WINONA STATE UNIVERSITY
REQUIRED CHECKLIST FOR ALL CURRICULAR PROPOSALS
Course or Program__________GEOS_________________
This checklist enables A2C2 representatives to endorse that their departments have accurately followed the Process for
Accomplishing Curricular Change. For each course or program proposal submitted to A2C2, this checklist must be completed, signed
by the submitting department's A2C2 representative, and included with the proposal when forwarded for approval. Peer review of
proposals is also strongly advised, e.g., departments should discuss and vote on the proposals as submitted to A2C2, rather than on just
the ideas proposed or drafts of proposals.
If a proposal fails to follow or complete any aspect of the process, the Course and Program Proposal Subcommittee will postpone
consideration of the proposal and return it to the department's A2C2 representative for completion and resubmission. Resubmitted
proposals have the same status as newly submitted proposals.
Note: This form need not be completed for notifications.
1.
The appropriate forms and the “Approval Form" have been completed in full for this proposal. All necessary or relevant
descriptions, rationales, and notifications have been provided.
________ Completed
2a. The “Financial and Staffing Data Sheet" has been completed and is enclosed in this proposal, if applicable.
________ Completed
________ NA
2b. For departments that have claimed that “existing staff" would be teaching the course proposed, an explanation has been
enclosed in this proposal as to how existing staff will do this, e.g., what enrollment limits can be accommodated by
existing staff. If no such explanation is enclosed, the department's representative is prepared to address A2C2's questions
on this matter.
________ Completed
________ NA
3.
Arrangements have been made so that a department representative knowledgeable of this proposal will be attending both
the Course and Program Proposal Subcommittee meeting and the full A2C2 meeting at which this proposal is considered.
________ Completed
Name and office phone number of proposal's representative: _____________________________________
4.
Reasonable attempts have been made to notify and reach agreements with all university units affected by this proposal.
Units still opposing a proposal must submit their objections in writing before or during the Course and Program Proposal
Subcommittee meeting at which this proposal is considered.
________ Completed
________ NA
5.
The course name and number is listed for each prerequisite involved in this proposal.
________ Completed
________NA
6.
In this proposal for a new or revised program (major, minor, concentration, etc.), the list of prerequisites provided includes
all the prerequisites of any proposed prerequisites. All such prerequisites of prerequisites are included in the total credit
hour calculations. ________ Completed
________ NA
7.
In this proposal for a new or revised program, the following information for each required or elective course is provided:
a.
The course name and number.
b.
A brief course description.
c.
A brief statement explaining why the program should include the course.
________ Completed
________ NA
8.
This course or program revision proposal:
a.
Clearly identifies each proposed change.
b.
Displays the current requirements next to the proposed new requirements, for clear, easy comparison.
________ Completed
________ NA
9.
This course proposal provides publication dates for all works listed as course textbooks or references using a standard form
of citation. Accessibility of the cited publications for use in this proposed course has been confirmed.
________ Completed
________ NA
__________________________________________________
Department's A2C2 Representative or Alternate
______________________
Date
[Revised 9-05]
WINONA STATE UNIVERSITY
PROPOSAL FOR REVISED COURSES
Department ________Geoscience_______________
Date _____03/11/2008______________
If proposed course change requires A2C2 and/or graduate Council approval, i.e., not considered a notification, complete and submit
this form with the appropriate number of copies. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete
information on submitting proposals for curricular changes.
Current Course Information
___450_________________
Course No.
___Travel Study in Costa Rica
Course Name
This proposal is for a(n)
___XX___ Undergraduate Course
___________________________
______ Graduate Course
Applies to:
___XX__ Major
___XX___ Minor
_____ Required
_____ Required
__XX___ Elective
___XX__ Elective
Prerequisites
___ Permission of the Instructors and concurrent enrollment in MKTG 450 and PER 450_______
Grading method __XX__ Grade only
_2______
Credits
___XX___ University Studies*
______ Not for USP
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ___Every May Term____________________
Proposed Course Information. (Please indicate only proposed changes below.)
