Graduate Curriculum Committee Course Proposal Form for Courses Numbered 6000 and Higher Note: Before completing this form, please carefully read the accompanying instructions

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Graduate Curriculum Committee Course Proposal Form

for Courses Numbered 6000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

Submission guidelines are posted to the GCC Web site:


SUTO 6600

  1. Course prefix and number: 2. Date:

  1. Requested action:


New Course

Revision of Active Course

Revision & Unbanking of a Banked Course

Renumbering of an Existing Course from








  1. Method(s) of delivery (check all boxes that apply for both current/proposed and expected future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

On-campus (face to face)


Distance Course (face to face off campus)


Online (delivery of 50% or more of the instruction is offered online)

  1. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course or course revision or course renumbering:

This course offers an international experience and study of sustainable tourism and its management. Varied approaches to sustainable tourism are practiced around the world. The course will take students to study in selected countries around the world. Specific management and policy issues of the host country will be studied and observed. Across tourism businesses and agencies best practices will be observed. Tourism and sustainability theories will be compared and applied as appropriate to the culture, setting and circumstances. Contact with local business people, government officials and visiting tourism sites will occur as appropriate and inherent to the study goals of the course. The Graduate Program Steering Committee supports the course and voted for its approval.

  1. Course description exactly as it should appear in the next catalog:

SUTO 6600. Study Abroad in International Sustainable Tourism and Management (1, 2, 3) P: Consent of instructor. May be repeated for a maximum of 6 s.h. Sustainable management of natural and cultural resource in international settings.

  1. If this is a course revision, briefly describe the requested change:

  1. Course credit:

Lecture Hours



Per Term

Credit Hours





Per Term

Credit Hours





Per Term

Credit Hours





Per Term

Credit Hours





Per Term

Credit Hours


Other (e.g., independent study) Please explain. Travel course with variable credit depending upon the number of locations studied and amount of time spent in each location.



Total Credit Hours




  1. Anticipated annual student enrollment:

  1. Changes in degree hours of your programs:


Changes in Degree Hours

  1. Affected degrees or academic programs, other than your programs:


Changes in Degree Hours

  1. Overlapping or duplication with affected units or programs:

Not applicable


Documentation of notification to the affected academic degree programs is attached. (RCLS, GEOG)

  1. Council for Teacher Education (CTE) approval (for courses affecting teacher education):


Not applicable

Applicable and CTE has given their approval.

  1. University Service-Learning Committee (USLC) approval:


Not applicable

Applicable and USLC has given their approval.

  1. Statements of support:

a. Staff


Current staff is adequate

Additional staff is needed (describe needs in the box below):

b. Facilities


Current facilities are adequate

Additional facilities are needed (describe needs in the box below):

c. Library


Initial library resources are adequate

Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Unit computer resources


Unit computer resources are adequate

Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources


ITCS resources are not needed

The following ITCS resources are needed (put a check beside each need):

Mainframe computer system

Statistical services

Network connections

Computer lab for students


Approval from the Director of ITCS attached

  1. Course information (see: Graduate Curriculum and Program Development Manual for instructions):

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country. Include ISBN (when applicable).

The primary required texbook will be:

De Botton, A. (2004). The Art of Travel. Vintage Publishing: London.

ISBN-10: 0375725342 and ISBN-13: 978-0375725340
Additionally, a coursepack of articles – mix of popular and academic relevant to the particular country of travel – will be created for the study abroad course. It is important that the readings contain a mix of generalizable tourism theory and principles, and articles that relate to the specific country of focus (below an example of Ghana is used in the specific articles). Below is an example of the types of readings that would be offered and the topics they would cover. In addition, a popular guidebook (Fodors, Lonely Planet, etc.) on the particular country of focus would be recommended.
General Information about the country of focus

  • The World Factbook. U.S. Central Intelligence Agency. Accessed at

  • US Department of State. Accessed at Millennium Development Goals: Indicators and Monitor, United Nations. Accessed at

  • United Nations World Tourism Organization Highlights. Accessed at

General Sustainable Tourism/ Ecotourism Articles

  • Butcher, J. (2005). The Moral Authority of Ecotourism: A Critique. Current Issues in Tourism. 8(2/3), 114-124.

