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CSUN RTM 300 - Syllabus

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RTM 300 RECREATION AND COMMUNITY DEVELOPMENT Department of Recreation & Tourism Management California State University, Northridge Spring 2007 Tuesday & Thursday 12:30-1:45 p.m. Sequoia Hall 100 Instructor: Al Wright, Ph.D. Phone: (818) 677-7601 FAX: (818) 677-2695 Office: RE 267 Office Hours: Tuesday 2:00-5:00 p.m., other times by appointment. Email: [email protected] REQUIRED TEXT: Gary Green - Asset Building & Community Development. Sage Publications. ISBN: 9780761922636 Peter Benson, All Kids are Our Kids (2nd edition). Jossey Bass. ISBN: 078798518X COURSE DESCRIPTION: Prerequisite: Lower division writing requirement. An examination of the multicultural dynamic of urban life and recreation’s role in building community, developing youth capacity and indigenous leadership. METHODS OF INSTRUCTION: The class will use a combination of lectures, discussions, readings and experiential learning strategies. Central to the course design is identification and practice of community development and service learning skills. Most class sessions will provide an experiential learning experience. Active participation is required. Students are responsible for completing community service learning hours at an approved site. COURSE OBJECTIVES: At the conclusion of the course the student will: 1. Know and understand the significance of the urban recreation movement in the United States, particularly as it relates to the evolution of other human services (education, social services, youth authority, etc.); 2. Understand the relevance of the parks, recreation and leisure services movement to community and institutional development; 3. Investigate and analyze the potential of recreation to build/revitalize communities, address social problems and assist youth with navigating the pathways to responsible adulthood;4. Understand the dynamic interrelationship among public (government), non-profit and private sectors in the evolution of the urban recreation, leisure services and park movement(s); 5. Examine the social, environmental and economic benefits of parks, recreation and tourism in supporting the concept of healthy communities; 6. Understand the recreation and leisure needs of diverse cultural and ethnic groups that claim the greater Los Angeles metropolitan area as “home”; 7. Critique existing service delivery systems from historical, best practices and contemporary “planning” criteria; 8. Gain first-hand experience in urban communities using recreation services and leisure experiences as a focal point for revitalization, problem-solving and community building. METHODS OF EVALUATION: Attendance/Active Participation: Points: 5+ Regular attendance, preparation and active participation during the class are required and will enhance the learning experience. Review/Analysis of an Assigned Topic: Points: 10 Weekly assignments of a review/analysis of an assigned topic are listed on the course schedule. The course schedule will be posted on the instructor’s web page and follow the link to the RTM 300 class from the front page or go to this full url For each review/analysis the student must write a brief (one paragraph) summary of the assigned information. The analysis portion of the paper should focus on the student’s reaction, ideas, and suggestions related to the topic as assigned. References from academic publications (journals, books) other than the textbook should be used in the analysis portion of the paper. The reviews should be 250-500 words and include an APA style citation if a reference other than the textbook is used. After the references the student should list 4-6 key discussion questions to be used during the class time. Grades will be based on content, adherence to the idea of the assignment, individual and original work, and class discussion of the review. Discussion will be done in small groups. Projects: Points 25 A project related to an outline for developing community assets will be completed by a learning team. A project related to a program for youth development will be completed as a group project as well. Details on the project will be provided in additional handouts available at the class web page. Points (25)Examinations: Points: 40 Two examinations will be given. The exams are each worth 20 points. Each exam will cover assigned readings, material discussed in class, and student presentations up to the date of the exam. The second exam will not be cumulative. Exams may include a variety of questions types (true-false, multiple choice, essay, etc.) Bring a blue book and scantron for each exam. Community Service Learning: Points: 20 Students will be responsible for volunteering for 10 community service learning hours. The site and type of learning opportunity must be approved in advance by the instructor and can not be related to paid work or activities completed for another class. Students will be asked to provide written documentation of the completion of volunteer hours. A written report evaluating the experience and reflecting on topics from the course in relation to the volunteer experience is required. The written report should be from 500-750 words. Students will also participate in a verbal reflection of the volunteer experience. Grading Summary: Attendance/Active Participation (5% +) Review/Analysis Assignments (10%) Community Assets Project (17% or 8%) Youth Assets Project (17% or 8%) Exams (2 x 20) (40%) Community Service Learning (20%) Total 100 (100%) COURSE GUIDELINES (important fine print about class success and grading): 1. Learning is best achieved through active class participation and actually doing things like reading assignments, rigorous study for exams, and careful preparation of papers and other written assignments. Regular attendance, preparation, timely completion of assignments and active participation are required and will affect the student’s grade in the course. If you miss class, make arrangements with peers to collect class information, announcements and materials. Information will not be repeated for those who are tardy or absent. 2. All written work must meet the following criteria before instructor evaluation: a. Be typed with adequate margins and spacings using APA format unless otherwise indicated by the instructor (follow format of specific assignment.) b. Be clear, organized, and a logical

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