The Parks, Recreation and Tourism Management (PRTM) Blog

Arctic Program Science Coordinator recognized by Clemson Institute for Parks for conservation leadership

Paul Leonard, Ph.D., Science Coordinator for the Arctic Program of the US Fish & Wildlife Service in Fairbanks, Alaska, was recently honored with the Dwight A. Holder Award by the Clemson University Institute for Parks in recognition of his outstanding work as a conservation researcher and teacher.

2020 Dwight A. Holder Award recipient Paul Leonard, Ph.D.
2020 Dwight A. Holder Award recipient Paul Leonard, Ph.D.

The Institute for Parks presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Dwight A. Holder Award recognizes academic professionals that exemplify Mr. Holder’s illustrious career as an entrepreneur and public servant, which included leading South Carolina’s parks to a new era of service. Dr. Leonard received this award for outstanding work and sustained achievement that fosters understanding, wise use and conservation of natural and cultural resources.

Professor Rob Baldwin Endowed Chair and Professor of Conservation Biology at Clemson University, said when presenting the award that Leonard is one of those unique public servants who cares more about the land than their own careers. 

“As a scientist for the U.S. Fish and Wildlife Service, he has applied his understanding of landscape ecology and conservation biology to complex problems surrounding climate change, native peoples, wildlife migration and energy extraction,” Baldwin said. “Paul has made an early impact as a researcher and I’m excited to see where his career continues to take him.”

Dr. Paul Leonard wearing a parka by a snowy forest.
Leonard is the Science Coordinator for the Arctic Program of the US Fish & Wildlife Service in
Fairbanks, Alaska.

Leonard earned his master and doctoral degrees at Clemson University and was a postdoctoral fellow at the U.S. Fish and Wildlife Service – Appalachian Landscape Conservation Cooperative (LCC) before moving to Alaska in 2018. Working with multiple levels of government, NGOs and Alaska native communities, the goal of his research is to provide resource managers and partners with the information, science and translational tools necessary to be better stewards of functional ecosystems. He investigates ecological patterns and processes using applied, bottom-up questions that deal with everything from Caribou movement ecology to the recreational experiences in soundscapes and viewsheds of wilderness. 

Before moving to Alaska, Leonard was developing a conservation plan for a 15-state conservation cooperative centered around the Central and Southern Appalachians. This planning process incorporated thousands of private parcels, conservations easements, state and national parks, and other public lands and placed them into a framework for understanding their contribution to regional conservation efforts. This work was conducted during his postdoctoral fellowship, where he was first inspired by the power of federal agencies to bring people together to plan for future landscapes.

Baldwin is inspired by Leonard’s work and vision for conservation and hopes his career brings him close to Clemson’s hills again sometime in the future. 

“Today he explores the trails and waterways of the land he is committed to conserve,” said Baldwin. “He is an avid birder, and like the birds he watches, he will migrate again someday. We hope his travel lands somewhere near here, if only for a stopover.”

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Watch Robert Baldwin, Ph.D., present the award to Paul Leonard, Ph.D. and his acceptance speech.

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

National Park Service planner Dr. Kerri Cahill recognized by Clemson Institute for Parks for conservation leadership

Kerri Cahill, Ph.D., Branch Chief of the National Park Service’s Denver Service Center Planning Division, was recently honored with the Walter T. Cox Award by the Clemson University Institute for Parks in recognition of her sustained leadership and achievement in public service that preserves our natural and cultural heritage.

2020 Walter T. Cox Award recipient Kerri Cahill, Ph.D. posing in front of a canyon.
2020 Walter T. Cox Award recipient Kerri Cahill, Ph.D.

The Institute for Parks presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service (NPS), to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Walter T. Cox Award recognizes park administrators that exemplify Dr. Cox’s distinguished career in education and public service, which included his tenure as President of Clemson University and as the Director of the Santee-Cooper Authority.

