RPTA 111 Introduction to Leisure Services

Course Description

Explores the purpose, function, and scope of recreation, park, and tourism services provided by governmental, non-profit and commercial organizations. Provides information on the careers available in the general area of leisure services. Intended for students planning to major or minor in RPTA, this course is a prerequisite for all upper division RPTA courses.

Course Prerequisites

There are no prerequisites for this course.

Course Goals

Using assignments, projects, guest speakers, and classroom presentations, students will understand:

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Course Polices

You are responsible for knowing and adhering to the following course policies, so please read them carefully. Be sure to discuss any questions you have with the instructor.

  1. Academic Integrity
  2. Academic integrity is the core of this and every university. On it depend the bonds of honesty, trust, and openness essential to higher learning and the free exchange of ideas. By disrupting these bonds, violations of academic integrity threaten the very purposes for which this University exists. Any violation of academic integrity is therefore an offense against the University community as a whole. For this reason, there is no such thing as a trivial instance of academic dishonesty.
  3. Academic integrity is something I value very highly, professionally and personally. I will therefore take any and all actions permitted under University policy to protect it. The minimum penalty for any violation of academic honesty in this course will be a failing grade for the course. I will pursue additional penalties beyond this, consistent with University policy.
  4. You are a member of the University community. You are therefore responsible for maintaining the highest standards of academic integrity. This responsibility has three basic elements:
  5. First, respect for and adherence to the highest standards of academic honesty in all aspects of your own work.
  6. Second, never directly or indirectly assist anyone who engages in academic dishonesty.
  7. Third, report actual or potential academic dishonesty to the course instructor, another member of the faculty, or other appropriate University official.
  8. Please feel welcome to talk with me if you have any questions about any aspect of academic integrity or are in any way uncertain about how it applies to specific assignments in this course.
  9. Students with Disabilities
  10. Sexual Harassment
  11. Disruptive Behavior
  12. Disruptive student behavior is defined as inappropriate student behavior that a reasonable faculty member would view as interfering with the ability of the instructor to teach and students to learn whether in a classroom or other learning environment (such as an online course, laboratory, site field experience, internships, instructor's office, computer lab, or other setting whether it is an on-campus or off-campus location), which disrupts the educational process. It is also considered disruptive behavior for a student to exhibit threatening, intimidating, or other inappropriate behavior toward the instructor or classmates outside of the learning environment.
  13. Class Attendance, Absences & Participation
  14. Misunderstandings about class attendance requirements lead to problems for both students and faculty, so please pay close attention to this section.
    1. University policy statements on class attendance requirements
      1. “Students are expected to attend all classes in which they are enrolled. Each faculty member determines his or her own policy dealing with class attendance. Therefore, if a student misses a class or classes, the student is expected to discuss the matter with the instructor, and it is up to the discretion of the instructor whether to allow a student to make up any missed assignments, exams, or projects” (emphasis added).
      2. “. . . [University] sanctioned activities should not significantly disrupt the primary educational mission of the university nor negatively impact the integrity of the classroom” (emphasis added).
      3. “In all cases, it is the responsibility of the student to: 1) inform instructors of scheduled absences in advance; 2) where possible and as soon as possible, provide a schedule of all semester absences; and 3) arrange to complete missed classroom work within a reasonable time frame. Ultimately, students are responsible for material covered in classes missed due to sanctioned events” (emphasis in original).
    2. Here is my understanding of what these University policy statements mean.
    3. Each faculty member sets the attendance requirements for her/his classes consistent with general University policy. Therefore:
      1. Class attendance requirements are a matter between you and each of your instructors, and no one else.
      2. None of the following people have authority to override an instructor’s class attendance requirements: academic advisors, coaches, band and ensemble leaders, employers, friends, parents, other faculty members and instructors, or significant others. Nor are class attendance requirements subject to revision because of travel plans, field trips, work schedules, residence hall or Greek society activities, student clubs, and so on.
      3. Go back and read the preceding paragraph again, carefully.
      4. If you feel you have a legitimate reason to miss class, talk to each of your instructors individually and in advance if at all possible. It is your responsibility to work things out with your instructors. Ask — do not assume anything.
    4. Based on the preceding, here are the class attendance requirements in my courses.
      1. Class attendance is expected — it’s a fundamental element of professionalism. It’s up to you how professional you want to be.
      2. Roll may be taken at the start of any class session by circulating a roll signature sheet. If you arrive late, it’s up to the instructor’s discretion whether to allow you to sign the roll. Note that signing any name but your own on the roll sheet will be regarded as a violation of academic honesty to sign any name but your own to the roll sheet and will be dealt with accordingly — both for the person who signs another name and for the other person whose name is signed.
