RPTS 340 (SECTION 500)

RECREATION, PARKS AND DIVERSE POPULATIONS

SUMMER SEMESTER 2008

MONDAY- FRIDAY 10:00 - 11:35 AM

107A THOMPSON BUILDING

 

Instructor: Sam G. Roberson, Sr. Professor

 

samg@tamu.edu

Office: Francis 303B

Office hours:  Tuesday and Thursday, 12:00 -1:00

  

 

Course Website: http://www.rpts.tamu.edu/Courses/340/Index.htm

  

 

 

Calendar of activity with study questions

Exam 1 review

Exam 2 review

Group Project Assignments

 

Diversity and other helpful links

 

 

 

 

COURSE DESCRIPTION

 

This course will examine the impact of social class, ethnicity and race, gender, age, and a disability on the leisure/tourism patterns of people in the United States, and implications for recreation, park, and tourism delivery.

 

COURSE OBJECTIVES

 

1.         We will understand the social, political and economic significance of recreation, park and tourism among diverse populations

2.         We will understand the major laws and court decisions protecting diverse populations and their implications for recreation, park, and tourism delivery.

3.         We will understand the unique leisure constraints that are experienced by diverse populations.

4.         We will understand the leisure preferences among diverse populations.

5.         We will better understand the nature of prejudice and discrimination as it relates to the recreation, park, and tourism field.

6.         We will understand major demographic changes that are occurring in the United States and what implications these changes have for recreation, park, and tourism delivery.

7.         We will understand better how to go about planning and implementing recreation, park, and tourism services for diverse populations.

 

8.         Learn how groups other than our own experience mistreatment.

 

9.         Develop a multicultural perspective of Recreation, Park and Tourism.

 

METHOD OF INSTRUCTION

 

The approach of this course will include lectures by the instructor, films, discussions, in-class exercises and experiential projects.

 

 

 

COURSE REQUIREMENTS  ( Total 180 pts)

 

I      In-class work (90 points)                      

 

1.        Pop quizzes and written assignments (25 points).   

2.        Participation (10 points)

 

I expect you to come to class fully present.  This means, first, reading assigned material, taking notes about the reading, being prepared for pop quizzes and written assignments, and engaging in class exercises and discussions.  Second, it means refraining from activities that will distract you, your classmates, and me from what is going on in class.  To this end, I expect you to turn cell phones off (absolutely NO text messaging), and abstain from behaviors that are not directly related to course material (e.g., unnecessary chit chat, doing crossword puzzles, doing homework for another class, and so on).

 

About half of the in-class work will be devoted to the class exercises and discussion assignments. On occasion I will have you do a writing assignment about readings and ideas presented in class. Here you will react to and/or apply course ideas. Most of the writing will occur during class but I reserve the right to assign the writing as homework. These assignments will NOT be graded for spelling, grammar or punctuation. I am simply looking for thoughtful insights and applications.

           

            3.  Attendance  (10 points maximum)

You start off with 10 points and lose 5 for each unexcused absence after the 2nd.   It is possible to have negative points.  Thus for the 3rd unexcused absence, you will have 5 left (10 minus 5).  For the 5th unexcused absence, you will be at -5 (10 minus 15), etc.  Attendance will be taken beginning on Wednesday July 2, 2008.  You must be present at the beginning of class to be counted as present. 

 

4.    Discussion of in-class films (45 points).

 

You will see three graded films this semester. All of the films will be shown in class. After watching the movie, you are to actively participate in a discussion review session.  Students must be present during film and discussion session to receive up to 15pts per film.  Students with a university excused absence will be able to make up points by watching the film and submitting a brief written essay (200 to 250) about some issue pertaining to the film. I have prepared questions (see Calendar of Activity) that will help you compose your essay.  Essays will be due within two class periods after we view the film. 

 

Film summaries must be typed using a 12 point font, double spaced, appropriately referenced and clearly printed. For each essay, include the number of words you wrote (excluding your name, the title of the paper, and references) at the bottom of the paper. See me if you have any questions. 

 

 

 

 

II.    Two in-class exams: 40 points total.

 

Exam 1 (20 points):  Monday, July 14

Exam 2 (20 points):  Monday, July 28

 

                       

           

III.   Group Projects:  20 points total.  (Power point presentations are to be submitted to professor by 5pm the day before the presentation for review.  Failure to meet this deadline will result in a 5 pt deduction if no prior extension consents from the professor. 

 

1.      Diverse Cultures:  Friday, July 18

Students are encouraged to cite novels, articles, journals, or books pertaining to multicultural/diversity. Ok for research team members to report on a cultural group they belong to. Students should discuss the following:

·         Why they selected the references.

·         Core cultural aspects of the group identified in references.  What makes this group a cultural group?

·         Any salient or significant knowledge or information gained from your research.

·         The leisure interests of this diverse population.

·         The unique leisure constraints are experienced by this diverse population.

·         What recommendations do you offer for future recreation, park and tourism work with this diverse population?

·         Any additional information?

 

 

2.      Multicultural Interviews:  Tuesday, July 22

3.      GLBT cultural interviews:  Wednesday, July 30

4.      People with Disabilities Interviews:  Friday, August 1

5.      Aging and Generational Interviews:  Friday, August 1

 

 

You should interview a person whom you perceive as being culturally different than yourself, on their experiences growing up as it relates to racism, gender, and class equality.  Encourage him/her to talk about what they perceived to be the similarities and differences between men and women when they were young.  Be sure to indicate the period of time in which he/she grew up using approximate age or birth year.  Include in your presentation an analysis that emphasizes the social/cultural context in which the individual lived.  Describe how his/her life may have been affected by social factors such as race, gender, ethnicity, education, class, religion, age, and gender of siblings, parent and extended family, location of residence, historical events, and adult role models.  Provide some background information on his/her leisure preferences and constraints.  Has the interviewee experienced mistreatment by a recreation, park or tourism business?  How does he/she perceive recreation, park and tourism agencies can better deliver services to meet their cultural needs?

