits you. Recommended Citation Metcalf, Elizabeth C., "PTRM 300.B01: Recreation Behavior" (2021). University of Montana Course Syllabi, 2021-2025. 1235. https://scholarworks.umt.edu/syllabi2021-2025/1235 This Syllabus is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in University of Montana Course Syllabi, 2021-2025 by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu.                                                PTRM 300- Recreation Behavior Instructors: Dr. Elizabeth Covelli Metcalf  Teaching Assistant: Jaclyn Rushing When: TR 2:00-3:20pm Where: Zoom-   https://umontana.zoom.us/j/93227612307 Office: 460 CHCB Email: elizabeth.metcalf@umontana.edu  Jaclyn.rushing@umconnect.umt.edu Phone:  406.243.4448  Office hours: by appointment  Course Description: This course will outline the technical and scientific knowledge that informsour field.Course Overview: This course is to provide students with an understanding of the nature of science in the field of parks, tourism and recreation management.  The course will focus on thetheory behind management of our natural resources and demonstrate how theory,management and research inform the field.Course Objectives:1. To educate students about the socio-political and institutional systems in which thisprofession operates.2. To familiarize with the current body of technical and scientific knowledge that informsthe field.3. To introduce theories and demonstrate how they relate to management of recreationresources.4. To familiarize students with reading, analyzing, and synthesizing scientific literature.5. To encourage students to research topics related to recreation management and toprovide a detailed description of “what’s’ missing” from the literature.Approved Writing Course Learning Outcomes:• Use writing to learn and synthesize new concepts • Formulate and express written opinions and ideas that are developed, logical, and organized • Compose written documents that are appropriate for a given audience or purpose • Revise written work based on constructive feedback • Find, evaluate, and use information effectively and ethically • Begin to use discipline-specific writing conventions • Demonstrate appropriate English language usage Upper-division Writing Requirement in the Major Outcomes:• Identify and pursue more sophisticated questions for academic inquiry                                                                                       • Find, evaluate, analyze, and synthesize information effectively from diverse sources • Manage multiple perspectives as appropriate • Recognize the purposes and needs of discipline-specific audiences and adopt the academic voice necessary for the chosen discipline • Use multiple drafts, revision, and editing in conducting inquiry and preparing written work • Follow the conventions of citation, documentation, and formal presentation appropriate to that discipline • Develop competence in information technology and digital literacy Learning Materials: All readings are on Moodle and on reserve at the library. You are requiredto bring a hard copy of the assigned reading with you to class each day.Technology in the classroom: You are not allowed to use computers in class.  Please see theinstructor if you have a special circumstance.  Other forms of technology that are prohibited in the classroom include cellphones and e-readers.Course evaluationClass engagement andattendance20%Issue identification 10%Annotated Bibliography 20%Exam 1 15%Exam 2 15%Final paper 20%Total 100%93- 73- C100% A 76%90- 70- C-92% A- 72%87- 67- D+89% B+ 69%83- 60- D86% B 66%80- Below F82% B- 60%77-79% C+Class engagement and attendance:• We will use the application Socrative https://socrative.com/ to help take attendance. • The success of this course depends on lively in-class discussion. Therefore, students are expected to come to class everyday well-prepared and ready to discuss the assigned readings and topics. Students who do not prepare and those who miss class will find it difficult to succeed in this course.   • Excused absences from class include illness with a doctor’s note or some major life event that is discussed and approved previously with the instructor at least 1 day before the missed class.  Curry Health Center works with students to make appointments that do not overlap with class times or work schedules.  • Students who are registered for a course but do not attend the first two class meetings may be required by the instructor to drop the course.                                                                                                            • If you are going miss an exam, you must have an excused absence and get in touch with the instructor at least an hour before the exam time.Food and Housing Security: Any student who has difficulty affording groceries or accessingsufficient food to eat every day, or who lacks a safe and stable place to live, and believes thismay affect their performance in the course, is urged to contact the Office of Student Success orme for support.Academic Integrity: All students must practice academic honesty.  Academic misconduct issubject to an academic penalty by the course instructor and/or a disciplinary sanction by theUniversity.  All students need to be familiar with the Student Conduct Code.  The Code isavailable for review online at: http://life.umt.edu/vpsa/student_conduct.php.Equal Access: The University of Montana assures equal access to instruction throughcollaboration between students with disabilities, instructors, and Disability Services for Students (DSS). If you think you may have a disability adversely affecting your academicperformance, and you have not already registered with DSS, please contact DSS in Lommason154 or 406.243.2243. I will work with you and DSS to provide an appropriate modification.Assignments: Papers are due at the beginning of class.  If a paper is late your grade willdecrease by 5 points for each day.  Deductions start after the first 20 minutes of class on thedue date of the assignment.In class discussion assignments There will be daily in-class discussions that will help illustrate key points and bringconcepts to life. You have to be in class to complete these efforts.Issue Identification You will write a 2 page paper outlining a major parks, tourism and recreationmanagement issue.  This paper will help define your topic for the annotated bibliography and final term paper.Annotated bibliographyPlease pick a major issue facing outdoor recreation (we have discussed many, feel freeto use any topics from class).  Using at least 6 academic journal articles compile anannotated bibliography. We will discuss what this means in class.  These articles shouldinform your topic and provide a basis to write you final term paper.Final Paper The final paper is to be developed from your annotated bibliography.  You are to pick amajor issue facing outdoor recreation and develop an argument as to why it isimportant.  The paper should include an introduction of the problem (2 pages),literature review (3-4 pages), and a section on implications and future research needs                                                          (2-3 pages).  We will discuss this paper throughout the semester. You will have anopportunity to submit this paper before the due date for review.Important Dates Restricting Opportunities to Drop a Course Spring 2020:Deadline Description DateTo 15th instructional day Students can drop classes on CyberBear with refund & no“W” on TranscriptFebruary 3, @5 PM16th to 45th instructionaldayA class drop requires a form with instructor and advisorsignature, a $10 fee from registrar’s office, student willreceive a ‘W’ on transcript, no refund.February 4 - March 24@5 PMBeginning 46th instructional dayStudents are only allowed to drop a class under very limited and unusual circumstances.  Not doing well in theclass, deciding you are concerned about how the classgrade might affect your GPA, deciding you did not wantto take the class after all, switching majors, and similarreasons are not among those limited and unusualcircumstances.  If you want to drop the class for thesesorts of reasons, make sure you do so by the end of the45th instructional day of the semester.  Requests to drop must be signed by the instructor, advisor, and AssociateDean (in that order) so if you pursue this request, leavesufficient time to schedule meetings with each of these individuals (generally this will take at least 3-5 working days).  A $10 fee applies if approved.  Instructor mustindicate whether the individual is Passing or Failing theclass at the time of request.March 25-May 1@5 PM                                                                                                                  Course Schedule: subject to changeDate Topic and assignments due ReadingsJan. 12 Introduction to the courseIntroduction to TheoryJan. 14 What is theory and science? SyllabusJan. 