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GE RecertificationLifelong LearningCourse Number: RTM 278 & RTM 278OL Course Title: Recreation and Leisure in Contemporary SocietyGE Section: Section 8, Lifelong LearningInformation Competence (IC):___YESX NOWriting Intensive (WI):X YES___NOMultiple sections offered within a semester:X YES___NODepartment Chair/Coordinator: Alan Wright, Chair Recreation and Tourism ManagementAssociate Dean: Tami Abourezk, Associate Dean, HHDTABLE OF CONTENTSA. Summary Overview3B. Enrollment Data (from Institutional Research)5C. Alignment of course objectives, content, assignments and/or processes with GE SLOs (Forms A, B, C)6D. Course Syllabus10E. Samples of Course Assignments19F. Samples of Performance Evaluation Instruments/Exams/Tests20A. SUMMARY OVERVIEWRTM278 Recreation and Leisure in Contemporary SocietyCourse OverviewCatalog Description: Investigation of the contributions of play, leisure and recreation to the social, psychological and economic well-being of individuals and groups; incorporating local, regional, national and international perspectives. Regular written assignments are required. Recreation and Tourism major requirement. RTM278/278OL looks at the changing nature of the political, economic and social environment of park and recreation agencies from traditional approaches to delivering public parks and recreation to the current trends facing the American society in the twenty-first century. It provides an in-depth analysis of the basic concepts of recreation and leisure, the motivations and values of participants and trends in the overall field of organized community services.It begins with the basic understanding of recreation and leisure, basic concepts and analysis of play, meaning of recreation and leisure, contemporary definitions of recreation and relationships among play, leisure and recreation. It then discusses and provides an understanding of the early history to current trends and people who have made significant impacts to the field. The course reviews various motivations related to leisure, sociocultural factors influencing leisure and includes the review of age, gender, sexual orientation, race, ethnicity and socioeconomic status and life span of American society.The course provides an understanding of the social functions of community recreation as it relates to American society with emphasis on quality of life, marketing, contributions to personal development, opportunities for youth, strengthening neighborhoods and communities, meeting the needs of the disabled populations, enriching cultural life and promoting health and safety.The course covers the role of the federal and state governments, city and county governments, non-profit and for- profit organizations, commercial organizations, Municipal Park and recreation departments, partnerships among leisure-service agencies and the differences and similarities among agencies. The course discusses and provides an understanding of the specialized leisure service areas of Therapeutic Recreation, Armed Forces Recreation, Employee Services and Recreation Programs, Private-Membership Organizations, and Campus Recreation and their impact on society.It looks at the scope and impact of travel and tourism not only on the American society but the advances in the tourism themes and marketing trends. It discusses the impact of technology bot the positive and negative aspects and future. Sport as leisure is reviewed and discussed including the various popular sports, patterns of sport involvement, team sport participation, spectator sports, how it reflects on society and its future trends. The course concludes with discussions of challenges facing the future and what area(s) students see needing more attention and focus.This course is meant to make the students think about the field and how it impacts American society as well as their lives on a daily basis. It aims to help students appreciate the recreational opportunities available in North American and educate each on what it means to be a parks and recreation professional.Course Coordination and InstructionWhen a course has multiple sections the department follows this procedure to ensure consistency in outcomes. All faculty teaching courses in the RTM department go through an orientation process with the department Chair which includes introduction to our overall program learning outcomes, the role of the syllabus in managing course outcomes, and the assessment process for the department. In the RTM Department, all faculty are required to participate in the department assessment process and work with the department assessment coordinator to further ensure consistency in outcomes.ResourcesThere are sufficient physical resources to support the on-going instruction of this course. Faculty resources are dependent on annual budget allocations to the department.Future PlansThe department will continue to offer this course in similar format as in the previous semesters, depending on resource allocations to our general education mission