Borrie, William T.

English

University of Montana

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2000 RECM 482.01: Wilderness and Protected Area Management William T. Borrie University of Montana - Missoula, bill.borrie@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Borrie, William T., "RECM 482.01: Wilderness and Protected Area Management" (2000). Syllabi. 5351. https://scholarworks.umt.edu/syllabi/5351 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. Wilderness and Protected Area Management RECM 482 - 3 Credits“The wilderness pilgrim’s step-by-step breath-by-breath walk up a trail, into those snow fields, carrying all on the back, is so ancient a set of gestures as to bring a profound sense of body-mind joy.”Gary SnyderInstructor:Dr. William T. Borrie405a Science ComplexPh. : 243-4286Email : borrie@forestry.umt.eduCourse Description:Examination of the origin, evolution, and application of the park and wilderness concept on state, federal, and international levels. Basic principles of wilderness and park management.Course Overview and Goals :The challenge of wilderness management is to preserve and protect the wilderness ecosystem, while at the same time providing the opportunity for unique wilderness experiences. Wilderness management consists of two tasks : putting the received notion of wilderness to work in land management settings; and putting land management techniques to work in a wilderness location. Recognizing the values that are being preserved and understanding the factors that cause damage of the wilderness are first steps to preventing such impacts. It has become increasingly clear that wilderness management is more than setting land aside and leaving it alone.This course is designed as a capstone course for undergraduate students with an interest and background in park and wilderness management. One of the major objectives is to introduce students to pressing wilderness and park management issues, the implications of alternative methods of dealing with them, pertinent literature, and current research. The course will emphasize readings and require student seminar discussion and cooperative learning.Required Textbook:Callicott, J. B. and Nelson, M. P. (1998). The Great New Wilderness Debate. Athens, GA: The University of Georgia Press.Assigned readings:Henneberger, J. (1996). Transformations in the Concept of the Park. The Trumpeter, 13(3), p. 127-133.Sax, J.L. (1980). Mountains without Handrails: Reflections on the National Parks. (Ch. 5, 6, 8). Ann Arbor: University of Michigan Press.Grumbine, R.E. (1997). Image and reality: Culture and biology in the National Parks. Orion, 16(2), p. 16-2 3. Chase, A. & Shore, D. (1992). Our National Parks: An uncommon guide. Outside, 17(6), p. 53-56.Sellars, R.W. (1997). Preserving Nature in the National Parks. (Ch. 7). New Haven: Yale University Press. Lowry, W.R. (1997). State Parks: Laboratories for Innovation. USA Today), 126(2628), p.16-19.Cox, T.R. (1988). The Park Builders: A history o f state parks in the Pacific Northwest. (Ch. 1,10). Seattle: University of Washington Press.Morgan, J.M. (1996). Resources, recreationists, and revenues: A policy dilemma for today’s State Park systems.Environmental Ethics, 18, p. 279-290.Langewiesche, W. (1999). Eden: A gated community. Atlantic Monthly, 283(6), p. 84-105.Crowe, D.M. & Shryer, J. (undated). Eco-colonialism: an opinion from sub-Saharan Africa. Available: http://www.allianceforamerica.Org/l 196010.htm Langewiesche, W. (1999). Eden: a gated community. The Atlantic Monthly, 283(6), p. 84-105.UNESCO (undated). The Statutory Framework of the World Network of Biosphere Reserves. Available http ://www. unesco. org/ mab / frameuk.htmUNESCO (undated). The World Heritage Conservation Process. Available http://www.unesco.org/whc/exhibits/whcp/whcp.htmGalvin, D.P. (1997). Statement of Denis P. Galvin, Acting Deputy Director, National Park Service, Department of Interior, before the House Committee on Resources regarding, H.R. 901, The American Land Sovereignty Protection Act.Assignments:1. The course will operate as a student-centered seminar. The instructor will provide introductions to thecourse and to particular topics, and will also provide additional substantive material as appropriate.Students will meet each day for a three-hour discussion. Students are expected to be prepared to discuss the weekly assigned material in detail. An important component of your evaluation will be the quality of your weekly preparation and participation.Each day three students will be responsible for preparing a brief analysis of the assigned readings and for serving as the focal point in the discussion. In this analysis, the student may dwell on the assigned reading and/or introduce additional information from available literature. The analysis should concentrate on such aspects of the readings as the importance of the topic, the adequacy of the research presented, the underlying assumptions of the author(s), the relationship of the readings to other writings and topics, and the value of the ideas to wilderness management now and in the future. Particular attention should be given to those ideas or concepts which might be controversial, and which would likely foster stimulating discussion.Students leading a discussion on a