      3. Absences will be excused only for the following reasons (read this list carefully):
        • personal illness;
        • personal or family emergencies;
        • military service such as the National Guard or Reserves (not ROTC, which is an academic activity like other courses);
        • service as a volunteer emergency worker (e.g., volunteer firefighter, emergency medical technician, ambulance driver or attendant, or other first responder).
        • legal proceedings outside the University (e.g., court appearances and hearings).
      4. We will work together to arrange how you can make up any work missed because of an excused absence.
      5. All work missed because of unexcused absences cannot be made up and will receive a zero. To be fair, if changes in assignments or examinations create a problem, I will consider whether an adjustment in this policy is warranted, provided you contact me as soon as possible after any changes are made and in any case no less than forty-eight hours in advance of the absence. No adjustments will be made after the fact.
      6. Adjustments will be not be made for any work conducted in or assigned during class (including unscheduled quizzes).
      7. Absences to attend scheduled conferences or meetings of professional organizations related to your academic major(s) or minor(s) may be excused provided:
        • You submit a written request at least two weeks in advance, indicating the dates you will be absent from class and describing how you will benefit from attending the meeting or conference.
        • You provide documentation supporting your request (e.g., letter/email from a sponsoring faculty member) and confirming your attendance at the meeting or conference (conference registration acknowledgment/receipt).
        • You write and submit a description of the meeting or conference, including the sessions and activities you attended, and what professional benefits you received from them. We will discuss an appropriate timeline for writing this report and other details before you leave town.
      8. Do not leave class early unless you become ill or have discussed it with me in advance, otherwise this will count as an unexcused absence.
      9. Life happens, so if you think there’s a legitimate reason for you to miss class that isn’t addressed here, please discuss it with me in advance if at all possible. I’ll try to work with you, but this is a lot easier in advance than after the fact.
  15. Assignments
    1. All assigned work is due at the start of class in the classroom, unless other arrangements have been made.
    2. Unexcused late work will be penalized 10 percent per school day late, except in cases of documented excused absences.
  16. Getting in Touch
  17. Email is the surest way to get in touch with me.
    1. Email to you: Your @wiu.edu email address will be used for all course–related email. It is also the address to which the University will send email. If you prefer a different address, set your WIU account to forward email accordingly. If you are uncertain how to do this, contact the University Technology Support Center.
    2. Remember that you are responsible for all course–related and University email sent to your @wiu.edu address. Be sure to check your @wiu.edu inbox regularly and to empty it as needed. You should do this even if you set your WIU account to forward email to another address.
    3. Email from you to me: A link to my office email address is in the right sidebar of each page on this site. Note that there are plenty of other things to keep me busy, so I do not live and die by email. Please keep the following in mind.
      1. Monday through Friday: I check and respond to email at least once in the morning and in the afternoon on workdays. If email arrives after hours, I will respond to it the next business day.
      2. Weekends & holidays: I do not regularly check work email between 4:30 Friday afternoon and 8:00 Monday morning or over holidays. I will respond to weekend and holiday email on the next business day.
      3. Urgent messages: Genuinely urgent email will receive an immediate response whenever received. Note that urgent means pressing, dire, critical, or desperate, requiring immediate action or response. Situations created by lack of planning, poor planning, sudden changes in social or travel plans, forgetfulness, laziness, and so on are not urgent.
      4. Pending examinations & assignments: When assignments and examinations are pending, I will make it a point to check email more frequently in order to answer questions.
      If I don’t have have access to email because of what I’m doing or where I am, I’ll respond as soon as practical.
    4. Email subject headings: Please begin the email subject heading with the relevant course prefix and course number (as in RPTA ### ) and include some indication of message content. That will help me recognize it. A lot of email hits my inbox each day it and if I can’t identify what your message is about, it could get ignored.
    5. Don’t use generic, empty, or subject headings like “re”, “question”, “hi”, “question from a student”. These are often used by spammers and may be trashed by spam filters. Be sure your email gets through by using a clearly identifiable subject heading.
  18. Classroom Behavior
  19. Most students behave appropriately in the classroom most of the time, but sometimes there can be problems because it isn’t always clear what appropriate classroom behavior is. A quick refresher may be helpful. (For the very few people who don’t seem to care regardless, they can save all of us some headaches by just leaving now.)