within the department.B. ENROLLMENT DATA FROM INSTITUTIONAL RESEARCHRTM278: Fall 2008 to Fall 2012Course SectionsFall 2008Fall 2009Fall 2010Fall 2011Fall 2012SectEnrlAvgSectEnrlAvgSectEnrlAvgSectEnrlAvgSectEnrlAvgRegular1272712727140401393913333Online1181813131131311333313030Enrollment by Student Level2008200920102011201220082009201020112012Fresh125910927%9%13%14%14%Soph101716171522%29%23%24%24%Junior141727271731%29%38%37%27%Senior961181320%10%15%11%21%Grad01381090%23%11%14%14%Total4558717263100%100%100%100%100%Faculty Type??Number?20082009201020112012Full-Time Faculty22000Part-Time Faculty00222Total22222Source: CSUN Office of Institutional ResearchC. ALIGNMENT OF COURSE OBJECTIVES AND STUDENT LEARNINGOUTCOMESForm ACourse Alignment GE Subject Explorations:Life Long LearningRTM 251Recreation and Leisure in Contemporary Society 3 UnitsOverall Goal: develop cognitive, physical and affective skills which will allow them to become more integrated and well-rounded individuals within various physical, social, cultural, and technological environments and communities.Life Long Learning GE SLO #1: Students will identify and actively engage in behaviors conducive to individual health, well-being, or development, and understand the value of maintaining these behaviors throughout their lifespan; This SLO is addressed by the following four course objectives.The first course objective is “Understand the unique and interrelated contributions of play, leisure and recreation to the psychomotor, cognitive, affective, social and spiritual development of the individual across the life span.” The course assignments used to evaluate students’ achievement include:Group work (p.19)Leisure self-inventory assessment paper (p. 13)Quiz (p. 20)The second course objective is “Develop a personal philosophy of leisure participation, stewardship of natural resources, and advocacy of a balanced lifestyle; including the paid work environment.” The course assignments used to evaluate students’ achievement include: Leisure self-inventory assessment paper (p. 13)Recreation/leisure advocacy PowerPoint presentation (p. 16) The third course objective is “Recognize the presence and expression of parks, recreation and leisure services as personal and community resources in the non-profit, government/public and nonprofit sectors.” The course assignments used to evaluate students’ achievement include:Group work (p. 19) Outdoor experience paper (p. 15) Recreation/leisure advocacy PowerPoint presentation (p. 16) Quiz (p. 20)The fourth course objective is “Explore the impact of the prosperity of the early rich and the poor, and the role of recreation in helping individuals pursue quality of life.” The course assignments used to evaluate students’ achievement include:Group work (p.19)Quiz (p. 20)Life Long Learning GE SLO #2: Students will identify and apply strategies leading to health, well-being, or development for community members of diverse populations; This SLO is addressed by the following four course objectives.The first course objective is “Analyze the contributions of parks, recreation, tourism, and hospitality industries.” The course assignments used to evaluate students’ achievement include:Group work (p. 19)Quiz (p. 20)The second course objective is “Become acquainted with the evolution of the parks, recreation and leisure services profession as an outgrowth of historical and social movements.” The course assignments used to evaluate students’ achievement include:Group Work (p. 19)Quiz (p. 20)The third course objective is “Demonstrate the dramatic shifts of the basic concepts of recreation, play and leisure, the motivation and value of participants and trends in the overall field of organized community services.” The course assignments used to evaluate students’ achievement include:Group work (p. 19)Quiz (p. 20)Outdoor experience paper (p. 15)Recreation/leisure advocacy PowerPoint presentation (p. 16)The third course objective is “Discuss such trends as the commoditization and privatization of organized recreation programs and their impact on leisure opportunity.” The course assignments used to evaluate students’ achievement include:Group work (p. 19)Museum visitation paper (p. 14)Quiz (p. 20)Life Long Learning GE SLO #3: Students will apply the knowledge and skills of science and technology and evaluate how they impact individuals, the community, and/or society. N/AForm CCourse Alignment with GE Designation:Writing Intensive (WI)OVERALL GOAL: Students will develop their abilities to express themselves and the knowledge they have obtained through practicing various forms of writing within different disciplinary contexts. Writing intensive courses will build upon the skills gained in the Analytical Reading and Expository Writing section of Basic Skills. In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words.WI SLO #1: Develop and clearly define their ideas through writing. Students complete different kinds of writing in RTM 278 and 278OL. First, students complete a leisure self-inventory assessment paper (p. 13). In the