NR 262   
Spring, 2006 
 Tom Hudspeth
 l53 S.Prospect St.
656-0171
Thomas.Hudspeth@uvm.edu
                         
                    
                                              
                                                         
COURSE DESCRIPTION:
Sustainability and Ecotourism and Environmental Interpretation in Belize

1.   Objectives:

•Consider the process of creating communities which are environmentally sound, economically successful, and socially just--i.e., from conceptual and operational points of view, gain an understanding of sustainability/sustainable development (SD) [development that meets the needs of the present without compromising the ability of future generations to meet their own needs], with emphasis on community-based sustainable development
•Become familiar with successful sustainable development strategies/initiatives in Belize
•From conceptual and operational points of view, gain an understanding of ecotourism/green tourism/nature-based tourism [travel to fragile, pristine, and usually protected areas that strives to be low impact and (usually) small scale; it helps educate the traveler, provides funds for conservation, directly benefits the economic development and political empowerment of local communities, and fosters respect for different cultures and for human rights] and its role in sustainability
•Become familiar with ecotourism initiatives in Belize
•Gain an understanding of the philosophy, principles and concepts, and techniques of environmental interpretation (EI) [communicating environmental values, natural history processes, and cultural features to visitors to recreational settings through the use of interpretive media] ] and its role in sustainability and ecotourism
•Become familiar with EI initiatives in Belize
•Gain an understanding of the natural history and ecology of Belize, especially tropical rainforests and coral reefs
•Gain an understanding of the cultural heritage of Belize
•Gain an understanding of non-governmental organizations engaged in environmental conservation and protection of biodiversity in Belize
•Gain a better awareness of yourself and your own culture through exposure to “otherness”
•Learn about positive solutions to environmental problems, and gain empowerment in the process
•Employ “Writing Across the Curriculum” approaches to improve thinking and writing skills
•Gain experience in working as part of a multidisciplinary problem-solving team
•Engage in community service/volunteerism and help make the world a better place
•Explore potential careers in international development, environmental interpretation, community development, natural resource management, ecotourism, sustainability, etc.

2.      Prerequisites: Background in Environmental Studies, Natural Resources, Community Development, International Development, Sustainability (e.g., ENVS 1 and/or 2, NR 1, CDAE 2, ANTH 23, or equivalent experience).

NATURE OF THE LEARNING EXPERIENCE

1.    Class Format:  In keeping with the subject matter, NR 262 has a strong emphasis on learning through direct experiences. The heart of the course is a field trip/site visit to Belize over extended spring break (15-26 March), with guest speaker presentations, demonstrations, case studies, participatory activities/assignments, and journals. Preparatory class activities include:  lectures, seminar discussions of readings, and videos, and follow-up activities include researching and writing a research paper or carrying out a project related to Belize.
    Because of the nature of the course, active participation in all class activities is essential.  Sharing your knowledge, feelings, and skills with others in the class will enrich the course immeasurably.  Also, it is important that you provide continual feedback as to the degree to which the class is meeting your needs; changes can be made if necessary to meet the individual learning needs of class participants.
                                                                     
2.      Readings:  The required readings for this course are drawn from a wide variety of
sources and relate to: natural history and cultural heritage of Belize, the Mayans, sustainability, ecotourism, environmental interpretation, community development, etc. They are drawn from:        
•Course packet for NR 262: Sustainability, Ecotourism, and Environmental Interpretation in Belize
•Handouts from a variety of sources in Belize
•A tourist guidebook to Belize of your own choice (e.g., Lonely Planet, Moon, Insight, Rough Guide, Fodor’s, etc.) to give you a background on the cultural heritage and natural history of Belize.
•Horwich, Robert H., and Jonathan Lyon, A Belizean Rain Forest: The Community Baboon Sanctuary (Orangutan Press, 1990)
•Pp. 3-98 in Honey, Martha, Ecotourism and Sustainable Development: Who Owns Paradise?  (Island Press, l999)
•Pp. 3-44 in Ham, Sam H., Environmental Interpretation: A Practical Guide for People with Big Ideas and Small Budgets (North American Press, 1992)

3.    Assignments:  Because this course seeks to provide you with an opportunity to experience directly the work of sustainability, ecotourism, and environmental interpretation, assignments are a significant part of the course.  You should think of these exercises as a chance to field test what you read in your reading assignments and what we discuss in class, and as a case study by which you gain a better understanding of these fields.