particular day should talk with the instructor or teaching assistant at least 24 hours prior. Any teaching materials, such as overheads or photocopies should be available at this meeting.3. The mid-term and final exam will be of a comprehensive nature, covering all of the course readings,lectures, discussions and field trips. They will be taken in the form of take-home examinations.Table 1. Grading distribution for RECM 482. Fall 2000.Mid-term exam 20Final exam 40Class preparation and participation40Total 100Policies :1. Any student with learning disabilities or disadvantages needing special dispensation or assistance will inform the instructor immediately following the first class.2. It is expected that all work tended for evaluation will be professionally presented. Written submissions should be typed (preferably laser printed or high quality dot matrix). Proof-read and spell-check your documents. Folks reading your work assume you mean to present it the way that you do.3. Late submissions are not encouraged. A standard policy of subtracting 10% per day late is fair toeveryone (students, instructors, and administration). Extraordinary circumstances (such as a death in the family) should be discussed with the instructor in advance. Leave from college due to medical conditions can be documented with doctor’s certificates. Otherwise special dispensation involves discussion with the Associate Dean, Dr. Don Potts. Seek assistance before problems or difficulties get too major !Attendance is expected, though not required for all classes. It is the student’s responsibility to arrange in advance so as to absolutely minimize the disruption on other students, and to make up, through alternative learning activities, the material missed due to absence. We’re all in this together - don’t get behind !All course activities are governed by the Student Conduct Code, which embodies the ideals of academic honesty, integrity, human rights, and responsible citizenship. We can assume these things, right ?Wilderness and Protected Area Management RECM 482 - 3 Credits Fall 2000.STUDENT DISCUSSION LEADER EVALUATION FORM.1. Please evaluate each of the discussion leaders along the following three dimensions :A. Level o f Preparation (50%)- the degree to which the student is well organized demonstrated familiarity with the readingsability to provide structure to the class through the use o f outlines, summaries, handouts, overheads, etc.B. Ability and enthusiasm in leading discussion (25%)extent to which student has identified interesting and contentious issues, themes, opinions, etc.- willingness to engage other students in discussion- professional attitude and demeanorvC. Understanding o f topic (25%)- ability to identify the underlying background, agenda, and assumptions o f  the author- awareness o f the relationship o f the particular reading to other readings- application o f the ideas in the reading to wilderness and protected area management.Use the following scale : 1 = Outstanding, Excellent2 = Very Good3 = Good4 = Average5 = Below AverageStudent # (Name : ________________ _ ____________________) :Level o f Preparation: ________________Ability in Leading Discussions : ________________Understanding o f Topic :2. Then evaluate your own participation in this day’s class (as compared to other classes, both this course and in other courses).Your level o f preparedness : _____ __________Your level o f  participation : ________________Your level o f understanding : ________________Table 2. Suggested Course Schedule: RECM 482. Fall 2000.Day Topics Student Discussion Leaders Readings (before this class)Mon., Nov. 27 The Park Idea I Callicott, pp. 23 27-  (Edwards) Tues., Nov. 28 The Park Idea IISax & Henneberger readingsCallicott, pp. 103-119 (Leopold report) Sellars, Grumbine & Chase readingsWed., Nov. 29 The Wilderness Idea I Callicott, pp. 28 30-  (Emerson) Callicott, pp. 31-47 (Thoreau) Callicott, pp. 48 62-  (Muir)Thurs., Nov. 30 The Wilderness Idea II Callicott, pp. 63 74-  (Roosevelt) Callicott, pp. 75-84 (Leopold) Callicott, pp. 85-97 (Marshall) Callicott, pp. 280-292 (Naess)Mon., Dec. 4 The Wilderness Idea III Callicott, pp. 97 102-  (Olson) Callicott, pp. 131-153 (Woods) Callicott, pp. 154-198 (Nelson)Tues., Dec. 5 The Attack on WildernessCallicott, pp. 337 366-  (Callicott) Callicott, pp. 471 499-  (Cronon) Callicott, pp. 314 324-  (Bayet)Tues., Dec. 5 MID TERM-  handed outTable 2. Suggested Course Schedule (Continued): RECM 482. Fall 2000.Wed., Dec. 6 The Defense of Wilderness Callicott, pp. 500 510-  (Henberg) Callicott, pp. 367 388-  (Rolston) Callicott, pp. 408 413 (Noss)-  Callicott, pp. 395 407-  (Forman)Thurs., Dec. 7 Biological Wilderness Callicott, 521 539-  (Noss) Callicott, 540-565 (Waller) Callicott, 585 594-  (Callicott)Mon., Dec. 11 MID TERM-  due (9 am).Mon., Dec. 11 The Ethnocentric critique Callicott, pp. 231 245 (Guha)-  Callicott, pp. 217 230-  (Harmon) Tues., Dec. 12 Wilderness TodayLangewiesche & Crowe readingsReadings from the Wilderness Research Conference.Wed., Dec. 13 International Protected AreasCallicott, pp. 207 216-  (Nash) Callicott, pp. 325-333 (Talbot) UNESCO readings & GalvinThurs., Dec. 14 State Parks Lowry reading Cox reading Morgan readingThurs., Dec. 14 TAKE HOME handed outThurs., Dec. 21 TAKE HOME due (5 pm).