Jeff Hallo, Interim Chair of the Department of Parks, Recreation and Tourism Management at Clemson University, said when presenting the award that Cahill’s contributions span across regions, national programs, other agencies and with international partners. She has also applied a scientific lens to her agency’s planning work.

“In her role as branch chief, Dr. Cahill has built a truly amazing technical team in the field of visitor use management and socioeconomics,” Hallo said. “This is one of her greatest accomplishments and has truly impacted our field for the positive.”

Hallo adds that having a centralized team at the Denver Service Center ensures that technical expertise and leadership is available to parks and other land management agencies looking to understand and respond to needs and opportunities related to visitor use.

Cahill began her career in public service with a county environmental management department in Florida, and then went on to work for Florida State Parks, Office of Park Planning. During this time, she was inspired by planning as a forum for conversation to welcome a wide range of voices, along with integrating science and policy. Her work at the National Park Service began in 2003 after completing her Ph.D. at Virginia Tech in Forestry, specializing in recreation management. She has worked on a diverse array of projects in support of parks, including helping build the Interagency Visitor Use Management Council in 2011. Cahill chairs the council, which coordinates across six federal agencies to provide consistent guidance and tools for visitor use management. The council has produced several guidebooks on best practices and is developing related training. This guidance has been integrated into many projects, agency policy, and is now being adapted for use in other local, state, and federal agencies in the United States and around the world.

In addition to these accomplishments, Cahill helped develop planning guidelines for the National Park Service related to the topics of visitor use management and visitor capacity and co-led an NPS working group on visitor use management that developed tools and a central portal of resources for the agency.

Cahill has also collaborated with the international community, developing and sharing best practices for managing visitor use on public lands and waters. She received other awards during her career, including the 2017 George Wright Society Social Science Achievement Award and the 2016 Legends Award from the American Recreation Coalition. Cahill is forever grateful for these amazing career experiences and continues to be passionate about her work and collaborating with her talented colleagues in the National Park Service.

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Watch Jeff Hallo, Ph.D., present the award to Kerri Cahill, Ph.D. and Cahill’s acceptance speech.

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 10 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and its recipients.

 

University of Utah professor and department chair wins academic leadership award

Kelly S. Bricker, Ph.D., Professor and Chair of the Department of Parks, Recreation and Tourism at the University of Utah, was recently honored with the Benton H. Box Award by the Clemson University Institute for Parks in recognition of her academic and instructional leadership in preserving our natural environment and inspiring the next generation of park and conservation leaders. 

2020 Benton H. Box Award Recipient Kelly Bricker, Ph.D.
2020 Benton H. Box Award Recipient Kelly Bricker, Ph.D.

The Institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of parks and conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Benton H. Box Award recognizes academic professionals that exemplify Dr. Box’s distinguished career as an educator and administrator. Dr. Bricker shares this year’s award with John W. Day Jr., Distinguished Professor Emeritus in the Department of Oceanography and Coastal Sciences, and College of the Coast and Environment at Louisiana State University, for leadership in preserving our natural environment and inspiring in students the quest for knowledge and the development of an environmental ethic.

Matt Brownlee, Associate Professor of Parks, Recreation and Tourism Management in the College of Behavioral, Social and Health Sciences at Clemson University, said when presenting the award that its description aptly reflects Dr. Bricker’s achievements as a scholar, teacher, and university administrator. 

“As a scholar, Kelly has co-authored and edited seven books focused on sustainable tourism and published several peer reviewed journal articles, yielding more than 2,500 citations,” said Brownlee. “She also has a prolific speaking record, travelling to more international destinations for keynote speeches in a single month than most of us dream of in a lifetime.”

Brownlee added that the encouragement and support Dr. Bricker provides to her students and faculty is also unmatched. “As a teacher and mentor, Kelly effectively guides students with empathy and support, while also challenging them to teach beyond their preconceived goals, climbing to new heights,” he said. “As an administrator, Dr. Bricker is equally kind and tenacious and, like water over limestone, she consistently and patiently perseveres without wavering once strategic goals are collectively identified.”