_____________________
Course No.
_____________________________________________________
Course Title
This Proposal is for a(n)
______ Undergraduate Course
Applies to ______ Major
_____ Required
_____ Elective
_______3__
Credits
______ Graduate Course
______ Minor
_____ Required
_____ Elective
______ University Studies
______ Not for USP
Prerequisites ____ Permission of the Instructors and concurrent enrollment in RTTR 450 ______
Grading
______ Grade only
______ P/NC only
______ Grade and P/NC Option
Frequency of offering ___ Most May Terms___________________________
A. Changes in the course description,
1) Catalog description (include a display of current and proposed course requirements).
Travel Study in Costa Rica will focus on student-based field research to assist the municipalities of Playa Dominical and
Playa Uvita in developing their natural resources, tourism products, and associated services. Students will engage in the
inventorying of natural resources, the gathering of tourism demand and supply data, and the construction of a data base to
help local officials make better tourism-related decisions. Prior to the research study, students will be exposed to basic
tourism and natural resources development concepts that have applications in Playa Dominical and Playa Uvita. Post-study
work will focus on report development and the assessment of other tourism products and services in Costa Rica.
Prerequisites: Permission of the Instructors and concurrent enrollment in MKTG 450 and PER 450.
2)
Course outline of the major topics and subtopics (minimum of two-level outline).
NOTE: BOLD-FACE, ALL-CAPS, HIGHLIGHTED INDICATES CONTENT ADDED AS PART OF
THIS COURSE REVISION. Strike-though, bold-face, and highlighted indicated deleted sections.
Pre-Trip Orientation Sessions
(4-5, two hour evening sessions)
Session 1
A) Concepts in Regional Tourism Development
a) Tourism Destination Lifecycle Model
Butler, R.W. – original article
b) Miossec Model – regional development
Pearce, D – Miossec Model
c) Travel Personalities
Plog, S. - Leisure Travel
d) Irridex or Irritation Index
Doxey, G. V. Proceedings of 6th Annual TRA Conf.
e) Critical Mass Concept/Gravity Model
Van Doren, C.
f) Seasonality
Butler, R. In Tourism: The State of the Art.
B) Impacts of Tourism (Positive)
Revival of local/indigenous cultural arts
Mathieson & Wall
Locally owned business opportunities
Tax benefits to area
Job creation
Resource benefits to area – more goods/services/infrastructure
Preservation of natural areas
Basic Concepts of Sustainable Development
Riley, R.
- Preserve natural and cultural environment of local area
- Educate the visitors
- Use local labor
- Circularity to the money generated
Session 2
A) Pre-Assessment of Costa Rica - if looking for information about Playa Dominical, you may find it under
headings for the province of Puntarenas; the long, thin province on the central Pacific Ocean coastline.
