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Instructor: Dr. Ezra Zeitler (please call me Ezra) E-mail: zeitleej@uwec.edu (the best way to contact me) Phone: 715.836.5186 Office: 251 Phillips Hall Office Hours: MW 11:00 am - 12:00 pm and 1:00-2:00 pm, TR 10:00-11:00 am, and by appointment

Required Text Lew, Alan, C. Michael Hall, & Dallen Timothy. 2008. World Geography of Travel and Tourism: A Regional Approach. Oxford: Butterworth-

Heinemann.

Supplemental Required Reading (available on D2L) Allen, Daniel. 2016, August 11. How Tourism Could Change Antarctica, Our Last Wilderness. South China Morning Post Online. Accessed December 15, 2016. http://www.scmp.com/magazines/post-magazine/long-reads/article/2002271/how-tourism-could-change-antarctica-our-last

Cagua, Edgar F., Neal Collins, James Hancock, & Richard Rees. 2014. Whale Shark Economics: A Valuation of Wildlife Tourism in South Ari Atoll, Maldives. PeerJ 2: e515.

Caruso, Favlia and Ignacio Jiménez Pérez. 2013. Tourism, Local Pride, and Attitudes Towards the Reintroduction of a Large Predator, the Jaguar Panthera ocna in Corrientes, Argentina. Endangered Species Research 21, 263-272.

Chambers, Kenrick. 2013. Economic impacts of an international airport on the island of St. Vincent (a compilation). iWitness News Online. Accessed December 15, 2016 at http://www.iwnsvg.com/2013/08/25/positive-economic-impacts-of-an-international-airport-a-comparative-analysis/

Cole, Stroma and Lucy Ferguson. 2015. Towards a Gendered Political Economy of Water and Tourism. Tourism Geographies 17(4): 511-528.

Harrison, Phillippa and Brij Maharaj. 2013. Tourism Impacts on Subsistence Agriculture: A Case Study of the Okavango Delta, Botswana. Journal of Human Ecology 43(1): 29-39.

Kim, Sangkyun and Ashleigh Ellis. 2015. Noodle Production and Consumption: From Agriculture to Food Tourism in Japan. Tourism Geographies 17(1): 151-167.

Lee, Christina. 2012. ‘Have Magic, Will Travel’: Tourism and Harry Potter’s United (Magic) Kingdom. Tourist Studies 12(1): 52-69.

Light, Duncan. 2000. Gazing on Communism: Heritage Tourism and Post-Communist Identities in Germany, Hungary and Romania. Tourism Geographies 2(2): 157-176.

Milman, Ady. 2011. Postcards as Representation of a Destination Image: The Case of Berlin. Journal of Vacation Marketing 18(2): 157-170.

Nepal, Sanjay K. 2012. Tourism Geographies: A Review of Trends, Challenges, and Opportunities. In Jamal, Tazim and Mike Robinson (eds.) The Sage Handbook of Tourism Studies. London: Sage Publication, p. 130-145.

Stewart, Emma J., Jude Wilson, Stephen Espiner, Heather Purdie, Chris Lemieux & Jackie Dawson. 2016. Implications of Climate Change for Glacier Tourism. Tourism Geographies 18(4): 377-398.

Trawöger, Lisa. 2014. Convinced, Ambivalent or Annoyed: Tyrolean Ski Tourism Stakeholders and their Perceptions of Climate Change. Tourism Management 40: 338-351.

United Nations World Tourism Organization. 2016. UNWTO Tourism Highlights, 2016 Edition. New York: United Nations.

Weber, Joe and Selima Sultana. 2013. Why Do So Few Minority People Visit National Parks? Visitation and the Accessibility of “America’s Best Idea.” Annals of the Association of American Geographers 103(3): 437-464.

Course Description Explores the geography of demand and resources for tourism at the global scale and the push and pull factors that influence tourist flows, including the natural environment, tourism niches, transportation networks, and government policies.

Desired Results There are three fundamental issues I hope you attain from this course:

1. Improve geographic literacy and become a more globally informed citizen of our world. 2. Understand geography’s role in everyday life and be able to identify geographic principles in everyday situations.

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3. Develop a livelong awareness and appreciation for our interconnected and diverse world.

