Adventure Recreation and Human Relations:
RTM 310 & 310L
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Adventure Recreation and Human Relations: RTM 310 & 310L |
The Adventure Recreation class utilizes adventure experiences as an integral part of the class experience. One semester it will utilize adventure experiences that are primarily urban in nature and use the CSUN ropes course extensively. Another semester it will take the adventure primarily to a wilderness setting. This semester (Spring 2021) the class will have two days of using the CSUN ropes/challenge course on campus. Those days will be February 20 & February 21, 2021 from 8 am to 5 pm. Covid precautions and protocols will be followed. These experiential days are foundational to the overall course design.
The over arching theme of the course is to increase our understanding of multicultural diversity and personal identity (who are you - what do you believe about yourself and the world around you). In short we create a class community through a 'shared adventure' and then explore and push our thinking about complex diversity issues of today. We leave 'political correctness' at the door and engage in meaningful discussions about important issues of race, ethnicity, religion, political systems and more.
RTM 310 & 310L - ADVENTURE RECREATION AND HUMAN RELATIONS
Department of Recreation and Tourism Management
California State University Northridge
Syllabus Draft - Official Syllabus will appear on Canvas at start of Semester.
INSTRUCTOR: Al Wright, Ph.D. Office: Redwood Hall/ Rm. 260
Office Hours: To be determined.
Phone: 818-677-7601 (3202) email: alan.wright@csun.edu
COURSE DESCRIPTION:
Prerequisite: Lower division writing requirement. Corequisite: RTM 310L. Explore issues of cultural identity, racial and ethnic diversity, gender, ableism, and self-esteem through readings, written assignments, and recitation. Diversity issues introduced through personal growth and adventure experiences. Regular written assignments required. Lab: Diversity issues introduced through experiential learning in group initiatives, challenge course or wilderness activities, and group dialogue.COURSE OBJECTIVES (Course Student Learning Outcomes):
At the conclusion of this course the students will:1. Develop a positive community climate within the class through adventure recreation experience.
2. Experience a sustained level of meaningful contact with students from diverse backgrounds.
3. Model interpersonal trust levels with other group members.
4. Demonstrate personal efficacy and self-confidence.
5. Comprehend values represented in one’s personal cultural heritage.
6. Master the model of worldview for cross cultural understanding.
7. Demonstrate skills in group communication and decision making.
8. Demonstrate critical thinking skills and competency in evaluating information sources (information competence) focused on diversity issues.
9. Model an egalitarian ethic of gender roles within groups.
10. Value persons from race and ethnic groups different from their own.
11. Practice an attitude of tolerance toward diversity and comprehend the role of tolerance in a pluralistic and democratic society.
COURSE OUTLINE
C. COURSE CONTENT: CLASS SCHEDULE
I. INTRODUCTION TO ADVENTURE
Adventure
Culture and Worldview
Critical Thinking Theory
Information Competence Skills
Risk/Sensation Seeking Week 1, 2, 3
Fear, Stress and Anxiety
Self-Efficacy Theory
Competence-Effectance Theory
Self-Empowerment TheoryII. GROUP IDENTITY AND COHESION
Trust
Communication Week 4, 5
Decision making
Group Life Cycle
III. INDIVIDUAL IDENTITY AND DIVERSITY
Self-concept and Identity
Personality Types Week 7, 8, 9, 10
Cultural Heritage and IdentityIV. CULTURAL IDENTITY AND DIVERSITY
Culture and Worldview
Race Identity
Ethnic Identity
Gender Roles
Religious Orientation Week 11, 12, 13
Other reference groups
Prejudice Reduction
V. HUMAN VALUES AND SOCIAL SYSTEMS
Tolerance
Pluralism Week 14, 15
Democracy
Globalism and Nationalism
CLASSROOM COURSE REQUIREMENTS - ON LINE FORMAT
D. CLASSROOM COURSE REQUIREMENTS. (On-campus format) Virtual Format
1. Personal Values and Cultural Heritage Survey
A series of questions and exercises will be completed and then the student will write a two to three page of their essential personal and cultural values to summarize their personal world view. Grade Value=10%. Due Week 2.
2. Adventure Recreation Group Experiences (Participation) & Journal Assignment
The major experiential part of the course will be the experiential adventures held primarily on campus during class times. (The wilderness adventure option will be discussed in class.) A Journal will be kept by students throughout the semester. Suggestions for the journaling process can be found at the course page on Canvas: guidelines for journaling. The journal will be submitted one time during the semester. Journals & Participation - Grade Value = 20%. Due Week 2.
