Southern Utah University

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Southern Utah University
Southern Utah University
Spring Semester 2026

Risk Management and Safety for Outdoor Recreation (Face-to-Face)

ORPT 3050-103

Course: ORPT 3050-103
Credits: 3
Term: Spring Semester 2026
Department: PEHP
CRN: 13767

Course Description

From the SUU Course Catalog – Study of laws affecting recreation services and professional development of risk management protocols and procedures.

This course builds students’ knowledge of risk theory, applicable laws and policies, risk management. Students will also develop practical skills that enhance their ability to assess and mitigate risks in outdoor recreation and education settings.

Required Texts

We have three required texts for the course:

  • Risk management for Park Recreation and Leisure Services 6th edition Peterson and Hronek
  • Ajango (2005). Lessons Learned II: Using Case Studies and History to Improve Safety Education.
  • Hacker, D. and Sommers, N. (2014). A Writer’s Reference, 8th edition. Bedford/St. Martin’s.

Additional assigned readings will be available on Canvas or as in-class handouts.  

Learning Outcomes

Specific objectives of this course include the following:

  • Students will increase their knowledge of risk theory and risk management by being able to:
    • Define and develop an understanding of risk from an individual, leader/instructor, and agency perspective
    • Define risk management
    • Understand legal concepts related to risk, including liability, assumption of risk, and negligence
    • Explain the different between transference, elimination, retention, and reduction (TERR) in managing risks
    • Describe risks inherent in outdoor recreation and education and how to mitigate them
    • Describe and utilize three phases of risk management
    • Be able to discuss different theories of risk
  • Students will develop their risk management skills by being able to:
    • Analyze risk management case studies
    • Create a risk management plan
    • Develop an emergency action plan (EAP)
    • Implement methods for assessing and mitigating risks in outdoor recreation and education settings
    • Gain a greater appreciation for risk and risk management in outdoor recreation and education by being able to:
      • Balance the potential for risk with potential gains in personal and professional outdoor recreation pursuits
      • Model safe outdoor practices during personal and professional activities

This course is also designed to support the following Essential Learning Outcomes:

  1. Inquiry and Analysis: Students will systematically explore issues through the collection and analysis of evidence that results in informed conclusions or judgments. Students will break complex topics or issues into parts to gain a better understanding of them.
  2. Critical Thinking: Students will develop intellectually disciplined processes of activity and skillfully conceptualize, apply, analyze, synthesize, and evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.
  3. Communication: Students will develop and express ideas in writing and by speaking.
  4. Problem Solving: Students will design, evaluate, and implement strategies to achieve a set of desired goals.

Course Requirements

Professionalism in ORPT Courses

Professionalism: Developing professionalism is as important in your education as learning the information and practices of your field. Professional expectations for this course include:

  • Attendance: attending class meetings and trips; arriving on-time
  • Preparation: being adequately prepared for class activities by completing assigned readings, bringing appropriate equipment and materials, etc.
  • Follow-through: fulfilling commitments and completing work in a thorough and attentive manner
  • Participation and Expedition Behavior: meaningful participation and modeling good expedition behavior
  • Appropriate use of technology
  • Professional communication in email and other modes of communication

A final professionalism grade will be assigned at the end of the semester based on your performance on these criteria over the course of the semester.

Professionalism Rubric (See the files tab for a clearer version of this Rubric)

Assessment Criteria

Overall Evaluation

Superior

(94-100%)

Adequate

(80-93%)

Needs Improvement

(60-79%)

Poor

(40-59%)

Comments

Attendance

Arrived at class on time. No more than 1 unexcused absence. Excused absences communicated in a timely manner.

Generally arrived to class on time. Arrived within first 5 minutes of class. 2-3 unexcused absences. Excused absences communicated in a timely manner.

Generally arrives to class late but within the first 5 minutes of scheduled time. 4-6 unexcused absences. Excused absences communicated after absence has occurred (e.g. illness).

Consistently late to class (>5 mins.). More than 6 unexcused absences.

 

Preparation

Completes assigned readings and/or other required activities. Arrives to class with the necessary tools and equipment to participate effectively and safely in class activities.

Generally completes assigned readings and/or other required activities. Arrives to class most days with the necessary tools and equipment to effectively and safely participate.

Generally has not completed assigned readings and/or other required activities. Usually missing tools or equipment needed to participate effectively and safely.

Consistently does not complete assigned readings and/or other required activities. Consistently not prepared with the proper tools or equipment needed to participate in class safely and effectively.

 

Follow-through

Work consistently completed by assigned due date/time. Submitted work demonstrates attention to directions provided and high level of effort in completing the assignment.

Work generally completed by assigned due date/time. Submitted work demonstrates attention to directions provided and adequate level of effort in completing the assignment.

20-40% of assignments completed after due date/time but within 72 hour allowable “late work” period. Submitted work appears hastily done with little attention to directions provided.

Assignments consistently (>40%) turned in late and/or several missing assignments. Submitted work appears hastily done with little attention to directions provided.

 

Participation and Expedition Behavior

Regular, active participation that advances and enlightens class discussions and activities. Consistently models points of EB. Consistently attentive during class.

Frequent participation that advances and enlightens class discussions and activities.  Good model of EB. Generally attentive during class.

Occasional participation that adds to class discussions and/or interjecting tangents that do not advance discussion/learning. Fair model of EB. Frequently distracted or inattentive during class.

Sparse participation in class discussions and/or frequent disruption of discussion/learning activities. Poor model of EB. Generally inattentive during class.

