University Curriculum Committee

Proposal for New Course

1. Is this course being proposed for Liberal Studies designation? Yes No X
If yes, route completed form to Liberal Studies.
2. New course effective beginning what term and year? (ex. Spring 2009,
Summer 2009) See effective dates schedule. / Fall 2009
3. College / Social & Behavioral Sciences / 4. Academic Unit /Department / Geography, Planning & Recreation
5. Course subject/catalog number / PRM 446 / 6. Units/Credit Hours / 3
7. Long course title / Protected Area Management
(max 100 characters including spaces)
8. Short course title (max. 30 characters including
spaces) / Protected Area Management
9. Catalog course description (max. 30 words, excluding requisites).
This course explores protected area management of lands in the United States and internationally. Focus of the course is on PLACE (the image), legal and legislative PROCESS, and resource PROTECTION.
10. Grading option:
Letter grade / X / Pass/Fail / or Both
(If both, the course may only be offered one way for each respective section.)
11. Co-convened with / na / 11a. Date approved by UGC
(Must be approved by UGC prior to bringing to UCC. Both course syllabi must be presented)
12. Cross-listed with / na
(Please submit a single cross-listed syllabus that will be used for all cross-listed courses.)
13. May course be repeated for additional units? / yes / no / X
a. If yes, maximum units allowed?
b. If yes, may course be repeated for additional units in the same term?
(ex. PES 100) / yes / no
14. Prerequisites (must be completed before
proposed course) / na
15. Corequisites (must be completed with
proposed course) / na
16. Is the course needed for a new or existing plan of study
(major, minor, certificate)? yes / X / no
Name of plan? / Grand Canyon Semester & Wildland Recreation Mgmt. Emphasis
Note: If required, a new plan or plan change form must be submitted with this request.
17. Is a potential equivalent course offered at a community college (lower division only) yes / no / X
If yes, does it require listing in the Course Equivalency Guide? yes / no
Please list, if known, the institution and subject/catalog number of the course
18. Names of current faculty qualified to teach this course: / Pam Foti, Aaron Divine, Annette McGivney
19. Justification for new course, including unique features if applicable. (Attach proposed
syllabus in the approved university format).
This course will be a core class in NAU’s Grand Canyon Semester. In addition, the course will be part of the Parks and Recreation Management’s “wildland emphasis area”. In addition, the course may be of interest to students in Forestry, Geography, Public Planning, and Environmental Studies.
For Official AIO Use Only:
Component Type
Consent
Topics Course

35. Approvals

Department Chair (if appropriate) Date
Chair of college curriculum committee Date
Dean of college Date

For Committees use only

For University Curriculum Committee Date
Action taken:
Approved as submitted / Approved as modified

Please attach Syllabus here.

PRM 446: Protected Area Management

(3 credit hours)

Course Information:

Class/Field Instructors: Pam Foti, Ph.D.

Room 260 SBS-West (Building #70)

523-6196 wk/527-0242 hm

Office Hours: TBA and by appointment (lots of time available)!

Annette McGivney, MLS

Room 315 School of Communications (Building #16)

523-2646 wk/774-2377 hm

Office Hours: TBA

Field Instructors: Aaron Divine, MS John Lynch

Room 268 SBS-West (Building #70) Room 257

523-7835 523-

Office Hours: TBA Office Hours: TBA

&

Class Time: TBA

Class Location: SBS Room 204

Field Work: Dates/Location TBA

College: Social and Behavioral Sciences

Department: Geography, Planning, and Recreation

Semester: Fall, 2009

Credit Hours: 3

Course Prerequisites: None

Course Description:

The purpose of this course is to explore the concepts of protected area management in the United States and internationally (such as wilderness areas, areas of critical environmental concern, research natural areas, and other areas managed or designated for wilderness/wild characteristics) as a physical PLACE (the image), as a legal and legislative PROCESS in the country’s culture, and as a resource to both manage and PROTECT (the reality of designation, use, and management).

Student Learning Expectations/Outcomes for this Course:

Critical thinking skills and oral presentation skills related to protected area management domestic and international.

Course Structure/Approach:

This course will include 3 hours of lecture/week and 5 days of field work in a wildland setting. Students will have homework assignments, quizzes, and/or readings each week; readings and homework will be discussed during the class period. The major course assignments include an international protected area overview, wildland field work experience, and wildland research poster and presentation.

