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GE RecertificationLifelong Learning

Course Number: 353/L

Course Title: Literature and the Wilderness Experience

GE Section: Section 8, Lifelong Learning

Information Competence (IC): _X_YES _ _NO

Writing Intensive (WI): _X_YES _ _NO

Multiple sections offered within a semester: ___YES __X_NO

Department Chair/Coordinator: Alan Wright, Chair Recreation and Tourism Management

Associate Dean: Tami Abourezk, Associate Dean, HHD

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TABLE OF CONTENTS

A. Summary Overview 3

B. Enrollment Data (from Institutional Research) 4

C. Alignment of course objectives, content, assignments and/or processes with GE SLOs (Forms A, B, C)

5

D. Course Syllabus 11

E. Samples of Course Assignments 15

F. Samples of Performance Evaluation Instruments/Exams/Tests 17

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A. SUMMARY OVERVIEW

RTM 353/L OL Literature of the Wilderness Experience and Lab

a. Course OverviewCatalog Description: Review of the writings of various wilderness adventurers both past and present (such as Boone, Powell, Muir, Leopold and Abbey). Emphasis on assessing their experiences in the wilderness, their goals and their methods. Regular written assignments are required.

The course consists of face-to-face lectures, reading and writing assignments and group discussions and field experience. Instructor lectures first 4 or 5 weeks, then remainder of semester devoted to discussions and readings, and field class experience. The lab allows students to personally experience some of the values of wilderness environments discussed in RTM 353. In addition, students develop personal goals (such as those sought by previous wilderness adventurers) to be achieved on arranged field trips to wilderness areas.

b. 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.

c. ResourcesUniversity resources are adequate.  Special labs not needed on campus as the lab experience is conducted in American wilderness. On campus classroom space is required.  Instructors must possess strong backgrounds in both literature and outdoor recreation. Faculty resources are also dependent on annual budget allocations to the department.

d. Future PlansThe Department of Recreation and Tourism Management has traditionally offered one section of RTM 353/L: Literature of the Wilderness Experience and Lab (2/1). In the past several years, the course has been offered less than once a year due to resource shortages and some diminishing student interest. The section had a cap enrollment of 20 students. Future plan is to offer the course with additional promotion as it combines a unique blend of literature and recreational experiences in wilderness. .

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B. ENROLLMENT DATA FROM INSTITUTIONAL RESEARCH

RTM353OL: Fall 2008 to Fall 2012

Course SectionsNumber

2008 2009 2010 2011 2012Regular 15 0 0 0 0Total 15 0 0 0 0

Course Enrollment by Student Level2008 2009 2010 2011 2012 2008 2009 2010 2011 2012

Fresh 0 0%Soph 4 27%Junior 6 40%Senior 4 27%Grad 1 6%Total 15 100%

Faculty TypeNumber

2008 2009 2010 2011 2012Full-Time FacultyPart-Time Faculty 1Total 1

Source: Student Course file, Office of Institutional Research

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C. ALIGNMENT OF COURSE OBJECTIVES AND STUDENT LEARNINGOUTCOMES

Form ACourse Alignment

GE Subject Explorations: Life Long Learning

RTM 353/LLiterature and the Wilderness Experience3 Units

Overall Goal: Students will 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;

The primary objective of this course has been to demonstrate the importance of nature to our overall sense of well-being and the two writing assignments focus on achieving this objective. Each student analyzes the two class writing assignments thoughtfully, and comes prepared to dicuss whether or not he/she believes the difference in setting (wilderness vs. non-wilderness) affected the contents, style, and/or tone of his/her writing. The results of their analysis form a philosophical argument for the role of nature in their life. That is: assuming the natural environment effected their writing, do they believe this to have been an isolated effect, or does it seem possible that nature's impact on their writing reflects the influence the wilderness outing had on him/her as a person? This type of personal growth experience is an essential part of health, well-being, and personal development.

Primary text has reading selections from 76 authors of diverse backgrounds, which includes famous naturalists such as Henry David Thoreau and Ralph Waldo Emerson. These are discussed in class, giving everyone opportunity to develop an understanding of the values. Students’ knowledge of readings is evaluated by periodic quizzes (see sample on p. 17).

Student will be required to attend three-day field experience which is evaluated by attendance, participation and writing assignments (p. 13).