  20. The University is here for learning, for the pursuit of knowledge. More precisely, the University is here to nurture learning through the creation, preservation, and dissemination of knowledge. These are the University’s overriding, most fundamental purposes. As members of the University community, our roles and responsibilities are defined by where we stand in relationship to these purposes. So, too, are the standards governing our conduct.
  21. With this in mind, here are some of my expectations about appropriate classroom behavior. You’re welcome to ask questions or discuss them with me.
    1. We have a student – instructor relationship, based on knowledge: You are here to learn it ; I am here to teach it.
    2. As student, you are the person primarily responsible for your learning.
    3. As faculty member, I am here to assist and encourage you with your learning. In doing so, my foremost responsibilities are to uphold the University’s academic integrity and satisfy the recreation profession’s expectations for the professional knowledge and competency of people entering the field.
    4. Learning is often hard work — why is anyone ever surprised by this? “No pain, no gain” makes sense while learning as it does while working out. No one is here to make learning any harder than it needs to be, but neither is anyone here to make it easier than it should be.
    5. Forget the nonsense about students somehow being “customers.” It’s time everyone got over that silly notion. Learning is earned, not bought.
    6. The time to be concerned about your course grade starts now, not ten or fourteen weeks from now.
    7. Being on time for class helps all of us. If you are late, please find a seat quickly and avoid disrupting those around you. If you know in advance that you’ll be late, please let me know.
    8. MWF class sessions are 50 minutes long; TTh class sessions are 75 minutes long. Do not begin packing up until class is finished. The last minutes of class are often important (e.g., summaries of material covered, announcements about assignments or exams). I will not try to talk over the noise of people packing up, but you will be still be held responsible for any information.
    9. Do not walk out of class early, unless you are ill or have discussed it with me in advance. It is rude and disrespectful. If you did the same thing in a meeting at work, you’d be fired. Here, it’s an unexcused absence for the day and a zero for any graded work. Be prepared for me to come after you if it happens. I will tell you honestly that this is something that just plain irritates me, enough so that I occasionally lose my temper over it.
    10. If you know you’ll need to leave class early, please let me know at the start of class. Sit as close to the door as you can to avoid disrupting your classmates when you leave.
    11. If you’re bored, try becoming more engaged with the course material, join in class discussion, ask questions, and/or keep up to date on course assignments. You’re here to learn and I’m here to help you learn — no one said anything about entertainment.
    12. If you just aren’t interested in the material or simply don’t want to be in class, then don’t come — but be prepared to accept the consequences.
    13. Put away your newspapers, magazines, and materials from other classes (e.g., notes, text books) when class starts. Our class time is for this course — do your other coursework elsewhere. You wouldn’t do something like this while your boss was talking to you in a meeting — at least, you wouldn’t do it more than once. If you do it here, don’t be surprised when I call you on it.
    14. Turn off your cell phones before class starts. If your phone rings or vibrates in class, it will result in a 5 point penalty. If I can’t identify whose phone it is, or you don’t fess up, it will result in a 5 point penalty for everybody. If you believe you have a reason to leave your cell phone on, please set it on vibrate and check with me at the start of class. And fair is fair: If my cell phone rings, everyone in class that days gets five points.
    15. Put away all other electronic devices (e.g., iPods, music players). Take off all headphones, earphones, ear buds, and the like. I will call you on it if you don’t, and even if I say nothing, you can count on a zero for the day. (C’mon: Do you really think instructors don’t see you messing with these things, trying to hide them under the desktop?)
    16. Please pay particularly close attention to the following: The use of cell phones, beepers, pagers, music players, and similar devices during examinations, student presentations, or other graded work in class will result in an automatic grade of zero for the relevant assignment. The same penalty applies to wearing ear phones, headsets, or the like. Place all such devices in your book bag, backpack, purse, or elsewhere out of sight. If these devices are visible to me, I will assume they are also visible to you, and the penalty will be imposed immediately. There will be no exceptions made.
  22. Respect:
  23. The opinions, beliefs, and persons of everyone in the course will be treated with respect. We will listen to each other without interruption. When disagreeing, we will address ourselves to facts and logic, not to personalities or individual characteristics. Disruptive comments, behaviors, or actions during class will not be tolerated.
  24. Student Responsibilities:
  25. You are responsible for adhering to all relevant University rules and regulations, for knowing the contents of this course syllabus, for complying with all course policies, and for timely completion of course assignments. Note that this includes checking the course web page on a frequent and regular basis for schedule changes, updates, additional class materials, and additional reading or other assignments. You are also responsible for asking questions in a timely manner to clear up uncertainties about course policies, requirements, assignments, or content.
  26. Faculty Responsibilities:
  27. I am responsible for organizing and conducting class in an effective manner, for responding to your questions promptly and satisfactorily, for fair and timely grading of course assignments, and for being available to you during scheduled office hours and by appointment as necessary.

