FOR 572 SYLLABUS
Interpretive Planning
FOR 572-501/588, Stephen F. Austin State University
Summer 2012
Class meets online via Blackboard “Collaborate” on Mondays and Wednesdays, 5:00–6:00
p.m. central time. Access Collaborate via the course homepage at https://d2l.sfasu.edu/.
Conference call support/access will be available for each class session at 218-936-4141, access
code: 7930684. Remember, use a headset with a microphone during all web-conferencing sessions
to minimize background noise. Turn off your microphone when not in use. Thanks!
Instructors:
Theresa G. Coble, Ph.D.
Associate Professor
Forest Recreation & Interpretation
Arthur Temple College of Forestry & Agriculture
419 E. College St.
Stephen F. Austin State University
Nacogdoches, TX 75962-6109
Cell Phone: 817.235.7842 (Call and leave messages here)
Fax: 936.468.2489
Email: tcoble@sfasu.edu (Use this email)
Dr. Coble’s Office Hours:
Monday – Thursday: 9:00 a.m. to 12:00 p.m., or by appointment.
Jay S. Miller
Director, Program Services
Arkansas State Parks
Certified Interpretive Planner
Certified Interpretive Trainer
Interpretive Communications
1617 Tarrytown Road
Little Rock, AR 72227
Cell Phone: 501.425.6225
Email: interpcomm@sbcglobal.net
Course Description
Kohen & Sikoryak (2005) suggest: “Every park needs to have a current strategic, comprehensively
planned, long-range vision for its interpretation & education program, arrived at through a process
involving stakeholders” (p. 14). This course will examine various approaches, principles, processes
and techniques relevant to interpretive planning. We will attempt to answer the question, “What are
the key ingredients of a successful interpretive plan?” We will also consider how best to incorporate
emerging tools and insights from organizational and program planning into interpretive planning
efforts. Applying interpretive skills and professional knowledge to planning at every level is critical
to ensuring that (1) site resources are protected, (2) opportunities for outstanding experiences are
provided to visitors—including those experiences that develop sequentially over time, (3)
connections to the meanings and significance of site resources are facilitated, (4) heritage values
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inspire environmental stewardship and civic engagement for generations to come, and (5)
interpreters will always be able to answer the question, “How well are we doing?”
Student Learning Outcomes
1. Identify and discuss the principles of effective interpretive planning.
2. Examine the potential of interpretive planning to assist agencies and/or organizations in
accomplishing their mission.
3. Identify and discuss the elements of an effective interpretive plan.
4. Discuss the importance of “knowledge of the audience” and the challenges associated with
incorporating diverse and/or multicultural perspectives into interpretive planning.
5. Demonstrate an understanding of effective interpretive planning processes.
6. Demonstrate an understanding of how logic models can be used to improve interpretive
planning.
7. Discuss the importance of a “Theory of Change Model for Culture” in developing an
interpretive plan for a cultural site.
8. Demonstrate an ability to develop an interpretive planning strategy for a specific site that is
flexible, ongoing, interdisciplinary, responsive, goal-oriented and management-oriented.
Course Texts
Brochu, L. (2003). Interpretive planning: The 5-M model for successful planning projects. Fort
Collins, CO: InterpPress.
Wyatt Knowlton, L. & Phillips, C.C. (2009). The logic model guidebook: Better strategies for great
results. Thousand Oaks, CA: Sage.
Course Technology
Prepare Your Computer. To take an online course, your computer should meet or exceed the
minimum computer system requirements listed below:
Operating System
Windows Vista, Windows 2000/XP or a Macintosh with OSX or higher
Processor
1.8 GHz or higher
Memory
Modem
Sound/Video Cards
1 GB of RAM
Broadband/high-speed recommended
Required
Monitor
800 x 600 resolution or 1024 x 768 resolution (recommended)
Software Downloads. The following are free, non-commercial software applications that may be
used in your online course. Download software at: http://sfaonline.sfasu.edu/software.html.
