RST 120 – Foundations of Community Recreation Spring 2015 Course Syllabus _____________________________________________________________________________________ The Department of Recreation, Sport, and Tourism The University of Illinois at Urbana‐Champaign Class Meeting Times MWF 1:00pm – 1:50pm Huff Hall 209 Instructors Dr. Carena van Riper Mr. Jonathan Hicks cvanripe@illinois.edu Hicks5@Illinois.edu 306 Armory 305 Armory 217.244.9317 217.300.2261 Office Hours/Email Policy Office hours are by appointment only. Immediately following lectures is the preferred time to discuss general questions, comments, and concerns. For more sensitive topics or other situations, please use email to set up an office appointment. Your ideas and issues are important to us. Further, we enjoy answering students’ questions and will make every reasonable effort to help find positive resolutions to issues that arise during the semester. Textbooks  Hurd, A. R., & Anderson, D. M. (2010). The Park and Recreation Professional’s Handbook [With Web Access]. Human Kinetics. Course Catalog Description This course examines philosophical foundations of various community organizations responsible for providing residents with leisure opportunities and services, and ramifications of philosophies on programming, marketing, financing, and recruiting. In this class you will develop a deeper understanding of the role of recreation in community planning processes. You will also incorporate literature reflective of current research and past trends in leisure, psychology, sociology, urban planning, and landscape architecture, among others. Accommodations for Disabilities To obtain disability‐related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Division of Disability Resources and Educational Services (DRES) as soon as possible. In accordance with ADA and the Student Code (http://admin.illinois.edu/policy/code/), I will make reasonable accommodations for all students with disabilities who request these services. As noted in the Student Code (Article 1, Part 1, § 1‐110b) In general, it is the responsibility of students to make their status as a person with a disability and their need for accommodations known. All requests for reasonable accommodations should be directed to the DRES Student Services Office (333‐4603 or disability@uiuc.edu). The determination of reasonable accommodations will be based upon an individual student’s needs. Academic accommodations shall be developed in consultation with the faculty member for whose course the accommodations are sought. Academic integrity is the pursuit of scholarly and creative activity in an open, honest, and responsible manner, free from fraud and deception. Plagiarism or other forms of academic dishonesty will result in penalties according to Section 4, Article 1 of the Code of Policies and Regulations Applying to All Students (http://www.admin.uiuc.edu/policy/code). Students who do not understand relevant definitions of academic infractions contained in Section 4, Article 1 must contact one of the instructors for further explanation during the first week of class. Emergency planning: The Department of Homeland Security and the University of Illinois at Urbana‐
Champaign Office of Campus Emergency Planning recommend the following three responses to any emergency on campus: RUN > HIDE > FIGHT. Detailed instructions are available at: http://police.illinois.edu/emergency/response/. The emergency response guide can be downloaded from: http://dps.illinois.edu/emergencyplanning/emergresponseguide.pdf General Expectations This course is designed to be an introduction to recreation. If taken sequentially, RST 120 should be the first in the Recreation Management concentration sequence which also includes RST 217 and RST 341. Students should expect to devote at least three hours per week on reading assignments and the preparation of written assignments. Students are expected to conduct themselves in a manner reflecting integrity of the institution they are attending. Students failing to exhibit such behavior or who are disturbing the teaching/learning environment will be asked to leave the class. The following guidelines should be followed by all: I.
Arrive on time and stay until class dismisses. Students who arrive late or leave early are distracting to the learning process. On legitimate occasions where you must leave early, please notify one of the instructors before leaving early, find a seat near the door, and leave as quietly as possible. II.
RST faculty expect that all students are fully engaged with classroom activities and presentations, thereby contributing to a climate engagement throughout the class. Thus, using a cell phone, working on assignments for other courses, reading newspapers or books, doing email, surfing the internet, playing computer games, or sleeping are unacceptable. Any student who engages in behaviors, such as these, which are inconsistent with full engagement in class activities, will be required to leave. III.
Be respectful of the instructors, guest speakers, and your fellow students at all times. Disagreement and differences of opinion are expected and welcomed as they have the potential to greatly contribute to the educational environment. This can only happen, however, when it is done in a non‐aggressive and respectful manner. IV.