Course Text and Readings:

(Note: Selected chapters will be provided or posted to the Cline Library Reserves)

1. Kerasote, Ted (Ed). (2001). Return of the Wild: The Future of Our National Lands. Island Press,

2. Nash, Roderick. 1967. Wilderness and the American Mind. Yale University Press: New Haven, CT.

3. Hendee, J.C. and Dawson, C.P. (2002, 3rd edition). Wilderness Management: Stewardship and Protection of Resources and Values. Fulcrum Publishing: Golden, CO.

4. Other articles to be assigned.

Course Outline

The course will begin with a broad exploration of historical and current concepts related to the “idea” of wildlands, the meaning of wildlands to the individual, and wildlands as a PLACE. This section of the course will also include an exploration of wildland values and allow the student to explore their personal connection and perception to the concept of wildlands as a PLACE.

In the PROCESS section of the course, the unfolding of the drama related to the American wilderness and protected areas will be shared. The series of compromises which eventually ended in the passage of The Wilderness Act (1964) and similar legislation for managing or designating protected areas will be explored. Finally, process will relate to the pen and paper technicalities of protected area designation and the challenges of “using” a resource designated for protection. In addition, international protected area management will be explored.

During the PROTECTION section of the course, the course will focus on protected area planning, management, and monitoring. The primary planning and management techniques will be introduced along with protected area management issues, concerns, and future challenges. A focus on Recreation Ecology will be included in the final section of the course.

Course Schedule

Week #1:

Class Orientation:

Instructor Outdoor Introductions (Pam and Annette)

Syllabus/Assignments Review

5-Day Field Experience Overview

Packing Your Pack the CBS Way

Expedition Behavior for the Backcountry Traveler

Cook Group/Tent Mate/Micro-Teach Sign-Up

Week #2:

Student Outdoor Introductions I

Place: The Wildland Idea

Wilderness & the American Mind Assignment

Week #3:

Student Outdoor Introductions II

Place: The Wildland Idea

STUDENT INFO/HEALTH WAIVER DUE

Week #4:

Place: Wild Connections & Perceptions

Field Class; Dutch Oven Cooking

Week #5:

Place: Wildland History & Agencies

“Wild by Law”

Week #6:

Protected Area Process: The Wilderness Act Assignment

The Themes and Values of Wilderness

Wilderness Lands and Agency Overview

USFS Guest Instructor

Week #7:

Protected Area Process: ACEC’s and Research Natural Areas

David Brower Movie

Week #8:

Protected Area Process: International Protected Areas

International Protected Area Assignment I

Week #9:

Protected Area Process: International Protected Areas

International Protected Area Assignment II

Week #10:

Field Experience (5 Days)

Natural & Cultural Micro-Teaches

Week #11:

Wildland Protection: Planning and Management Techniques

Wildland Reflective Journal Due

Week #12:

Wildland Protection: Recreation Ecology I

Week #13:

Wildland Protection: Recreation Ecology II

Week #14:

The Future of Protected Area Management

Users Statistics and Trends

Week #15:

Wildland Research Paper Poster/Presentation DUE

COURSE ASSIGNMENTS

Student Outdoor Introductions 25 pts.

Wilderness & the American Mind Assignment 20 pts.

Homework Assignments (six TBA) 60 pts.

In-Class Quizzes (six unannounced) 60 pts.

The Wilderness Act Assignment 10 pts.

International Protected Area Overview 60 pts.

Wildland Field Experience 50 pts.

Wildland Reflective Journal 20 pts.

Natural & Cultural Micro-Teach 30 pts.

Wildland Research Paper Poster 75 pts.

TOTAL POINTS: 410 pts.

COURSE GRADING

93 - 100 A 381-410 pts.

82 - 92 B 336-380 pts.

71 - 81 C 291-335 pts.

60 - 70 D 246-290 pts.

Below 60 F Below 210 pts.

PRM 446: Protected Area Management

COURSE ASSIGNMENTS

1). Assignments To Be Discussed/Distributed In-Class:

Wilderness & the American Mind Assignment 20 pts.

Homework Assignments (10 pts. Each) 60 pts.

In-Class Quizzes (10 pts. Each) 60 pts.

