I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
x
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Parks, Tourism & Recreation
Course #
PTRM 110S
Management
Course Title
Introduction to Parks, Recreation & Tourism
Prerequisite
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Instructor
Bill Borrie
Phone / Email 4286, bill.borrie@umontana.edu
Program Chair Bill Borrie
Dean
Michael Patterson (Associate Dean)
III. Type of request
New
One-time Only
Renew x
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This 100-level course is designed both for PTRM majors and for non-majors, and has no
prerequisites. It lays the intellectual foundation for the study of social phenomenon in outdoor
recreation and nature-based tourism contexts. It also examines the role of leisure in students’
lives, and allows consideration of the meaningful experiences they might choose in their free
time. The course examines how the basic ethos of leisure and recreation has developed in the
western and American historical contexts. The benefits and outcomes of ‘healthy’ recreation
and leisure are considered at the individual, family, group, and societal levels. Issues of equity,
access, and management of the social imperatives of parks, recreation and tourism are
discussed. Modern challenges of technology, commercialization, and privatization are
emphasized.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. systematically study individuals, groups,
Recreation, leisure and tourism are examined
or social institutions;
at individual, social, and societal levels.
2. analyze individuals, groups, or social
Psychological, sociological, economic, and
problems and structures; and/or
political theories are used in the
consideration of the structures and forms of
parks, recreation and tourism.
3. give considerable attention to ways in
Research data and conclusions from leisure
which conclusions and generalizations are
studies and environmental social science
developed and justified as well as the methods
journals are examined in the context of their
of data collection and analysis.
application to recreation and tourism
settings.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Describe the nature, structure, and
The patterns and trends of motivation,
historical development of human behavior,
participation and location of leisure and
organizations, social phenomena, and/or
recreation is examined, as well as the nature
relationships;
of land designations and of outdoor
recreation providers and managers. The
individual and social constraints to
participation are emphasized.
2. use theory in explaining these individual,
When looking at the role of leisure,
group, or social phenomena; and/or
recreation and tourism in personal lives,
theories of social and developmental
psychology underlie our discussions. At the
social level, theories of social and
environmental justice are emphasized. At
the societal level, economic, legal and
political approaches are taken to consider
the allocation, pricing and management of
public and private lands for recreation and
tourism. Social and political impacts of
recreation are introduced.
3. understand, assess, and evaluate how
conclusions and generalizations are justified
based on data
Throughout the course, current social
science data is examined in the context of
current issues (such as the arguably
declining interest among youth in the
outdoors, the role of sex differences in sport,
snowmobile use in Yellowstone, evaluation
of quality wilderness experiences, and the
impact of recreation use fees on the public
domain). Students collect and examine
data on their own definitions, motivations
and participation in recreation and tourism.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. 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
University of Montana
Introduction to Parks, Recreation and Tourism
PTRM 110S - 3 Credits – CRN: 31098
“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 Snyder (2003, p. 101)
Instructor:
Bill Borrie
Office:
Office hours:
Phone:
Email:
Professor, College of Forestry & Conservation
405A CHCB (Science Complex)
Monday & Thursday, 4-5 pm.
243-4286
bill.borrie@umontana.edu
[Best contact method is email or Office Hours]
Course Description:
A survey of the concepts and issues related to leisure, parks, recreation and tourism in American society.
Course Overview and Goals :
The concepts and functions of leisure in western society continue to evolve, and reflect the dominant socialcultural values of the period. As the structure of our society changes so do its fundamental values and benefits,
including the amount, distribution and use of leisure. How society responds to the demands of a people using
leisure, and resulting problems, conflicts and issues have itself become problematic. The course will explore how
recreation and leisure have changed: how technological innovation, education and a variety of socio-demographic
characteristics affect participation in recreation activities. Underlying psychological and sociological research is
considered in the context of how the theories and data can inform park, recreation and tourism management.
The overall objective of the course is to provide a broad survey of the roles of parks, recreation and tourism in
your life and in our society. Understanding these roles provides the necessary intellectual footing to professional
development and conveys to others how we got to where we are. More specifically, the course is designed to
address the following questions:
 What is leisure? What form does, and might it take, in your life?
