I. ASCRC General Education Form
Group
Group VII Social Science
Dept.
of Society & Conservation,
Dept/Program
Course #
RECM 217
B.S. in Recreation Management
Course Title
Prerequisite
-
Wildland Recreation Management
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Neil Moisey
6673,
moisey@forestry.umt.edu
Program Chair
Michael Patterson
Dean
James Burchfield
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Instructor
Phone / Email
This 200-level course is designed both for RECM majors and for non-majors, and has no
prerequisites. This course addresses concepts and issues related to the management of
wildlands as an environment for outdoor recreation. Relationships between recreation visitors,
the resource base, and management policies are explored. Additionally, issues related to
recreation planning on multiple-use forest lands, parks, wilderness areas and private lands are
discussed. The focus of the course is to familiarize students with some of the terms, concepts,
research, and literature from the social sciences that have relevance for natural resource
managers. It will also allow students to apply this knowledge to problem areas encountered by
recreation specialists, interpreters, park administrators, planners and rangers, guides and
outfitters, landscape architects, and wildlife officers.
This course has broad roots in social, environmental, and cognitive psychology. The academic
areas of political science, economics, sociology and philosophy also contribute to
understanding the human dimension of resource management. Many of the management
practices used in recreation or protected natural areas are based on research from these
disciplines. Understanding where to find, interpret and use this type of information is essential
for any student who may wish to become involved with the planning, design and management
of parks, wildlands and natural resource protected areas or commercial concessions that are
dependent on a natural resource base.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
1. systematically study individuals, groups,
or social institutions;
Wildland recreation management examines
recreationists and their behavior as it relates
to the management of natural resources.
Individual behavior and the behavior of
social groups are examined through their
recreation choice and how that impacts the
experiences of others and the underlying
resources. A historical overview of societal
values as they relate to natural resources
provides a foundation for understanding
current issues. The dynamics between social
institutions, public agencies and
representative groups is examined to further
understand Wildland management, the
preservation of societal values for natural
resources, and recreational opportunities.
2. analyze individuals, groups, or social
Psychological, sociological, economic,
problems and structures; and/or
philosophical and political theories from
both a historic and modern perspective are
used to fully understand the individual, and
societal values for parks, recreation and
nature-based tourism settings.
3. give considerable attention to ways in
A historic overview of the scientific,
which conclusions and generalizations are
philosophical and political writings provides
developed and justified as well as the methods
a basis for understanding the role of nature in
of data collection and analysis.
society and value to the individual. Both
quantitative and qualitative research data and
conclusions from environmental social
science literature, recreation and leisure
studies, social psychology and sociology are
examined in the context of their application
to recreation and tourism settings.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
1. Describe the nature, structure, and
The nature, structure, and historical
historical development of human behavior,
development of individual and societal
organizations, social phenomena, and/or
values for nature and natural resources,
relationships;
leisure behavior, recreation and tourism
management organizations, and current
management challenges are emphasized.
2. use theory in explaining these individual,
Psychological, sociological, economic, and
group, or social phenomena; and/or
political theories are used in the
understanding and prediction of recreation
and tourism behavior in context of
managing scarce natural resources.
3. understand, assess, and evaluate how
conclusions and generalizations are justified
based on data
Current recreation and tourism research
data, both quantitative and qualitative, are
examined in the context of natural resource
planning, understanding recreation behavior
and benefits, understanding of the changing
role of communities and their involvement
in natural resource management and the
continuing evolving role of public agencies
and their missions to uphold broader
societal values for natural resources. The
use of current issues provides a vehicle to
integrate both the historic perspectives with
more current research.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.
WILDLAND RECREATION MANAGEMENT
RECM 217, 3 credits MWF @ 1:10-2:00
FOR 106 Instructor:
Dr. Neil Moisey
Science Complex 440
243-6673
moisey@forestry.umt.edu
Teaching Assistant:
Dave Morris
Science Complex 420
243-4325
Dave.Morris@umontana.edu
Office Hours:
M, F 9:00 – 12:00 or by appt.
Course Description
This course addresses concepts and issues related to the management of wildlands as an
environment for outdoor recreation. Relationships between recreation visitors, the
resource base, and management policies are explored. Additionally, issues related to
recreation planning on multiple-use forest lands, parks, wilderness areas and private lands
are discussed.