Geography
Climate
Topography
- location and how it is affected by location, both geographical and neighboring countries
- what are the seasons most conducive to tourism and tourists
- how does this affect the distribution and delivery of the tourism product
www.costarica.com
www.visitcostarica.com
www.unicef.org/infobycountry/
www.infocostarica.com - for maps and government overview
---------------------------------------------------------------------------------------------------------------------Socio-economics
- under what general economic conditions will you and tourists be operating
Political environments
- under what political conditions will you and tourists be operating
Cultural contexts
- under what cultural conditions will you and tourists be operating
www.cia.gov/cia/publications/factbook
www.costarica.com
www.photo.net/cr/moon/government
www.visitcostarica.com
www.unicef.org/infobycountry/
www.wttc.org – look for TSA Research – Country Reports

look for Competitiveness Monitor
---------------------------------------------------------------------------------------------------------------------Tourism policies
- what is the “grand plan for Costa Rican tourism as outlined by the government
Tourism master plans
- how and what has the government done to plan for tourism
Market strategies
- what is the government doing to get a “face” on CR tourism
www.visitcostarica.com
---------------------------------------------------------------------------------------------------------------------Natural Resource Use Issues
Environmental Resources - what are the primary issues of the natural resources
A) OVERVIEW OF RESOURCES FOCUSING ON WATER RESOURCES
B) WATER QUALITY INDICES
a. STRENGTHS AND WEAKNESSES
C) WATER QUALITY PARAMETERS
a. OVERVIEW OF…
i. DO
ii. pH
iii. TOTAL DISSOLVED SOLIDS
iv. FECAL COLIFORM
v. TURBIDITY
vi. NITRATES
vii. PHOSPHATES
viii. TEMPERATURE
b. MEASUREMENT
i. IN-FIELD TECHNIQES
ii. LABORATORY ANALYSES
D) WATERSHED CONCEPTS
a. DEFINITION OF A WATERSHED
b. WATERSHED FACTORS
i. CLIMATE
ii. GEOLOGY
iii. VEGETATION
iv. LANDUSE
v. ORIENTATION AND ASPECT
vi. TOPOGRAPHY
vii. SOILS
c. INTERPRETATION OF WQ PARAMETERS
i. GEOLOGIC CONTROLS
ii. BIOLOGICAL / ECOLOGICAL CONTROLS
iii. CLIMATE CONTROLS
iv. OTHER FACTORS
E) MAPPING RESOURCES
a. INTRO TO GPS THEORY
b. USE OF GPS TO MAP AND ATTRIBUTE DATA
i. GOALS
ii. MAPPING TECHNIQUES
iii. ATTRIBUTING DATA
iv. DIFFERENTIAL CORRECTION
c. USE OF GIS FOR DISPLAYING AND ANALYZING DATA
i. WHAT IS GIS
ii. USING GIS FOR ENVIRONMENTAL ANALYSES
Biodiversity Resources
www.biodiversityhotspots.org
www.conservation.org
www.iucn.org
www.cepf.org
---------------------------------------------------------------------------------------------------------------------Market Structures
- what infrastructure exists for tourism
- who is attracted to Costa Rica
- what are the primary attractions
- what are the current tourism trends
www.costarica.com
www.visitcostarica.com
www.wttc.org – look for TSA Research – Country Reports
- look for Competitiveness Monitor
------------------------------------------------------------------------------------------------------------------- --Institutional Support
- who is involved in Costa Rican tourism development
www.visitcostarica.com
www.oecd.org – browse by country
www.cinde.or.cr – Costa Rica Investment and Trade Development Board
http://travel.state.gov/costa_rica.html
www.strayreality.com
Session 3
A) Contemporary Costa Rican Culture – visiting speaker from Costa Rica or central America.
An overview of Costa Rican people
Social customs and ways to work with Costa Rican people
Do and don’t in Costa Rica
B) Continued Pre Assessment Work - if looking for information about Playa Dominical, you may find it under
headings for the province of Puntarenas; the long, thin province on the central Pacific Ocean coastline.