Honest and ethical conduct is both a required academic and professional behavior. Students who are found cheating, plagiarizing, or demonstrating poor ethical decision making will be subject to the full range of academic penalties presented in the Student Code of Conduct. When in doubt, seek guidance from the course instructors. Wikipedia is NOT an acceptable source of information in RST 120. While it may serve as a useful starting point, it should never be used as a citation for any assignment for RST 120. Attendance Students are strongly encouraged to attend all regularly scheduled classes. Attendance is regarded as the primary method of assessment and communication between the student and the instructor and is an important part of learning and mastering the course material. The content of each lecture includes interpretation of the assigned readings, in addition to further analysis of the topic which are supplemented by other sources of information absent from the text and assigned readings. All materials presented in lectures are considered testable at any point in time. Therefore, students who choose not to attend lecture will likely find their scores on assessments to be lower than desired. Should students miss a lecture, they should not assume that the instructors will review the material they missed. They should take necessary steps to obtain notes and information from peers in the class. Additionally, announcements may be made in class with respect to changes in readings, assignments, exam dates, and course content. Ignorance regarding announcements made in class will not be accepted as an excuse for failure to meet class requirements. Regular quizzes and less frequent extra credit opportunities may or may not be administered in class. Students who fail to attend lecture on these days will not be given an opportunity to earn credit on these assignments. As such, attendance is strongly encouraged as significant portions of your final grade in RST 120 will be negatively impacted for failure to attend. It is expected that there will be occasions when students miss class due to personal issues (including illness, interview, conference, personal issues, family emergency, etc.) and quizzes may be missed. Students who will miss a prolonged period of time due to illness/family crisis should consult one of the instructors as soon as possible (before leaving campus) to discuss options in RST 120. Exceptions in these cases will be made at the discretion of the instructors. i‐Clicker An i‐Clicker remote is required for in‐class participation. This response system will help us to understand what you know and will give everyone a chance to participate in class. You may purchase the Original i‐
Clicker, i‐Clicker+, OR i‐Clicker2 through the bookstore or a variety of online vendors. The i‐Clicker GO application will be allowed in this class. To receive credit for the responses you submit with i‐Clicker, you must register by the February 2nd, 2015. Students who register after this time will not receive credit. To register your i‐Clicker, go to this course site in Illinois Compass 2g (https://compass2g.illinois.edu/) and click on the link at the left entitled “Register i‐Clicker”. Enter your i‐Clicker Remote ID in the required field and click Submit. The remote ID is the series of numbers and letters found on the back of your i‐Clicker remote. If your Remote ID is faded or missing visit the Illini Union Bookstore (http://www.uofibookstore.illinois.edu/) – they can look it up for you. Do not register your clicker on iclicker.com. If you do, I will not be able to match your responses with your name and you will not receive credit. D. In‐class (“Roll‐call”) registration: You will register via roll‐call registration; there’s no need to register on iclicker.com or elsewhere. Cheating Policy: Bringing a fellow student’s i‐Clicker to class and voting for them is cheating and a violation of the University Student Code (http://studentcode.illinois.edu/). If you are caught with a remote other than your own or have votes in a class that you did not attend, you will forfeit all clicker points and may face additional disciplinary action. Forgotten i‐Clicker/Dead Batteries/Absence: Please realize that we will be using i‐Clicker in almost every class and i‐Clicker points will make up a substantive portion of your final grade. Also remember that it is your responsibility to come prepared to participate with a functioning remote every day. However, we do realize that difficult circumstances do arise, and for this reason I will drop the lowest i‐Clicker session from your total participation grade. Broken/Lost i‐Clicker Policy: If you have lost or broken your i‐Clicker remote, you will have to purchase another one. Please register your new i‐Clicker in the same manner that you registered your original one. Special instructions for i>clicker GO: To create a i‐Clicker GO account, visit https://iclickergo.com or download the app for iOS or Android. Creating an account automatically starts a free 14‐day trial subscription. Please use this trial period to make sure i>clicker GO will work for all of your