Student will achieve the SLO through lecture, reading and writing assignments and group discussions. Field experience debriefing is also important.

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;

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Student will achieve the SLO through lecture, reading assignments, field experience. Lecture and reading assignment are evaluated by quizzes whereas the field experience is evaluated by writing assignments.

A central part of health is emotional and spiritual wellness and classic wilderness authors (Thoreau, Abby) point to the role of wilderness in achieving this well-being. Students not only read about the phenomena but through the lab experience are invited to participate. The diverse student body participating in this experience provides for students to access wilderness experience even though their cultural background would not have provided this opportunity prior to CSUN. As the urban culture has dominated the American lifestyle, capturing the meaning of wilderness and the outdoors is an important issue.

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.

Students certainly use technology in the learning process but this course is not primarily about using science and technology to impact individuals. Rather the relevant movement toward this SLO is to assist students to see the relative role of technology in creating (or preventing) a meaningful life connected with the environment.

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Form BCourse Alignment with GE Designation:

Information Competence (IC)

OVERALL GOAL: Students will progressively develop information competence skills throughout their undergraduate careers by developing a basic understanding of information retrieval tools and practices as well as improving their ability to evaluate and synthesize information ethically.

IC SLO #1: Determine the nature and extent of information needed.

The primary objective of this course has been to demonstrate the importance of nature to our overall sense of well-being. The emphasis will be on assessing their experiences in the wilderness, their goals, and the methods used to achieve them.

Primary text has reading selections from 76 authors of diverse backgrounds, which includes famous naturalists such as Henry David Thoreau and Ralph Waldo Emerson. These are discussed in class, giving everyone to develop an understanding of the values. Students’ knowledge of readings is evaluated by periodic quizzes (see sample on p. 17). Determining what is relevant information is essential for success on the quizzes and in presenting one’s ideas in discussion.

Group discussions both in the classroom and in field settings give students (and instructor) opportunity to explore and reflect on issues of self-discovery. Evaluated by attendance, participation and writing assignments (pp. 12-13, 15).

IC SLO #2: Demonstrate effective search strategies for finding information using a variety of sources and methods.

Student will be required to submit a written book report (of 8 pages minimum); students must relate to course objectives (p.12). Student will be assigned numerous reading assignments. These assignments will be evaluated by quizzes. Student will use lecture and reading assignments to complete their quizzes (p.12).

Instructors use multiple sources for their written assignments and book report. Instructor encourages students to use books (in library) and online search engines such as Proquest, Ebsco, Google Scholar, and Google to locate both academic and practical resources to provide other’s analysis of these writers.

IC SLO #3: Locate, retrieve and evaluate a variety of relevant information including print and electronic formats.

Each student is required to submit written assignments, book report, and oral presentation.

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Instructor encourages students to use books (in library) and online search engines such as Proquest, Ebsco, Google Scholar, and Google to locate and retrieve both academic and practical resources. These tasks are evaluated by instructor. Self-reflective writing assignments will be done in both urban and wilderness settings, then compared (see sample on p.15). The assignments are evaluated by instructor.

IC SLO #4: Organize and synthesize information in order to communicate effectively.

Student will achieve the SLO primarily through book report and oral presentation (p.12) based on findings. Instructor encourages students to use the many resources accessed to then organize the material in a concise written and/or oral format. These tasks are evaluated by instructor.

IC SLO #5: Explain the legal and ethical dimensions of the use of information.

Each student is required to cite their appropriate source of information in their written assignment. The issue of plagiarism is indicated in the syllabus (p.14).

“Plagiarism and Cheating: At no times is it acceptable to copy someone else’s work as your own. Demonstrate your skill and knowledge to the best of your own ability. Additionally, when completing assignments for this class it is totally unacceptable to copy from the internet or any printed resource without appropriate citations. The purpose of any assignment and exam is to measure your comprehension, not your ability to copy (legally this is called plagiarism and a violation of the standards for student conduct). Violations of University policy governing plagiarism or cheating will automatically result in FAILURE of the course. Standards for Student Conduct are available in the University website (www.csun.edu/a&r/soc/studentconduct.html)”

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Form CCourse Alignment with GE Designation:

Writing Intensive (WI)

WI SLO #1: Develop and clearly define their ideas through writing. Students will complete various tasks (book report, written assignment, group discussion, and filed trip) in RTM 353. Each student will be required to submit a written book report (of 8 pages minimum); students must relate to course objectives. Student will be assigned to numerous reading assignments. These assignments will be evaluated by quizzes. Student will use lecture and reading assignments to complete their quizzes.