Course Overview and Goals
Much of natural resource management is really dealing with the people who use those
resources and other managers and policy makers. Agencies and organizations
increasingly seek professionals who can combine a knowledge of both the biophysical
and the human dimensions of natural resources management. The focus of the course is to
familiarize you with some of the terms, concepts, research, and literature from the social
sciences that have relevance for natural resource managers. Class discussions, readings
and lectures will place an emphasis on examining why recreation resources are managed
as they are while providing an introduction to how they are managed. It will also allow
you to apply this knowledge to problem areas encountered by recreation specialists,
interpreters, park administrators, planners and rangers, guides and outfitters, landscape
architects, wildlife officers - to name a few.
Much of the work we will explore in this course has its roots in social, environmental,
and cognitive psychology. The academic areas of political science, economics, and
philosophy also contribute to understanding the human dimension of resource
management. Many of the management practices we use in recreation or protected
natural areas are based on research from these disciplines. Understanding where to find,
interpret and use this type of information is essential for any student who may wish to
become involved with the planning, design and management of parks, wildlands and
natural resource protected areas or commercial concessions that are dependent on a
natural resource base.
Specifically, you should gain from this course:
1. An understanding of the relationships between recreationists and the environment and
how these relationships are managed in wildland settings.
2. An understanding of the problems or challenges resulting from the interactions of
people, resources and land managers.
3. Knowledge of how to evaluate recreation resource management decision-making (e.g.
impact identification).
4. An understanding of the role of the recreation management profession in relationship
to other disciplines of natural resource management.
5. To illustrate how specific concepts have been applied to natural resource settings, for
example: crowding, satisfaction, conflict, values, attitudes, and norms.
Required readings and resources:
1. Readings are available from the ERES site (http://eres.lib.umt.edu/eres/).
2. Additional reserve readings as assigned will be available on ERES.
Requirements And Evaluation
1. Any student with learning disabilities or disadvantages needing special dispensation
or assistance will inform the instructor immediately following the first class.
2. Attendance is expected, though not required. It is the student’s responsibility to cover
the material missed due to absence.
3. All exams must be taken on the scheduled date. If special circumstances require a
student to take the exam at an alternate date arrangements must be made with the
instructor prior to the test date. Exam dates will be scheduled throughout the
semester.
4. Reading: Weekly quizzes will be from the assigned readings. The readings will
parallel class discussion. You are responsible for all reading material.
5. Sample exam questions: Sample exam questions are available on-line from the ERES
page (http://eres.lib.umt.edu/eres/). Exams questions will come from these sample
questions.
Grading
Total points at the end of the course will be used to determine your grade.
300 pts. Three exams scheduled throughout the semester.
100 pts. Weekly quizzes (10 points each - can drop lowest score)
20 pts. Discussion, participation, and assignments
420 pts. Total
Attendance policy and classroom behavior.
Students are expected to attend all class sessions, take all tests, complete all assignments
both inside and outside of class. Students are responsible for all facets of the assignments
which total together to form the final grade. Everyone is also expected to complete
assigned readings and do research both in the library and in connection with specific
agencies, businesses and individuals and possibly on the Internet. When working in
groups, group members are responsible for meetings of these groups. As far as behavior
in the university classroom, it is important that everyone take part in the classroom
activities and discussions, and are not disrespectful of other students, faculty or guest
speakers. Arriving on time and leaving on time, not engaging in excessive talking or
disturbing activities in the class room, allowing for diverse opinions, are some examples
of expected behavior. When meeting with public officials, business leaders, and others,
students should be aware that their behavior in these professional situations reflects not
only on themselves, but may also concern the university as a whole.
Make up policy:
Assignments must be turned in at the beginning of class on the day they are due. These
due dates will be announced in class and may be listed in the Final Schedule. Late
assignments will receive a 10% reduction in grade value the first week and will not be
accepted after one week. In the case of a verifiable emergency (medical, family etc.) I
will make every effort to work with the student - but I need to be informed as soon as
possible. If the student has university excused absences for athletics or other purposes I
need to know in advance to work out any make up or alternative assignments.
Readings- Additional readings will be assigned!