  • Butler, R. (1980). The concept of a tourist area life cycle of evolution: implications for management of resources. Canadian Geographer 24(1): 5-12.

  • Doxey, G.V. (1975). A Causation Theory of Visitor-Resident Irritants: Methodology and Research Inferences. Proceedings of the Travel & Tourism Research Association conference, pp. 195-198.

  • Peake, S., Innes, P., & Dyer, P. (2009). Ecotourism and conservation: factors influencing effective conservation strategies. Journal of Sustainable Tourism, 17(1), pp. 107-127.

  • Tosun, C. (2000). Limits to Community Participation in the Tourism Development Process in Developing Countries. Tourism Management, 21, 613-633.

  • Wilson, S., D. Fesenmaier, J. Fesenmaier, & J. C. van Es (2001). Factors for Success in Rural Tourism Development. Journal of Travel Research 40,132-8.

  • Zeppel, H. (2010). Managing Cultural Values in Sustainable Tourism: Conflicts in Protected Areas. Tourism and Hospitality Research, 10 (2). Special Issue: BEST Education Network.

Tourism Development and Planning

  • Adu-Febiri, F. (1994). Developing a viable tourist industry in Ghana: problems, prospects and propositions. Tourism Recreation Research 19 (1), p.5-11.

  • Choi, A. S., Ritchie, B. W., Papandrea, F., & Bennett, J. (2010). Economic valuation of cultural heritage sites: A choice modeling approach, Tourism Management, 31(2), 213-220.

  • Fahmi, W.S. (2008). Global Tourism and the Urban Poor’s Right to the City: Spatial Contestation within Cairo’s Historical Districts. In P. Burns & M. Novelli (Eds.) Tourism Development – Growth, Myths and Inequalities (pp. 159-191). Wallingford: CABI.

  • Eagles, P. F. J. & McCool, S. F. (2002). Management of tourists in national parks and protected areas. In P. F. J. Eagles & S. F. McCool (Eds.) Tourism in national parks & protected areas: planning and management (pp. 187-209). Wallingford: CABI.

  • Farrell, T. A. & Marion, J. L. (2001). Identifying and assessing ecotourism tourist impacts at eight protected areas in Costa Rica and Belize. Environmental Conservation, 28 (3), 215-225.

  • Gartner, W., Jackson, D., Hutchinson, C., and Hyatt, V. (1995). An Integrated Tourism Development Project: The Central Region of Ghana. Visions in Leisure and Business, 14(2), 13-23.

  • Gutierrez, E., Lamoureux, K., Matus, S. & Sebunya, K. (2005). Linking Communities, Tourism and Conservation. Prepared for Conservation International.

  • Okeiyi, S., Okrah, A., Okeiyi, E., & Bryant, B. (2005). Operators’ Attitudes Toward Sustainable Tourism Development Concept in Ghana. Journal of African Busines,. 6(1/2), 33-136.

Resident Attitudes/ Community Participation in Tourism

  • Andereck, K. & Vogt, C. (2000). The relationship between residents’ attitudes toward tourism and tourism development options. Journal of Travel Research, 39: 27-36.

  • Brown, D. (1998). Debt-funded Environmental Swaps in Africa: Vehicles for Tourism Development? Journal of Sustainable Tourism, 6(1), 69-79.

  • Sirakaya, E. (2001). Examining the sources of differential support for tourism industry in two Ghanaian cities. Tourism Analysis 6 (1), p.29-40.

  • Sirakaya, E., Teye, V. and Sonmez, S. (2002). Understanding residents' support for tourism development in the Central Region of Ghana. Journal of Travel Research 41 (1): 57-67.

  • Tosun, C. (2002). Host perceptions of impacts, a comparative tourism study. Annals of Tourism Research 29 (1): 231-253.


  • Blankson, C., Owusu-Frempong, Y., & Mbah, C. (2004). An Investigation of Ghana’s Tourism Positioning. Journal of Africa Business. 5(2), 113-136.

  • Lancaster, K. J., 1966. A new approach to consumer theory, Journal of political Economy, 74, pp. 132-157.

