Recreation and the Natural Environment 3 Units Overall Goal: Students will develop cognitive, physical and affective skills will allow them to become more integrated and well-rounded individuals within various physical, social, cultural, and technological environments and communities. Course Objectives GE SLO 1: Students will identify and actively engage in behaviors conducive to individual health, or development, and understand the value of maintaining these behaviors throughout their lifespan; GE SLO 2: Students will identify and apply strategies leading to health, or development for community members of diverse populations; GE SLO 3: Students will apply the knowledge and skills of science and technology and evaluate how they impact individuals, the community, and/or society. Develop an understanding of the historical roots of our cultural attitudes towards the natural environment and the results of these attitudes on the American wilderness and the American city. The beginning of the course spends multiple weeks discussing the history of nature-based recreation and focuses on the reasons for it including physical, psychological / emotional, social, and spiritual. Students also look at their own impacts on the natural environment and the intrinsic, extrinsic, and altruistic beliefs towards the natural environment in the past as well as today (p. 20). Class lectures and readings identify the role of parks, and wilderness as the context for recreation that builds healthy individuals and communities. Students look at their own impacts on the natural environment and the intrinsic, extrinsic, and altruistic believes towards the natural environment in the past as well as today. Evidence found in the Environmental Life-style Audit (pp 19 & 20). Develop an understanding of the Conservation, the Environmental, and the Outdoor Pursuit’s movements past and present. The class furthermore discusses historical attitudes towards the outdoors, nature, and recreation by looking at their modern views back to the transcendentalism period and those who were influential such as Emerson, Muir, Olmstead, Carson, etc. Students look also at historical connections of why people got involved Historical connections to environmental movements are tied to renewed interest in environmentalism and sustainability. Research demonstrates that people who engage in active outdoor recreation demonstrate higher commitments to environmental preservation. The latter part of the class focuses on the changes in outdoor recreation and the natural environment through the discussion of network providers and the changes from single program providers to multiple and the growing and changing interface. The class also explores
within these fields and their importance to the rules, regulations, and legislative activities of today. Level of understanding is tested through in-class exams (see p. 24). the perpetual changes in population, climate change, and other global issues that further look to change how we as human recreate in the natural environment and postulate the next steps for our future focusing on empowering the students as they are our next generation (tested in second exam). Develop an understanding of and appreciation for the natural environment with its processes, resources, and ecosystems. In discussion covers the variations of outdoor program provides and their historical develop as well as an overview of the environmental processes and ecosystems from the planet level down to the local level. This is done through the understanding of the various modern and historical uses of areas in terms of nature-based recreation. Evidence found in the syllabus and in-class exams. People are part of the natural environment in contrast to prevailing attitudes that we are somehow separate from it. Any significant discussion of health and well- being shows the environmental connections. Develop an understanding of the use of the outdoor environment for development and recreation. Students complete a research paper on an environmental issue that affects the recreational use of the outdoors. The paper topic must have a clear connection with some aspect of outdoor recreation behavior and its relationship to the natural environment. The outdoor recreation The research paper prompts the student to do scientific research relating to an issue in recreation and the natural environment that matters to them. The paper promotes demonstrating a strong understanding of the topic backed by accurate and reviewed
behavior connection could be explored from one of three traditional approaches: conflict between recreational users, outdoor recreation participation study, or global environmental issue tied to outdoor recreation. The topics are selected by the student but they must relate to recreation and the natural environment. Topics are approved by the instructor (p. 21). science not only in the field of recreation but other disciplines as well that validate and support the student’s claims and ideas. Students are given the opportunity to re-write their paper after it has been reviewed by the instructor for a higher grade and learn from it rather than the assignment ending at the first submission. Evidence found in the syllabus. Develop an understanding of humankind's use of outdoor recreation resources and the way to utilize resources with minimum impact. Students conduct an environmental audit of their behavior and views of resources as it relates to energy consumption, environmental impacts, and the life-cycles of products and resources they interact with in their daily life. This assignment is completed through a 48-hour continuous period using logs to record data and then a one page summary of their reactions, conclusions, and / or reflections on the value of conducting these type of exercises and how they can be used to understand our impacts on the natural environment (see pp 19 & 23). After the 48-hour audit, students will reflect on the impacts that they have made in their and others’ world and realize that there is more than they do then is immediately visible. They will think about how technology has changed the use of resources in our world and the impacts that they have when it comes to the preservation or usage of our natural resources. Develop an awareness of the origins, Through in class discussion and Through in class discussion and style
historical attitudes and current practices of agencies that control the use of outdoor recreation resources. multimedia the class spends five weeks on the various land management agencies. The material is enhanced by instructor created case study examples such as those involving the 2008 Cape Hatteras Consent Decree and the current solar development site in the Ivanpah Valley in California that allows the students to simulate real-world and current issues relating directly to recreation and the natural environment. multimedia the class spends five weeks on the various land management agencies. The material is enhanced by instructor created case study examples such as the those involving the 2008 Cape Hatteras Consent Decree and the current solar development site in the Ivanpah Valley in California that allows the students to simulate real-world and current issues relating directly to recreation and the natural environment. Develop an understanding of programs in outdoor education and nature interpretation. The Field Education Experience: Outdoor Discovery requires the students attend a local interpretive program that is held in the community. Students that have never attended a formal interpretive program find value in the art and science associated with the various forms of interpretation through the demonstrated intellectual and emotional connections found in these programs. Students are required to submit a journal of their experience and define elements of what their connections are to topics cover in class and their Students discuss in class through demonstration how technology has changed outdoor recreation. This includes the historical uses of technology (i.e., the wheel) through 20th century uses such a skies or cars. The class then explores more modern uses of technology for outdoor recreation as upgrades in technology (i.e., rock climbing) to technologies that are new such as GPS and mobile devices like smart phones and how they change for the better or worse the natural environment based