Introduction
• USDA Forest Service Recreation Agenda, 2003
•
•
ANILCA Citizens Guide - introduction by Jimmy Carter, 2000
Ch.04: Social and Technological Forces Affecting Outdoor Recreation
•
Knopf, R.C. (1988). Human experience of wildlands: A review of needs and
policy. Western Wildlands, Fall, 1988.
Historical Contexts For Recreation
•
Ibrahim, H. and K.A. Cordes (1993). Chapter 1: Foundations of outdoor
recreation. In: Ibrahim, H. and K.A. Cordes Outdoor Recreation WCB Brown &
Benchmark Pub., Madison, Wisconsin.
•
Wellman, J.D. (1987). Chapter 3: Roots of policy: Romantic preservation. In: J.D.
Wellman Wildland Recreation Policy. John Wiley & Sons, Inc., New York, NY.
•
Wellman, J.D. (1987). Chapter 4: Institutional origins: The Forest Service. In:
J.D. Wellman Wildland Recreation Policy. John Wiley & Sons, Inc., New York,
NY.
•
Wellman, J.D. (1987). Chapter 5: Institutional origins: The National Park Service.
In: J.D. Wellman Wila7and Recreation Policy. John Wiley & Sons, Inc., New
York, NY.
•
Jensen, C.R. (1985). Chapter 11: The role of state agencies. In C.R. Jensen,
Outdoor Recreation in America, Fifth Ed., Burgess Pub. Co..
Management Frameworks
•
Jubenville, A. and B. W. Twight (I 993). Chapter 2: The outdoor recreation
management model. In: A. Jubenville & B.W. Twight Outdoor Recreation
Management: Theory and Application. Venture Pub., Inc., State College, PA.
•
Salwasser, H. (I 990). Gaining perspective: Forestry for the future. Journal of
Forestry, 88(11):32-38.
•
Vining, J. (I 99 1). Environmental values, - emotions and public involvement. In:
LeMaster, D.C. & G.R. Parker (Ed.) Ecosystem Management in a Dynamic
Society, Proceedings of a conference in West Lafayette, Indiana, November 1921, 199 1, Department of Forestry and Natural Resources, Purdue University,
West Lafayette, IN., pp. 27-35.
•
Manning, R.E., et al. (1994). The carrying capacity of national parks; Theory and
application. In: Payne, R.J. and P. Nilsen (Ed.) Innovations and Challenges in the
Management of Visitor Opportunities in Parks and Protected Areas. Proceedings
of Workshop held at the University of Waterloo, December 1, 1994, Occasional
Paper #26, Heritage Resources Center, University of Waterloo, pp. 9-22.
•
McCool, S.F. (1996). Limits of Acceptable Change: A framework for managing
national protected areas: Experiences from the United States. Maritime Institute
of Malaysia (MIMA) and Department of Fisheries Malaysia Workshop on Impact
Management in Marine Parks, Kuala Lumpur, Malaysia, pp. 1-21.
•
Borrie, W.T. and J.W. Roggenbuck (1995). Community based research for an
urban recreation application of benefits-based management. USDA Forest Service
General Technical Report, PSW- 1 56, pp. 159-163.
•
Dustin, D. L. (I 994). Managing public lands for the human spirit. Parks and
Recreation, September, 1994, pp.93-96.
•
Jacob, F.R. and R. Schreyer (1980). Conflict in outdoor recreation: A theoretical
perspective. Journal of Leisure Research, 12,368-380.
Recreation Use and Its Impacts
•
Hammitt, W.E. and D.N. Cole (1987). Chapter 8: Visitor Use. In: W.E. Hammitt
and D.N. Cole, Wildland Recreation: Ecology and Management, John Wiley and
Sons, New York, NY.
•
Marion, J.L. (1991). Developing a natural resource inventory and monitoring
program for visitor impacts on recreation sites: A procedural Manual. Cooperative
Park Studies Unit, National Park Service, Virginia Tech, Department of Forestry,
Natural Resources Report NPSNRVT/NRR-91/06, Blacksburg, VA.
Understanding the Recreational Visitor
•
Propst, D.B. and D.W. Lime (1981). How satisfying is satisfaction research? In:
Forest and River Recreation: Research Update, Selected papers presented in the
Forest and Rivers Content Area at the Symposium on Leisure Research, USDA
Forest Service, North Central Forest Experiment Station, Miscellaneous
Publication 18, University of Minnesota, pp. 124-132.
