Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Foundations of Recreation Resources Management (Face-to-Face)

ORPT 3030-01

Course: ORPT 3030-01
Credits: 3
Term: Fall Semester 2025
Department: PEHP
CRN: 31420

Course Description

Principles of wildland recreation management including characteristics of recreation use and users, introduction to planning concepts, management of wildland recreation facilities and infrastructure, and integration with other natural resource uses. (Fall) [Graded (Standard Letter)]

Required Texts

Textbook
  • None

Recommended Resource

Required Module Readings and Materials (Instructor-Provided)
  • Access Fund (2021). Climbing on Sacred Land: Understanding and Respecting Indigenous Culture. https://vimeo.com/542439585 
  • Boozer, B.B., and Self, M. (2012). An Economic and Impact Analysis of the Coldwater Mountain Bike Trail. 73pp.
  • Buist, L.J., and Hoots, T.A. (1982). Recreation Opportunity Spectrum Approach to Resource Planning. Journal of Forestry, 84-86.
  • Clark, R.N., and Stankey, G.H. (1979). The Recreation Opportunity Spectrum: A Framework for Planning, Management, and Research. General Technical Report PNW-98. USDA Forest Service, Pacific Northwest Forest and Range Research Station. Portland, OR. 39pp.
  • Conservation Fund. (2022). Visitor Management Education Panel. https://www.youtube.com/watch?v=b6K2cJdAFk4
  • Cowley, J., Landres, P., Memory, M., Scott, D., and Lindholm, A. (2012). Integrating cultural resources and wilderness character. Park Science, 28(3):29-33,38.
  • Deines, T. (2017, Jan. 16). Go ahead, wander your way. High Country News.
  • Freimund, W., and Nicholas, N.S. (2010). Managing the natural soundscape: The National Park Service as a learning organization. Park Science, 26(3):68-70.
  • Interagency Visitor Use Management Council. (2016). Visitor Use Management Framework: A Guide to Providing Sustainable Outdoor Recreation. 130 pp.
  • Jacob, G.R., and Schreyer, R. (1980). Conflict in Outdoor Recreation: A Theoretical Perspective. Journal of Leisure Research, 12(4):368-380.
  • Jacobs, H. (n.d.) The Urban Appropriation of the Rural South: The West Point Dam and the Politics of Outdoor Recreation. 
  • Johnson, R.R., and Carothers, S.W. (1982). Riparian Habitats and Recreation: Interrelationships and Impacts in the Southwest and Rocky Mountain Region. Eisenhower Consortium Bulletin, 12
  • Managing Outdoor Recreation. In: Manning, R.E., Anderson, L., Budruk, M., Goonan, K., Hallo, J., Laven, D., Lawson, S., McCown-Stanfield, R., Minteer, B., Newman, P., Perry, E., Pettengill, P., Reigner, N., Valliere, W., Xiao, X., and Van Riper, C. Studies In Outdoor Recreation: Search and Research for Satisfaction, 4th ed. 2022. Oregon State University Press.
  • Martin, G. (2007). Yeeehaaa! Sierra, November/December 2007:48-52,63.
  • Moen, G.K., Støen, O., Sahlén, V., and Swenson, J.E. (2012). Behaviour of Solitary Adult Scandinavian Brown Bears (Ursus arctos) when Approached by Humans on Foot. PLoS ONE, 7(2): e31699. doi:10.1371/journal.pone.0031699
  • Newman, P., Manning, R., and Treviño, K. (2010). From landscapes to soundscapes: Introduction to the special issue. Park Science, 26(3):2-5.
  • National Park Service (n.d.). Zion National Park Foundation Document Overview.
  • Native Governance Center. (2024). Partnering with Native Nations in a Good Way Guide. https://nativegov.org/resources/partnering-with-native-nations-guide/
  • Outdoor Industry Association (2021). 2021 Outdoor Participation Trends Report.
  • Outdoor Industry Association (2021). 2021 Special Report: The New Outdoor Participant, COVID-19 and Beyond.
  • Paiute Indian Tribe of Utah. (2021). Tribal website: https://pitu.gov/
  • Principles of Wilderness Management. From Hendee and Dawson (eds.) Wilderness Management: Stewardship and Protection of Resources and Values, 3rd ed. 2002. Fulcrum Publishing.
  • Rolston III, H. (1985). Valuing Wildlands. Environmental Ethics, 7:23-48.
  • Site Design Process. In: Molnar, D.J. Anatomy of a Park: Essentials of Recreation Area Planning and Design, 4th ed. 2015. Waveland Press.
  • Stankey, G.H., Cole, D.N., Lucas, R.C., Petersen, M.E., and Frissel, S.S. (1985). The Limits of Acceptable Change (LAC) System for Wilderness Planning. General Technical Report INT-176. USDA Forest Service, Intermountain Forest and Range Experiment Station. Ogden, UT. 43 pp.
  • Stankey, G.H., McCool, S.F., and Stokes, G.L. (1984). Limits of acceptable change: A new framework for managing the Bob Marshall Wilderness complex. Western Wildlands, 10(3):33-37.
  • Widner, C.J., and Roggenbuck, J. (2000). Reducing Theft of Petrified Wood at Petrified Forest National Park. Journal of Interpretation Research 5(1):1-18.
  • Wienk, C. (2010). Management of ponderosa pine forest at Mount Rushmore National Memorial using thinning and prescribed fire. Park Science, 27(1):26-30.
  • Zion National Park (n.d.). Visitor Use Management Plan Newsletter.
  • Zion National Park (2017). Preliminary Alternative Concepts Newsletter.