WI SLO #2: Ethically integrate sources of various kinds into their writing.

Instructor stresses that the importance of using multiple sources for their written assignments and book report. Instructor encourages students to use other relevant books (in library) and online search engines such as Proquest, Ebsco, Google Scholar, and Google to locate both academic and practical resources. Additionally, each student is required to cite their appropriate source of information in their written assignment. The issue of plagiarism is indicated in the syllabus (p.14).

“Plagiarism and Cheating: At no times is it acceptable to copy someone else’s work as your own. Demonstrate your skill and knowledge to the best of your own ability. Additionally, when completing assignments for this class it is totally unacceptable to copy from the internet or any printed resource without appropriate citations. The purpose of any assignment and exam is to measure your comprehension, not your ability to copy (legally this is called plagiarism and a violation of the standards for student conduct). Violations of University policy governing plagiarism or cheating will automatically result in FAILURE of the course. Standards for Student Conduct are available in the University website (www.csun.edu/a&r/soc/studentconduct.html)”

WI SLO #3: Compose texts through drafting, revising, and completing a finished product.

All assignments should be written in a formal tone at an average or above average college level. Proofread before submitting your assignment. Grading of the assignments will be based on quality of the responses including: content, clarity and flow of thought and expression, adequate support of conclusions with citations from noted authorities, grammar, spelling, punctuation, etc. Check your work for grammar, spelling, slang, and technical errors. Seek preliminary assistance from the Writing Center (Bayramian Hall 408) if needed. Students are able to resubmit the book report papers after receiving instructor comments. Students are also encouraged to meet with instructors to discuss their final version of report (pp.12-13).

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WI SLO #4: Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas.

Instructors will provide general requirements related to their claims for written assignments, and book report. Students will link multiple readings, lectures, group discussion, and field trip to complete their required tasks. Original work by students is the heart of the assignments requiring student’s critical thinking and written expression. These tasks are evaluated by instructor.

WI SLO #5: Revise their writing for greater cogency and clarity.

Students will submit drafts of their book report during the semester. Instructor will provide comments. In addition, students will resubmit their finalized papers to instructor. The process will increase greater cogency and clarity (pp.12-13).

WI SLO #6: Utilize adopted communication modes and documentation styles of specific disciplines (MLA, APA, Chicago, CBE, etc) where appropriate.

Student will be required to use APA format for manuscript preparation including cover page, headings, citations, and references. The recommended text of Publication Manual of the APA 6th edition (2010) is used as a guideline (p.14). The format will be evaluated by Instructor.

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.)

The two writing assignments (p.15) have no word limit; however, each must be a 2-hour stream of consciousness, these average 750-1000 words. Book report has an 8 page (2000 words) minimum. Book report is turned in originally as draft (p.12). Each student is required to submit their final version of report to instructor.

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D. COURSE SYLLABUS

RTM 353/L: Literature and the Wilderness ExperienceInstructor : Class Meeting: W 4-6Phone: (818) 677-5555, RE 267Office Hours: M 5:30-6:30, W 2:30-3:30

COURSE OUTLINE

CATALOG DESCRIPTIONPrerequisite: Lower Division writing requirement. Co-requisite: RTM 353L. Review of the writings of various wilderness adventurers both past and present (such as Boone, Powell, Muir, Leopold and Abbey). Emphasis on assessing their experiences in the wilderness, their goals and their methods. Regular written assignments are required.

Lab: Allows students to personally experience some of the values of wilderness environments discussed in RTM 353. In addition, students develop personal goals (such as those sought by previous wilderness adventurers) to be achieved on arranged field trips to wilderness areas. (Available for General Education, Lifelong Learning.)

OBJECTIVES1. Develop an awareness of the many values derived from the wilderness by outdoor adventurers both past and present.

2. Develop an understanding of diverse cultural attitudes towards the wilderness and what impacts may result therefrom.

3. Develop an appreciation for and understanding of the need for outdoor recreation and the unique opportunities in wilderness settings.