•
Watson, A.E. (1995). An analysis of recent progress in recreation conflict
research and perceptions of future challenges and opportunities. Leisure Sciences,
17: 235-238
•
Schneider, I.E. and W.E. Hammitt (1995). Visitor response to outdoor recreation
conflict: A conceptual approach. Leisure Sciences, 17:223-234.
•
Sharpe, G.W. (1982). Chapter 1: An overview of interpretation. In: G.W. Sharpe,
Interpreting the Environment, Second Edition, John Wiley & Sons, New York,
NY.
Issues In Recreation - Integrating Concepts of Recreation
•
Williams, D.R. et al. (1992). Beyond the commodity metaphor: Examining
emotional and symbolic attachment to place. Leisure Sciences, 14:29-46.
•
Williams, D.R. (Unpublished). Mapping place meanings for ecosystem
management. A technical report submitted to the Interior Columbia River Basin
Ecosystem Management Project, Social Science Assessment Team.
•
Harmon, D. (I 987). Discussion Papers: Cultural diversity, human subsistence,
and the National Park ideal. Environmental Ethics, Vol. 9, Summer 1987, pp.
147-158.
•
Blodgett, P.J. (I 990). Striking a balance: Managing concessions in the
National
Tentative Course Outline
Section
Date
25-Aug
1. Introduction
27-Aug
2. Historical contexts
29-Aug
1-Sep
Topics
Class overview and objectives
Why are we here?
Meanings and concepts of recreation
Labor Day Holiday -- NO CLASS
Benefits of recreation
3-Sep
5-Sep
3. Management
frameworks
Philosophical origins of land management
agencies
Legislative origins of land management
8-Sep
Recreation management model
10-Sep
Recreational Opportunity Spectrum (ROS)
12-Sep
Carrying Capacity
15-Sep
17-Sep
19-Sep
22-Sep
Exam 1
4. Recreation use and its
impacts
24-Sep
26-Sep
29-Sep
1-Oct
3-Oct
6-Oct
8-Oct
10-Oct
13-Oct
15-Oct
5. Understanding the
Recreational Visitor
17-Oct
20-Oct
22-Oct
24-Oct
Limits of Acceptable Change
Benefits-Based Management
EM/Multiple use
Conflict Models
EXAM 1
Nature of impacts: visitor and resource
interactions
Nature of impacts: visitor and resource
interactions (cont.)
Soil, vegetation, wildlife and water -considerations in recreational impacts
Soil, vegetation, wildlife and water – (Cont.)
Monitoring setting attributes -- visitor use
Monitoring setting attributes -- campsites
Monitoring setting attributes -- Monitoring
impacts – trails
Visual resources/aesthetics
Visual resources/aesthetics (cont.)
Demand and motivation
Demand Curve
Satisfaction
Readings
Rec agenda &
ANILCA & Ch 4
Knopf
Ibrahim - Foundations
of outdoor recreation
Wellman Ch 3:
Roots of policy
Wellman Ch 4 Inst
Origins USFS
Wellman Ch 5 Inst
Origins – NPS;
Jensen State
Agencies
Jubenville,
Recreation Model;
Appx C, ROS
Manning, Carrying
Capacity; Haas,
visitor capacity
McCool, LAC;
Borrie, BBM;
Jacob & Schreyer,
Conflict;
Section
Date
Exam 2
27-Oct
29-Oct
31-Oct
3-Nov
5-Nov
7-Nov
Topics
Crowding
Visitor Succession & Displacement
EXAM 2
Stress and coping approach to succession and
displacement
Recreation specialization
10-Nov
Alternative Management Approaches -Direct vs. Indirect
12-Nov
Alternative Management Practices 14-Nov
Use Limit Policies 17-Nov
Use Limit Policies (Continue) 19-Nov
Thanksgiving Holiday ‐‐ NO CLASS 6. Issues
21-Nov
24-Nov
26-Nov
28-Nov
Thanksgiving Holiday ‐‐ NO CLASS Interpretation
Place, Meaning and Values
Place, Meaning and Values (cont.)
Concessions
1-Dec
Fees, Privatization and commercialism
3-Dec
EXAM 3
Exam 3 5-Dec
Tuesday 3:20 to 5:20
Final discussion 9-Dec
Readings