 How have patterns and definitions of recreation and leisure changed over time?
 How does recreation make a difference to our social, individual, & environmental lives?
 What types of recreation opportunities and experiences are valued in American society?
 What forms and structures does recreation and tourism take, domestically and internationally?
 Where does leisure and recreation seem to be headed in the future?
Students successfully completing this course should:
 Gain an understanding of parks, recreation and tourism, the forces that affect them, and why society
values them and their benefits.
 Learn social science frameworks with which to understand visitor behavior in park, wilderness and
ecotourism settings.
 Be able to argue for the importance of parks, recreation and tourism for individuals, families, groups, and
society at large.
 Be aware of some of the controversies and challenges that parks, wilderness and tourism managers face in
their jobs.
Required Textbooks:
Dustin, Daniel.L. (2006). The Wilderness Within: Reflections on Leisure and Life. Third Edition. Champaign,
IL: Sagamore Publishing. [ISBN: 978-157167-561-2]
Plummer, Ryan (2009). Outdoor Recreation: An Introduction. New York: Routledge [ISBN: 978-0-41543041-8]
Assigned readings:
There will be several required readings available on Moodle, which can be accessed online on Moodle:
http://umonline.umt.edu/
I encourage you to download and print the articles early in the semester to avoid
problems when you need them.
If you aren’t familiar with Moodle, then I recommend completing UMOnline101 for Students which is available
here (may require logging in with your NetID): https://umonline.mrooms3.net/course/view.php?id=41 It is a selfpaced tutorial that takes about 30 minutes - covering the basics of navigating, submitting assignments, taking
quizzes, and checking grades in your Moodle course. Please print out your Certificate of Completion and I will
give you a couple of bonus points.
Assignments:
1.
Activity classification exercise
This is a two stage exercise – the first part is fairly straight-forward, in which you take the provided list of
everyday activities (available on Moodle) and classify them into types.
For each activity, answer the
following questions :
i. Would you classify this activity as leisure (however you define leisure)?
ii. Would you freely chose to do this activity, for your own intrinsic reasons?
iii. Is the activity categorized as Non-Free Time or Free Time?
Secondly, write about the correspondence or lack of correspondence between your answers to the three
questions. (eg. Do you find that activities you classified as leisure were those that you would have freely
chosen to do, etc.) What does this say about your own definition of leisure? Also, which activities
weren’t easily categorized, and why? How do your answers differ from what the textbook suggests
(Plummer, Ch.1). Your answers should make reference to the textbook, as well as other research material
you locate concerning definitions of leisure. Use APA style for references/quotes (see ‘APA Basics’ on
Moodle for an introduction). Attach your worksheet.
(2 pages (not counting worksheets), single-spaced.
Due: Friday,
February 3, 9.10am)
2.
Personal Time Analysis:
Over a period of two weeks, complete the time budget sheets provided with this syllabus. There is a
separate instruction sheet for this exercise, along with blank time budget sheets and an Activity
Summary sheet, on Moodle. At the end of the two weeks, i) fill out the Time Budget Activity Summary,
ii) calculate how much leisure time you spent with people other than students and iii) calculate how much
leisure time you spent away from campus or university facilities.
Then, write a paper discussing how you spend your time and what you like and dislike about the
distribution of your leisure time to each activity.
Discuss the amount of leisure time you have and how you make use of that leisure time. Are
you surprised by how you use your leisure time? Are there changes you might wish to make in
how you use your leisure time? Which experiences have the most meaning and benefit for you?
Is the amount of time you have for leisure typical (compared to, say, other students, other
Americans, etc.)
Attach your time sheets, Activity Summary & calculations to your paper.
You should make reference
to textbooks and readings in your answer, perhaps including the articles ‘Life without TV’ & ‘Use of
Time for Outdoor Recreation,’ both available on Moodle, as well as the American Time Use Survey
(http://www.bls.gov/tus/charts/leisure.htm)
2-3 pages (not counting the time sheets & summaries), single-spaced.
March 2, 9.10am.
Due
Friday,
3.