4. Develop a wilderness ethic of appreciation and respect through the writings of various naturalists.

5. Develop an understanding of the wilderness crisis today from an international perspective.

6. Develop an understanding of how discovery of the world around us can lead to discovery of the world within us.

TEXTBOOK

Baron, R. C. & Junkin, E. D. (1986), Of Discovery & Destiny, West Hartford, CT:West Hartford Book Shop LLC.

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Life Long Learning GE Student Learning Outcomes

#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;

#2 : Students will identify and apply strategies leading to health, well-being, or development for community members of diverse populations;

#3: Students will apply the knowledge and skills of science and technology and evaluate how they impact individuals, the community, and/or society.

EVALUATIONBook Report/Oral Presentation: 40 Points1st Writing Assignment: 5 points (C/NC)2nd Writing Assignment: 5 points (C/NC)Quizzes (four): 40 pointsParticipation: 10 points

TEACHING AND LEARNING METHOD

Delivery will be through a series of structured lectures, directed activities, individual/group presentations, and field trip. This will include analyses of case studies, discussions, slide shows, DVD/videos, guided reading and individual/group discussions. (See the attached schedule of topics )

QUIZ NOTES1. Best four of five count towards grade.2. First quiz Wed, Mar 3. Subjects: Opening lectures and first week's readings.3. Remaining quizzes unannounced. Subjects: current week's readings plus previous week's

discussion.4. No make-up quizzes without PRIOR approval.

BOOK/ORAL REPORT1. Typed (double spaced) 8 page minimum (2000 words) (Oral 15-20 minutes2. Typed report due on same day as oral presentation3. Select any book from the recommended list of international readings. Anything else requires

instructor’s approval.5. Themes: Summary of book

Relation to class objectives (EMPHASIZE) Evaluation of book

6. Book selection/assignment due Wed, Feb 117. Substantial penalty points will be deducted from oral reports delivered late (unless previously

authorized)

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8. Students are able to resubmit the book report papers after receiving instructor comments. Students are also encouraged to meet with instructors to discuss their final version of report.

1st WRITING ASSIGNMENT 1. Spend approximately 2 hours writing (Must be in one sitting).2. Subject can be ANYTHING (and this does mean ANYTHING).3. Must be submitted typed, double-spaced; NO page requirements (min. 750 words)4. Due:

2nd WRITING ASSIGNMENT: To be discussed later. (min 750 words) Due …..

RTM 353L: WILDERNESS LIT LAB1. Concurrent enrollment mandatory2. Field Trip Fri-Sun, Mar 12-14.3. Lab will be assigned same grade as RTM 3534. There will be occasional lab meetings, Wed 6 - 6:50.

COURSE DATESFeb 4: IntroductionFeb 11: Lecture; Book report subjects due; LAB MEETINGFeb 18: LectureFeb 25: Lecture; 1st writing assignment dueMar 3: Readings, pp. 1-40; 1st quiz; sample presentation; LAB MEETINGMar 10: Readings, pp. 41-84; LAB MEETINGMar 12-14: FIELD TRIPMar 17: Readings, pp. 85-125Mar 24: Readings, pp. 126-152; 2nd Writing Assignment DueMar 31: NO CLASS (Cesar Chavez Holiday)Apr 7: NO CLASS (SPRING BREAK)Apr 14: Readings, pp. 154-194Apr 21: Readings, pp. 195-242Apr 28: Readings, pp. 243-289May 5: Readings, pp. 290-328May 12: Readings, pp. 329-369May 19: Readings, pp. 370-399May 26: Makeup Day

Misc. NotesA. Plus/minus grading will be employed

B. Grading CriteriaThe CSUN criteria for grading (as outlined in CSUN catalog) will be strictly followed.

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Note that: 1. An Incomplete ("I") is assigned only as specified by Instructor and upon consultation and approval of the Instructor.

2. For Credit/No Credit grading, student must be doing passing work to receive "Credit."

C. Student Discipline/format/quality of writing and exam

Quality of writing and exam: All assignments should be written in a formal tone at an average to above average college level. Proofread before submitting your assignment. Grading of the assignments will be based on quality of the responses including: content, clarity and flow of thought and expression, adequate support of conclusions with citations from noted authorities, grammar, spelling, punctuation, etc. Check your work for grammar, spelling, slang, and technical errors. Seek assistance from the Writing Center (Bayramian Hall 408) if needed.