Bricker and her husband, Nate.
Bricker and husband Nate successfully created a unique conservation-focused tourism program in Fiji.

Over the past four decades, Bricker has focused her career on nature-based recreation and tourism as tools for conservation, sustainable resource management, and rural economic development. Her expertise blends more than 20 years of practical, on-the-ground experience in land management, environmental education, nature-based recreation and tourism, with an academic focus on social science research that examines the relationships between socio-economic, environmental and cultural management. In addition to her Professor and Department Chair roles at the University of Utah, Dr. Bricker serves on the boards of the Global Sustainable Tourism Council, the Tourism and Protected Area Specialist Group of the IUCN and the Central Wasatch Stakeholders Council. 

In 1998, Bricker and her husband launched an ecotourism program focused on river conservation and community well-being in the Republic of Fiji, called Rivers Fiji. The program is a unique collaboration between several landowning groups, a logging company and the area’s Native Land Trust Board focused on conservation. Together, they established the country’s first conservation area of its kind and its first internationally designated Wetland of International Importance, also called a Ramsar site. In return for their involvement, area partners receive lease payments, user fees and employment opportunities focused on sustainable, ‘leave no trace’ tourism. This creative approach to conservation has protected and preserved 28 kilometers of wetlands and pristine river habitat in the highlands of Fiji for future generations, while also promoting and preserving its people and heritage. 

Brownlee says that Dr. Bricker and her work continues to make a profound impact on the world and on the people she meets. “My life is better because I know Kelly. The fact is, my life is just not better, but it’s been positively transformed because of our collaborations,” said Brownlee. “Anyone lucky enough to interact with Kelly, operate under her leadership or receive her mentorship is better for it.”

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Watch Matthew Brownlee, Ph.D., present the award to Kelly S. Bricker, Ph.D. and Bricker’s acceptance speech.

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 8 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

Louisiana State University distinguished professor emeritus wins academic leadership award

John W. Day Jr., Ph.D., Distinguished Professor Emeritus in the Department of Oceanography and Coastal Sciences, College of the Coast and Environment, at Louisiana State University, was recently honored with the Benton H. Box Award by the Clemson University Institute for Parks in recognition of his academic and instructional leadership.

Benton H. Box Award recipient John W. Day, Jr., Ph.D.
Benton H. Box Award recipient John W. Day, Jr., Ph.D.

The Institute presents the annual awards program, which is named for George B. Hartzog Jr., the seventh director of the National Park Service, to showcase leading figures in the field of conservation. Specific awards were named after visionary leaders that Hartzog respected and admired. Award recipients are following in Hartzog’s footsteps by making significant contributions to the management of parks and preservation of our natural, historical and cultural heritage.

The Benton H. Box Award recognizes academic professionals that exemplify Dr. Box’s distinguished career as an educator and administrator. Day shares this year’s award with Kelly S. Bricker, Ph.D., Professor and Chair of the Department of Parks, Recreation and Tourism at the University of Utah, for leadership in preserving our natural environment and inspiring in students the quest for knowledge and the development of an environmental ethic.

William Conner, Ph.D., Professor in the Department of Forestry and Environmental Conservation in the College of Agriculture, Forestry and Life Sciences at Clemson University, said when presenting the award that his academic partnership with Day began in 1973, when Conner became one of his first graduate students. Almost five decades later, they are still working together– a testament to Day’s ongoing commitment to wetlands research and conservation throughout the world.

“During his career, John has always impressed upon his students the importance of wetlands and the impact man and nature has on them,” said Conner. “We’ve come away with an understanding from John that we need to preserve and protect the wetlands for the future generations that are coming behind us, because of all of the important ecosystem services that wetlands provide.”