i‐Clicker classes before purchasing a subscription as it is not possible to receive a refund after your purchase a subscription. Once you create your i‐Clicker GO account, you do not need to do anything else to register. Just be sure that your account has the following profile information: Student ID: Your NetID (the first part of your email, before @illinois.edu) School ZIP/Postal Code: 61820 School Name: Univ of Ill‐Urbana‐Champaign At the end of your trial, should you decide to purchase i‐Clicker GO, you can purchase access to i‐Clicker GO in a variety of subscription lengths using your credit card online or through in‐app purchase with your smartphone; this subscription includes an unlimited number of courses. Grading Criteria – Overview Your grade in RST 120 will be based upon your performance on the following evaluative measures: Course Assignments: Personal Narratives 40 points (2 x 20 each) Recreation YourStory Presentation 100 points Recreation YourStory Reflections 25 points (5x 5 each) Exams 150 points (3 x 50 each) Quizzes 60 points (20 x 3 each) Literature Reviews 100 points (10 x 10 each) Situationals 25 points (5 x 5 each) TOTAL 500 points Grading Scale: 100 – 92 = A; 91.5 – 90 = A‐; 89.5 – 88 = B+; 87.5 – 82 = B; 81.5 – 80 = B‐; 79.5 – 78 = C+; 77.5 – 72 = C; 71.5 – 70 = C‐; 69.5 – 68 = D+; 67.5 – 65 = D; 64.5 and below = F Grading Criteria – Personal Narratives As members of the RST family, we are our own best advocates for why our work is important. We can tell people that they should take RST more seriously… or, we can share stories about why it is important to us. At regular intervals during the semester, you will submit two papers 2‐3 pages on Compass that tell a story of some significant event in your life related to leisure/recreation/community.  Narrative One: Due February 20th, 2015 o Describe the best feeling you have ever felt while participating in leisure.  Narrative Two: Due April 3rd, 2015 o Describe the worst feeling you have ever felt while participating in leisure. Grading Criteria – Recreation YourStory Presentation / Reflections Your Recreation YourStory (patent pending) is an abbreviated version of your personal leisure history. Presentations should be structured similar to TED talks; They are to be five minutes in length, should use no more than five slides, and with the exception of your title slide, those slides should contain pictures rather than words. Your goal is to tell/show the class what leisure means to you, how you came to value leisure, and why leisure makes you happy. A more specific grading rubric will be provided in class. Attendance is still required when you are not presenting; In‐class reflection papers will demonstrate your presence and engagement with your fellow students. Grading Criteria – Exams Three exams will be given during the course of the semester. Exam material will be reflective of lecture and textbook material. Exams will not be cumulative. In other words, Exam One will encompass information discussed between January 20th and February 9th; Exam Two will relate to information discussed between February 11th and March 16th; Exam Three (final) will encompass information discussed between March 30th and May 6th. Grading Criteria – Quizzes Quizzes will be administered using i‐Clickers sporadically but regularly and will be integrated into the instructors’ lectures. Quizzes will cover the assigned reading(s) for that class period/section (or any class period prior to that session) and will be comprised of multiple choice and/or short answer questions. There are no “make‐up” quizzes for absences in RST 120. Dates that quizzes are administered will not be announced in advance. Failure to attend class on the day that a quiz is administered will result in score of zero being given for that quiz. There will be no exceptions – please do not ask. Quizzes may be administered at the beginning, middle, end, or throughout the duration of a class lecture. Students arriving late or leaving early may miss the opportunity to take the quiz in its entirety. Grading Criteria – Literature Reviews The best effective and successful professionals in all areas of RST utilize pertinent research to guide their decision making. However, sometimes understanding peer‐reviewed articles can be a challenge. On literature review days, students should come to class having already read the assigned article(s). Students will be given a question or prompt for which they should respond accordingly. Responses are timed and should not exceed one page. You will be evaluated on how thoroughly you demonstrate knowledge and potential application of key article concepts, ideas, and theories. Students should make note of any troublesome terminology or questions they have and should be prepared to engage in respectful discussion with their classmates. All articles will be available on Compass no later than the second week of classes. Grading Criteria – Situationals Throughout the semester students will be given a real life scenario to which they must respond. Students will work at their tables and respond to posed questions as a group. Responses may be written