Numerous quizzes will be held based on the reading assigned for each day. These quizzes will have 3-5
questions each and aim to test general attentiveness to the content and concepts introduced in those
readings (rather than the specifics). It is my hope the quizzes will encourage you to keep up with
reading the chapters of the two textbooks and other Moodle readings as the semester progresses.
Quizzes will be available on Moodle up until the time that class begins. I expect around 10 quizzes
throughout the semester.
4.
Two midterms will cover course readings, lectures, and class discussions. They will be in a multiplechoice/true-false/short answer format and held in class on Friday, February 25 (9.10am) and Friday,
March 28 (9.10am).
5.
The final will be taken in the form of a take-home examination. You will have about 6 days to work on
your answers, due Tuesday, May 8 9:10am, ED 312. The following are example essay questions:
 Explain why parks, recreation and tourism are more than just “fun & games”?
 What are some of the motivations for traveling for tourism and what needs does it meet?
Summarize the significant economic, social, and environmental impacts of tourism.
 What does a park and recreation manager do? What are some of the objectives, issues, and
professional activities of a park and recreation manager?
 Describe some of the theories that explain individual, social, or societal recreation patterns.
 What are some of the economic, community, environmental, social and individual benefits of
parks and recreation programs?
 Identify and explain 5 key ideas/theories of recreation management presented in Dan
Dustin’s book, The Wilderness Within.
Course Policies :
1.
This course is offered as traditional letter grade only. Students cannot change to credit/no credit at any
time during the semester. (Credit/no credit grades cannot be used to satisfy General Education nor
specific degree requirements).
2.
If you need to drop this course, I recommend you do so as soon as possible. The following deadlines
apply this semester:
a. February 10th – This is the last day students can add or drop courses on Cyberbear, without a
special fee or penalty.
b. February 13th-March 26th – Students can drop courses for any reason using a Course Drop Form
during this period. Students will need to obtain signatures from the course instructor and then
their faculty advisor. A $10 fee will be assessed and there is no refund of tuition or fees. A W
will show up on their transcript. Students need to be aware that dropping courses may have
implications for financial aid and/or health insurance.
c. March 27th- May 4th- Students can only drop courses if they document an unforeseen medical or
personal emergency (see Course Drop Form for allowable reasons) during this period. Students
must obtain signatures from the course instructor, then their faculty advisor, and then Associate
Dean in the College of Forestry & Conservation. A $10 fee is assessed and there is no refund of
tuition or fees. A WP or WF will show up on their transcript, depending on performance to that
stage of the course. Students need to be aware that dropping courses may have implications for
financial aid and health insurance.
3.
Any student with learning disabilities or disadvantages needing special dispensation or assistance will
inform the instructor immediately following the first class. The University of Montana assures equal
access to instruction through collaboration between students with disabilities, instructors, and Disability
Services for Students (DSS). If you think you may have a disability adversely affecting your academic
performance, and you have not already registered with DSS, please contact DSS in Lommasson 154. I
will work with you and DSS to provide an appropriate accommodation.
4.
It is expected that all work tended for evaluation will be professionally presented.
Written submissions
(but not worksheets) are to be laser printed. Proof-read and spell-check your documents. Folks reading
your work assume you mean to present it the way that you do. Points will be deducted for spelling or
grammatical errors.
Please submit all work as a hard copy (i.e. turn in a printed copy). That way, you control the way it
prints out. Double-sided printing is OK. You should save copies of all your work - one good way is to
email yourself with a copy attached.
Free, private tutoring is available from the Writing Center for all UM students who request it. Expert
writing tutors help students approach writing as a process and guide them to become more successful,
versatile writers as they plan and execute their papers. Available autumn and spring semesters by
appointment (http://www.umt.edu/writingcenter) or a drop-in basis (In the Liberal Arts 144: Tues, Wed &
Thurs 11-2 pm). Visit early, visit often.
5.
Late submissions are not encouraged. A standard policy of subtracting 10% per day (or part of 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 should be documented with doctor’s certificates.
6.
Attendance is expected, though not required for all classes. It is the student’s responsibility to make up,
through alternative learning activities, the material missed due to absence. Recordings and overheads
from lectures may be available online (at iTunesU and Moodle, respectively)
7.