The Wilderness Act Assignment 10 pts.

Wildland Field Experience 50 pts.

Wildland Reflective Journal 20 pts.

Natural & Cultural Micro-Teach 30 pts.

Wildland Research Paper Report 75 pts.

Field Experience Note:

It is expected that you will follow the field groundrules and behave in a way which displays positive expedition behavior, creates an inclusive environment, and adheres to safety rules and regulations related to backcountry travel. It is expected that you will pack the appropriate gear (as per the Gear List) to protect yourself in the backcountry and be prepared for inclement weather. Please be prepared to accept the challenges which the environment will present to us and to practice Leave No Trace in a responsible manner. We will work as a team in the field and support each other in our physical, intellectual, spiritual, and emotional endeavors.

2). Student Outdoor Introductions

DUE:

Value: 25 points

The objective of this assignment is to allow each member of our class a short period of time to discuss their outdoor experiences, their outdoor goals, their outdoor dreams, and your relationship to the “wild” environment. The instructors will provide an example of the outdoor introductions. Each student will have 10 minutes to discuss the following topics:

What outdoor activities do you currently pursue?

Give a brief overview of “select” outdoor experiences!

Discuss your personal level of “risk taking” behavior. Is adventure a necessary part of your life?

What personal benefits do you gain from outdoor experiences?

What are your outdoor goals and dreams for the future?

Explain your connection with the natural world. What environment do you consider to be your “place”?

Visuals are highly encouraged!

Grading: Time: 10 points Visuals: 5 points

Effort/Content: 10 points

3). Natural & Cultural Micro-Teach

DUE:

Value: 30 points

Each student will have the opportunity to sign-up either individually OR with a partner to complete a micro-teach in the field. Micro-teach topics include natural and cultural history. Specific topics include:

Flora of the Area

Mammals and Birds of the Area

Reptiles, Amphibians, and Insects of the Area

Indigenous Peoples of the Area

Modern History of the Area

The Night Sky

Geology of the Area

Weather and Climate of the Area

Resource Management of the Area Today

You OR you and your micro-teach partner are expected to prepare and present a presentation on the assigned topic. Your presentation will occur in the field. The use of field material and field examples is highly encouraged.

One Person Micro-Teaches = 20 minutes

Two Person Micro-Teaches = 30 minutes

FYI: IT IS BEST TO PREPARE FOR YOUR MICRO-TEACH BEFORE LEAVING FLAGSTAFF!

This is your opportunity to show your outdoor education skills and to facilitate additional learning during our travels. Use your imagination, be creative, and have fun. We all want to learn more about the area we will be visiting!

Grading Criteria:

*Obvious Preparation (5 pts.) Presentation Skills (5 pts.)

*Time (5 pts.) Enthusiasm and Interest (5 pts.)

*Content (5 pts.) Creativity & Visuals (5 pts.)

-minimum of 5 major points

4). Wilderness Reflective Journal

DUE:

Value: 20 points

What did you learn? What did it mean? How did you connect? These are only a very few of the possible questions that could be addressed in a reflective journal.

For this assignment, you are asked to keep a reflective journal while in the field for our wildland journey. There needs to be a journal entry for each day, while there is no specific length of a daily entry, it must be obvious to the instructors that you put significant effort into the assignment.

Do not focus on the details of what happened each day, rather, spend your time reflecting on the relationship between the experience and you. Creative writings, drawings, and poetry are very welcomed.

5). International Protected Area Presentation

Protected Area Name DUE:

Overview DUE:

Total Value: 60 points

Select a Protected Area in a country outside the United States. Recognize that you will need significant information related to the area. Please contact the instructors if you have any questions or if you need assistance in choosing your site.

Prepare a 10 minute verbal presentation on your international wildland area to share with the class AND a written report to hand-in to the instructor. Visuals during your oral presentation are necessary!

Your wilderness area overview (presentation and report) should include the following information:

(Presentation Time: 10 minutes; Report Length 2-3 pages, single spaced)

1. Name of the area and country.

2. Location of the area and a small MAP.

3. Date of Designation.

4. Who manages the area?

5. Primary resources/VALUES for protection in area - what were the reasons for designation?

6. Detailed overview of legislation/proclamations/methods of protection.

7. Protected area description: (to include)