Plagiarism and Cheating: At no times is it acceptable to copy someone else’s work as your own. Demonstrate your skill and knowledge to the best of your own ability. Additionally, when completing assignments for this class it is totally unacceptable to copy from the internet or any printed resource without appropriate citations. The purpose of any assignment and exam is to measure your comprehension, not your ability to copy (legally this is called plagiarism and a violation of the standards for the student conduct). Violations of University policy governing plagiarism or cheating will automatically result in FAILURE of the course. Standards for Student Conduct are available in the University website (www.csun.edu/a&r/soc/studentconduct.html).

Format for written work: As you complete the lectures and readings, you will be instructed to complete several written assignments. Unless otherwise specified by the instructor, all assignments should be typed in Microsoft Word or similar word processing programs. Use APA format for manuscript preparation including cover page, headings, citations, and references. Use the recommended text Publication Manual of the APA 6th edition (2008) as a guideline. Additionally, you can find a free comprehensive guide to APA format at http://owl.english.purdue.edu/owl/resource/560/01/ or CSUN library (http://library.csun.edu/Guides/ResearchStrategies/CitationStyleGuides).

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E. SAMPLES OF COURSE ASSIGNMENTS

WRITING ASSIGNMENT

a. Specific Directions : Discuss all of the following.

A. Ease of writing: Was it easier to think of something to write in the city or in the wilderness? Why do you think this was the case?

B. Form (essay, story, poem, free-association, etc.): Did form vary with setting? Did setting effect form?

C. Content: BRIEFLY summarize the subject matter of each writing assignment, and note whether or not setting contributed to this subject matter.

D. Tone: The term "tone" refers to the overall emotional cast or tenor of something written. Describe the tone (happy, sad, melancholy, wistful, angry, depressed, etc.) of each writing assignment, and discuss what you believe to be the basis of said tone. Did it reflect emotional states unrelated to setting? Or did setting contribute to tone?

E. Style: Imagery and Qualifiers are the two easiest stylistic devices to quantify. Using colored pens (pencils, magic markers, etc) go through both writing assignments and highlight every image and qualifier that you find. Record the number of each in both papers, divide by the number of pages, then note the rate of occurrence per page.

1. Imagery. Images are details that play upon the five senses (sight, sound, smell, touch, taste). Sight images are those details that pay particular attention to color, size, or shape. (Reference to a tree, for example, is not an image, but reference to the tree's size or shape is an image.)

2. Qualifiers. A qualifier is an adjective or adverb that limits, restricts, or makes conditional the meaning of a statement (thereby weakening the statement's impact). The four most common are: rather, little, very, and pretty. Other qualifiers include: somewhat, probably, possibly, generally, quite, and so on. Note that "rather" and "very" are always qualifiers, but "little" is not a qualifier when referring to size, nor is "pretty" when referring to appearance.

The elements of style that have been counted are said to strengthen (or weaken) the written word. In view of your assessment of these elements, do you feel that your writing was stronger or weaker in the wilderness?

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b. Class Discussion

The primary objective of this class has been to demonstrate the importance of nature to our overall sense of well-being, and the two writing assignments have been an experiment related to this objective. Thoughtfully analyze your two class writing assignments, and be prepared to discuss whether or not you believe the difference in setting (wilderness vs. non-wilderness) effected the contents, style, and/or tone of your writing. Then use the results of your analysis to form a philosophical argument for the role of nature in your life. That is: assuming the natural environment effected your writing, do you believe this to have been an isolated effect, or does it seem possible that nature's impact on your writing reflects the influence the wilderness outing had on you as a person? BE PREPARED TO DISCUSS THOUGHTFULLY.

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Sample Quiz

RTM 353/L: Literature and the Wilderness Experience Name

QUIZ #1

1. (60 points): Briefly identify/describe SIX of the following SEVEN concepts. Use reverse side if more space is needed.

Free Time:

Leisure (Aristotle's Definition):

Doctrine of Causes:

Angst:

Glasser's Leisure Theory:

Animism:

Wu-wei:

2. Briefly describe the factors that contributed to the failure of Pánfilo de Narváez's expedition to Florida. (10 points)

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3. Briefly describe the effect that North American Indians had on eastern salt marshes before the arrival of European colonists. (10 points)

4. Both Francis Parkman and Hal Borland write about the American prairie. Briefly compare/contrast their attitudes towards the prairie. (20 points)