For a Windows Computer:
Mozilla Firefox 3.0
Seamonkey 1.1.9
Java ™ 6 Update
For a Macintosh Computer:
Firefox
IE for OS 8-9
IE for OS X
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Respondus LockDown Browser
PowerPoint Viewer 2003
Adobe Acrobat Reader
Real Player 11
Internet Explorer 7.0
QuickTime 7.45
FileZilla 3.3.3
WinZip 8.1
WinRar 3.7.1
AdAware 2007 Free
WinGrab 1.50.09
Microsoft File Format Converter
Windows Media Player 11 (XP)
Safari 3.1
VideoLan-VLC Media Player
Safari
Respondus LockDown Browser
Netscape Navigator 9.0.0.6
PowerPoint Viewer 98
Adobe Acrobat Reader
Real Player 11
Quicktime
Fetch 5.3
StuffIt
Windows Media Player 9
FileZilla 3.0.9.1
Miscellaneous Hardware & Software Requirements.
Audio
Equipment
Please purchase a headset with an attached microphone to facilitate inclass communication.
Video
Equipment
Please purchase and install a “webcam” on the computer you will use
for online classes. Video technology allows us to create an interactive
multimedia environment in this class.
If you have a digital video camera, great. You will use it. If not, please
locate a digital video camera that you can borrow for use on class projects.
Streaming
Audio &
Video;
Creating
Audio &
Video
Podcasts


Pop-Up
Blocker
Please note: If ad or pop-up blocker software (Pop-Up Stopper, Pop-Up
Defender, Pop-Up Zapper, etc.) is activated, it will limit Blackboard’s
functionality. Disable blocker programs before working in Blackboard
with the quiz/survey or chat tools. Personal firewalls must be disabled
when working in Blackboard as they will hinder the transfer of “cookies”
(i.e., info transferred from server to server).
Download the latest version of RealPlayer at: www.realplayer.com.
Download the latest version of Windows Media Player at: http://www.
microsoft.com/windows/windowsmedia/player/10/default.aspx
Download the latest version of Apple Quick Time at:
http://www.apple.com/quicktime/download/
 Download the latest version of Audacity at:
http://audacity.sourceforge.net/download/
 Download the latest version of Videora iPod Converter at
http://www.videora.com/en-us/Converter/iPod/download.php
 Note: Additional software downloads may be required to complete class
projects, e.g., iMovie. The above list, however, is illustrative of the
types of software that you will use in this class.
Important Information regarding Web Browser Settings: You MUST ensure that Java and
JavaScript have been enabled for your browser (e.g., Mozilla or Internet Explorer) and that your
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cache is set to reload every time. Failure to enable Java and JavaScript will cause problems with
logging on and with chatting. Failure to set cache to reload every time will result in not being able
to see items (i.e., assignments, discussion board postings) as they are posted to the course.
Technical Support for Distance Education students. Questions about general computer and
Internet issues, SFA email and mySFA may be directed to the Technical Support Center by email
at http://www.sfasu.edu/tsc/ and by phone from 8:00 am to 10:00 pm, Monday through Friday at
(936) 468-4357. Questions about Blackboard may be directed to the Office of Instructional
Technology (OIT) by email (blackboard@sfasu.edu) and by phone. Dial 936-468-1919 to reach
Andra Floyd and/or OIT staff.
mySFA is the official place for SFA faculty and students to see a variety of information and
announcements in one convenient location, including e-mail and address information, registering
and accessing classes online, paying your bill, viewing your grades, and getting a copy of your
transcript. On the mySFA homepage, click “Getting started with mySFA and e-mail” to help you
with many e-mail and other MySFA issues. After logging on with your mySFA User Name and
PIN, at the top of the screen click “myServices.” Then in the right column click toward the bottom
of the page click “PC Health Guidelines” for help with virus, spyware, network connections, and
other PC problems.