or verbal and will require students to demonstrate careful reflection of the problem/scenario and the ability to offer solutions. Situationals are designed to test skills including but not limited to summarization, synthesis, consensus building, and written and verbal communication. Course Concepts/Structure At the completion of this course, students should demonstrate competence and understanding of: 1. LEISURE THEORY a. Flow, Serious Leisure, Spillover, Compensation, etc. b. Maslow’s Hierarchy of needs c. Development in brief d. Play, Recreation, Sport, Tourism, Community definitions 2. HISTORY OF COMMUNITY RECREATION (What are our leisure roots?) a. Leisure Pioneers b. Critical moments in recreation history 3. PRACTICAL COMPONENTS OF COMMUNITY RECREATION a. Vision Mission Goals Objectives b. Public vs. Private c. Sponsorships d. Partnerships e. Program Planning f. Program Evaluation g. Revenues and Expenditures (text p. 144) h. Employment Law (p.179) i. Policy Development (p.234) j. Professional Development (p.252) k. Motivating Others l. Motivating Ourselves m. Maintenance n. Management Philosophy o. Management vs. Leadership 4. UNDERSTANDING RECREATION LITERATURE 5. ISSUES, ETHICS, AND DECISION MAKING (How do leisure‐based issues manifest in real life?) 6. EXPLORING OUR PERSONAL NARRATIVES 7. INTRODUCTION TO LEISURE PHILOSOPHY (What is your relationship with leisure?) a. Sets up RST 217 b. Establishes your personal purpose for RST LECTURE SCHEDULE ‐ Subject to Change WEEK ONE READINGS: W January 21 F January 23 WEEK TWO READINGS: M January 26 W January 28 F January 30 WEEK THREE READINGS: M February 2 W February 4 F February 6 WEEK FOUR READINGS: M February 9 W February 11 F February 13 WEEK FIVE READINGS: M February 16 W February 18 F February 20 WEEK SIX READINGS: M February 23 W February 25 F February 27 WEEK SEVEN READINGS: M March 2 W March 4 F March 6 WEEK EIGHT READINGS: M March 9 W March 11 F March 13 None Course introduction/syllabus/expectations/teaching philosophy Goal Development / Ice breakers; Syllabus quiz Hurd & Anderson (2010) – Chapter One: Intro and overview (Mon) Kelly & Freysinger (2000) – Chapter Two: Leisure, play, and rec (Wed) Introduction to Leisure theory Literature review: Further introduction to leisure theory Guest lecture on library resources: Katherine Ann Pionke Manning (2011) – Chapter One: Search and rsch for satisfaction (Wed) History of community recreation Key concepts in recreation management Guest lecture on recreation & park resources: Jarrod Schuenemann Gulick (1909) – Popular recreation and public morality EXAM ONE Literature Review: Considering opportunities for community recreation Situational One Hurd & Anderson – Chapter Four: Evaluation and assessment (Mon) Smith et al. (2011) – Intro to inclusive and special recreation (Wed) Vision, mission, goals, objectives Literature Review: Therapeutic recreation Situational Two *Narrative One due* Mowen et al. (2007) – Preferences for corporate sponsorship (Wed) Public vs. private; sponsorships and partnerships Literature Review: Corporate sponsorship Situational Three Hurd & Anderson – Chapter Five: Program planning (Mon) Jackson (2005) – Leisure constraints research (Wed) Program planning and program evaluation Literature Review: Reviewing leisure constraints Community in Action Day Louv (2005) – Ch 8: Nature‐deficit disorder (Wed) Revenues and expenditures Literature Review: Nature deficit disorder and restorative environments Situational Four WEEK NINE READINGS: M March 16 W March 18 F March 20 WEEK TEN READINGS: MWF March 23‐27 WEEK ELEVEN READINGS: M March 30 W April 1 F April 3 WEEK TWELVE READINGS: M April 6 W April 8 F April 10 WEEK THIRTEEN READINGS: M April 13 W April 15 F April 17 WEEK FOURTEEN READINGS: M April 20 W April 22 F April 24 WEEK FIFTEEN READINGS: M April 27 W April 29 F May 1 WEEK SIXTEEN READINGS: None M May 4 W May 6 May 8‐15 None EXAM TWO Recreation YourStory Presentations Community in Action Day None – Have a safe break! SPRING BREAK – NO CLASS Hurd & Anderson (2010) – Ch. 12: Policies and decision making (Mon) Edington & Jiang (2000) – Outsourcing: A strategy for leisure (Wed) Policy development Literature Review: Contracting versus in‐house services Recreation YourStory Presentations; *Narrative Two due* Hurd & Anderson (2010) – Ch. 6: Maintenance (Mon) Moore & Driver (2005) – Ch 12: Science‐based management (Wed) Maintenance Literature Review: Policies and management approaches Recreation YourStory Presentations Hurd & Anderson (2010) – Ch. 13: Professional development Professional development Literature Review: Accessing professional development resources Recreation YourStory Presentations Hurd & Anderson (2010) – Ch. 10: Human Resources (Mon) Young et al. (2013) – Generational differences and job sat. (Wed) Motivating others / Finding a management philosophy Literature Review: Filling generation gaps Recreation YourStory Presentations Brightbill (1961) – Ch. 12, A Social Proposition (Wed) Motivating ourselves Literature Review: Exploring your leisure motivations Recreation YourStory Presentations Situational Five Semester Epilogue FINAL EXAM TBA