Texts, Assigned Readings, & Other Course Materials

  1. Required reading available for purchase in the Union bookstore
  2. Schwab, K., Stevens, C. L., Allen, L. R., Sheffield, E. A., & Murphy, J. F. (2014). A career with meaning (2nd. ed.). Champaign, IL: Sagamore Publishing.
    ISBN: 978-1-57167-772-3
  3. Handouts & other class materials
  4. These will be posted on the course web page. When available by 6:00 p.m. the evening before class, print, read, and bring to class. Most handouts will be available only through the course web page. Be sure to check it regularly.
  5. Additional required reading
  6. Additional required reading may be assigned. Students will be informed of any additional reading assignments in class and on the course web page. Students are responsible for checking the course web page on a frequent and regular basis.

Assignments & Assignment Deadlines

  1. Distribution & Deadlines:
  2. Submitting assignments
  3. Unless otherwise noted or special permission is granted, all assignments must be
    1. submitted at the start of class on the they day they are due.
    2. hard-copy (i.e., no email submissions).
    3. formatted appropriately (if not, the assignment may be returned for re-formatting).
  4. Examinations & Quizzes:
  5. Examinations and quizzes will be scheduled based on our progress through the course schedule (see below for tentative examination dates); they will be announced at least one week in advance. Study guides will be made available on the course web page. Examination point totals will vary depending on length and material covered.
  6. Chapter quizzes may be given while reading the assigned textbook (see above). Dates for these quizzes will be announced in class as we proceed through the text.
  7. There will be an examination during finals week but it will not be cumulative.
  8. Unannounced Quizzes
  9. Unannounced quizzes may be given at any time during the course. As indicated in "Course Policies" above, quizzes cannot be made up except in cases of excused absence.
  10. Guest Speakers
  11. Attendance is required when guest speakers are scheduled, excepting excused absences as specified under the class attendance policy stated earlier. Roll will be taken and a grade penalty of ten points assessed for unexcused absences. You are expected to listen attentively, ask and answer questions, and otherwise interact with guest speakers.
  12. Assignments Outside Class
  13. From time to time you may be asked to attend events, visit facilities, or otherwise complete assignments outside regularly scheduled class meetings. Professionally appropriate conduct is expected when completing these assignments. Should you have a schedule conflict, please see the instructor as soon as possible so we may resolve it. Athletic practices, social or Greek society meetings, and similar engagements do not constitute conflicts with academic assignments.
  14. Professional Development Conference (PDC)
  15. The Department of RPTA’s annual Professional Development Conference is scheduled for Friday, April 7. Attendance and participation is strongly encouraged. Students who attend will receive 10 grade points.
  16. Scheduled Writing and/or Presentation Assignments
  17. Additional Assignments
  18. Assignments other than those listed in this syllabus may be made from time to time, either to be turned in at the end of class or at a later time. Assignments to be turned in at a later time will also be posted on the course web page. Additional assignments completed and turned in during class cannot be made up except in cases of excused absence.

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Grading

Grades will be assigned using the following grading scale. The plus/minus scale is now mandatory in all undergraduate courses at WIU.

A = 93% – 100%   A– = 91% – 92%        
B+ = 89% – 90%   B = 83% – 88%   B– = 81% – 82%
C+ = 79% – 80%   C = 73% – 78%   C– = 71% – 72%
D+ = 69% – 70%   D = 63% – 68%   D– = 60% – 62%
F = < 60%                

Incompletes: Grades of Incomplete will be granted in accordance with University policy and not to allow students to escape the consequences of poor planning. See the Undergraduate Catalog for the University policy on incompletes.

No Extra Credit: There will be no work for extra credit in this course. (There’s no eighth game in the World Series, is there?)

Grading Standards: Meeting basic expectations earns a C, denoting a fully acceptable performance in the course. Grades are assigned based on quality, not amount of time or extra effort. To reduce misunderstandings, here is my interpretation of what the five letter grades mean.