RECM 482.01: Wilderness and Protected Area Management

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-1-2001 RECM 482.01: Wilderness and Protected Area Management William T. Borrie University of Montana - Missoula, bill.borrie@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Borrie, William T., "RECM 482.01: Wilderness and Protected Area Management" (2001). Syllabi. 6278. https://scholarworks.umt.edu/syllabi/6278 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. Wilderness and Protected Area Management RECM 482 - 3 Credits Fall Capstone 2001.  Instructor:    Dr. William T. Borrie    405a Science Complex   Ph. :    243-4286   Email : borrie@forestry.umt.edu  Course Description:  Examination of the origin, evolution, and application of the park and wilderness concept on state, federal, and international levels. Basic principles of wilderness and park management.  Course Overview and Goals : This course is designed as a capstone course for undergraduate students with an interest and background in park and wilderness management. One of the major objectives is to introduce students to pressing wilderness and park management issues, the implications of alternative methods of dealing with them, pertinent literature, and current research.  The course will emphasize readings and require student seminar discussion and cooperative learning.  Required Textbook: Callicott, J. B. and Nelson, M. P. (1998). The Great New Wilderness Debate. Athens, GA: The University of Georgia Press.  Assigned  readings: Henneberger, J. (1996). Transformations in the Concept of the Park. The Trumpeter, 13(3), p.127-133. Dustin, D.L., More, T.A., and McAvoy, L.H. (2000). The Faithful Execution of Our Public Trust: Fully funding the National Parks through taxes. Journal of Park and Recreation Administration, 18(4), p. 92-103. Taylor, D.E. (1999). Central Park as a Model for Social Control: Urban Parks, Social Class and Leisure Behavior in Nineteenth-Century America, Journal of Leisure Research, 31(4), p. 420-477. Sellars, R.W. (2000). Creating Tradition: The roots of National Park management. Wild Earth, 10(2), 27-32. Sears, J.F. (1998). Sacred Places: American tourist attractions in the Nineteenth Centry. (Ch. 6). Amherst: University of Massachusetts Press. Different Drummer. (undated). History of the Park Service. Available http://www.teleport.com/~rot/npshist.html Sax, J.L. (1980). Mountains without Handrails: Reflections on the National Parks. (Ch. 5, 6, 8). Ann Arbor: University of Michigan Press. Grumbine, R.E. (1997). Image and reality: Culture and biology in the National Parks. Orion, 16(2), p. 16-23. Chase, A. & Shore, D. (1992). Our National Parks: An uncommon guide. Outside, 17(6), p. 53-56. Turner, J.M. (2001). Wilderness East: Reclaiming history. Wild Earth, 11(1), p. 19-26. Cox, T.R. (1988). The Park Builders: A history of state parks in the Pacific Northwest. (Ch. 1,10). Seattle: University of Washington Press. Morgan, J.M. (1996). Resources, recreationists, and revenues: A policy dilemma for today’s State Park systems. Environmental Ethics, 18, p. 279-290. Langewiesche, W. (1999). Eden: A gated community. Atlantic Monthly, 283(6), p. 84-105. Crowe, D.M. & Shryer, J. (undated). Eco-colonialism: an opinion from sub-Saharan Africa. Available: http://www.allianceforamerica.org/1196010.htm UNESCO (undated). The Statutory Framework of the World Network of Biosphere Reserves. Available http://www.unesco.org/mab/frameuk.htm UNESCO (undated). The World Heritage Conservation Process. Available http://www.unesco.org/whc/exhibits/whcp/whcp.htm Galvin, D.P. (1997). Statement of Denis P. Galvin, Acting Deputy Director, National Park Service, Department of Interior, before the House Committee on Resources regarding, H.R. 901, The American Land Sovereignty Protection Act. Cole, D.N. (1996). Ecological Manipulation in Wilderness – An emerging management dilemma. International Journal of Wilderness, 2(1) 15-19. Jordan, William R. (2000). Restoration, Community, and Wilderness. In Gobster, P.H. and Hull, R.B. (Eds). Restoring Nature: perspectives from the social sciences and humanities. Washington DC: Island Press. Snyder, G. (1990). The Practice of the Wild. (Ch. 1). New York: North Point Press. Nickas, G. and Macfarlane, G. (2001). Wilderness: Keep it wild ! Wild Earth, 11(2), p. 62-65. Shepard, F.R. (1999). Coming home to the Wild. Wild Earth, 9(1), p. 22-27.   