Course Form
I. Summary of Proposed Changes
Dept / Program
Society & Conservation
Prefix and Course # PTRM 582
Course Title
Conceptual Foundations of Wilderness & Protected Areas
Short Title (max. 26 characters incl. spaces)
Concept of Wilderness & PA
Summarize the change(s) proposed
New course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Bill Borrie
Phone/ email :
4286
bill.borrie@umontana.edu
Program Chair/Director:
Michael Patterson
Other affected programs
Dean:
Date
James Burchfield
Are other departments/programs affected by this modification Please obtain signature(s) from the
because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
X
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
Graduate courses are not subject to common course review.
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
PTRM G 582 Conceptual Foundations of Wilderness & Protected Areas 3 cr. (R-3). Offered
autumn. Theoretical and philosophical imperatives for the establishment of different forms of parks,
wilderness and protected areas. In-depth discussion of the objectives and purposes for management
of these areas, and of the current criticisms and attacks on their intellectual foundation.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Foundational course for students in graduate program in Parks, Tourism & Recreation Management. Has
been offered twice as experimental course.
Are there curricular adjustments to accommodate teaching this course?
No
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by Administration
and Finance. Fees may be requested only for courses meeting specific conditions
according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf . Please
indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
Co-convened
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
YES
NO
X
From:
To:
Repeatability
Cross Listing
(primary
program
initiates form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
5. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course
status.
YES NO
6. Graduate increment if level of course is changed to UG.
Have you reviewed the graduate
Reference procedure 301.30:
increment guidelines? Please check (X)
space provided.
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
V. Syllabus/Assessment Information (must include learning outcomes)
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
See next page …
Conceptual Foundations of Wilderness & Protected Areas
RECM 582 - 3 Credits
Instructor:
Dr. William T. Borrie
405A CHCB (former Science Complex)
Email : bill.borrie@umontana.edu
Course Description:
Theoretical and philosophical imperatives for the establishment of different forms of parks, wilderness and protected
areas. In-depth discussion of the objectives and purposes for management of these areas, and of the current criticisms
and attacks on their intellectual foundation.
Course Overview and Goals:
This course is designed for students of conservation, recreation management &/or nature-based tourism. It examines
the origins and social context in which urban parks, state parks, national parks, wilderness, and international
designations were developed, and considers the relevancy of those objectives for today’s challenges.
Assigned readings
Edwards, J. (1758) Sinners in the Hands of an Angry God. New York: P & R Publishing.
Borgmann, A. (1995) The Nature of Reality and the Reality of Nature. In Soulé, M.E. and Lease, G. (eds). Reinventing
Nature: responses to postmodern deconstruction. Washington DC: Island Press.
Henneberger, J. (1996). Transformations in the Concept of the Park. The Trumpeter, 13(3), p.127-133.
Curry, N. (2004). The divergence and coalescence of public outdoor recreation values in New Zealand and England: an
interplay between rights and markets. Leisure Studies, 23, p. 205-223
Sutter, P.S. (2002). Driven Wild: How the fight against automobiles launched the modern Wilderness movement. Seattle:
The University of Washington Press.
American Planning Association (undated) City Parks Forum Briefing Papers. Retrieved September 23, 2004, from
http://www.planning.org/cpf/briefingpapers.htm
Rosenzweig, R. (1983) Eight Hours for What We Will: Workers and leisure in an industrial city, 1870-1920. New York
: Cambridge University Press.
Taylor, D.E. (in press). The Environment and the People in American Cities, 1600’s – 1900’s: Disorder, Inequality, and
Social Change. (Ch. 9, Social Class, Activism, and Park Use). Durham: Duke University Press.
Cox, T.R. (1988). The Park Builders: A history of state parks in the Pacific Northwest. (Ch. 1,10). Seattle: University of
Washington Press.
Hancocks, D. (2001). A different nature: the paradoxical world of zoos and their uncertain future. Berkeley: University
of California Press.
