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 217S
Management
Course Title
Wildland Recreation Management
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
Neil Moisey
Phone / Email 6673, moisey@forestry.umt.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 200-level course is designed both for PTRM 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.
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,
Wildland recreation management examines
or social institutions;
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
which conclusions and generalizations are
developed and justified as well as the methods
of data collection and analysis.
A historic overview of the scientific,
philosophical and political writings provides
a basis for understanding the role of nature in
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.
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 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;
outdoor recreation behavior, recreation
resource 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 Wildland
recreation behavior in context of managing
scarce natural resources.
3. understand, assess, and evaluate how
Current recreation and tourism research
conclusions and generalizations are justified
data, both quantitative and qualitative, are
based on data
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. 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
WILDLAND RECREATION MANAGEMENT
PTRM 217, 3 credits MWF @ 1:10-2:00
Instructor:
Dr. Neil Moisey
Science Complex 440
243-6673
moisey@forestry.umt.edu
Office Hours:
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
1.
Knopf, R.C. (1988). Human experience of wildlands: A review of needs and policy. Western Wildlands, Fall,
1988.
Historical Contexts For Recreation
2. 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.
3. 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.
4. 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.
5.
6.
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
7. 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.
8. Salwasser, H. (1990). Gaining perspective: Forestry for the future. Journal of Forestry, 88(11):32-38.
9. Vining, J. (1991). 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 19-21, 199 1, Department of Forestry and Natural Resources, Purdue University, West
Lafayette, IN., pp. 27-35.
10. 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.
11. 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.
12. 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.
13. Dustin, D. L. (I 994). Managing public lands for the human spirit. Parks and Recreation, September, 1994,
pp.93-96.
14. 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
15. 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.
16. 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
17. 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.
18. 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
19. Schneider, I.E. and W.E. Hammitt (1995). Visitor response to outdoor recreation conflict: A conceptual
approach. Leisure Sciences, 17:223-234.
20. 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
21. Williams, D.R. et al. (1992). Beyond the commodity metaphor: Examining emotional and symbolic
attachment to place. Leisure Sciences, 14:29-46.
22. 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.
23. Harmon, D. (I 987). Discussion Papers: Cultural diversity, human subsistence, and the National Park ideal.
Environmental Ethics, Vol. 9, Summer 1987, pp. 147-158.
24. Blodgett, P.J. (I 990). Striking a balance: Managing concessions in the National Parks.
25. California State Parks (2005) The Health and Social Benefits of Recreation: An Element of the California
Outdoor Recreation Planning Program.
26. Moore, R.L. & Driver, B.L. (2005) Chapter 12: Evolution of Science-Based Management of Outdoor
Recreation Resources. In: Moore, R.L. and B.L Driver Introduction to Outdoor Recreation: Providing And
Managing Natural Resource Based Opportunities. Venture Publishing, Inc.
27. Gobster, P.H. (1999) An Ecological Aesthetic for Forest Landscape Management. Landscape Journal.
18(1):54-65.
28. Lindberg K., McCool S. F. & Stankey G. H. (1997) Rethinking carrying capacity. Annals of Tourism
Research 24: 461-464
Tentative Course Outline
Section
Date
31-Aug
1. Introduction
2. Historical contexts
3. Management frameworks
Exam 1
4. Recreation use and its
impacts
2- Sep
4-Sep
7-Sep
9-Sep
11-Sep
14-Sep
16-Sep
18-Sep
21-Sep
23-Sep
25-Sep
28-Sep
30-Sep
7-Oct
9-Oct
12-Oct
14-Oct
16-Oct
19-Oct
21-Oct
Exam 2
Meanings and concepts of recreation
Benefits of Recreation
Labor Day Holiday -- NO CLASS
Philosophical origins of land management agencies
Legislative origins of land management
Recreation management model
Recreational Opportunity Spectrum (ROS)
Carrying Capacity
Limits of Acceptable Change
Benefits-Based Management
EM/Multiple use
Conflict Models
EXAM 1
Nature of impacts: visitor and resource interactions
Readings
Rec agenda &
ANILCA & Ch 4
1
2, 25 (skim for
benefits)
3, 4
5, 6
7
Apx. C- ROS, 26(165-175)
10, 28
11
12
8, 9
14, 18
13
2-Oct
5-Oct
5. Understanding the
Recreational Visitor
Topics
Class overview and objectives
Why are we here?
23-Oct
26-Oct
28-Oct
30-Oct
2-Nov
4-Nov
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
Crowding
Visitor Succession & Displacement
EXAM 2
15
16
27
17
6-Nov
9-Nov
11-Nov
6. Issues
Exam 3
Final discussion
13-Nov
16-Nov
18-Nov
20-Nov
23-Nov
25-Nov
27-Nov
30-Nov
2-Dec
4-Dec
7-Dec
9-Dec
11-Dec
15-Dec
Stress and coping approach to succession and
displacement
Recreation specialization
VETERENS DAY – No Class
Alternative Management Approaches -- Direct vs.
Indirect
Alternative Management Practices
Use Limit Policies
Use Limit Policies (Continue)
Interpretation
Thanksgiving Holiday
Thanksgiving Holiday
Place, Meaning and Values
Place, Meaning and Values (cont.)
Concessions
Fees, Privatization and commercialism
Climate Change and Recreation
EXAM 3
1:10-3:00
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.
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20
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Assigned
Sasidharan