overall impression of the activity (p. 19). and the outdoor experience. Develop a personal and professional environmental ethic for 21st century life. The environmental ethic paper requires the students to read, Last Child in the Woods (2005) by Richard Louv and write a minimum of a two page paper on an issue that was the most influential in their emotional and intellectual self. The self-expression is presented to their classmates. Student’s advocate their ideas clearly in front of their peers in a professional and constructive manner (p. 19). Students write a personal environmental ethic statement as an integrative tool for the class. Student personal lifestyle is central to this work and integrates both the broader issues of environmental conservation and active health lifestyle for themselves and their community interacting with the outdoors. Table B Course Alignment with GE Designation: Information Competence (IC) Goal: Students will progressively develop information competence skills throughout their undergraduate careers by developing a basic understanding of information retrieval tools and practices as well as improving their ability to evaluate and synthesize information ethically. Course Objectives IC SLO 1: Determine the nature and extent of information needed. IC SLO 2: Demonstrate effective search strategies for finding information using a variety of sources and methods. IC SLO 3: Locate, retrieve and evaluate a variety of relevant information including and electronic formats. IC SLO 4: Organize and synthesize information in order to communicate effectively. IC SLO 6: Explain the legal and ethical dimensions of the use of information. Develop an understanding Students complete a research Students complete a research paper Students complete a research Students complete a research paper Students complete a research paper on
student’s higher order thinking that is expressed orally in class dialogues and debates. Evidence found in the syllabus and the second exam. and the second exam. Develop an understanding of and appreciation for the natural environment with its processes, resources, and ecosystems. Students complete a research on an environmental issue that affects the recreational use of the outdoors. Details of the assignment are in supportive material Students complete a research paper on an environmental issue that affects the recreational use of the outdoors. (see more description column 1) Students must use search strategies. Students complete a research paper on an environmental issue that affects the recreational use of the outdoors. (see more description column 1) Students must find research sources in variety of formats. Students complete a research paper on an environmental issue that affects the recreational use of the outdoors. (see more description column 1) Students must synthesize and communicate through writing. Students complete a research on an environmental issue that affects the recreational use of the outdoors. (see more description column 1) Students review plagiarism issues in source citations. Develop an understanding of the use of the outdoor environment for human development and recreation. Research paper described for objectives 1 & 3. Explanation same here. Research paper described for objectives 1 & 3. Explanation same here. Research paper described for objectives 1 & 3. Explanation same here. Research paper described for objectives 1 & 3. Explanation same here. Research paper described for objectives 1 & 3. Explanation same here. Develop an understanding of humankind's use of outdoor recreation After the audit, students will reflect on the impacts that Students must search for and identify information resources that calculate Students must find sources from a variety of formats. hour
interpretive program that is held in the community. Students must be able to find relevant community information through electronic means. Develop a personal and professional environmental ethic for 21st century life. The environmental ethic paper requires the students to read the required text book, Last Child in the Woods (2005) by Richard Louv and write a short paper on an issue that was had the most profound impact They must then express their thoughts and ideas through a presentation to their classmates. This demonstrates the student’s ability to advocate their ideas clearly in front of their peers in a professional They must then express their thoughts and ideas first through writing and then through a presentation to their classmates. Evidence in syllabus. Students must clearly do original work and choose not to borrow heavily from other’s work in this area.
Field Education Experience: Outdoor Discovery Journal A journal of your observations and learning from your field trip experience will be submitted (p. 19). The student writes a journal about their observations and analysis of their outdoor field trip experience. This assignment is not research but students work must be original. Students are provided the opportunity to rewrite the assignment after instructor feedback. The student journal must be a reflective journal in addition to being a description of what was observed. The student thinks critically and writes those evaluations. Students are provided the opportunity to rewrite the assignment after instructor feedback. The RTM department requires APA format for all written assignments. Assignment length is 500 words. Syllabus p. 3. The rubric evaluates both critical thinking and writing effectiveness. Environmental Student writes a brief statement of individual life-style values and commitments related to the environment (p. 19). The analysis of lifestyle values and persona ethical commitments by the student are expressed in summative essay. This assignment clearly identifies students as the original source. Students present their material to a peer in class and are encouraged to make corrections to their work. The student must organize their ideas and they are allowed to present their summary in narrative format or as a creedal statement. Students are provided the opportunity to rewrite the assignment after peer feedback. The RTM department requires APA format for all written assignments. Assignment length is 200-500 words. Syllabus p. 3. The rubric evaluates both critical thinking and writing effectiveness.
b. a foundational principle of the BLM or USFS c. allowing for grazing of cattle and backpackers at the same time d. consistent with NWPS land Question 12 (3 points) The state park system in California a. only has parks in urban areas b. manages parks primarily in northern CA c. manages 1/3 or the CA coastline d. has only wilderness parks with few family campsites Question 13 (3 points) Preservation of land resources a. focuses on maintaining the ecosystem in an untouched condition b. is a traditional management principle of the BLM c. would not allow for recreational use of the land resource d. is the same as conservation Question 14 (3 points) What recreational activity might you find at a National Forest a. rafting b. horse back camping c. leased land for a ski/snowboard resort d. campsites for motorhomes (RV) e. all of the above f. all except answer 4 (D) g. only answer 1 & 2 (A & B) Question 15 (3 points) Use of Off Highway Vehicles on Forest Service Land