Geography
Climate
Topography
- location and how it is affected by location, both geographical and neighboring countries
- what are the seasons most conducive to tourism and tourists
- how does this affect the distribution and delivery of the tourism product
www.costarica.com
www.visitcostarica.com
www.unicef.org/infobycountry/
www.infocostarica.com - for maps and government overview
Method of Scientific Inquiry -how we evaluate, inventory, and identify natural resources in tourist areas
---------------------------------------------------------------------------------------------------------------------Socio-economics
- under what general economic conditions will you and tourists be operating
Political environments
- under what political conditions will you and tourists be operating
Cultural contexts
- under what cultural conditions will you and tourists be operating
www.cia.gov/cia/publications/factbook
www.costarica.com
www.photo.net/cr/moon/government
www.visitcostarica.com
www.unicef.org/infobycountry/
www.wttc.org – look for TSA Research – Country Reports

look for Competitiveness Monitor
---------------------------------------------------------------------------------------------------------------------Tourism policies
- what is the “grand plan for Costa Rican tourism as outlined by the government
Tourism master plans
- how and what has the government done to plan for tourism
Market strategies
- what is the government doing to get a “face” on CR tourism
www.visitcostarica.com
---------------------------------------------------------------------------------------------------------------------Natural Resource Use Issues
Environmental Resources - what are the primary issues of the natural resources
Biodiversity Resources
www.biodiversityhotspots.org
www.conservation.org
www.iucn.org
www.cepf.org
---------------------------------------------------------------------------------------------------------------------Market Structures
- what infrastructure exists for tourism
- who is attracted to Costa Rica
- what are the primary attractions
- what are the current tourism trends
www.costarica.com
www.visitcostarica.com
www.wttc.org – look for TSA Research – Country Reports
- look for Competitiveness Monitor
---------------------------------------------------------------------------------------------------------------------Institutional Support
- who is involved in Costa Rican tourism development
www.visitcostarica.com
www.oecd.org – browse by country
www.cinde.or.cr – Costa Rica Investment and Trade Development Board
http://travel.state.gov/costa_rica.html
www.strayreality.com
Session 4
A) CAPTURING DATA AND INFORMATION FROM IN-DEPTH INTERVIEWS
i) INTERVIEW STRATEGIES
ii) POST-INTERVIEW ANALYSES AND SUMMARY
iii) EXTRACTING QUANTITATIVE AND QUALITATIVE DATA FROM INTERVIEWS
A) Metacognition and Assessment Strategies
Adaptive Expertise
Strategies for working in a foreign country
Overcoming language barriers
Fluid planning and strategy
Journaling
Purpose
Question of the Day
Discussion
Expectations
Reflection
Understanding what you learned
Content/Disciplinarily
Functionally / Adaptive Expertise
Personally
An additional fifth session may be scheduled if necessary to cover the above material.
In-Country Work in Costa Rica
The coursework in Costa Rica will focus around hands-on research and analysis. Specifically we will investigate the tourism
development of a local region (Playa Dominical) and compare that region to other more developed destinations in the country.
Other than Dominical and San Jose, the following list represents a group of locations that may be visited. In any given year, we
may not visit all of the following sites, but rather visit a selection of them based on the constraints of time, weather, and
logistics. Additionally, the activities listed are examples and may be modified, particularly when dependent on the availability
of a guest speaker or access to local agencies or organizations.
Throughout the trip students will reduce, analyze, and interpret the data they collect. This work typically happens in the
evening after dinner. Groups will meet nightly to discuss the final project and what data needs to be collected the following
day.
Students will participate daily in reflective group discussions and individual journaling. These activities are intended to
facilitate processing, categorizing, and evaluation of the lessons and learning that occur during the course activities.
While in San Jose, students will:
 Speak with established tourism operators about their views on Costa Rican tourism and their organization
 Speak with governmental officials about how they are developing the tourism industry
 Learn about some of the culturally unique assets that Costa Rica has to offer.
(National Museum of Costa Rica – pre Colombian cultures)
(Local markets and tourist entertainment areas)
 Visit the American Embassy to get their perspective on tourism
While in Playa Dominical, students will:
 Inventory the current location, situation and natural resources of Playa Dominical, UVITA, AND THE
SURROUNDING AREAS and those close-at-hand. We will probably need some local tour guides.