John W. Day, Jr. began his career at Louisiana State University in 1971 and he has published extensively on the ecology and management of coastal and wetland ecosystems including the Mississippi Delta.  Day worked with noted ecologist Dr. H.T. Odum on his Ph.D. in marine and environmental sciences, which he earned from the University of North Carolina. He was a visiting professor in the Institute of Marine Sciences of the National University of Mexico in 1978-1979, at the University of Utrecht in the Netherlands during 1986, at the Laboratoire d’Ecologie, Unversité Claude Bernard in Arles France during 1992-93, and in the Department of Geography at Cambridge University in 2000-2001. He has also worked at the University of Campeche and the Institute of Ecology in Xalapa, Mexico, and studied the impacts of climate change in the Mediterranean’s Venice Lagoon and Po, Rhone and Ebro deltas between 1992 and 2007. 

Day has served as major professor for 70 master’s and doctoral students, written and edited 17 books and monographs, and published over 400 peer-reviewed articles, with his work being cited more than 25,000 times. He has received several awards, including a Fulbright Fellowship for study in France, the Estuarine Research Federation Cronin Award for excellence in teaching in coastal sciences and the National Wetlands Award. He has also served on many panels and committees, including serving as chair of the National Technical Review Committee for the Mississippi delta’s restoration program and its Science and Engineering Special Team, which is focused on restoration efforts, as well as the Scientific Steering Committee of the Future Earth Coasts program, an international coastal science effort. Finally his current work focuses on addressing the impacts of 21st century megatrends on the sustainability of natural and human systems. 

“I can think of no better person for this year’s award,” said Conner. “It’s been my honor to work with John for the last 47 years, and to him I say congratulations.”

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Watch William Conner, Ph.D. present the award to John W. Day, Jr. and Day’s acceptance speech.

The Clemson University Institute for Parks (CUIP) provides research, education, training, and outreach that enhances the management of the world’s parks and protected areas. It accomplishes this by providing park and protected area managers with innovative research to support science-based decision-making; and by developing current and future leaders in the park movement by providing interdisciplinary and transformative education and training programs. The Institute currently consists of 35 Fellows and 8 Scholars working on park-related research.

Visit the CUIP website for more information about the George B. Hartzog, Jr. Environmental Awards program and this year’s recipients.

PRTM Student Profile: Meet Conner Sweeny

By Nicolle Rebolledo, communications intern

Conner Sweeny is both a Parks, Recreation and Tourism Management (PRTM) undergraduate student at Clemson University and a talented rising country music star. His most recent performance was in Clemson’s very own 2020 Tigerama where his band, The Conner Sweeny band, performed on a live stream for all of our Clemson fans to enjoy. He recently released his five-track EP album named Faith Family Friends in April 2019, and it includes a song called ‘Tiger Town.” Not only is he a part of Clemson’s Talented Hall of Fame, he has a passion for conservation and wildlife and is a bright student in our PRTM program.

Clemson PRTM student Conner Sweeny playing with his band on stage at Clemson's Tigerama.
Clemson PRTM student Conner Sweeny playing at this year’s Tigerama. (image credit: Gwynn Powell)

Why did you choose PRTM for your studies at Clemson University?

I chose PRTM because I am truly passionate about the outdoors, wildlife and conservation. It was an easy decision and I haven’t ever regretted it. 

What’s your favorite experience as a PRTM student so far?

My favorite PRTM experience so far has been taking Intro to PCAM with Betty Baldwin. She opened up my eyes to so many different aspects or the outdoors and gave me opportunities to be hands on with conservation.

Are you originally from Clemson? How does the area shape your music?

I have lived in a lot of places, but my family now lives in Greenville, SC. Ever since I arrived in this town in 2017, It has been shaping my music and shaping me. I love Clemson and everything I have experienced here!

How can people buy your music?

My music can be bought on iTunes, streamed on Spotify (https://open.spotify.com/artist/1J7P9iKA9TGrDpBbtM9k03), streamed on Apple Music (https://music.apple.com/ca/artist/conner-sweeny/1422811725), and you can follow my page on instagram (https://www.instagram.com/connersweenymusic/?hl=en) to find out about music updates and shows! 