Assignments:   1. The course will operate as a student-centered seminar. The instructor will provide introductions to the course and to particular topics, and will also provide additional substantive material as appropriate.    Students are expected to be prepared to discuss the weekly assigned material in detail.  An important component of your evaluation will be the quality of your daily preparation and participation.   2.  The mid-term and final exam will be of a comprehensive nature, covering all of the course readings, lectures, discussions and field trips.  They will be taken in the form of take-home examinations.    Table 1.  Grading distribution for RECM 482.  Fall 2001.   Mid-term exam 40 Final exam 50 Class participation 10 Total 100   Policies :   1. Any student with learning disabilities or disadvantages needing special dispensation or assistance will inform the instructor immediately following the first class.  2. It is expected that all work tended for evaluation will be professionally presented. Written submissions should be typed (preferably laser printed or high quality dot matrix). Proof-read and spell-check your documents. Folks reading your work assume you mean to present it the way that you do.  3. Late submissions are not encouraged. A standard policy of subtracting 10% per day late is fair to everyone (students, instructors, and administration). Extraordinary circumstances (such as a death in the family) should be discussed with the instructor in advance. Leave from college due to medical conditions can be documented with doctor’s certificates. Otherwise special dispensation involves discussion with the Associate Dean, Dr. Don Potts.  Seek assistance before problems or difficulties get too major !  4. Attendance is expected, though not required for all classes. It is the student’s responsibility to arrange in advance so as to absolutely minimize the disruption on other students, and to make up, through alternative learning activities, the material missed due to absence.  We’re all in this together - don’t get behind !  5. All course activities are governed by the Student Conduct Code, which embodies the ideals of academic honesty, integrity, human rights, and responsible citizenship. We can assume these things, right ?  Table 2.  Suggested Course Schedule:  RECM 482.  Fall 2001.  Day Topics Readings (before this class) Mon., Nov. 26 Parks & Protected Areas Henneberger  Dustin, More & McAvoy  Tues., Nov. 27 Parks  Taylor  Sellars  Wed., Nov. 28 The National Park Idea I History of the Park Service Sears Thurs., Nov. 29 The National Park Idea II Sax Grumbine Chase Mon., Dec. 3 State Parks Cox  Morgan  Tues., Dec. 4 MID-TERM handed out  Tues., Dec. 4 The Attack on Wilderness Callicott, pp. 337-366 (Callicott) Callicott, pp. 471-499 (Cronon) Wed., Dec. 5 The Defense of Wilderness Callicott, pp. 500-510 (Henberg) Callicott, pp. 395-407 (Foreman) Thurs., Dec. 6 International Protected Areas Callicott, pp. 207-216 (Nash) UNESCO readings,  Galvin Mon., Dec. 10 MID-TERM due (9 am).  Mon., Dec. 10 The Ethnocentric critique Callicott, pp. 231-245 (Bayet) Langewiesche  Crowe  Tues., Dec. 11 Ecological restoration Callicott, pp. 103-119 (Leopold Report) Cole Jordan Wed., Dec. 12 Wildness Nickas and Macfarlane, Snyder, Shepard Callicott, pp. 617-627 (Turner) Wed., Dec. 12 TAKE HOME handed out  Wed., Dec. 19 TAKE HOME due 5.00 pm   

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RECM 482.01: Wilderness and Protected Area Management

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