o Digitial Photography
o Descriptions of all resources
o Computer aided mapping
 IDENTIFY AND ASSESS LANDUSE CHANGES
 IDENTIFY LOCATION OF NATURAL RESOURCES AND CURRENT STATUS
 IDENTIFY INFRASTRUCTURE
o Inventory of: Natural Attractions, Cultural Attraction, Historical and Heritage Attractions, Recreational
Activities
o











Inventory of: transportation, accommodations, food and beverages, services, local services such as police,
emergency services, water and sewerage, waste disposal, communication, power
The town will be digitally mapped and photographed, along with a ranking of the attractions and their relative
accessibility for tourists
Need to ascertain who controls all local land – developable or not – how development permits are obtained
Assess the Status of Local Natural Resources
o Evaluate ANALYYZE AND QUANTIFY water quality and relate it to land use and attraction type
o Evaluate land uses and the suitability of the land for that application
o Evaluate the impact of development on natural resources
Market Demand
Assess the makeup of tourists and profile of tourists
o Interviews with tourists and entrepreneurs
o Pass-through tourists, impulse stop, VFR, planned stop tourists
o Proxies – local attraction attendance, hotel/campground occupancy, sales tax, traffic counters,
Assess the competition
o What other places have competing attractions
o What is their general profile in terms of access and uniqueness of attractions
Assess Tourism Capacity of Playa Dominical
o Labor resources in terms of numbers, ability and trainability
o Government support for training and helping local development
o Current carrying capacity in terms of tourists and overnight tourists
Political and Governmental forces that control tourism in the area
(local and regional government records)
Tourism Issues that are already causing concern in the region
o Interviews with residents, entrepreneurs, politicians and tourists
CONDUCT IN-DEPTH INTERVIEWS WITH LOCALS
o FOCUS ON NATIVES AND EX-PATRIOTS WITH A LONG RESIDENCE TIME
o ASCERTAIN HISTORICAL SEQUENCE AND MOTIVATIONS FOR DEVELOPMENT
o DISCOVER LOCAL HISTORY, TENSIONS BETWEEN LOCALS, NATIVES, GOVERNMENT
o SUMMARIZE AND ANALYZE INTERVIEW INFORMATION FROM VIDEO TAPE
COMPARE OVERALL DEVELOPMENT AND SUSTAINABILITY OF TOURISM AND USE OF
NATURAL RESOURCES IN DOMINCAL AND UVITA
o IDENTIFY DIFFERENCES IN LOCAL ATTITUDES AND PERSPECTIVES
o ASSESS ROLE OF COMMUNITY AND SENSE OF SHARED STAKE IN FUTURE OUTCOMES
OF TOURISM DEVELOPMENT
o IDENTIFY DIFFERENCES AND SIMILARITIES IN TYPES OF ATTRACTIONS
o IDENTIFY DIFFERENCES IN INFRASTRUCTURE DEVELOPMENT
o IDENTIFY DIFFERENCES IN IMPACT ON WATER AND NATURAL RESOURCES
While in Manuel Antonio, students will:
 Participate in and evaluate the services of an already developed destination.
 CONDUCT WATER QUALITY TESTING AND ANALYSES
 CONDUCT IN-DEPTH INTERVIEWS WITH LOCALS
 Reflective writing and journaling, particularly focusing on student’s perception of the problems caused by unplanned
tourism development.
1. COMPARISON WITH DOMINICAL AND UVITA
While in Monteverde, students will:
 Appreciate how ecotourism in sensitive cloud forests, differs from mass tourism in other areas.
 CONDUCT WATER QUALITY TESTING AND ANALYSES
 CONDUCT IN-DEPTH INTERVIEWS WITH LOCALS
 We will understand practical applications of sustainability in ecologically sensitive areas by being tourists and asking
the questions of impact and sustainability.
 Reflective writing and journaling
1. COMPARISON WITH DOMINICAL AND UVITA
While in Arenal, students will:
 Appreciate how natural hazards and phenomena (i.e., volcanic activity) serve as a draw for tourism.
 CONDUCT WATER QUALITY TESTING AND ANALYSES


CONDUCT IN-DEPTH INTERVIEWS WITH LOCALS
Investigate the types of attractions that have been developed to exploit the natural resources (i.e., hot springs and
volcanic eruptions) and the types of demographics these attractions are tailored to.