Academic Goals This class addresses every University of Wisconsin-Eau Claire academic goal of providing you with knowledge and abilities needed for lifelong learning:

1. Knowledge of human culture and the natural world 4. Individual and social responsibility 2. Creative and critical thinking 5. Respect for diversity among people 3. Effective communication 6. Integrative learning

Evaluation The grade you earn in this course is dependent on your performance on eleven map quizzes, two exercises, three examinations, a research project, and participation in a limited number of optional extra credit opportunities.

Map Quizzes (50 points) Ten map quizzes (worth 5 points each) will be administered this semester. Preparing for each quiz requires you to know the locations of approximately 20 places (countries, provinces, regions, cities, lakes, rivers, etc.). A list of places for each map quiz is available on Desire2Learn (D2L). Each map quiz involves the identification of 10 of these places. To study for these quizzes, I recommend that you download and print blank maps available on D2L, find the places in an atlas, the textbook, or online, and label them on the blank maps. The map quizzes will include multiple choice questions based on the maps that you see on a series of PowerPoint slides. You will answer the questions on a sheet of paper that I will provide. I will explain the map quiz set-up in further detail during the class immediately prior to Map Quiz 1.

Example map quiz question: Where is the country of Turkey located?

Discussion Lead (10 points) A small group (3-4 students), designated by the instructor, will be assigned a journal article to lead a class discussion on for one of the ten assigned journal articles in this class. Each of you will be responsible for helping lead the discussion on one journal article. You and your group members will be responsible for developing three discussion questions and posting them to the D2L discussion board one week prior to the day of the discussion.

Exercises (40 points) Two exercises you complete this semester will require you to think critically about topics discussed in class, places you are very familiar with (your hometown or state), and places you may not be familiar with at all. Exercises are worth 20 points each and involve the collection of quantitative and qualitative data, the synthesis and analysis of those data, the production of a map or two, and the production of a narrative explaining the geographic patterns and trends of your research. More information on these exercises will be provided as the semester progresses.

Exams (200 points) Three exams will be administered this semester. Each exam is worth 100 points. Exams will include multiple choice, matching, true and false, short answer, and/or map identification questions. Exam material will originate from lectures, the textbook, and assigned readings. Review guides for each exam will be posted on D2L at least one week prior to the exam. All students, including graduating seniors, must take the final, comprehensive exam.

Fieldtrip Report (50 points) A 4-5-page fieldwork report that makes analyzes tourism-related research conducted during the field trip and makes explicit connections between geographic concepts discussed in class and the places visited and issues discussed during the field trip is due the week after returning.

Independent Research Project (110 points) A significant part of the grade you earn in this course will be based on an individual research project. The topic is for you to decide – of course, it has to involve tourism geography in some manner. Please begin thinking about potential topics soon and discuss them with me, as the chances of completing a good project diminish greatly the longer one waits to select a topic. Must produce a paper and present your research in class at the end of the semester. Presentation and the associated PowerPoint file are worth 10 points, and the final version of the paper, due in the D2L drop box by midnight CST on Friday, May 12th, is worth 100 points.

Participation and Attendance (50 points) All students are expected to read and take notes from the assigned material, attend class, and participate in discussions. For each class meeting that has a supplemental reading assigned, each student should come to class with one page of notes from the supplemental reading and be prepared to discuss them. Your notes will occasionally be collected as a part of the participation points you earn this semester (your notes will be returned). The instructor will utilize student attendance records when determining final grades.

Late Work

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Exercises turned in late (in class or via D2L drop box) will receive a ten-point penalty (outside of extenuating circumstances that I am notified of prior to due dates).

Classroom Policies As an instructor, I expect students to read the assigned material prior to each class and to turn exercises in on time (items turned in late will be receive a penalty of ten points). As a student, you should expect me to be prepared to instruct from the assigned material and enhance that material with related information.

As an instructor, I expect students to attend class. This is EXTREMELY important if you want to earn a good grade. If an absence occurs, you are responsible to acquire notes from another student. If prior arrangements are made, make-ups will be allowed. Do not contact me after missing a class asking for a make-up; it is your responsibility to inform me of your absence prior to the date an exercise is due, a quiz, or an exam.