assessment paper students focus on describing what they have learned about themselves from leisure exercises/activities. In addition, students summarize how this writing assignment influences themselves and their personal recreational philosophy. Students are expected to write the paper following APA format and properly document the bibliographic references.Second, students write a museum visitation paper (p. 14). In this paper students are expected to provide the basic information about the museum they visited, such as the name and the size of the museum, number of visitors per year. In addition, students summarize the impact of the museum visit on themselves. Finally, students are expected to critique the museum in terms of marketing tool, the populations and age level served (i.e., critical thinking). Students need to write the paper following APA format and properly document the bibliographic references.Third, each student completes an outdoor experience paper (p. 15). In this assignment students participate in and evaluate an outdoor recreation experience they have never experienced or engaged in. Students are expected to describe and explain the outdoor experience and its impacts on the participants based on both their experience and what they have learned from the class and textbook. Students are expected to write the paper following APA format and properly document the bibliographic references.Fourth, students develop a PowerPoint presentation advocating an issue related to leisure and recreation (p. 16). The presentation, addressed to a policy maker, describe and explain the history and background of the issue, importance of the issue, and what needs to be done about the issue. WI SLO #2: Ethically integrate sources of various kinds into their writing.The importance of using various sources in the writing is discussed in the class. Students need to integrate information from different sources into their writing. For example, in the museum visitation paper (p. 14) students need to integrate information they obtained from the textbook, onsite observation, brochures or other printed documents of the museum. They may also include the information they obtained from personal communication. For all the papers, students are expected to follow APA format and properly document the bibliographic references.WI SLO #3: Compose texts through drafting, revising, and completing a finished product.The need to proofread the work is emphasized for all the writing assignments. Students are advised to start their writing assignments early, and are given advice on paper writing and revision in the class.WI SLO #4: Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas.Posing questions, making original claims, and coherently structuring complex ideas are practiced through different writing assignments. For example, in the museum visitation paper (p. 14) students need to critique the museum based on the synthesis of information they obtained from different sources. In the recreation/leisure advocacy presentation (p. 16), students need to explain an important issue and propose certain practices to policy makers based on research. In all the three paper assignments, students need to link the knowledge they learned in the textbook and class with what they onsite experience and observation, which explores their critical thinking, analytical and communication skills. WI SLO #5: Revise their writing for greater cogency and clarity.The instructor discusses cogency and clarity of writing in the class. Students’ writing skills are expected to improve by practicing different kinds of writing (i.e., leisure self-inventory paper, museum visitation paper, outdoor experience paper, and leisure advocacy presentation) and using instructor feedback to improve subsequent assignments. In addition, clarity of thoughts and logical presentation are important criteria for evaluating students’ writing assignments.WI SLO #6: Utilize adopted communication modes and documentation styles of specific disciplines (MLA, APA, Chicago, CBE, etc) where appropriate.For all the writing assignments, students are expected to follow APA format and properly document the bibliographic references (p.12).WI Overall Goal: In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words. (Please tell us the page numbers in the syllabus, assignments, etc. where we will find the writing assignments totaling 2500 words. Please note that drafts can also be included in the total of the 2500 words of writing.)Leisure self-inventory assessment paper: 6-8 pages; equal to 2500 to 5000 words (does not including title & reference page) (p. 13)Museum visitation paper: 5-7 pages; equal to 2500 to 4000 words (does not including title & reference page) (p. 14)Outdoor experience paper: 5-8 pages; equal to 2500 to 4500 words (does not including title & reference page) (p. 15)Recreation/leisure advocacy PowerPoint presentation is not a formal paper but a 30 minute PowerPoint Presentation which includes slides, letters and responses from dignitaries related to the