 

 

 

IV.   Final Paper: Multicultural Experience (8-10 pages), Due on Final Exam Day. (30 points total)

 

Section 1: Interpersonal records and world view

 

            Includes the values, customs etc. of the group of diversity that best identifies you.  For some of you, this will include more than one diverse group and for others it may only include the group you most identify in relation to yourself or family.  Such information about the groups of diversity is available in the library.  Be thorough in your description of the factors that describe your chosen group(s).  Also, include any ethnic/racial perceptions/stereotypes your chosen group may have about other groups.  Identify any teachings, thoughts, rules, or vivid experiences, feelings and stories along with the perceptions of diversity that have been passed on from generation to generation about any group that was diverse from the family. Describe your social world context that has most influenced you; and the advantages and disadvantages from this contextual group.   

 

Section 2: Multicultural experiences

 

            Includes a discussion of what your personal experiences have been with members of groups that were different from you.  Discuss your recreation; park; and tourism experiences with members of groups that were different from you. 

 

Section 3:  Intrapersonal records and world view.

 

            Includes a discussion of what your personal beliefs include and how they compare to the first section of your paper.  In this section, you are also to include any changes you have made or intend to make in interacting with relationships of diversity.  In addition, you are to include any areas in need of remediation for professional practice and areas of limitations when working with people of diversity.     

 

Section 4:  Discuss your number one take away from this course and be prepared to provide a brief essay on questions from Unit 5 in the syllabus. 

 

 Expectations for papers:

Grading

 

             A = 90.0%+,    B = 80.0 to 89.9%,    C = 70.0 to 79.9%,     D = 60.0 to 69.9%,    F = 59.9 and below          

 

 

REQUIRED READING

 

Packet of miscellaneous reading is available through Copy Corner, 2307 Texas Avenue South, College Station. Approximate Cost: $88.28 (with tax).

 

Expectations for class participation:

Policy on Documenting of Absences

An important change to Rule 7 (specifically a change to section 7.1.6) of the Student Rules pertaining to Attendance and Excused Absences has been approved by the Student Rules sub-Committee of the Faculty Senate, the Faculty Senate and the President.  This change was made with input from the AOC Deans and was effective on the first day of classes for the Fall 2006 semester.  Faculty members will need to select one or both of the options listed at the end of 7.1.6.2 and communicate their selection to students.

Specific changes to Student Rule 7 can be found in section 7.1.6 and are contained in the text below:

Excused Absences

7.1 The student is responsible for providing satisfactory evidence to the instructor to substantiate the reason for absence. Among the reasons absences are considered excused by the university are the following:

7.1.6  Injury or illness that is too severe or contagious for the student to attend class. 

7.1.6.1 Injury or illness of three or more days.  For injury or illness that requires a student to be absent from classes for three or more university business days (to include classes on Saturday), the student should obtain a medical confirmation note from his or her medical provider.  The Student Health Center or an off-campus medical professional can provide a medical confirmation note only if medical professionals are involved in the medical care of the student. The medical confirmation note must contain the date and time of the illness and medical professional's confirmation of needed absence.

7.1.6.2  Injury or illness less than three days.  Faculty members may require confirmation of student injury or illness that is serious enough for a student to be absent from class for a period less than three university business days (to include classes on Saturday).  At the discretion of the faculty member and/or academic department standard, as outlined in the course syllabus, illness confirmation may be obtained by one or both of the following methods:

a.  Texas A&M University Explanatory Statement for Absence from Class form available at  http://attendance.tamu.edu

b. Confirmation of visit to a health care professional affirming date and time of visit.

NOTE: FOR RPTS 340, BOTH OF THE ABOVE ARE IN FORCE.  THUS, YOU CAN SUBMIT A NOTE CONFIRMING A VISIT TO A HEALTH CARE PROFESSIONAL OR THE FORM.  THIS POLICY WILL CHANGE IF THERE ARE DOCUMENTED PROBLEMS WITH THE INFORMATION TURNED IN BY STUDENTS DURING THE SEMESTER. 

7.1.6.3  An absence for a non acute medical service does not constitute an excused absence.

To view all Student Rules, please go to:  http://student-rules.tamu.edu/

To view Rule 7 of the Student Rules please go to: http://student-rules.tamu.edu/rule7.htm 

 

PEOPLE WITH DISABILITIES

 

If you need accommodations in this class related to a disability, please make an appointment with the instructor to discuss this as soon as possible. Texas A&M University provides academic adjustments and auxiliary aids to students with disabilities who otherwise meet academic requirements of the institution.

 

SCHOLASTIC DISHONESTY

 

Consistent with Texas A&M University Regulations, scholastic dishonesty (e.g., plagiarism and acquiring information from unauthorized sources) could result in your being given an F in the course.

 

As commonly defined, plagiarism consists of passing off as one’s own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. This includes (but not limited to) information collected from the World Wide Web, readings in course packets, and various in-class handouts. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which ideas cannot be safely communicated.

 

If you have any questions regarding plagiarism, please consult the latest issue of the Texas A&M University Student Rules, under the section "Scholastic Dishonesty." Here is a web link:

http://student-rules.tamu.edu

 

TAMU NEO-ACCOUNT

 

Please activate your TAMU neo-account: http://neo.tamu.edu.  Periodically, I will email you class announcements.