Electronic items not allowed to be used in the classroom include laptops (unless permission is granted), .mp3 players/ipods, cell phones, and similar electronic items. Rule: if your phone rings, you dance in front of the class during that class period.

Snacks are allowed in the classroom (as long as you do not interrupt other students). Please dispose your waste properly at the end of class.

Wearing hats during lectures does not bother me, but please remove them during quizzes and exams. Sleeping in class does not bother me, as long as you do not snore and/or rest your shoulder on an unsuspecting neighbor.

Please do your best to arrive to class before it begins, particularly on days that map quizzes are scheduled, as they are conducted at the beginning of class. Otherwise, arriving a minute or two late not bother me (especially if you are coming from a class on the other side of campus).

It is my policy to excuse absences of students that result from religious observances and to reschedule, without penalty, missed quizzes and exams. I must be notified prior to the absence, however.

If you are a student who requires unique classroom accommodations, please contact me as well as the Services for Students with Disabilities Office in Centennial Hall 2106 at the beginning of the semester so that those accommodations can be met.

Classroom Conduct As members of this class, we are members of a larger learning community where excellence is achieved through civility. Our actions affect everyone in our community. Courtesy is reciprocated and extends beyond our local setting, whether in future jobs, classes, or communities. Civility is not learned individually – it is practiced as a community.

UWEC FINAL EXAM POLICY (first ratified in 1970, reaffirmed in November 2000 and then again in January 2003 by University Senate) dictates the following:

The College of Arts and Sciences will not approve a change in the time of a final exam for a student in your class unless there are extraordinary circumstances over which the student has no control. This would include such things as: - Hospitalization - Death in the Family - Conflict with a military obligation Final exam time changes are not approved for such things as: - A previously purchased airplane ticket - A wedding - A family vacation - A conflict with an internship

A student with three or more exams in one day may request that an exam time be changed. A student with two or more exams at one time will need to have one changed.

Academic calendar deadlines The deadline for dropping a course with no record is February 3, 2017, and the deadline for withdrawing with a grade of “W” is April 7, 2017.

Academic Dishonesty I consider any academic misconduct in this course to be a very serious offense, and I will pursue the strongest possible academic penalties for such behavior. I am serious about this. The disciplinary procedures and penalties for academic misconduct are described in the UW-Eau Claire Student Services and Standards Handbook in Chapter UWS-14---Student Academic Disciplinary Procedures (http://www.uwec.edu/DOS/policies/academic/index.htm). For more on what constitutes academic dishonest, including plagiarism, please see the following website: http://www.uwec.edu/DOS/policies/academic/ch14student.htm

Classroom Conduct As members of this class, we are members of a larger learning community where excellence is achieved through civility. Our actions affect everyone in our community. Courtesy is reciprocated and extends beyond our local setting, whether in future jobs, classes, or communities. Civility is not learned individually – it is practiced as a community.

Educational and Course Management Tools

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Supplemental software and hardware programs are utilized in this class to facilitate learning and communication.

Desire 2 Learn (D2L) Desire 2 Learn, an online course management software package, is used in the UW System to assist student learning and to improve communication between instructors and their students. I use D2L to post map quiz materials, exam review guides, student grades, and other information pertinent to the class.

Your Scorecard A scorecard is provided below to assist you in maintaining an idea of your course grade as the semester progresses.

Your Scorecard

Map Quiz 1 ____ / 5

Map Quiz 2 ____ / 5

Map Quiz 3 ____ / 5

Exercise 1 ____ / 20

Map Quiz 4 ____ / 5

Map Quiz 5 ____ / 5

Exam One ____ / 100

Map Quiz 6 ____ / 5

Map Quiz 7 ____ / 5

Map Quiz 8 ____ / 5

Map Quiz 9 ____ / 5

Exercise 2 ____ / 20

Map Quiz 10 ____ / 5

Exam Two ____ / 100

Discussion Lead ____ / 10

Fieldwork Report ____ / 50

Research Presentation ____ / 10

Research Product ____ / 100

Participation ____ / 40

Total ____ / 500

Grade Breakdown

A 93-100%

A- 90-92.99%

B+ 88-89.99%

B 83-87.99%

B- 80-82.99%

C+ 78-79.99%

C 73-77.99%

C- 70-72.99%

D+ 68-69.99%

D 63-67.99%

D- 60-62.99%

F <60%

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GEOG 365: Tourism Geographies | Spring 2017 Schedule

Date Day Lecture topic Assessment Assigned Reading

1/24/2017 T Introductions, Why Geography Matters

Course Syllabus

1/26/2017 R What is the Geography of Travel and Tourism?