project. (estimated minimal 2500 words) (p. 16)D. COURSE SYLLABUS RTM 278 Recreation and Leisure in Contemporary Society (3 units)DESCRIPTION: Pre-requisite: Lower division writing requirement. The course will cover the investigation of the various contributions of play, leisure and recreation to the social, psychological and economic international perspectives. Written assignments, experiential learning assignments, quizzes, and presentation required.STUDENT LEARNING OUTCOMES: Students will demonstrate critical thinking including analysis, synthesis and evaluation of the fields of play, leisure, recreation, parks and or tourism through a variety of pedagogies.Students will practice and self-assess progress towards mastery of the standards and competencies of appropriate accrediting body(ies) through continual self-assessment and portfolio (for students majoring in Recreation and Tourism Management, see portfolio in the appendix)developmentThe student learning outcomes will be achieved through the following course objectives.COURSE OBJECTIVES:At the conclusion of the course, the actively involved student will (NRPA- National and Recreation and Park Association Standards maintains accreditation standards for the study of leisure and recreation. The numbers listed below indicate adherence with specific NRPA Standards in the appendix):Understand the unique and interrelated contributions of play, leisure and recreation to the psychomotor, cognitive, affective, social and spiritual development of the individual across the life span; (NRPA Standards : 8:01, 8:02, 8.03)Examine the historic contributions and significance of parks, recreation and leisure services to the identification, utilization and preservation of open space, historic sites, and the natural environment; ((NRPA Standards: 8.04, 8.05)Analyze the contributions of parks, recreation, tourism and hospitality industries to the (NRPA Standards: 8.04, 8.06, 8.07, 8.10, 8.12)Develop a personal philosophy of leisure participation, stewardship of natural resources, and advocacy of a balanced lifestyle; including the paid work environment; (NRPA Standards: 8.05, 8.06)Become acquainted with the evolution of the parks, recreation and leisure services profession as an outgrowth of historical and social movements; (NRPA Standards: 8.06, 8.07, 8.09)Recognize the presence and expression of parks, recreation and leisure services as personal and community resources in the non-profit, government/public, and nonprofit sectors; (NRPA Standards: 8.08, 8.09, 8.10, 8.12)Review the early history and philosophy of play, recreation and leisure; (NRPA Standards: 8.06.01)Demonstrate understanding of the basic concepts of recreation, play and leisure, the motivation and value of participants, and trends in the overall field of organized community services; (NRPA Standards: 8.01, 8.02, 8.03, 8.09, 8.13)Discuss the dramatic shifts in population makeup, including the balance of different age groups, restructured family patterns and great ethnic and racial diversification in many communities; ( NRPA Standards: 8.02, 8.03, 8.10)Understand the impact of sophisticated information technologies on the national economy and business world and of the varied uses of these technologies to leisure; (NRPA Standards: 8.06.03, 8.09)Explore the impact of the prosperity of the early 2000s which can lead to a growing gap between rich and the poor, and the role of recreation in helping all individuals pursue quality of life; (NRPA Standards: 8.02, 8.03, 8.08)Discuss such trends as the commoditization and privatization of organized recreation programs and their impact on leisure opportunity; and (NRPA Standards: 8.04, 8.07, 8.09, 8.12)Identify innovative partnership approaches that exist among agencies, and the application of benefits-based-management to current and future leisure services (NRPA Standards: 8.09, 8.13)METHODS OF COURSE INSTRUCTION:Lecture, group work, reading assignments, papers, experiential learning, quizzes and PowerPoint presentationsConcerns, questions related to the course contact the instructor immediately via email or before and after class. Questions and or concerns, when presented early will most often be resolved.COURSE TEXT:Kraus- Recreation and Leisure in Modern Society Ninth Edition -Available as a rental at CSUN BookstoreQUIZES:There will be 6 quizzes- to be taken on the Moodle site; dates & content indicated on course calendar available through MoodleGrading: Plus and minus may be used by instructor for the final course grade. Unless requested differently, all assignments will be types APA; format can be found on the Department website Assignments are to be clear, organized, and reflect revision of material. Avoid vagueness and unsupported generalizations. Failure to cite a person’s work, ideas, phrases, sentences, or terms is considered plagiarism. Plagiarism and falsification are subject to an “F” grade in the course and expulsion from the university. Each assignment will be evaluated by the following scale: Adherence of assignment Guidelines 