  • Uriely, N. and Reichel, A. (2000). Working tourists and their attitudes to hosts. Annals of Tourism Research 27 (2): 267-283.

b. Course objectives for the course (student – centered, behavioral focus)

Upon completion of this course, students will be able to:

  • Correctly use tourism development terminology.

  • Recall the names of regional, national and international organizations who the support ecotourism and cultural tourism agenda.

  • Elaborate on the responsibilities of NGO’s, government and the private sector they each play in tourism development.

  • Describe the function and importance of visitor guidelines within tourism.

  • Create visitor management guidelines and tools.

  • Describe, compare and/or contrast the responsibilities of inbound and outbound tour operators.

  • Discuss the various components of the tourism product mix as applied to international destinations.

  • Develop concepts for relevant and appropriate visitor merchandise.

  • Describe the overt and subtle difficulties of sustainable tourism development.

  • Describe the essentials of a tourism development plan.

  • Provide examples of positioning as it applies to international travel.

  • Explain the importance and application of marketing research.

  • Define and give examples of formal and information tourism policy in international tourism.

  • Identify various economic, socio-cultural, and environmental impacts associated with tourism. Employ appropriate strategies to mitigate negative impacts and maximize positive impacts.

  • Demonstrate the skills and techniques associated with quality interpretation.

  • Define and apply the World Tourism Organization’s criteria for sustainability.

  • Denote the relationship and responsibility that an eco/cultural attraction has with the host community and its stakeholder groups.

  • Critique management objectives, issues and operations of existing visitor attractions.

  • Contrast international and domestic eco/cultural tourism issues.

c. Course topic outline

While students from all disciplines are welcome and encouraged to enroll, we will be viewing the course destination, and our experience there, through a tourism and community lens. This course is designed so that participating students learn from each other, combine ideas, and create innovative approaches to problem-solving. It is an immersive multicultural experience for students interested in cultural and eco-tourism issues in the economically-developing or developed world context. The increasing demand for tourism is having an impact on many destinations’ cultural and natural features. Tourism experts and other professionals can play key roles in documenting and communicating these impacts, as well as promoting sustainable ecotourism strategies that use visitor interest as a resource for community development. In-depth study of the stakeholders and tourism system will reveal key similarities and differences of tourism in economically and developed countries. Service learning-projects will teach students about the realities of business management and community planning in a new setting. Each study abroad course will be structured according to the regions and emphases within each destination, but all courses will cover issues of tourism planning, product development, community involvement, training, marketing and resource management.

Course topics include:

1. General Sustainable Tourism/ Ecotourism Principles

2. International Tourism Arena

3. Tourism Sectors and their Intersection

4. Social, Cultural and Political Aspects of Tourism

5. Tourism Development and Planning

6. Small Business and Entrepreneurs

7. Community Participation

8. Environmental Issues in Tourism

9. Tourism Research and Indicators

10. International Tourism Markets

11. Marketing Strategies

12. Tourism Policy

13. Sustainable Tourism Certification and Criteria

14. Sustainability: Pulling it All Together

d. List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

Journal - 100 points

Tourism students will keep a journal of their thoughts and observations throughout the time in the country of focus.
Discussion/ Debriefing Participation – 200
Students will participate in large and small group discussions at several points during the trip where they are expected to articulate cultural and personal observations.

Regional Assessments – 100

The class will travel to different regions of the country of focus. At the end of the time in each region, students will conduct a brief assessment of the region, outlining key tourism projects, current and future markets, and major opportunities and threats.

Group Assignment – 200

Each student will work toward a group deliverable as well as being responsible for an individual piece of the final document. This is not “merely a classroom assignment,” but a service learning project where students will engage with a community or industry sector.
Individual Assignment – 200

Students will each have responsibility for an individual report/project that they will research and shape throughout the trip.

Exhibit/ Show (upon return) – 200

Once the class returns, we will showcase our experience in the country by creating a visual representation – this could be a research poster or something less conventional. During the trip, we will discuss possibilities for our visual representation.

Total of 1000 points
- A = 900-1000 points

- B = 800-899 points

- C = 700-799 points

- F = less than 700 points

Revised 04-06-11 and posted fall of 2011

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