Lew, p. 1-3 and 11-27

1/31/2017 T What is the Geography of Travel and Tourism?

Map Quiz 1 UNWTO, United Nations World Tourism Organization Tourism Highlights 2016, p. 1-16

2/2/2017 R Tourism and Climate Map Quiz 2 Lew, p. 4-11

2/7/2017 T Tourism Demand Lew, p. 27-37

2/9/2017 R Environmental & Cultural Resources for Tourism

Map Quiz 3 Lew, p. 37-40

2/14/2017 T Environmental & Cultural Resources for Tourism

Allen, "How Tourism Could Change Antarctica, Our Last Wilderness"

2/16/2017 R Content Analysis as a Research Method

Milman, "Postcards as Representation of a Destination Image: The Case of Berlin"

2/21/2017 T Tourism and Transportation

Chambers, "A Discussion on the Economic Impacts of an International Airport on the Caribbean Island of St. Vincent"

2/23/2017 R North America Map Quiz 4 Lew, p. 273-288

2/28/2017 T North America Exercise 1 Lew, p. 288-310; Weber & Sultana, "Why do so few Minority People Visit National Parks? Visitation and the Accessibility of 'America's Best Idea'"

3/2/2017 R Central America Map Quiz 5 Lew, p. 310-336; Cole & Ferguson, "Towards a Gendered Political Economy of Water and Tourism"

3/7/2017 T Exam One Exam One All reading 1/26 to 3/7

3/9/2017 R South America Lew, p. 336-352; Caruso & Pérez, "Tourism, Local Pride, and Attitudes Towards the Reintroduction of the Jaguar Panthera onca in Corrientes Argentina"

3/14/2017 T Western Europe Map Quiz 6 Lew, p. 51-68; Lee, "‘Have Magic, Will Travel’: Tourism and Harry Potter’s United (Magic) Kingdom"

3/16/2017 R Research in Tourism Geographies

Nepal, "Tourism Geographies: A Review of Trends, Challenges, and Opportunities"

3/20-24/2017 TR Spring Break

3/28/2017 T Central Europe Map Quiz 7 Lew, p. 36-111; Trawöger, "Tyrolean Ski Tourism Stakeholders and their Perceptions of Climate Change"

3/30/2017 R Eastern Europe, Russia, & Central Asia

Lew, p. 112-144; Light, "Gazing on Communism: Heritage Tourism and Post-Communist Identities in Germany, Hungary, and Romania"

4/4/2017 T Southwest Asia and Africa

Map Quiz 8 Lew, p. 144-191; Harrison, "Tourism Impacts on Subsistence Agriculture: A Case Study of the Okavango Delta, Botswana"

4/6/2017 R South Asia Map Quiz 9 Lew, p. 193-214; Cagua et al., "Whale Shark Economics: Wildlife Tourism in South Ari Atoll, Maldives"

4/14/2017 T East Asia and Southeast Asia

Exercise 2 Lew, p. 214-249; Kim and Ellis, "Noodle Production and Consumption: From Agriculture to Food Tourism in Japan"

4/13/2017 R Oceania Map Quiz 10 Lew, p. 249-271; Stewart, et al., "Implications of Climate Change for Glacier Tourism"

4/18/2017 T Exam Two Exam Two All reading 3/14 to 4/13

4/20/2017 R Research Day

4/25/2017 T Research Day

4/27/2017 R Research Day

5/2/2017 T Research Day

5/4/2017 R Field Trip (7:30 am-5:00 pm)

5/9/2017 T Research Day

5/11/2017 R Research Day Fieldtrip Report

5/15/2017 M 1:00-2:50 PM, Phillips 281

Research Presentations

Disclaimer: The instructor reserves the right to alter any information included on this syllabus provided the students are notified in advance.