 

Resiliency in the Face of Adversity: Clemson University Paralympic Soccer Program

By Marissa Kuula, a current Community Recreation and Sport Management focused student within the Parks, Recreation and Tourism Management Department (PRTM)

Clemson University Paralympic Soccer (CUPS) team members.
Clemson University Paralympic Soccer (CUPS) team members.

Going into its fifth year under a grant from the United States Department of Veteran Affairs this past spring, the Clemson University Paralympic Soccer Program team headed by Parks, Recreation and Tourism Management faculty member Dr. Skye Arthur-Banning with assistance from Dr. Barry Garst was gearing up for another year of planning and implementing adaptive soccer camps for injured military veterans and professionals across the country. With plane tickets booked and a total of eight camps already under their belt, the team was prepared for a summer focused on delivering ten additional programs around the country in order to improve the quality of life, well-being and independence of military veterans.

Plans, however, were derailed when COVID-19 hit. With the virus rapidly spreading across the world, quarantine and social distancing guidelines went into effect to protect the population, halting all non-essential travel and upcoming gatherings, including the camps.

In the past, a series of camps were held in different American cities, hosting around fifteen veterans and professionals over the course of three days. Participants took part in both classroom and on-field learning and training sessions for two types of soccer – 7-a-side for athletes with Cerebral Palsy, a traumatic brain injury or stroke, and 5-a-side for athletes with visual impairment. They also earned a Mental Health First Aid and a US Soccer Grassroots Coaching certification over the course of the camp.

In addition to these learning and developmental opportunities, participants also had the opportunity to socialize with staff and other participants through group dinners and a planned group activity, such as adaptive foot golf, attending a professional or semi-professional sporting event, adaptive rowing, adaptive golf and adaptive CrossFit.

After the camps, veterans can use their training to become players in adaptive soccer programs, use achieved certifications to help transition back into their communities and pursue coaching opportunities in existing programs. Using skills and certifications gained at camp, participants can also begin to work with community partners to expand adaptive sport participation in their areas and become more active members of their communities overall. The Mental Health First Aid certification gives participants the skills and ability to identify, understand and respond to signs of mental illness.

While new restrictions meant that the traditional camps could not be held in person, Margaret Domka, a Clemson Ph.D. student who works with Dr. Arthur-Banning to manage the program, says that the veterans’ camps may have been even more important to deliver this year than ever.

Picture of someone playing soccer in their living room.
Participating veterans took part in several training sessions, including adaptive soccer.

“It has been challenging for many people to find ways to remain physically active and involved in the community this year, and it can be an even greater challenge for veterans with disabilities who may, in normal circumstances, need assistance in finding ways to reintegrate into the community,” said Domka. “Our virtual camps provide an opportunity for veterans to connect with others and become active.”

While COVID-19 has created unexpected challenges, the planning team’s creative thinking and strong work ethic allowed for the virtual style camps to develop and take place. For example, the Mental Health First Aid and US Soccer Grassroots certification portion of the camps took a page out of the book of Zoom classroom sessions Clemson University used to finish its virtual school year after spring break, with certification professionals working their way through instructional PowerPoints and videos. That said, the training sessions and feeling of camaraderie and connectedness that in-person camp offered in the past was harder to facilitate in a virtual setting. In order to combat this obstacle, the undergraduate team that works on these camps came up with ways to engage the participants both physically and socially.

Kirsten Windbiel, a graduate research assistant for the program, said that the team had to be well organized and prepared ahead of time to make the virtual camps work.

“Moving into an online format, our team really needed to be extra organized and creative when it came to executing the camp. Our team met frequently before camp to make sure all the pieces came together in an organized fashion, considering all of the online components, such as who was presenting when, which students were monitoring the Zoom chat boxes, making sure we were communicating effectively to the camp participants and overall, finding a successful way to make the correct adaptations for a variety of disabilities,” Kirsten said.

Two women wearing blindfolds playing soccer outside.
CUPS team members lead participants through a blind soccer training session.