Learning Outcomes

  1. Name the major land management agencies and be able to describe how their respective missions influence the management of recreation resources.
  2. Understand how recreation fits within a multiple use approach to natural resources management
  3. Identify principles, techniques, and tools that may be used to address recreation resource management issues
  4. Apply learned principles, techniques, and tools to recreation resource management challenges
  5. Evaluate the appropriateness and/or effectiveness of different principles, techniques, and tools in specific examples of management challenges
  6. Develop, frame, and defend formal arguments on a variety of current recreation resource management issues

Course Requirements

Optional Learning Activities
  1. 5-to-1 Critical Reading Exercises: 5-to-1 Critical Reading Exercises (CREs) are intended to give you an opportunity to identify new/meaningful information from assigned readings*, ask questions, and provide feedback throughout the semester. 5-to-1 CREs will accompany assigned readings regularly throughout the course. You will typically have one 5-to-1 CRE for each Module. *readings may include other types of media as well such as videos or podcasts
  2. Lecture Knowledge Checks: Knowledge Checks are intended to motivate you to watch the recorded lectures on Canvas, test your understanding of the concepts covered in the recorded lecture, and come to class prepared to apply those concepts.

Required Learning Activities
  1. Recreation Resources Management Activities: The purpose of these activities is to assess your understanding of concepts, frameworks, and tools presented in this class and your ability to apply them in a recreation resources management context. You will complete the following assignments and activities:
    1. Management Activities: Complete weekly activities applying the concepts covered in class that week. These serve as low stakes, formative exercises to assess your understanding of the course material.
    2. Photo Elicitation Exercise: Share a photograph and narrative that you feel addresses the concept of wildland recreation/recreation resources management.
    3. Article Outline: Learn how to critically read and evaluate a scholarly journal article.
    4. Site Visit Exercise: Visit a local recreation site and prepare a short reflection paper. Reflect on the experience from both a visitor’s and manager’s perspective. There may also be a class-organized opportunity.
  2. Exams: Two take-home, open-note exams will assess your overall understanding of concepts and principles presented in the course.
  3. Management Project: Working as a member of a team, you will complete a management project. You may choose to complete a project for a local land management agency that addresses a recreation resources management issue or need, develop a recreation resources management plan, or another meaningful project. The project may involve collecting information in the field, data analysis, reporting your findings in a professional manner, and/or making appropriate management recommendations.

Participation & Professionalism
Professional expectations for this course include:
  • Attendance: attending class meetings and trips; arriving on-time. In-person attendance is expected for face-to-face classes.
  • Preparation: being adequately prepared for class activities by completing assigned readings and lectures, bringing appropriate equipment and materials, etc.
  • Follow-through: fulfilling commitments and completing work in a thorough, attentive, and timely manner
  • Participation and Expedition Behavior: meaningful participation and modeling good expedition behavior in all course activities
  • Appropriate use of technology in the classroom and during class activities
  • Professional communication in all modes of communication (electronic, face-to-face)

Grading

This course utilizes ungrading, shifting the focus from “How many points did I get?” to “What did I learn?”. No points or grades will be given for assignments - only an acknowledgment of Complete (Satisfactory) or Incomplete (Unsatisfactory/Missing) work with feedback on strengths and opportunities for improvement. All assignments and learning activities will include Instructions, Criteria for Success, and a rubric with specifications for satisfactory work. Students may revise submitted work to demonstrate learning and receive a Satisfactory/Complete grade. For all assignments and learning activities, criteria for “Satisfactory” work are based on the standard of passing, or a C.