20%Grammar, spelling, punctuation 15%Writing in APA format 15%Clarity of Thought, Logical Presentation 20%Ability to Apply Concepts Learned 30% TOTAL100% GradePointsGradePointsGradePointsGradePointsA300-288B261-249C222-210D183-171A-287-275B-248-236C-209-197D-170-158B+274-262C+235-223D+196-184F157-belowCourse ASSIGNMENTS: ALL PAPERS to follow APA Thesis guidelines Be clear, organized and reflect revision of material requested.Written assignments will be judged on specific assignment content, organization, neatness, timeliness, grammar, spelling, punctuation, clarity of thought and summation. Avoid vagueness and unsupported generalizations. Be sure to give proper credit to ideas, phrases and sentences of others. Failure to do so is plagiarism. Plagiarism, falsification of documents, having someone else do your work, and/or cheating will be cause for immediate failure in the class and possible expulsion from the program/university. All written assignments turned in via RTM 278 course Moodle site in Microsoft word 97 or higher only; they will be read and graded and you will automatically be notified by email.LATE ASSIGNMENTS; posted one second past the deadline date will be deducted 20%LATE ASSIGNMENTS WILL BE ACCEPTED UP TO FINALS WEEKARRIVING LATE AND/OR LEAVING EARLY FROM CLASS, utilizing cell phones (voice or text), tablets, computers and other electronic devices is considered rude and insensitive behavior to the instructor and peers. Cell phones and electronic devices must be turned off prior to entering the classroom; otherwise they may be picked up by the instructor and you can pick it up after class. Continuous inappropriate use of electronic devices and being disruptive to others may result in the student being asked to leave the class. If utilizing a computer for note taking, notify the instructor in advance.STUDENT DISCIPLINE:Inappropriate conduct by students or by applicants for admission is subject to discipline as provided in Sections 41301 through 41304 of Title 5, California Administrative Code. Some of these sections are as follows:Section 41301: Expulsion, Suspension and Probation of StudentsFollowing procedures consonant with due process established pursuant to: Section 41304: any student of a campus may be expelled, suspended, or placed on probation or given a lesser sanction for one or more of the following causes which must be campus related:A. Cheating or plagiarism in connection with an academic program at a campus.B. Forgery, alteration or misuse of campus documents, records, or identification of knowingly furnishing false information to a campus.C. Inappropriate behavior inside or outside of the classroom.ETHICAL BEHAVIOR:It is understood that all students will demonstrate the highest ethical behavior. This includes respect for other students, the instructor, and individuals encountered during field activities, and the materials for classroom instruction.Appropriate behavior as outlined in the University Catalog is expected both inside and outside of class. Further, since this class requires the interaction with the public in settings outside the classroom, it is essential that all students conduct themselves with professional behavior. STUDENTS WITH DISABILITIES:Students with disabilities must register with the office of Disability Resources and Educational Services and complete a services agreement each semester. Staff within that office will verify the existence of a disability based on the documentation provided and approve accommodations. The office of Disability Resources and Educational Services is located in Bayramian Hall, room 110. Staff can be reached at 818-677-2684. STUDENTS MAJORING IN RTM- RECREATION AND TOURISM MANAGEMENTPortfolio: All students who are Recreation Management Majors are required to compile a portfolio as part of the requirements for the bachelor’s degree. Since RTM 278 is designed as an introductory course, you should begin your portfolio collection in this class. You will continue to collect illustrative samples of your work throughout your successive classes in the major. RTM Students must maintain a C average; anything lower means repeating the course. This is the sole responsibility of the student and not the instructor.FIRST ASSIGNMENT- LEISURE SELF INVENTORY ASSESSMENT PAPER Paper (minimum 6-8 pages; total not including the title page and reference page) includes:Follow APA format Complete all the self-assessment exercises provided in the Leisure Inventory Tool; available on Moodle siteWrite comprehensive paper that: 1) reflects on what you learned about yourself from being a child to adult from each of the exercises in the LSI Assessment 2)specifically relates the assessment/ exercise to what you have read and learned from your text (use proper documentation/footnotes in your paper) and 3) includes a final summary/summation of what made the biggest impact on you from completing this exercise and relation to recreation, leisure and your personal recreation philosophy and 4) properly documents information in paper and includes a reference page