Recreation Programming and Leadership PRT 3320, 001 (4 cr) Instructor: Mary Sara Wells, Ph.D. Office Hours: Annex C 1096 T, Th, 2 to 5 pm, 585-7086 W 8 to 10:30 am and 12:30 to 2 pm mary.wells@hsc.utah.edu or by appointment Required Texts: DeGraaf, D. G., Jordan, D. J., & DeGraaf, K. H. (2010). Programming for parks, recreation, and leisure services: A servant leadership approach (3 rd ed.). State College, PA: Venture. Jordan, D. J. (2007). Leadership in Leisure Services: Making a difference (3 rd ed.). State College, PA: Venture. Communication: The best way to contact me is through my email listed above. Watch the announcements section of the Canvas course for reminders and last-minute news. Prerequisites: QA and WR2 Corequisites: C- or better in PRT 3100 Course Description: This course will offer a theoretical and applied understanding of leadership and programming within the various fields related to parks, recreation, and tourism. Students will explore personal leadership styles, program planning and preparation, and activity implementation through individual and collaborative learning experiences. Upon completion of this course, students will have a Program Planning Portfolio that reflects the many theoretical and logistical elements that comprise parks, recreation, and tourism planning. This course is divided into two sections. The first portion will focus on leadership and the components of effective leadership. The second portion of this course will focus on the programming process and the role and importance of leadership in recreation programming. PRT 3320 is a designated community engaged learning course which uses community experiences as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities (Learn and Serve America National Service Learning Clearinghouse). Please note that you will be required to complete a number of service hours over the course of the semester and plan accordingly. Objectives: To earn a passing grade, students should be able to: 1. Develop an overall program planning portfolio that uses an array of involvement levels and activities from a range of program areas. 2. Identify and create recreational opportunities using diverse resources for leisure experiences. 3. Demonstrate the ability to conduct a needs assessment and utilize information to plan and develop recreation programs and resources. 4. Adapt and modify leisure activities and services as clients and needs require. 5. Demonstrate essential leadership skills and techniques. 6. Identify and use the appropriate leadership style in order to enhance the leisure experience of participants in a variety of settings. 7. Gain insight into one s own leadership style and construct a personal philosophy of leadership.
Course Policies General Policies: Student preparation and active participation are necessary for the class to be successful. Regardless of what you miss or why you miss it (I do understand that you have a life outside of this class and that we all make choices), you are responsible for learning the material covered throughout the course. If you get behind in the course, it is your responsibility to get caught up. Use the other students in the course and any course material or outside resources first. After you have gathered all the information you can find feel free to email me or set up an appointment to meet either in person or online for clarification or confirmation. All written work is to be typed following APA format. An APA manual may be purchased in the bookstore or in the library, or you can use the helpful handout provided to you in class. Papers must be your original work for this class. At the discretion of the instructor, any individual caught plagiarizing, in any form, has the potential to fail this class. Please do not put me or the department in a position to have to make this decision, and more importantly, jeopardize your own academic career. Quotations should be used sparingly in a supportive fashion. All quotes must be in quotation marks and properly referenced. Try to summarize ideas into your own words and include your own reactions, thoughts, and interpretations of what you have read. Electronic copies of all assignments are due at the designated time to be posted on Canvas and late assignments will be graded down 10% for each day late (even if you turn it in a few minutes after the posted time it is considered one day late). On occasion, special exceptions will be made for emergencies (an emergency is not that you didn t plan ahead properly), but I need to be notified of the emergency as soon as possible. If you have any questions or concerns about any specific assignments, please see me well before the paper is due. If you have any questions or concerns regarding class assignments, please feel free to make an appointment to meet with me either online or in person. I am more than happy to help. It is very important to me that each student read the syllabus in its entirety, and therefore, each student who emails me telling me that they have done so will receive ten points extra credit. Technical Requirements and Netiquette: The Start Here tab on your course home page will assist you in setting up your computer to accommodate the course requirements, and will walk you through proper etiquette involved in an online course. Student Code: The University of Utah has very clear policies regarding student s rights and responsibilities including, but not limited to, issues involving academic dishonesty. These policies are strictly observed in this class. See http://www.admin.utah.edu/ppmanual/8/8-10.html for details. Professional Code of Ethics: Our department has formally adopted the professional code of ethics of NRPA NTRS. Please familiarize yourself with these professional expectations for students and faculty in the department. NRPA NTRS ethics: http://www.nrpa.org/content/default.aspx?documentid=867 Americans with Disabilities Act: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. In order to establish the existence of a disability and/or request reasonable accommodations for this class, you should contact the Center for Disabled Student Services at 160 Olpin Union Building, 581-5020 (voice or TDD), or http://disability.utah.edu/. Other departmental course policies may be found in the Department of Parks, Recreation, and Tourism Undergraduate Manual.