On the more physical side of things, camp attendees participated in chair yoga, seated weight training and adaptive soccer training sessions in which they could either practice drills in their living room or outside. Camp participants were shipped the equipment they needed to participate in these sessions in advance of the camp, including a regular soccer ball and a blind soccer ball (with rattles inside so players can hear the movement of the ball). A group Zoom dinner also helped create an environment conducive for social interactions. Team members took participants’ food orders and coordinated food delivery across three different time zones so that every person was able to eat at the same time while on the Zoom call.

According to Kirsten, the experience taught her that it’s important to stay connected and engaged with one’s community and peers, especially during uncertain times.

“Our community resources session at the end of camp allowed the veterans that participated to talk about resources within their communities and ideas for adaptive sports,” Kirsten said. “In general, the camp also really just allowed the group to come together during a difficult time, learn and have some fun doing something new.”

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Future virtual camps are currently being planned to continue to benefit the veteran population across the United States. Updates regarding the dates and registration of these camps will be posted on the Clemson Paralympic Soccer website. You can also check out Clemson University Paralympic Soccer (@cuparasoccer) on Instagram, Twitter, and Facebook for updates on the program and other adaptive sport happenings.

 

Recreation partnership provides valuable research, increased opportunity for Clemson students

For nearly half a century, a partnership between two Clemson University departments has provided courses for credit in leisure education and research opportunities to students on campus.

The partnership began when the university started its leisure skills program in 1972, which allows Clemson students to take a leisure or recreational course for one credit, while also helping them explore non-academic hobbies or career options. The program typically offers more than 150 one-credit learning options every semester in subjects such as dance, shotgun and other sports, yoga, fitness, outdoor recreation and first aid. The courses are developed and managed by the university’s parks, recreation and tourism management department, with 24 of the 159 courses offered last fall using campus recreation facilities.

Scuba diving in the pool at Clemson University's Fike Recreation Center last March.
Some of the leisure skills program’s scuba diving training is completed in the pool at Clemson University’s Fike Recreation Center.

Jeff Hallo, interim chair of the department, says that the leisure skills partnership between university departments is an example of working together in the best interests of students, while also furthering new research befitting Clemson’s status as one of the nation’s most active research institutions (Carnegie Basic Classification R1 – Highest Research Activity).

“We’re grateful to campus recreation, and are particularly thankful for Executive Director David Frock, for ensuring Clemson students can participate in learning opportunities in their campus facilities,” Hallo said. “It’s safe to say that these programs, which have provided numerous opportunities for our faculty and graduate students to conduct leisure-focused research while also serving thousands of undergraduate students, make a significant contribution to our university as a whole.”

Leisure Skills Program Director Dan Anderson adds that the program functions as a research lab of its own on campus.

“We have the most prized population to study in the leisure field – college-aged students – right at our fingertips, and we have them actively engaged in active forms of leisure, like sports, and non-active forms of leisure, giving us a unique research opportunity,” Anderson said. “We’ve had several graduate students and faculty members study the impacts associated with student participation in those types of programs, such as on their mental health, their ability to better focus on their studies and on their body image.”

A study led by former Clemson graduate student Katherine Ann Jordan that was published in the Journal of Experiential Education in 2018, for example, found that if college students have leisure education included in their academic schedule and tied to their grade point average, they were more likely to actively participate in healthy leisure activities and begin and maintain positive lifestyle habits.

Another study led by former doctoral student Cindy Hartman and published in the Journal of Student Affairs Research and Practice in 2017 found that leisure education courses are a form of complementary health programming that helps students build adaptive coping skills and positive well-being. In 2013, graduate student Kate Evans used the leisure skills program to explore the impact leisure skills classes have on building student engagement with the university. The study results indicated that leisure education had a marked impact – providing a uniquely positioned environment for building students’ sense of engagement with their institution through an enhanced sense of community, enhanced sense of self and active learning.

Campus Recreation Executive Director Dr. David Frock said that the partnership between the departments aligns with the campus recreation mission to enhance the educational experience and promote lifelong wellness through high quality and diverse recreation programs, services and facilities.