    *Journal/Field Notes:

     Journal writing is different from almost all other writing that you do in that its end is really the process of writing, rather than the written product itself.  In your journal you engage in a form of writing known as "expressive writing."  This is the form of writing closest to thought.  It is the same as the voice that you use to talk to yourself all the time ("Uh oh!  I can't believe I...").  In contrast, "transactive writing" is the form of writing that you use to communicate to others.  While transactive writing must be clearly organized, and carefully worded, expressive writing can be raw -- pure thought poured out onto the page.

    The wonderful thing about journal keeping -- as those of you who already keep journals know -- is that it offers the opportunity to give full range to your ideas, exploring and clarifying your thinking in a way not possible without the written word; yet it frees you from the constraints of conforming your writing style to the standards necessary to communicate with others.  In your journal, you become actively engaged with your ideas and experiences.  Through the free writing process you make connections, build relationships, focus, and stretch your thinking.

In this course, we will write in our journals each day while in Belize as a way to develop our thinking before class discussions, to process events and activities (guided walks, guest speaker presentations, student presentations, etc.) personally, and to draw connections between background readings and class discussions. These entries will give you an opportunity to reflect on course ideas and experiences and to relate them to other parts of your life.  

For each of these journal entries, you should try to write continuously for a minimum of five minutes, or about a page (really continuously -- without lifting your hand if possible!).  Longer entries are even better, giving you an opportunity to develop your thoughts, insights, ideas, and questions more fully.

    Each journal entry should have a short identifying title and date.  You do not need to type your journal entries.  Your journal will be collected after we return to Burlington from Belize.  It will be evaluated not on writing style, but rather on my sense of your commitment to the journaling process and on the depth with which you explore the ideas and experiences of the course.  Your journal should show a serious, continuous involvement with the course material.  Make sure your table of contents is up-to-date before submitting your journal for my review.

    In my experience, when you make frequent entries in your journal, and when you take those entries seriously, you will enjoy writing them.  Your journal will make the class material more meaningful, more focused, and more fun.  The more you write, the more you will be actively engaged in your subject.  You will be writing what you choose to write and to remember about this course.

Your initial journal entry should record your pre-course impressions:  Why would you like to participate in this course, what do you expect to learn, and what do you expect to see?        

    Your final journal entry or conclusion should record your post-course impressions: Re-read all your journal entries for the entire course.  Then summarize what you have learned from this course—e.g., highlight knowledge or skills or changed values you have gained.
    
    *Scorecard/criteria for assessing ecotourism:
     Develop a scorecard or list of criteria for analyzing/ assessing/ evaluating/measuring ecotourism.  You will apply your scorecard to many of the sites/venues we visit in Belize and determine to what degree they are examples of ecotourism.

    *Scorecard/criteria for assessing environmental interpretation:
    Develop a scorecard or list of criteria for analyzing/ assessing/ evaluating/measuring environmental interpretation.  You will assess/critique several  interpretive activities or media (e.g., self-guiding trail, guided walk, brochure/pamphlet, exhibit/display, slide or videotape program, etc.) while in Belize and determine how effective they are. [Example for a self-guiding trail:  Review a self-guiding trail pamphlet which was developed for a trail.  The agency for which it was produced and the audience for which it was intended will be described.  How successful was the producer of this self guiding trail in conceptualizing and implementing a quality interpretive activity for the intended audience?  What suggestions would you make for improving it?  Does the trail include features which interest you, fascinate you, or that you would like to know more about?]