Addressing Sexual Misconduct Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS). Description of Assignments Reading and Lecture Comprehension Quizzes (15 x 10) The purpose of the readings and the lectures is to assist you in understanding the material. As such, doing and thinking through the readings and lectures is important not only to your personal learning. To assist you in processing this information, each set of readings and lecture will be accompanied by an online 5 multiple-choice-question quiz. The quizzes will be open book, however, you will have a 20 minute time limit and will only be allowed one attempt, so if you have not previously completed the reading, it is unlikely you will be able to find the answers in the time frame allowed. Community Engagement Hours and Evaluation (250) This course is designated as a Community Engaged Learning Course. As such, one requirement is that you engage with the community in which you live in a formal way. To accomplish this, you will be required to find a a local non-profit organization related to Parks, Recreation, and Tourism that will be willing to have you complete a minimum of 50 hours of service during the semester. The location you select will need to be approved by the instructor during the first week of class. In addition, your hours will need to be verified at the end of the semester by a supervisor using the community engagement hours documentation and evaluation form. Weekly Reflections (15 x 10) You will complete a weekly journal of your participation in your volunteer experience. Each week you will submit a brief targeted journal topic related to the course material for the week. Lecture Application and Discussion (15 x 10) Along with each week s lecture will be exercises for students to apply the information provided. The requirements for these assignments will vary weekly based on the content of the course so please pay close attention to what is expected in the instructions. Leadership Paper (100) This assignment has two parts. First, write and reflect on your own personal philosophy of leadership. This should include a detailed explanation of your personal leadership style and how it will be utilized in and, hopefully, suits your area of specialization. Then, identify a leader you admire and state why, specifically. What is it that he or she has, is, or does that makes his or her leadership effective? Provide concrete and specific examples of how he or she has demonstrated effective leadership based on the components of leadership theory that you have learned in class. In conclusion, what is the relationship between your leadership philosophy and this person s leadership? Compare and contrast them again using concrete and specific examples. How has your chosen leader influenced you or what can you learn from him or her with respect to effective leadership? This paper should be a maximum of 5 pages. Peer Feedback of SEPPP Drafts (4 x 10) Each time you submit a draft of your SEPPP, in addition to submitting in under the assignments section in Canvas, you will also need to post it to the discussion board for peer feedback. Each student will provide constructive feedback on the SEPPP of two peers in this class for each draft of the project (for a total of four).
Special Event Program Plan Portfolio (350) At the end of this course, a program plan will be compiled for a special event. The components of this plan and the grading rubric are included on a separate page. Grading Procedures: Points Grading Scale (%) Reading and Lecture Quizzes (15 x 10) 150 93 & Above A Hours and Evaluation 250 90-92 A- Weekly Reflections (15 x 10) 150 87-89 B+ Lecture Application and Discussion (15 x 10) 150 83-86 B Leadership Paper 100 80-82 B- Peer Feedback of SEPPP Drafts (4 x 10) 40 77-79 C+ Special Event Program Plan Portfolio 350 73-76 C TOTAL 1190 70-72 C- 67-69 D+ 63-66 D 60-62 D- 59 & Below F Tentative Outline for Class Topics and Assignments Week Topic Reading Assignment Due Week 1 Introduction to Programming and DeGraaf Chapters 1 & 3 Quiz 1 Leadership and Basic Programming Concepts Week 2 Outcome Based Programming and Wells Reading Quiz 2 Development of Logic Models Kellogg Reading Reflection 1 Week 3 Developing an Innovative Program Plan, Lipp Reading Quiz 3 The Leisure Experience Timeline Capodagli and Jackson Reflection 2 Putting on a Good Show Reading Week 4 Needs Assessments and Programming DeGraaf Chapters 4 & 5 Quiz 4 For People Reflection 3 Week 5 Creating Quality Goals and Objectives for DeGraaf Chapter 6 Quiz 5 Parks, Recreation, and Tourism Programs Reflection 4 Week 6 Program Animation and Experience Ellis Reading Quiz 6 Engineering Including the Six Key Cockerell Reading Reflection 5 Elements of Parks, Recreation, and Tourism Draft I Programs Hours Check Week 7 Addressing Risk Management Jordan Chapter 11 Quiz 7 Concerns in Parks, Recreation, and Reflection 6 Tourism Programs
Week 8 Promoting Parks, Recreation, and DeGraaf Chapter 8 Quiz 8 Tourism Programs Reflection 7 Return Draft I Peer Feedback Draft I Week 9 Financing Programs in Parks, Recreation DeGraaf Chapter 9 Quiz 9 And Tourism Reflection 8 Week 10 Registration, Staffing, and Management in Rossman Reading Quiz 10 Parks, Recreation, and Tourism Programs Reflection 9 Hours Check Week 11 Motivation and an Jordan Chapters 1 & 8 Quiz 11 Introduction to Leadership Reflection 10 Week 12 Leadership Styles and Theories Jordan Chapter 2 & 12 Quiz 12 Reflection 11 Draft II Week 13 Leadership and Communication Jordan Chapters 5 & 6 Quiz 13 Reflection 12 Week 14 Leadership, Group Dynamics, Jordan Chapter 4 Quiz 14 and Facilitation Reflection 13 Return Draft II Peer Feedback Draft II Week 15 Evaluating Parks, Recreation, and Tourism DeGraaf Chapters 11 & 12 Quiz 15 Programs and Using Evaluations to Make Reflection 14 Decisions Leadership Paper Week 16 Final Project Due Final Project Hours Reflection 15