  1. The highest level of achievement, defined as the highest mastery of course content that can reasonably be expected of students at a given stage of development. The student thoroughly comprehends the course material and demonstrates this by consistently outstanding work throughout the course. There are few if any weaknesses in the student’s performance.
  2. A high level of achievement, defined as mastery of course content well above average for students at a given stage of development. The student’ understanding of the course material extends significantly beyond the fundamentals, demonstrated by consistently strong work throughout the course. There are minor weaknesses in the student’s performance.
  3. A satisfactory level of achievement, defined as the expected mastery of course content for students at a given stage of development. The student grasps the basic principles of the course material and demonstrates this by consistently acceptable work throughout the course. There are weaknesses in the student’s performance.
  4. An unsatisfactory level of achievement, defined as inadequate mastery of course content for students at a given stage of development. The student has a weak understanding of the course materials, demonstrated by consistently marginal work throughout the course. There are significant weaknesses in the student’s performance.
  5. An unacceptable level of achievement, defined as failure to master course content. The student has little understanding of the course material, demonstrated by consistently substandard work throughout the course. There are major weaknesses in the student’s performance.

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Course Schedule & Assignment Deadlines

Please be familiar with the following schedule. We will try to stick to it as closely as possible; changes will be announced in class and posted on the course web page. Any changes in assignment due dates or examination dates will first be discussed in class to determine what their effects might be, given your obligations in other courses.

Schedule key:

As of 1/17/17, several guest speakers remain to be scheduled. Email notifications will be sent when this happens.

Date Topic Themes Assignment
Jan 17 Introduction to course    
Jan 19 Illinois Association of Park Districts Annual Conference, Chicago, IL — No class meeting
Unit I: Beginning at the Beginning
Jan 24 Words, concepts, meanings
  • Defining key terms
  • The human meaning behind the terms
Read:
  • CWM: ch. 1
Jan 26 What moves us?
  • A bit of history
  • Participant motivations
  • Professional motivations
GS:
  • Summer Camp Job Fair participants
Jan 31 Job, career, or profession?
  • Why the differences matter?
  • Things are changing
Read:
  • CWM: ch. 2
Feb 2 Is this what you want to do?
  • A bit of self–assessment
 
Feb 7 Quiz — CWM, chs. 1 & 2; class discussion, presentation slides, handouts
Feb 9 Academy of Leisure Sciences Research Institute, Indianapolis, IN — No class meeting
Unit II: Specializations
Feb 14 Community recreation
  • Settings
  • Mission
Read:
  • CWM: 3
Feb 16 continued
  • Possibilities
GS:
  • Ms. Rachel Lenz, Exec Director, Macomb Park District
Feb 21 Nonprofit organizations
  • Settings
  • Mission
Read:
  • CWM: ch. 4
GS:
  • Dr. Jennie Hemingway, Department of RPTA
Feb 23 continued
  • Possibilities
 
Feb 28 Military recreation (MWR)
  • Settings
  • Mission
  • Possibilities
Read:
  • CWM: ch. 5
Mar 2 Outdoor recreation — Natural resource-based
  • Settings
  • Mission
Read:
  • CWM: ch. 6
GS:
  • Mr. David King, Director, Prairie Land Conservancy
Mar 7 Outdoor recreation — Activity-based
  • ECOEE Program
GS:
  • Mr. Jeff Tindall, ECOEE Coordinator, Department of RPTA
Mar 9 continued
  • Possibilities
 
Mar 14 Spring Break
Mar 16 Spring Break
Mar 21 Recreation as therapy
  • Settings
  • Mission
Read:
  • CWM: ch. 7
Mar 23 continued
  • Possibilities
GS:
  • Ms. Adrianna Tuczynski, Mosiac of Macomb
Mar 28 Exam — CWM, chs. 3 - 7; class discussion, presentation slides, handouts
Mar 30 Campus recreation
  • Settings
  • Mission
  • Possibilities
Read:
  • CWM: ch. 8
GS:
  • Mr. Nick Knowles & Mr. Dustin Vansloten, WIU Campus Recreation
Apr 4 Event management
  • Settings
  • Mission
Read:
  • CWM: ch. 10
GS:
  • Dr. Jeremy Robinette, Department of RPTA
Apr 6 continued
  • Possibilities
 
Apr 11 Travel & tourism
  • Settings
  • Mission
Read:
  • CWM: ch. 12
Apr 13 continued
  • Possibilities
GS:
  • Dr. Minsun Doh, Department of RPTA
Apr 18 Commercial recreation
  • Settings
  • Mission
  • Possibilities
Read:
  • CWM: ch. 13
Apr 20 Exam — CWM, chs. 7, 8, 10 – 13; class discussion, presentation slides, handouts
Unit III: Student Presentations5
Apr 25 Student presentations    
Apr 27 Student presentations    
May 2 Student presentations    
May 4 Student presentations    
May 9 Student presentations
8:00 - 9:50 in classroom

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