 

Assessment Criteria

Overall Evaluation

Superior

(94-100%)

Adequate

(80-93%)

Needs Improvement

(60-79%)

Poor

(40-59%)

Comments

Appropriate use of Tech.

Cell phone put away during class. Important calls taken outside classroom. Tablet/laptop used for purposes that support learning and class activities.

Cell phone makes occasional appearances during class. Tablet/laptop mostly used for purposes that support learning and class activities.

Cell phone makes frequent appearances during class. Tablet/laptop often used for purposes that detract from learning and/or do not support class activities (e.g. email, working on assignments for other classes, social media, YouTube, etc.)

Frequent texting and cell phone use that distracts from class activities. Tablet/laptop used primarily for purposes that detract from learning and/or do not support class activities (e.g. email, working on assignments for other classes, social media, YouTube, etc.)

 

Professional Communication

Emails include appropriate salutation/greeting and closing with signature. Appropriate language and professional tone are used. Grammar rules are followed, including appropriate punctuation and capitalization, spelling, sentence structure, etc. Course number included in subject line.

Instructor’s cell phone number only used only for appropriate class-related communications.

 

Communications occur in time-appropriate manner.

Emails include short greeting (e.g. “Hi,”) and closing with signature. Language and tone are more casual/familiar. Some grammatical errors but no “text” language or slang. Course number sometimes missing from subject line.

 

Instructor’s cell phone number used only for appropriate class-related communications.

 

Communications generally occur in time-appropriate manner.

Email does not include a greeting or closing. Casual/familiar language and/or “text” language (e.g. “R we going 2 meet at the rm today”). Frequent grammatical errors. Course number usually missing from the subject line.

 

Instructor’s cell phone number sometimes used for non-course related communications and/or inappropriate communications (e.g. Asking for a higher grade via text).

 

Communications generally do not occur in time-appropriate manner.

Email does not include a greeting or closing. Inappropriate language and/or generally written in “text” language or slang. Frequent grammatical errors. Course number consistently missing from the subject line.

 

Instructor’s cell phone number frequently used for non-course related and/or inappropriate communications (e.g. Asking for a higher grade via text).

 

Communications consistently do not occur in a time-appropriate manner.

 

Student does not communicate with the instructor.

 

Writing and Grammar

Competent writing skills are imperative in nearly every sector of the working world. Consequently, written work and communication is expected to be concise, well organized and with minimal errors (please proof-read and use spell check!). Grammar and professionalism will be criteria for grading on all assigned written material. For writing resources and assistance, visit the SUU Writing Center: http://suu.edu/hss/english/writingcenter/

Course Outline

Week              Topic / Focus                                                                              Readings / Assignments
1 | Course Introduction & Understanding Risk | Course overview; syllabus review; definitions of risk; individual vs. leader vs. agency perspectives | Peterson & Hronek: Ch. 1; Intro handouts
2 | Theories of Risk | Exploration of risk theories; discussion of risk perception | Assigned readings on risk theory
3 | Legal Concepts in Risk | Liability, assumption of risk, negligence; case discussion | Peterson & Hronek: Ch. 2; Ajango case studies
4 | Risk Management Strategies (TERR) | Transference, elimination, retention, reduction; class exercises | Peterson & Hronek: Ch. 3
5 | Inherent Risks in Outdoor Recreation | Identification of environmental, human, and equipment risks; mitigation discussion | Peterson & Hronek: Ch. 4; Ajango case studies
6 | Three Phases of Risk Management | Pre-trip planning, on-trip management, post-trip evaluation; practical exercises | Peterson & Hronek: Ch. 5
7 | Risk Assessment Tools & Techniques | Creating hazard matrices; evaluating risk probability and impact | Risk assessment exercises; Canvas handouts
8 | Emergency Action Planning (EAP) | Developing EAPs; tabletop simulations | Peterson & Hronek: Ch. 6; Assignment: Draft EAP
9 | Case Study Analysis | Analysis of real-world incidents; group presentations | Ajango: Selected case studies; Peer discussion
10 | Risk Management Plan Development | Students create a complete risk management plan for a hypothetical trip | Draft Risk Management Plan due
11 | Implementation & Mitigation Strategies | Scenario-based exercises to apply risk mitigation techniques | Canvas handouts; Peer feedback on plan
12 | Communication & Documentation | Professional communication, reporting incidents, documentation standards | Hacker & Sommers: Chapters on professional writing
13 | Balancing Risk & Adventure | Ethical considerations, weighing potential gains vs. risk; modeling safe practices | Canvas readings; Group discussion
14 | Integration & Reflection | Student presentations of risk management plans; reflection on learning outcomes | Final Risk Management Plan due; Professionalism assessment; Grade declaration

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

Late Work

When you become a professional you will find that sometimes there are severe penalties for failing to make a deadline. Therefore I take deadlines seriously. You will receive a 50% deduction on your grade if an assignment or project is turned in late but within 72 hours. After that you will receive no credit for your work nor will I take the time to grade it. 

Attendance Policy

Attendance
Your participation in this class is self-driven and independent of the professor, it is asynchronous and online. Assignments will be given due dates and it will be up to the student to read, complete assignments, and turn them in on-time.

Course Fees

This course is an independent study and subject to additional costs. See cashier for further clarification. 

Questions/Concerns

I will always find time to assist students outside of class. Please talk to me during the semester if you’re feeling stuck, unclear about a topic, concerned about your grade, dreaming about traveling to Alaska, etc. Don’t wait until the end of the semester to see me if you’re having difficulties early on.

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.