Johnson, M.L. (2007). Hunger for the Wild: America’s obsession with the Untamed West. Lawrence: University Press
of Kansas.
Runte, A. (1997). National Parks: The American Experience. Lincoln: University of Nebraska Press
Knighton, J. (1993). Ecoporn and the manipulation of desire. In Butler, T. (ed). Wild Earth: Wild ideas for a world out
of balance. Minneapolis, MN: Milkweed Editions.
Hales, D. (1989). Changing Concepts of National Parks. In D. Western and M.C. Pearl (eds.) Conservation for the
Twenty-First Century. New York: Oxford University Press.
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.
Rettie, D.F. (1995). Our National Park System: Caring for America’s greatest natural and historic treasures. Urbana:
University of Illinois Press.
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.
Louter, D. (2006). Windshield Wilderness: Cars, roads, and nature in Washington’s National Parks. Seattle: The
University of Washington Press.
Christensen, J. (2004). Win-win Illusions. Conservation in practice, 5, 12-19.
Cole, D.N., L. Yung, E.S. Zavaleta, G.H. Aplet, F.S. Chapin III, D.M. Graber, E.S. Higgs, R.J. Hobbs, P.B. Landres,
C.I. Millar, D.J. Parsons, J.M. Randall, N.L. Stephenson, K.A. Tonnessen, P.S. White, and S. Woodley
(2008). Naturalness and beyond: protected area stewardship in an era of global environmental change. George
Wright Forum 25:136–56.
Kormos, C.F. and H. Locke (2008). Introduction. In C.F. Kormos (ed). A Handbook on International Wilderness Law
and Policy. Golden, CO: Fulcrum Publishing.
Marsh, K.R. (2007). Drawing Lines in the Forest: Creating Wilderness areas in the Pacific Northwest. Seattle:
University of Washington Press.
Callicott, J.B. (1991). The Wilderness idea revisited: the sustainable development alternative. The Environmental
Professional, 13, 235-247.
Cronon, W. (1995). The trouble with Wilderness, or, getting back to the wrong nature. Uncommon Ground: toward
reinventing nature. New York: Norton & Co.
Henberg, M. (1994). Wilderness, Myth, and American Character. The Key Reporter, 59(3), 7 – 11.
Foreman, D. (1998). Wilderness Areas for Real. in Callicott, J.B. and Nelson M.P. (eds). The Great New Wilderness
Debate. Athens: The University of Georgia Press.
Povilitis, T. (2002). What is a Natural Area? Natural Areas Journal, 22(1), 70-74.
Nash, R. (1982). Wilderness and the American Mind (3rd edition). New Haven, CT: Yale University Press.
Batisse, M. (2001). World Heritage and Biosphere Reserves: complementary instruments. Parks, 11(1), 38-43.
Figgis, P. (2003) The Changing Face of Nature Conservation: Reflections on the Australian Experience. In W.M. Adams
& M. Mulligan (ed). Decolonizing Nature: Strategies for Conservation in a Post-Colonial Era. London:
Earthscan Publications.
Bayet, F. (1994). Overturning the Doctrine: indigenous people and wilderness- being Aboriginal in the Environmental
Movement. Social Alternatives, 13(2), 27-32.
Palmer, L. (2004). Bushwalking in Kakadu: a study of cultural borderlands. Social & Cultural Geography, 5, 109-127.
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
Snyder, G. (1990). The Etiquette of Freedom. The Practice of the Wild. New York: North Point Press.
Turner, J. (1996). Interview. Wild Duck Review, 2(6), 8 – 11 and 3(1), 3-4.
Griffiths, J. (2006). Wild: An elemental journey. New York: Penguin.
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 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, and will comprising 2 –
4 questions, each around 4 – 5 pages long.
Grading distribution:
Mid-term exam (40%), Final exam (50%), Class Participation (10%)
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 (or part 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 Department
Chair, Mike Patterson. 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?
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 8-23-11