Course Requirements
Class Participation, Class Behavior & Attendance Policy. This course requires students to
assume responsibility for analyzing class readings and other course content, identifying implications
for interpretative planning, and applying those insights to class discussions and assignments.
Advance preparation for and active participation in class (including synchronous and asynchronous
learning platforms) facilitates your own learning and enhances the learning of others. This class will
hold two synchronous class sessions or seminar discussions per week. Each session will cover new
course content—thus, sessions are not “repeated” during the week. The course discussion board will
provide an ongoing opportunity for asynchronous class participation. Combining synchronous and
asynchronous learning platforms promotes reflection and mastery, while taking advantage of the
unique strengths of online learning. Students are expected to actively participate in two class
sessions and the course discussion board each week. In addition, on a rotating basis, students may
be assigned leadership duties for in-class discussions. Class participation points will be awarded
based on two criteria: (1) class attendance and (2) the “value added” component of your class
participation.
Online students use technology as essential tools for learning. However, students are asked to
refrain from using cell phones, PDAs, laptop computers, MP3 players and other technology for
matters unrelated to the course during class sessions. If you attend class during working hours, and
you have responsibility for staffing the desk or answering phones during class time, please let the
instructor know about your situation. Everyone is expected to be 100% engaged during class
sessions. Classroom behavior should not interfere with the instructor’s ability to conduct the class or
the ability of other students to learn (see the Student Conduct Code, policy D-34.1). Students who
disrupt the learning environment may be asked to leave class and may be subject to judicial,
academic or other penalties. The instructor shall have full discretion over what behavior is
appropriate/inappropriate in the classroom.
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Readings & Discussion Questions. Course readings will be taken from required texts and
additional sources. Readings assigned from non-course texts are available for download on the
course homepage. The Course Schedule provides an outline of required course readings, online
content, and due dates.
Seminar Discussion. Twice each week students will participate in an online seminar discussion that
will last approximately one hour. These class sessions will focus on topics related to that day’s
readings, media presentations and/or assignments. Occasionally seminar discussions will feature a
special guest who will bring a unique perspective or subject matter expertise to the discussion.
Seminar discussions will make use of the web-conferencing capabilities of Collaborate, providing
an interactive forum with VoIP (i.e., Voice-over Internet Protocol), streaming video, co-browsing,
white board, discussion board, screen-shots and related technologies to enhance the “classroom”
experience. Class sessions will be recorded and posted via the Collaborate homepage. For the
Interpretive Planning course, seminar discussions will be held on Mondays and Wednesdays
from 5:00 – 6:00 p.m. central time.
Assignments. Required coursework will enhance student understanding of the key concepts
underlying effective interpretive planning and the skills required to engage in and/or facilitate
interpretive planning processes. The class will be organized around a series of (1) written briefs, (2)
weekly discussion questions, and a (3) final project.
Submitting Assignments
All assignments are to be submitted electronically unless otherwise noted. Responses to weekly
discussion questions will be posted directly to the course discussion board. The final assignment
(i.e., small group project) is due by the date and time indicated in the Course Schedule. If a problem
arises, discuss possible alternate arrangements with the instructor before the scheduled due date.
Interpretive Planning “Think Piece” – Due Monday, July 16
IP Think Piece Presentation, Given In Class Monday, July 16 – Sent to Dr. Coble via email
(tcoble@sfasu.edu) at least one hour before class.
The purpose of the interpretive planning “think piece” is to give you a chance to synthesize (and
internalize) content related to the “state of the field” for interpretive planning at the site-wide level.
Your interpretive planning think piece should address three questions:
1. What are the principles of effective interpretive planning?
2. What are the elements of an effective Comprehensive Interpretive Plan (CIP)?
3. What are the key considerations for an effective interpretive planning process?
Note: The think piece should be three pages of text plus one page for the bibliography. Use one inch
margins, number your pages, use single-spacing, and follow APA-style for in-text and bibliographic
citations. The think piece presentation should be 4-7 powerpoint slides produced without animation,
automated transitions, or embedded media.