Reflective writing and journaling
1. COMPARISON WITH DOMINICAL AND UVITA

Back to San Jose
- Will finalize and present the integrative group project analyzing Dominical’s AND UVITA’S tourism development,
COMPARISON WITH OTHER DESTINATIONS, and future trajectory.
- Also time to write the report for Playa Dominical
- COMPLETE FINAL “BIG GROUP” REPORT
3.a Instructional delivery methods utilized: (Please check all that apply).
Lecture: Auditorium
ITV
Online
Web Enhanced
Lecture: Classroom
Service Learning
Travel Study XX
Laboratory
Other: (Please indicate)
3.b. MnSCU Course media codes: (Please check all that apply).
None:
3. Internet
6. Independent Study
1. Satellite
4. ITV Sending
7. Taped
2. CD Rom
5. Broadcast TV
8. ITV Receiving
4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.
Web Supplemented
Internship/Practicum
9. Web Enhanced
10. Web Supplemented
B. Rationale for each of the changes proposed.
Formerly, the Costa Rica Travel Study program consisted of three 2 credit courses (6 credits total). Our Marketing
colleague is leaving the university and we have decided to run the course with two faculty in the future. The proposed
revisions reflect the need to increase the credit of GEOS 450 and RTTR 450 from 2 to 3 credits each. The revisions include the
omission of some course topics, activities and concepts related to Marketing. The additions described above reflect a greater
depth of coverage of topics related to GEOS and RTTR. Additionally, elements in the course outline that have not changed
will be given more in-depth coverage in the revised course.
C. Impact of this Course on other Departments, Programs, Majors, or Minors
1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which
department(s)?
NO
2.
List the department(s), if any, which have been consulted about this proposal.
RTTR / PER
D. Describe impacts of this proposal on the University Studies Program.
Currently, these courses satisfied the Global Perspectives category of Unity and Diversity. After the revised
course is approved, we will consult with the USP committee to determine the course of action (if any) required
to maintain the Global Perspectives endorsement.
Definitions:
01-Satellite:
02- CD Rom:
03- Internet: Predominately = where all, or nearly all, course activity occurs in an online environment. One to two activities may
occur face-to-face in a classroom, with the maximum being two activities.
04 – ITV Sending: a course in which students are in the classroom with the instructor, other students join via interactive television
technology from other geographically separate locations
05 – Broadcast TV:
06 – Independent Study: a course in which the teacher develops specialized curriculum for the student(s) based on department
guidelines in the University course catalog
07 – Taped: a course in which the teacher records the lessons for playback at a later date
08 – ITV Receiving: a course in which students are not in the classroom with the teacher, other students join via interactive television
technology from other geographically separate locations
09 – Web Enhanced- Limited Seat Time: For a course in which students are geographically separate from the teacher and other
students for a majority of required activities. However, some on-site attendance is required. The course includes synchronous and/or
asynchronous instruction.
10 – Web Supplemented- No Reduced Seat Time: For a course utilizing the web for instructional activities. Use of this code may
assist your college/university in tracking courses for “smart classrooms” and/or facility usage.
Attach an Approval Form with appropriate signatures.
Department Contact Person for this Proposal:
Toby Dogwiler
______________________________________________
Name (please print)
x5267
________________
Phone
tdogwiler@winona.edu
_______________________________
e-mail address
[Form Revised 7-5-07]
C. Proposals for Revised Courses.
If the proposed curricular change requires A2C2 and/or graduate Council approval, i.e., not considered a notification, use form
Proposal for Revised Courses. Follow directions given on the form and include an Approval Form. The department will supply
A2C2 and/or Graduate Council with the original forms and the appropriate number of copies of the forms at least seven (7)
contract days before the A2C2 meeting or Graduate Council meeting at which the department wishes the proposal to be
presented.