In order to pass the course, students must complete the following learning activities:
  • Exams: students must pass two exams - with a 74% or higher
  • Project: students must complete a satisfactory project
  • Participation & Professionalism: students must demonstrate a satisfactory level of participation and professionalism by attending class meetings and trips, and meaningfully participate in class discussions and activities

ORPT 3030 is listed as a “standard grade” course in the Academic Catalog. Therefore, students will receive a final letter grade (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F) at the end of the semester. Students will propose the grade they feel they earned and justify the proposal using evidence of engagement and completed work. The professor reserves the right to accept or not accept the final proposed grade based on evidence of the student's work and engagement over the course of the semester.

Course Outline

Unit 1: Foundations of Outdoor Recreation: This unit will define outdoor recreation, introduce students to models of recreation experiences, introduce major organizations involved in managing outdoor recreation resources, and trends in recreation activities and behavior.

Unit 2: Recreation and Resource Interactions: This unit will introduce students to the concept of multiple use and demonstrate how recreation interacts with other resource uses and values, including vegetation and rangeland resources, fish and wildlife, watersheds and riparian areas, cultural resources, dark night skies, and natural soundscapes.

Unit 3: Recreation and Sociopolitical Interactions: This unit will explore policies related to managing outdoor recreation, the economic impacts of outdoor recreation, and managing conflict related to outdoor recreation use.

Unit 4: Tools for Managing Recreation: This unit introduces management concepts and frameworks designed to manage recreation resources. 

Unit 5: Recreation Facilities: This unit introduces a variety of recreation facilities including campgrounds, visitor centers, and trails. Basic considerations related to design, siting, and maintenance are discussed.

Instructor's policies on late assignments and/or makeup work

All learning activities will be posted on Canvas and include clear instructions, learning objectives, evaluation rubric, and submission instructions. Any assignment that needs to be turned in will have posted due dates and times. Due dates will be 11:59pm on Sunday, Tuesday, and Thursday. Students are always welcome to turn an assignment in early.

Work will be accepted up to 48 hours (2 days) past the posted deadline with no penalty. Extensions beyond the 2-day grace period are granted on a case-by-case basis and may be given for extenuating circumstances. Late assignments received >48 hours past the posted due date will receive half of the total points earned. Late assignments without an extension will not be accepted more than 7 days past the posted due date. No "extra credit" or alternative assignments will be granted to "make up" for missed learning activities.

Attendance Policy

Attendance will be taken daily and tracked in Canvas. Students will be marked as Present, Absent (Excused), Absent (Unexcused), or Late.
Your attendance and participation in this course is a valuable contribution to the entire class, and will benefit your learning and performance. Students shall make every reasonable effort to attend class. 

Absences may be excused in the following circumstances:
  • Illness or urgent health need
  • University excused absences
  • As part of an accommodation authorized and communicated by the DRC
  • Family emergency
  • Other emergency or extenuating circumstance appropriately communicated to the professor
  • Pregnancy accommodations

Absences will not be excused for the following circumstances:
  • Work
  • Vacations
  • Weddings/honeymoons
  • Routine healthcare appointments

A minimum attendance of 75% is expected in order to pass the course.

Class sessions may be recorded on Zoom. Recordings may be made available upon request.

Course Format

This is a face-to-face course that utilizes the “flipped classroom” format. Students are responsible for completing readings and reviewing pre-recorded class lectures outside of class and coming to class meetings prepared to discuss and apply the material assigned for that day. This allows class time to be used to address questions, discuss course concepts, and complete activities to apply what has been learned. This format also allows students to move through the informational material at their own pace and provides for more flexibility. Students need a reliable internet connection and device (desktop, laptop, or tablet recommended) to access course materials, watch videos, and complete and submit class assignments.

Course Fees

There is no additional fee for this course.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.