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Logic Model “Think Piece” – Due Wednesday, July 25
The purpose of the logic model “think piece” is to give you a chance to integrate a logic model
approach to organizational/program planning (i.e., “big P” program planning) with the
comprehensive interpretive planning process. Your logic model think piece should address the
following question:
How can an understanding of logic model theory, form and function improve
interpretive planning? Be creative.
Note: The think piece should be three pages of text plus one page for the bibliography. Use one inch
margins, number your pages, use single-spacing, and follow APA-style for in-text and bibliographic
citations. There is no powerpoint presentation required for this assignment, instead we will discuss
your conclusions (and questions) in class...
Final Project – Due Friday, August 10
Interpretive Planning Strategy for Ozark Folk Center State Park
The purpose of the final project is to apply what you have learned to a “real world” interpretive site.
That is, students will work in small groups to develop an interpretive planning strategy for the
Ozark Folk Center State Park—a unit within the Arkansas State Park system. Your strategy should
reflect a thorough understanding of the principles, elements and processes of an effective
Comprehensive Interpretive Plan. Your strategy should provide park managers with an
understanding of how you approach interpretive planning, what you consider to be key elements of
interpretive planning, any additional elements that you consider essential or helpful for this
particular site, and a recommended process for developing the interpretive plan. You may consider
incorporating “sample elements” of an interpretive plan (e.g., statements of significance, primary
interpretive themes, theory of change model, etc.). The sample elements will illustrate your points
and/or provide additional clarity so that managers can more easily grasp your recommendations.
Sample elements may also increase manager confidence in implementing your proposed strategy.
However, be careful to leave the door open for innovation and further development during the
actual planning process.
Grading
Class Participation
Weekly Discussion Questions—Postings & Replies
Interpretive Planning Think Piece (Written & PPT)
Logic Model Think Piece Program (Written only)
Final Project
150 points
150
200
200
300
Total
1000 points
Grades will be assigned according to the following scale:
900-1000 points = A
800-899 points = B
700-799 points = C
600-699 points = D
599 or below = F
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Social Justice
According to the non-discrimination policy at SFA: Stephen F. Austin State University and the
Arthur Temple College of Forestry & Agriculture are committed to equal educational opportunity.
Every effort will be made to assure a positive learning environment based upon open
communication, honest expression of ideas, and mutual respect. Tolerance for divergent
backgrounds and ideas will be strongly encouraged, whether based on race, color, religion, sex, age,
national origin, disability, or disabled veteran status. Suggestions to help foster an environment of
academic freedom and mutual respect are welcome.
Some colleges and universities have expanded the mandated federal categories listed above to
include sexual orientation as a status to which non-discrimination policies extend. As an instructor,
I wish to specify that tolerance for divergent backgrounds and ideas will be strongly encouraged,
whether based on race, color, religion, sex (gender), age, national origin, disability, disabled veteran
status, or sexual orientation.
Class Behavior
Disruptive, distracting, or disrespectful behavior will not be tolerated. Students who disrupt the
learning environment may be asked to leave class and may be subject to judicial, academic, or other
penalties. The instructor shall have full discretion over what behavior is appropriate/inappropriate in
the classroom.
Professional Ethics Statement Academic Integrity Policy (A-9.1)
Students in the Master of Science in Resource Interpretation program are considered to be
professionals, as well as students. We expect that you will reflect professionalism in all your work.
As representatives of Stephen F. Austin and members of the graduate program of the Arthur Temple
College of Forestry, you are responsible to conduct yourselves, your academic work, and your
research in a professional and ethical manner. This means that you abide by the rules of conduct
stated in the student handbook, agree to a no cheating and no plagiarism policy, and follow the
guidelines for ethical research set forth by the university.