SECOND ASSIGNMENT- MUSEUM VISITATION PAPER Los Angeles has significant number of museums of varying interests; see partial listing below of museums in Southern CA. With this assignment you are to physically visit one museum you have never visited before and write a paper on the site. If money is an issue; there are a number of museums that do not have a fee or discounts for students (have your CSUN Student ID). If traveling is a problem; try to carpool with a student in class, check bus schedules, or see the museum on campus.Paper (minimum 5-7 pages do not include in total the title page and reference page) to include: Follow APA formatMuseum Name/ Address/ City/Phone numbers/ Hours of Operations/ Fee (if any)/ copy of your admission ticket as proof of your visitation (if unable to scan; you can bring it to class to give to the instructor, be sure your name is on it OR take a picture of yourself at the museum by a sign showing the museum name and inside the museum)Provide a complete detailed description of the museum; example- single story etc., about how many people visit the site yearly (provide the name & title of the person you spoke with providing you with the information, accommodations for disabled, and what is offered at the museum and then critique it including marketing tools, populations and age level servedRelate your experience to what you have read and learned from you text; be specific and provide appropriate documentation as well as a reference page at the end of your paperSummation/concluding remarks about what made the greatest impact on you and if you recommend it to family and friends and why or why not PARTIAL LIST OF MUSEUMSAFRICIAN AMERICAN MUSEUM600 State Drive Los Angeles 213-744-7432AUTRY MUSEUM of AMERICAN WEST4700 Western Heritage Way Los Angeles 323-677-2000CONECTING CULTURES MUSEUM2558 Aiken Ave Los Angeles 310-839-5350CRAFT & FOLK ART MUSEUM5814 Wilshire Blvd. Los Angeles 310-272-9156CSUN Art Museum On campus across from Sagebrush HallFOWLER MUSEUM at UCLA405 Highland Ave. Los Angeles 310-825-4361GETTY VILLA MUSEUM17985 Pacific Cast Hwy Pacific Palisades 310-440-7300GRAMMY MUSEUM800 W. Olympic Blvd. Los Angeles 213-765-6800GRIFFITH PARK OBSERVATORY & MUSEUM2800 E. Observatory Ave. Los Angeles 213-473-0800HOLLYWOOD HERITAGE MUSEUM2100 N. Highland Ave. Los Angeles 323-874-2276HOLLWYOOD WAX MUSEUM6767 Hollywood Blvd. Los Angeles 323-462-5991J. PAUL GETTY MUSEUM1200 Getty Center Drive Los Angeles 310-440-7330LOS ANGELES COUNTY MUSEUM of ART5905 Wilshire Blvd. Los Angeles 323-857-6000MOLAA LATIN AMERICAN ART628 Alamitos Long Beach 90802 562-437-1689MAK CENTER FOR ART & ARCHITECTURE835 North Kings Rd West Hollywood 323-651-1510MATURANGO MUSEUM100 East Las Flores Ave Ridgecrest 760-375-6900MINTER FIELD AIR MUSEUM401 Vultee Ave Shafter (by appointment only) 661-393-0291GEFFEN CONTEMPORARY AT MOCA MUSEUM152 North Central Ave LA 213-626-6222MOCA GRAND AVE MUSEUM250 South Grand Ave LA 213-626-6222MOCA AT THE PACIFIC DESIGN CTR MUSEUM8687 Melrose Ave. West Hollywood 213-626-6222MUSEUM in BLACK4331 Degnan Blvd. Los Angeles 323-292-9528MUSEUM OF DEATH6031 Hollywood Blvd 323-466-8011MUSEUM OF JURASSIC TECHNOLOGY628 Alamitos Ave. Long Beach 562-437-1689MUSEUM OF NEON ART136 West Fourth St. LA 213-489-9918MUSEUM OF SAN DIEGO HISTORY1649 El Prado San Diego 619-232-6203MUSEUM of SCIENCE & INUSTRY700 State Drive Los Angeles 323-724-3623MUSEUM OF TOLERANCE9786 West Pico Blvd. Los Angeles 310-772-2505NATURAL HISTORY MUSEUM900 Exposition Blvd. LA 213-763-DINONETHERCUTT MUSEUM15200 Bledsoe St. Sylmar 818-367-2251NEWPORT HARBOR MUSEUM600 East Bay Ave. Newport Beach 949-675-8915NORTON SIMON MUSEUM411 West Colorado Blvd. Pasadena 626-449-6840OJAI VALLEY MUSEUM130 West Ojai Ave. Ojai 805-640-1390ORANGE COUNTY MUSEUM OF ART850 San Clemente Dr. Newport 949-759-1122ORANGE LOUNGE AT SOUTH COAST PLAZA3333 Bear St, Third Floor Costa Mesa 949-759-1122 Ext. 272PACIFIC ASIA MUSEUM46 North Los Robles Ave. Pasadena 626-449-2742PAGE MUSEUM AT THE LA BREA TAR PITS5801 Wilshire Blvd. Los Angeles 323-934-7243PALM SPRINGS AIR MUSEUM101 Museum Dr. Palm Springs 760-325-0189PASADENA MUSEUM OF CALIFORNIA ART490 East Union St. Pasadena 626-568-3665PASADENA MUSEUM OF HISTORY470 West Walnut St. Pasadena 626-577-1660PLANES OF FAME AIR MUSEUM7000 Merrill Ave #117 Chino 909-597-3722PETERSON AUTOMOTIVE MUSEUM6060 Wilshire Blvd. Los Angeles 323-930-2277RICHARD NIXON LIBRARY & MUSEUM18001 Yorba Linda Blvd. Yorba Linda 714-993-3393RONALD REAGAN LIBRARY & MUSEUM40 Presidential Drive Simi Valley 800-410-8534ROUTE 66 MOTHER ROAD MUSEUM681 North First Ave. Barstow 760-255-1890SAN BERNARDINO COUNTY MUSEUM2024 Orange Tree Lane Redlands 909-307-2669SKIRBALL CULTURAL CENTER MUSEUM2701 N. Sepulveda Blvd. Los Angeles TRAVEL TOWN MUSEUM5200 Zoo Drive Los Angeles 323-292-9528THIRD ASSIGNMENT- OUTDOOR EXPERIENCE PAPER This assignment asks that you get out of your comfort zone and participate and evaluate in an outdoor recreation experience you have never experienced or engaged in (does not mean putting yourself in a dangerous