3. BOOK REPORTS: (12.5% - CHOOSE Book Report # 1 and Book Report # 2)
# 1 Select a biography (preferably autobiography) about a person who represents part of your own tradition (racial/cultural/religious/gender group). You may choose from one of the sources listed on the book report bibliography listed on Canvas or select another resource with instructor approval. How long need the book be? ‘200-300 pages as a guideline’. Grade value 25% (12.5% + 12.5%). Due Week 4 – specific dates will appear in Canvas.
THE WRITTEN REPORT (3-4 Pages) Book 1
Summary of contents: the who & what, the essence of the person and their life struggles and celebrations (1-2 pg. max). Then identify unique features: describe and discuss the unique features of the character's tradition, what values shaped his or her life journey. Apply the world view model to your analysis of the person. Total word count (750-1000)
# 2. Select a biography (preferably autobiography) about a person from a racial/cultural/religious/gender group different from your own. You may choose from one of the sources listed on the bibliography or select another resource with instructor approval. How long need the book be? 200-300 pages as a guideline.
THE WRITTEN REPORT (3-5 Pages). Book 2 Report
Summary of contents: the who & what, the essence of the person and their life struggles and celebrations (1-2 pg max.). Then identify unique features: describe and discuss the unique features of the character’s tradition and how personal and cultural values shaped his or her life journey. Apply the world view model to your analysis of the person. Comparison: compare and contrast the traditions represented by the character of Book # 1 with the character of Book # 2. Note especially the difference or contrasts between the two traditions. Total word count (750-1250). Due about week 12 (specific date will appear in Canvas)
4. RESEARCH PAPER – 35% RESEARCH PAPER : Students will participate with a team of 4 to 5 peers in developing a class room discussion on a human relations or diversity issue selected for this semester. Potential topics for this semester include:
Immigration in the U.S.
Gun Laws Controversy as it relates to Mass Shootings
Police Shootings related to minority communities
Abortion Laws
Socialism versus Capitalism as economic and political systems
Government Responses to the Covid 19 Pandemic
Each of these issues has risen to acrimonious political debate and frequently some form of political protest. The class discussion will focus on the Dialogue model rather than the Debate model as covered in class lecture. Student groups will be expected to research carefully (information competence) searching for the best data available surrounding these issues. Each group will identify the media narratives of each “side” of the issue and include an analysis of how the accurate information of the topic may appropriately or inappropriately support the narrative (examples should be presented). Contrary views to the primary social media narrative must be presented in objective format. Presentations will also include identification of ‘conflicting beliefs or values’ that may be central to the conflict present in the issue.
In class dialogue session will begin by some concise summary of the issue, following by key data that informs the issue, and then a series of questions that guide a discussion by the full class that will enhance our understanding and also move us forward on how to impact the issue based on the sphere of influence/sphere of concern model.
The ‘final paper/brief’ should be 5-8 pages (1250 to 1500 word count) plus reference pages. The project will represent 30% of the total class grade. 80% of the grade will be based on your individual paper and 20% base on your team’s working collaboratively and its presentation/dialogue for the class. Topic teams will be selected/assigned by the fourth week of class.
Students will follow this ‘general guide’ for the research paper.
Introduction and statement of the Issue (250 words).
Historical Summary (150-250 words)
Current Research Critiqued and Summarized (500-750 words)
Summary and Personal Conclusions and Recommendations (250 -500 words)
Total (1250-5500 words)
Consult Canvas for Research Team Deadline (Weeks 7-14).
5. On line dialogues and discussion groups:
Participate in a combination of internet dialogues and face to face Zoom class discussions on current issues in diversity and multiculturalism. Students must actively participate to receive credit for this essential part of the class. Please reflect on the discussion topics and organize your information and reflections prior to the dialogue sessions. 15% of the grade value. Credit/ No credit.
Assignments Grade Summary:
Heritage Survey: 15% Due Date – go to Canvas
Individual Journal & Class Participation - 10% Due Date – go to Canvas
Book Report 1 – 12% Due Date – go to Canvas
Book Report 2 – 12% Due Date – go to Canvas
Research Paper – 35% Due Date – go to Canvas
Online & Written Discussion Groups – 15% Due Date – go to Canvas
Grading for the class and assignments will use the traditional plus/minus system with the following numeric equivalents: A= 93-95 and above; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79; C = 73-76; C- = 70-72; D+ = 67-69; D = 63-66; D- = 60-62; F = below 60.
E. TEXTS
No single text is assigned to the class. A package of selected readings from the attached bibliography will be assembled to generate a broad range of ideas on adventure, risk-taking, interpersonal relationships, gender, ethnic and racial diversity, prejudice, tolerance, and democracy.
Class policies and procedures for Dr. Wright's classes should be reviewed by each student and will be provided at class orientation at the first class meeting.
Tentative Class Schedule: to be distributed in class.
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