All course activities are governed by the Student Conduct Code, which embodies the ideals of academic
honesty, integrity, human rights, and responsible citizenship. Academic misconduct is subject to an
academic penalty by the course instructor and/or a disciplinary sanction by the University. All students
need to be familiar with the Student
http://life.umt.edu/vpsa/student_conduct.php
Conduct
Code.
It
is
available
online
at
8.
You must give due credit to other people’s ideas by referencing or quoting the source. I prefer you
follow APA style guidelines – i.e. the Publication Manual of the American Psychological Association,
Sixth Edition (see “APA Basics” in the Assignments folder on Moodle).
Should students cite Wikipedia?
No.
While Wikipedia is a very useful resource,
particularly as a starting point for your research, it is not always accurate nor valid.
Additionally, it is always changing and so it is not reliable. You should only cite primary or
secondary source material – that is, go to the original source.
9.
Please be respectful of others and turn your cellphones off or to vibrate during class. I ask that you
refrain from texting during class. Not only do I find cellphones very distracting, but so do other students.
I am happy for you to use laptop computers in class, but limit your use to class-related activities – that is,
don’t do general web surfing, email, Facebook nor Twitter updates in class.
10. This course will be using a plus/minus grading system. Valid grades and their grade point values per
credit are shown below:
Grade
A
AB+
B
B-
Points
94 – 100%
90 – 93%
87 – 89%
83 – 86%
80 – 82%
GPA
4.0
3.7
3.3
3.0
2.7
Grade
C+
C
CD+
D
Points
77 – 79%
73 – 76%
70 – 72%
67 – 69%
63 – 66%
GPA
2.3
2.0
1.7
1.3
1.0
Grade
DF
Points
60 – 62%
< 60%
GPA
0.7
0.0
Table 1. Grading distribution for PTRM 110. Spring 2012.
2 Midterms (each 15%)
30
Final take-home exam
30
Activity classification exercise
10
Personal Time analysis paper
20
Reading quizzes
10
Total
100
Table 2. Tentative Course Schedule: PTRM 110. Spring 2012.
Day
Lecture Topics
Mon., Jan. 23
Course Introduction
Wed., Jan. 25
Definitions – recreation, leisure, play
Readings (complete for this class)
Plummer, Ch. 1
Dustin, Ch. 1 (In Search of Rescue)
Fri, Jan. 27
Motivations for outdoor recreation
Plummer, Ch. 4 (pp. 95-104, 115-124)
Dustin, Ch. 25, 28 (Free Spirit; Like Light Passing Through a Prism)
Mon., Jan. 30
Definitions – parks & Wilderness
Plummer, Ch. 7 (pp. 207 – 213)
Moodle reading – NPS Organic Act
Dustin, Ch. 27, 26 (Were You Ever Out in the Great Alone; Mapping the
Geography of Hope)
Wed., Feb. 1
Fri., Feb. 3
Wilderness – mountain bikes, wilderness
lite & other distractions
Plummer, Ch. 7 (pp. 225 – 232)
No Rescue Wilderness?
Dustin, Ch. 9 (Coyote Gulch)
Moodle reading – Wilderness Act
Activity Classification exercise d
Mon., Feb. 6
Time, TV, and the Business of Life.
Dustin, Ch. 7, 19 (The Barrenlands; Confessions of a Technological
Resistance Fighter)
Start Time Budget sheets this we
Wed., Feb. 8
Last Child in the Woods?
Moodle reading – Leave No Child Inside
Moodle reading – Sending the Wrong Message About Recreation
Fri., Feb. 10
Technology – savior or bane?
