GEOG 3010 - Tourism and Environment

North Terrace Campus - Semester 2 - 2018

Tourism has become one of the largest industries in the world in terms of employment and international trade. On the other hand, public concerns have been growing for the environmental, ecological, and social impacts of tourism, such as the overuse of natural resources, carbon emissions, neoliberalism-driven tourism industry. This course investigates the relationship between tourism and natural environments. The course considers the recreational, educational, and economic aspects of tourism associated with protected areas, agricultural landscapes, green open spaces, and cultural assets. The course first discusses environmental attitudes and preferences in the use of the natural and cultural resources, and then choice of travel modes. The course next introduces a broad range of sustainable tourism models, including agro-tourism, sports (e.g cycling, bush-walking) tourism, and culture tourism. The course also brings attention to pro-poor tourism, which is an important instrument to help the poor in developing countries to combat poverty, as well as community-based ecotourism, which can consolidate indigenous knowledge, engage local communities, and triggers local economic development.

  • General Course Information
    Course Details
    Course Code GEOG 3010
    Course Tourism and Environment
    Coordinating Unit Geography, Environment and Population
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact up to 3 hours per week?
    Available for Study Abroad and Exchange Y
    Course Description Tourism has become one of the largest industries in the world in terms of employment and international trade. On the other hand, public concerns have been growing for the environmental, ecological, and social impacts of tourism, such as the overuse of natural resources, carbon emissions, neoliberalism-driven tourism industry. This course investigates the relationship between tourism and natural environments. The course considers the recreational, educational, and economic aspects of tourism associated with protected areas, agricultural landscapes, green open spaces, and cultural assets. The course first discusses environmental attitudes and preferences in the use of the natural and cultural resources, and then choice of travel modes. The course next introduces a broad range of sustainable tourism models, including agro-tourism, sports (e.g cycling, bush-walking) tourism, and culture tourism. The course also brings attention to pro-poor tourism, which is an important instrument to help the poor in developing countries to combat poverty, as well as community-based ecotourism, which can consolidate indigenous knowledge, engage local communities, and triggers local economic development.
    Course Staff

    Course Coordinator: Dr Jungho Suh

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Develop a sound understanding of the concept of sustainable tourism in using natural resources.
    2 Develop an understanding of social disputation over the use of natural resources for tourism purposes.
    3 Demonstrate a sound understanding of the concept of non-market benefits of green open space including agricultural landscapes.
    4 Understand the characteristics of nature-based tourism in the industrial and global perspectives.
    5 Apply the travel cost method in estimating the value of natural resources.
    6 Convey their ideas, using the knowledge gained through class participation and reading in the completion of major term papers.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3, 4, 5
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 3, 4, 5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4, 6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    2, 3, 4, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    2, 6
  • Learning Resources
    Required Resources
    There is no strictly required text for this course. 
    Recommended Resources
    The following text is strongly recommended. 

    Holden, A. 2016. Environment and Tourism, Routledge, New York.
    Online Learning
    The MyUni website for this course will provide you with access to course materials, announcements and many other features to help manage your study. You are advised to regularly visit the MyUni website for the course to receive course materials, announcements and reminders. Students are also advised to check back their university email account for any course updates or information.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Although the lectures are intended to help you understand the key concepts discussed in the textbook, the lectures aim to add value and not just to regurgitate the text. Some material presented in lectures may come from diverse other sources. Video or audio recording service will be provided for this course. The lecture PowerPoint slides will be posted, in pdf format, to the course MyUni webpage progressively after lectures. That way, you are free from having to reproduce the material in the Powerpoint slides during lectures. However, much detail will be conveyed to the audience verbally. All material covered in lectures are examinable. Therefore, it is imperative that you attend lectures and take notes.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    4 hours reading per week
    3 hours reserach per week
    3 hours assignment preparation per week
    Learning Activities Summary
    Schedule
    Week 1 Introduction
    Week 2 Environmental attitudes and environmental psychology
    Week 3 Choice of travel modes
    Week 4 Protected areas and tourism
    Week 5 Agriculture and tourism
    Week 6 Sports tourism
    Week 7 Culture tourism
    Week 8 Cities and tourism
    Week 9 Climate change and tourism
    Week 10 Tourism in developing countries
    Week 11 Community-based ecotourism
    Week 12 Course review and reflections
    Specific Course Requirements
    Students are expected to participate in a one-hour tutorial per week throughout the semester except for Week 1 and Week 12 when there is no tutorial scheduled for this course. Students can attend their assigned session only unless otherwise arranged (see the below table). Your tutor will keep monitoring your tutorial attendance. In case anyone could not make it to their sign-up tutorial session but attended one of the other tutorial sessions, it is their responsibility to inform the tutors of that for monitoring purposes.
    Small Group Discovery Experience
    You are expected to play an active role in a tutorial discussion group. This will include working through discussion questions, and making brief presentations and taking part in discussions. The discussions will help you be prepared for the end-of-semester examination as well as the ‘academic essay’ assignment.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Tutorial participation  Formative or summative 10% 1, 2, 3, 4, 5, 6
    Reflection journal  Formative and summative 20% 1, 2, 3
    Research report Summative 30% 3, 4, 5
    End-of-semester exam Summative 40% 1, 2, 3, 4, 5
    Assessment Related Requirements
    TBA
    Assessment Detail
    TBA
    Submission
    TBA
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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