situation).Paper (minimum 5-8 pages; total not include the title page and reference page) includes:Follow APA formatDate/ time/ name and exact location of outdoor experience/address/city etc. of your experienceInclude if anyone experienced this with youExplain in detail why you made the choice and provide background information including marketing and populations served Describe, in detail, your outdoor experience from beginning to end Evaluate the experience and explain how it relates to what you have read and learned from your text (document this information in your paper) Write a summation and include what made the biggest impact on you from this experience and if you plan to do it again; why or why notFOURTH ASSIGNMENT- RECREATION/LEISURE ADVOCACY POWERPOINT PRESENTATION:This of all the assignments is not one that you can wait to the last minute to begin working on. As a member of society pursuing a higher education, you have a responsibility to become a “citizen leader” to improve the quality of life for individuals pursing recreation and leisure experiences. Your voice can be heard and you can be a catalyst for change in your community, City, State and our world.You will become a “citizen leader” and take action on an issue related to Recreation and Leisure that you feel passionate about. Some examples of issues students have presented relating to the environment (clean air, water etc.), ecotourism, access to recreation for urban families, safety of playgrounds, preservation of wild lands, preservation of wet lands, protecting wolves, etc. These all relate in some way to recreation and tourism in our society. Start as soon as possible, decide on an issue and begin gathering the historical background and what you want politicians etc. to address.RESEARCH AN ADVOCACY ISSUE RELATED TO RECREATION AND LEISURE: Prepare a PowerPoint presentation to present your issue to include (no paper required); Specific details history and background regarding the advocacy issue, include marketing and populations served Be specific and explain why this issue is important to recreation and leisure and you and why the class (and society in general) should be made aware of it What needs to be done and a “letter” that you will send and share in your presentation and include: Names of specific policy makers who can make a difference with regard to your advocacy issue (Example: City, State or Federal senators, members of Congress, State Assembly, County Board, City Council members, members of Recreation and Park, Coastal and or other Commissioners) Share the letters and responses made by the people contacted How does this relate to your personal philosophy of recreation PROJECT POWERPOINT PRESENTATION:Each student will individually present their Recreation and Leisure Advocacy issue as a PowerPoint: Presentation; this is not a team or group project- it is an individual research and presentation to be a minimum if 20-30 minutes, not less and not more than 20 minutesYOU MUST engage the audience through group work, questions, hands on activity etc., be creative. Watching a video is not considered engaging the audience; it enhances your presentationProvide your own laptop. Apple laptops require adaptive cords –university is IBM; adaptive cords available through the Library downstairs equipment/media room) the PowerPoint can be put on a zip or CD. It is the students responsible to take care of this in advance of the presentation. Do not wait till you come to class to have this piece of equipment with you.Students to be professionally dressed (Jeans, tennis shoes, flip flops, t-shirts are not, for the purpose of this assignment, considered professional)Name of Recreation/Leisure Advocacy Issue (be sure to select something you are truly passionate about and must directly relate to recreation & leisure)Creative and colorful PowerPoint slides to include pictures of your advocacy issueResearch and details of issue (validate this by including where you specially obtained your information and the person/specialist’s names) and what you hope to accomplishExplain why you are passionate about it and why the class needs to learn about the issue and support itLetters & Responses: to specific people who can make a difference and or support your issue; examples: Newspaper Editor/Councilman, Major, Governor, President, Congress, etc. and specifically list the names of the people you have contacted and their specific titles and mailing address. Include in your presentation responses back from these people you have notified.To receive a response you must get your letters out at least 2 months in advance. Do not write your letters” To Whom It May Concern”- be sure to have specific names/titles and addresses and date the letter is mailed outActively engage your audience into your presentation; cannot just lecture but involve the student into your presentation. Ask questions/ poll audience/ quiz; get their input, small group problem solving, activity etc.Wrap up/concluding statement and ask for questions; don’t end it with well that’s