“Hosting courses within the leisure skills program activates and engages students, exposing them to the numerous well-being services offered through campus recreation,” Frock said. “Our staff has collaborated with faculty on research and grants along with collaborations on programs and events throughout PRTM. Campus recreation staff also instruct courses and provide Clemson students the opportunity to develop new skill sets and build their resumes.”

Over the past few years, the partnership has expanded to include research, grants and other campus activities with a focus on diversity. For example, the departments recently worked together to introduce wheelchair basketball as the newest intramural sport.

These activities are part of the university’s Adaptive Sports and Recreation Lab, which was launched last spring in order to further existing efforts to implement high-quality adaptive sport programming and conduct applied research.

Clemson Tiger playing wheelchair basketball in Fike Recreation Center.
The partnership between Clemson University departments has helped diversify campus recreational opportunities, including the creation of a wheelchair basketball intramurals program.

Other opportunities for adaptive sport involvement by students and community members include the Southeast Regional Wheelchair Games and the Clemson Classic juniors wheelchair basketball tournament. All of these programs require campus resources to be successful, of which campus recreation facilities and staff are vital.

These joint efforts demonstrate a commitment to achieve the university’s strategic aims of inclusive excellence and to break down the barriers to sport and recreation access that many students with physical disabilities experience on college campuses.

Hallo said he is hopeful that the partnership can continue to provide opportunities for students and faculty well after it surpasses its 50th anniversary in 2022.

“This partnership has accomplished a great deal over the decades and helped thousands of students,” Hallo said. “We’re aware that many of these programs wouldn’t exist without access to campus recreation facilities and equipment, and we’re thankful for the opportunity to continue to work with them to create new opportunities for our students and community.”

Learn from the best in the community recreation business: meet Tom O’Rourke

“When you are a student in the PRTM Master’s program, you have me for life.”

Clemson PRTM Online MS faculty member Tom O'Rourke.
Clemson PRTM Online MS faculty member Tom O’Rourke.

Over the past 40 years, Tom O’Rourke has spent every day of his working career in the management or administration of parks, recreation and tourism in the Charleston, South Carolina region. Between directing two large park systems and his service as a Board Member of the Charleston Convention and Visitors Bureau, he’s seen and managed it all.

Tom applies that on-the-ground knowledge and expertise to two classes in the Clemson University Master of Science in Parks, Recreation, and Tourism Management (PRTM) program: Innovative and Creative Funding Strategies in PRTM (PRTM 8210) and Enterprise Development in the Public and Nonprofit Sectors (PRTM 8240). He also provides strategic planning support to the department.

Tom recently answered a few questions for us about the program, his experiences in the community recreation field and the future of the profession.

Tell us a bit about what you see as your most significant contribution to the online MS program.

As Executive Director of the Charleston County Park and Recreation Commission I oversaw the agency through its most significant growth. What separated CCPRC’s growth from most others is that we accomplished this with very little reliance on tax subsidies. As our profession advances into the future, it is clear that we will need to create entrepreneurial opportunities and business management principles that will ensure its sustainability. My contribution to the master’s degree program is to work with the students and other faculty members to institute programs and services that can financially sustain themselves into the future.

What knowledge and skills do you feel are most important for our MS students to have in order to advance in the field?

The skills necessary to advance the field of parks, recreation and tourism into the future will be grounded in creativity. A department’s end goal of making communities and the people in them better doesn’t change. What will be completely different is how we do it. Graduates should leave our program understanding how to fund their parks and programs without relying on the government to fund their operations.

The future leaders in parks and recreation will be managing more than doing. Our students learn the contractual skills necessary to protect their community, while controlling the activities that take place in their department.

Our program also focuses on innovation. Government is changing, parks and recreation is changing, and so are people and society. Our students will learn through innovation the skills necessary to lead our profession into the future.

What do you enjoy most about teaching in the MS online program? 

What I enjoy most is my relationship with the students. Most of our MS students are currently working in the field. The personal relationship I have with the students extends far beyond the learning outcomes of each class.