Cheating and plagiarism are serious offenses and will be treated as such. Cheating can be defined as
unethical use of another’s information to complete an assignment or test. Plagiarism can be defined
as using someone else’s words or ideas without giving proper credit for their use. Be sure to cite
your sources if in doubt. Behavior related to cheating or plagiarism may cause immediate failure of
the course, and/or, at the very most, academic expulsion from the program. Please read the complete
policy at http://www.sfasu.edu/policies/academic_integrity.asp.
Withheld Grades Semester Grades Policy (A-54)
Ordinarily, at the discretion of the instructor of record and with the approval of the academic
chair/director, a grade of WH will be assigned only if the student cannot complete the course work
because of unavoidable circumstances. Students must complete the work within one calendar year
from the end of the semester in which they receive a WH, or the grade automatically becomes an F.
If students register for the same course in future terms the WH will automatically become an F and
will be counted as a repeated course for the purpose of computing the grade point average.
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Students with Disabilities
To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with
disabilities must contact the Office of Disability Services (ODS), Human Services Building, and
Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the semester. Once verified, ODS
will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided.
Failure to request services in a timely manner may delay your accommodations. For additional
information, go to http://www.sfasu.edu/disabilityservices/.
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Course Schedule
Week
Topics/Agenda
Readings/Talks (See www.ted.com)
1 July 9 – The 5-M Model
 Brochu (2003)
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Hierarchy of Planning Processes
 HFC (1998)
Comprehensive Interpretive Plans (CIPs)
NPS (2000)
Park Purpose, Significance, Themes & Goals IDP (2000)
Goal-driven, Experience-based
Kohen & Sikoryak (2005)
Engaging Audiences & Stakeholders
NAI (2009)
Hierarchy of Sophistication
Interpretive Concept Plans
2 July 16 – Interpretive Planning – In Your Voice
20
Logic Model Basics
Being Explicit about “The End Game”
Theory of Change Models
Program Logic Models
Better Models, Better Results
N/A
NPS (2006)
Wyatt Knowlton & Phillips (2009), pp.
3-48
DUE 7/16: IP THINK PIECE
3 July 23 – Pitfalls, Blind Spots & Myths
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Importance of a Learning Culture
Testing Model Quality
Evaluation Literacy
Indicators & Standards
Picturing Logic, Illustrating Outcomes
A Theory of Change for Culture
DUE 7/25: LM THINK PIECE
TED Total Time: 94:29
 Wyatt Knowlton & Phillips (2009),
pp. 49-120
 David Holt Plays Mountain Music
Abigail Washburn: Building U.S.China Relations… by Banjo
Wade Davis: Dreams from
Endangered Cultures
Chimamanda Adichie: The Danger of
a Single Story
Sheikha Al Mayassa: Globalizing the
Local, Localizing the Global
Nate Garvis: Change our Culture,
Change our World
4 July 30 – Spotlight: Ozark Folk Center State
Aug. 3 Park, Arkansas
A Theory of Change for Culture
Interpretation
 Various Websites – TBA
 Various Websites – TBA
5 Aug. 6 – Developing a Strategy for Interpretive
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Planning at Ozark Folk Center State Park
N/A
 N/A
 = Monday
 = Wednesday
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References
Harpers Ferry Center. (1998). Planning for interpretation and visitor experience. Harpers Ferry,
WV: Author.
Kohen, R. & Sikoryak, K. (2005, February). CIP guide: A guide to comprehensive interpretive
planning. Unpublished manuscript, National Park Service, Intermountain Region, Office of
Interpretation and Education, Lakewood, CO.
National Association for Interpretation. (2009, January). Standards and practices for interpretive
planning. Fort Collins, CO: Author.
National Park Service. (2000). Module 310: Planning park interpretation. Retrieved from
http://www.nps.gov/idp/interp/310/module.htm.
National Park Service. (2000, Fall). Comprehensive interpretive planning. Washington D.C.:
Author.
National Park Service. (2006, August). Servicewide interpretation and education evaluation
strategy: Executive summary. Washington D.C.: Author.
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