allStay within the time limitCOURSE POINT/ASSIGNMENT BREAKDWN Students are responsible for maintaining their course progress by the points they receivePoints6 Quizzes ( 20 points each- no mid-term or final)120Leisure Self Inventory Assessment Paper 60Outdoor Recreation Experience 30Museum Paper 30PowerPoint Advocacy Project Presentation: includes research, development, letter, oral presentation, professionalism 60 Total Possible Points300 Course CalendarWeek 1Overview and orientation to the course. The role of play leisure and recreation as avenues for personal expression and well-being; definitions of terms; common leisure activities across the lifespan.Week 2Basic Concepts: Philosophical analysis of play, recreation, and leisure.Week 3Early history of play, recreation, and leisure including the 19th Century changes in America. This includes the beginning of the recreation movement; effects of racial and ethnic discrimination; emerging new lifestyles; public concerns about the use of leisure; major forces promoting organized recreation services; role of the schools; impact of the Depression; and a nation at war.Week 4Recreation and leisure in the modern era: Expansion of recreation and leisure; counter-culture; drives for equality by disadvantaged groups; era of austerity and fiscal cutbacks; and expansion of other recreation programs.Week 5Personal leisure perspectives; motivations, values; age groups, and demographic factors.Week 6Gender and racial/ethnic factors affecting leisure; male and female issues; homosexuality; progress in the new millennium. Week 7Social functions of community recreation (benefits): Life enrichment, improving intergenerational and inter-group relations, special populations, culture, health and safety.Week 8The leisure service system: Government, non-profit, and commercial recreation agencies. Parks in the United States and Canada. Differences and similarities among agencies.Week 9Specialized leisure service areas: Therapeutic recreation service, armed forces recreation, campus recreation, and private-membership recreation organizations.Week 10Major leisure service components: Sports, tourism, competition, religious implication, historical evolution, moral value, abuses, travel, theme parks, cruise ships, and marketing.Week 11Career opportunities and professionalism: Social value, public relations, professional preparation, culture, ethics and accreditation.Week 12Putting a face on Recreation, play and leisure today; Magazines, newspaper articles, internet, movies, television, and others.Week 13Future perspectives3 weeks for exams and presentationsE. SAMPLES OF COURSE ASSIGNMENTSSAMPLE GROUP WORKThroughout the semester, students are asked to break into small groups of 4-6. This not only enables the instructor to see how effectively the students are understanding the materials, the students are given opportunities to share their views with their peers and gain more understanding, insight, and ability to reflect and present in class. Each group is then provided with questions related to what they have heard through a lecture and to have read in their text. Everyone in the group must participate and be ready to present by the end of the class or by the next class meeting. Examples:Group 1: Describe and discuss 10 different areas in which recreation, parks and leisure services contribute to community life. Research and be ready to present, by the end of the class, positive arguments for establishing or expanding a community recreation and park department, which of those areas would you emphasize and why.Group 2: Describe and discuss the community in which you live. Give examples of how the 10 functions of community recreation are demonstrated in that community. Which ones are missing, what others need to be developed and why. Be ready to discuss and present to the class.Group 3: Discuss the benefits of park and recreation. Now discuss your favorite recreation activities and identify the benefits (physical, mental, emotional etc.) associated with each of them. Be ready to discuss and present to the class.F. SAMPLES OF PERFORMANCE EVALUATION INSTRUMENTS/EXAMS/TESTSSAMPLE QUIZEssay QuestionsIn your own words, define and discuss the seven philosophies and approaches to leisure. Relate one or more of the philosophies and approaches to your personal philosophy of leisure.There are numerous professional associations related to the field of recreation, leisure and tourism. Select one or two that directly relate to your future interests and in your own words, specifically describe each and how they will be of benefit to you.In your own words, define and discuss 3 challenges and viable alternatives that could be utilized to effectively respond to the future of recreation and parks. In your own words, discuss the impact, both positive and negative effects, of technology and the internet has had on America’s leisure society. In your concluding statement, discuss what specific impacts they have had on your life. ................
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