19 What is theory and science? Henderson, K. A.  1994. Theory application anddevelopment in recreation, parks, and leisureresearch. Journal of Park and RecreationAdministration 12:51-64.Biological basis of behaviorJan. 21 Theory and conceptualfoundationsBourassa, S. C. (1991). The Aesthetics ofLandscape. London: Belhaven Press. (pp. 57-65)Jan. 26 What physiological responses tell us of nature’simportanceIssue Identification dueUlrich, R. S., Simons, R. F., Losito, B. D., Fiorito,E., Miles, M. A., & Zelson, M. (1991). Stressrecovery during exposure to natural and urban environments. Journal of EnvironmentalPsychology, 11, 201-230.Jan. 28 Cognitive evolution and thequest for knowledgeKaplan, R. (1994). Informational issues: a perspective on human needs and inclinations.In G. A. Bradley (Ed.), Urban Forest Landscapes:Integrating Multidisciplinary Perspectives (pp.60-71): University of Washington Press.Feb. 2 Wilderness solitude Hammitt, W. E. (1982). Cognitive dimensions ofwilderness solitude. Environment and Behavior,14(4), 478-493.Values, attitudes, and motivationFeb. 4 Attitude theory Lutz, R. J. 1990.  The role of attitude theory inmarketing. In H. H. Kassarjian and T. S. Roberson (eds.) Perspectives in Consumer Behavior, 4th Edition. (pp. 317-319, 332-334).Englewood Cliffs, NJ: Prentice-Hall.Feb. 9 Research sessionFeb. 11 Attitude theory Bright, A. D., & Manfredo, M. J. (1996). A conceptual model of attitudes toward naturalresource issues: A case study of wolfreintroduction. Human Dimensions of Wildlife,1(1), 1-21.Feb. 16 Motivation and VisitorExperiencesManfredo, M. J., Driver, B. L., & Tarrant, M.(1996). Measuring leisure motivation: A meta-analysis of the recreation experience                                                                                                                        preference scales. Journal of Leisure Research,28(3), 188-213.Feb. 18 Review for exam 1Feb. 23 Exam 1Feb. 25 Motivation and hunting Larson, L. R., Stedman, R. C., Decker, D. J.,Siemer, W. F., & Baumer, M. S. (2014). Exploringthe social habitat for hunting: Toward a comprehensive framework for understandinghunter recruitment and retention. Human Dimensions of Wildlife, 19(2), 105-122.Goal directed behaviorMar. 2 Constraints to recreation Crawford D. W. & Godbey, G.  (1987).  Reconceptualizing barriers to family leisure.Leisure Sciences, 9 (2), 119-127.Jackson, E. L., Crawford, D. W. & Godbey, G.(1993). Negotiation of leisure constraints.Leisure Sciences, 15, 1-11.Mar. 4 Student BreakMar. 9 Constraints to recreation Floyd, M, Gramann, J., & Saez, R. (1991).  Ethnicfactors and the use of public outdoor recreationareas: the case of Mexican Americans. LeisureSciences, 12, 2, 8-93.Mar. 11 Visitor satisfaction Graefe, A. R., & Fedler, A. J. (1986). Situational and subjective determinants of satisfaction inmarine recreational fishing. Leisure Sciences, 8,275-295.Mar. 16 Student BreakMar. 18 Catch up dayAnnotated BibliographydueMar. 23 Visitor satisfaction Vaske, J. J., Donnelly, M.P., Heberlein, T. A. &Shelby, B.  (1982).  Differences in reportedsatisfaction between consumptive and nonconsumptive recreationists. Journal ofLeisure Research, 14, 195-206.Mar. 25 Conflict Jacob, G. R. & Schreyer  (1980).  Conflict inoutdoor recreation: A theoretical perspective.Journal of Leisure Research, 4, 368-380.Mar. 30 Conflict Graefe, A. R. & Thapa, B.  (2004).  Conflict innatural resources. In Manfredo, M. J., Vaske, J.J., Brown, P. & Bruyere, B. (eds.), Society and                                                  Natural Resources: A Summary of Knowledge.Jefferson City, MO: Modern Litho, pp. 209-224.Crowding and normsApr. 1 Carrying capacity Wagar, J. A. (1964). The carrying capacity ofwild lands for recreation. Forest Science, 10Apr. 6 Normative theory Roggenbuck, J. W., Williams, D. R., Bange, S. P.,& Dean, D. J. (1991). River float trip encounternorms: Questioning the use of the social normsconcept. Journal of Leisure Research, 23, 173-187.Apr. 8 Crowding Manning, R., Lawson, S., Newman, P., Laven, D.,& Valliere, W. (2002). Methodological issues inmeasuring crowding-related norms in outdoor recreation. Leisure Sciences, 24(3-4), 339-348.Apr. 13 Final paper discussionApr. 15 Individual conferencesApr. 20 Individual conferencesApr. 22 Review for exam 2Apr. 26 Exam 2 1:10-3:10pm

PTRM 300.B01: Recreation Behavior

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PTRM 300.B01: Recreation Behavior

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