Plummer, Ch. 10 (pp. 328-334)
Dustin, Ch. 3 (The Myth of Comfort)
Mon., Feb. 13
Outdoor Recreation in the USA - agencies
Plummer, Ch. 2
Wed., Feb. 15
Outdoor Recreation in the USA - activities
Plummer, Ch. 3 & Ch. 5 (pp. 139 – 142)
Moodle reading – Nature-based outdoor recreation trends
Fri., Feb. 17
Outdoor Recreation in the USA - trends
Mon., Feb. 20
Presidents Day Holiday 
Wed., Feb. 22
Job-hunting in Parks, Tourism &
Recreation Management
Fri., Feb. 24
MIDTERM
Mon., Feb. 27
Risk & Adventure
Moodle reading – Aiming to add more diversity
Complete Time Budget sheets this w
Dustin, Ch. 13 (Betting on Big Bertha)
Plummer, Ch. 9 (pp. 277 – 291)
Dustin, Ch. 2, 4 (The World According to Gorp; The Wilderness Within
Moodle reading – Experience Seekers
Wed., Feb. 29
Outdoor Education, Human Development
Plummer, Ch. 8
Moodle reading – What is Experiential Education
Fri., March 2
Outdoor Interpretation
Dustin, Ch. 5 (Inside, Outside, Upside Down)
Time Analysis paper d
Mon., March 5
Adventure Therapy
Plummer, Ch. 9 (pp. 291-311)
Wed., March 7
Leadership in the Outdoors
Moodle reading – Leadership in the Outdoors
Fri., March 9
Risk Management
Plummer, Ch. 9 (pp. 311-317)
Mon., March 12
Risk Management, continued
Dustin, Ch. 6 (The Incident at “New” Army Pass)
Moodle – Why Risk Management?
Wed., March 14
Search & Rescue
Moodle reading – $earch & Rescue; Peril in the Parks
Fri., March 16
Models of quality recreation (Evaluating
recreation management success)
Plummer, Ch. 4 (pp. 104 – 105, 124 – 128)
Dustin, Ch. 8 (Fly Fishing with B.L. Driver)
Mon., March 19
Social values of recreation
Plummer, Ch. 4 (pp. 105 - 115)
Dustin, Ch. 11, 14 & 15 (Soldier Lake; Time for Pool; Easy Street)
Moodle reading – A Rationale for Integrated Outdoor Education
Wed., March 21
Volunteers and community partnerships
Plummer, Ch. 5 (pp. 161-167)
Moodle reading – Volunteers Find Muck & Meaning
Fri., March 23
Certifications, Accreditation & Professional Plummer, Ch. 10 (pp. 325 – 328, 339-349)
Responsibilities
Moodle reading – National Park Ranger: An American Icon
Mon., March 26
MIDTERM
Wed., March 28
Famous women in American sport
Fri., March 30
Title IX, women & sport
(HBO tape - "Dare to Compete: The Struggle of Women in Spor
Mon., April 2
Wed., April 4
SPRING BREAK
Fri., April 6
Mon., April 9
Sport
Moodle reading – 2nd Effort
Wed., April 11
Outdoor Recreation Management
Plummer, Ch. 6 (pp. 169 – 176)
(Snowmobiles, impacts & Yellowstone)
Fri., April13
Outdoor Recreation Management
Plummer, Ch. 6 (pp. 176 – 201)
(Private Lands & Easements)
Mon., April 16
Outdoor Recreation Management
Plummer, Ch. 6 (pp. 201 - 206)
(Allocation - Who gets to play?)
Wed., April 18
Economics of Outdoor Recreation
Plummer, Ch. 5 (pp. 142 – 148)
(How much are you willing to pay?)
Fri., April 20
Economics of Outdoor Recreation
Plummer, Ch. 5 (pp. 148 – 153)
(Should you be willing to pay?)
Mon., April 23
Tourism – why do people travel?
Moodle reading – Perils of Success
Wed., April 25
Tourism – what does it contribute & what
are the impacts?
Plummer, Ch. 5 (pp. 153- 158)
Fri., April 27
Ecotourism – good idea or bit of a scam?
Plummer, Ch. 10 (pp. 334 – 339)
Mon., April 30
International Tourism
Plummer, Ch. 7 (pp. 232 – 240)
Dustin, Ch. 10 (Back in the U.S.S.R.)
Wed., May 2
Final class, hand out take-home exam
Dustin, Ch. 29 (Gardening as a Subversive Activity)
FINAL EXAM
TAKE-HOME EXAM. DUE:
Fri., May 4
Tuesday, May 8
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.
10:10am, ED 31