    *Research paper or project on Belize:
Identify a topic related to this course (Belize, sustainability, ecotourism, environmental interpretation, etc.) that you are especially interested in or passionate about.  Research it in depth and write a research paper, properly documented.  Be sure to have the instructor approve your topic as soon as you have decided on it.  The final draft of the paper is due no later than one month from the last day in Belize, or 27 April 2004 (in Tom’s mailbox at The Bittersweet, 153 S. Prospect, Burlington, VT. 05401).
    OR: Develop an interpretive medium for one of the sites we visited in Belize, just as though you were a consultant working with the owner or manager of that site.  You will want to read in more depth about the medium you select from books on reserve in the library for RM 255, such as:   Ham, Sam H., Environmental Interpretation: A Practical Guide for People with Big Ideas and Small Budgets (North American Press, 1992); Veverka, John A., Interpretive Master Planning (The Interpretation, Publication, and Resource Center, 1994); Trapp, Suzanne, Michael Gross, and Ron Zimmerman, Signs, Trails, and Wayside Exhibits: Connecting People and Places (University of Wisconsin at Stevens Point, 1991).

    Content information on the topic of your paper or project may come from books and journals in the library, interviews with knowledgeable people, the Internet, etc.  In this sense, your work will be very much like that of international development consultants with severe time constraints who must use best available information and who must “satisfice.” It is essential that you draw upon your own and others’ knowledge and skills to accomplish what needs to be done in a limited time period.  
    In past years, I have found that it works out far better for students to decide on a topic for their research paper, conduct research, and write a first draft of their paper BEFORE going to Belize, and then make an oral presentation to the entire class on their topic while in Belize…than to wait until returning to Burlington to work on the research paper (the last month of classes after spring break is usually very hectic and busy!).  That way, the students become co-instructors for the course!  Following are some suggested topics which you will hopefully find interesting and which will enhance the course considerably if you present on these topics while we are in Belize.  Obviously, you are welcome to choose other topics as well.  First come, first served in selecting these topics—please indicate your choice to me and cc the other students.
    Examples:
•Mayan culture or art or agricultural practices
•Recommendations for an ecotourism certification program for Belize
•Recommendations for interpretive training for ecotourist guides in Belize
•Recommendations for a management plan for protecting Belize’s coral reefs
•Neotropical songbird connection between Belize and Vermont
•In-depth consideration of one of the Belizean environmental NGOs (e.g., Program for Belize, Howler Monkey Reserve, Tropical Education Center, Belize Zoo, Belize Audubon Society, etc.)
•Impact of economic globalization on Belize
•Rainforest remedies: medicinal plants/ healing herbs from tropical rainforests in Belize; ethnobotany in Belize
•Effect of logging on birds in Belizean rainforests
•Production of sugar cane/bananas/citrus/coffee/chicle/mahogany/cohune palm/etc. and environmental impacts
•Mennonites in Belize and their agricultural practices
•Tarantulas: natural history and ecology
•Howler Monkeys in Belize: natural history and ecology
•Role of zoos in protecting biodiversity
•Tropical butterflies: natural history and ecology
•Role of butterfly farms in protecting biodiversity
•Manatees in Belize: natural history and ecology
•Mangrove swamps in Belize: natural history and ecology
•Environmental and cultural impact of large cruise ships in Belize
•Jaguars in Belize: natural history and ecology
•Garifuna culture in Belize
•Cave geology in Belize
•Coral reef ecology
•Status of Belize’s coral reefs

4. Grading and Expectations:  Each class participant is expected to participate and become actively involved in all class sessions, contributing to the growth of other class members as well; to read all class handouts and reading assignments; to complete required assignments, journal entries, etc. on time.

    In grading for this course, I employ criterion-referencing assessment.  You must reach certain criteria; that is, I have minimum-accepted standards regardless of who is in the class.  My task is to help you succeed.  If everybody in the class performs excellent quality work, everybody receives a grade of A.  (This approach is quite different from norm-referencing assessment, which assumes that there is a normally-distributed range of abilities within the class and the grades are, therefore, spread accordingly).



    Class participation and journal 
30
   Ecotourism assessments   15
    Environmental interpretation assessments 
15
    Research paper or project
40
 TOTAL   100