I want to be the type of professor that is always there for the students not only in class, but beyond the class and even after they graduate. Education does not stop after the student leaves Clemson. When they contact me, I don’t want to give answers, I want to ask questions so that the student can reach the answers themselves. When you are a student in the PRTM Master’s program, you have me for life.

What advice do you have for potential students who will be taking this program while working full-time?

I actually think it is better to enroll in the program while working full-time. The advantage is that you have faculty resources for the problems that you are undertaking at your immediate disposal.

Our current method of teaching is designed to consist of discussion topics and group work. This forces students to get to know each other. The other students provide a professional network that will last well beyond graduation. When we discuss current issues, students that are currently working full-time always offer the best and most current examples.

How is this program a good value for students? Or who do you think would benefit most from this credential in your field of expertise?

The knowledge gained in the MS program will benefit a student even if they choose to switch fields. Gaining knowledge in strategic planning, funding and working in political environments is essential, whatever you are doing. Most advanced senior management positions currently require a master’s degree. Having one with an emphasis in innovation, creativity and entrepreneurship separates our program from any other.

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About the Master of Science in Parks, Recreation and Tourism Management

Clemson University is among the nation’s top universities in graduate education in the fields of parks, recreation, tourism and related disciplines. Research shows that the average annual salary of a person holding a M.S. in the PRTM field is $16,000 more annually or $480,000 more over a 30-year career. The top 25% of people in the field with a M.S. make $88,000 or more annually.

Students learn from a mix of leading university faculty and world-class practitioners and take 10 classes over two years (one class at a time), meeting online in the evening once a week with faculty and fellow graduate students – making sure you can continue to work full-time while earning your Master’s degree.

Visit Clemson Online to learn more about the MS Online (non-thesis) program in Parks, Recreation and Tourism Management, including how to apply for either a spring or fall program start.

 

Clemson Outdoor Lab takes camps online

Clemson’s Outdoor Lab counsellors have taken their camp activities online to help campers continue to experience the joy of camp while also following the state’s social distancing requirements.

The lab offers several camp programs, including the Jaycee Camp Hope which serves people between ages eight to more than 60 years of age, with many of their campers having cognitive disabilities. Typically, the camp provides a series of daily activities that help campers develop independence as they learn to do things for themselves, including swimming, canoeing, fishing, drama, archery, crafts, pontoon boat rides, nature activities and overnight campouts.

Clemson Outdoor Lab intern Abreigh Youngblood and her supervisor Amanda Whitman are organizing virtual activities for their campers this spring.
Clemson Outdoor Lab intern Abreigh Youngblood and her supervisor Amanda Whitman organized virtual activities for their campers.

Lab Intern Abreigh Youngblood, who is also a genetics major at Clemson, has been coordinating many of the camp’s virtual activities with her fellow counsellors while also leading some sessions herself. She says that the closure of the Clemson University campus, including the Outdoor Lab, has led them to find creative new ways to deliver camp programming during an unprecedented time when it’s most needed.

“We wanted to give our campers, who we love dearly, a taste of camp at a time when most of their normal activities are cancelled,” Youngblood said. “This gives them something to look forward to throughout the week and is a huge benefit to those of us who miss our campers. It’s awesome to see everyone’s smiles while we do something we enjoy together.”

The lab arranges several different activities once or twice a week. One of their camp counselors will volunteer to lead a specific activity and set up a Zoom meeting. They then send their campers the link and instructions about what they may need to in order to participate, such as an ingredient list for baking or supplies for a craft project.

So far, they’ve hosted sessions on everything from playing bingo to baking banana muffins. A typical session is attended by between 15 to 25 campers. Youngblood says the value of the online camp activities keeps revealing itself in different ways.

“These are tough times and it’s wonderful to see how our campers are responding to the sessions,” she said. “After a session we sometimes receive photos of the project we completed together – and we’ve all started to look forward to these sessions as much as they do.”

She added that it’s rewarding to see parents and caregivers get involved with the activities, knowing how much it means to their camper. Beth Allen’s daughter regularly attends the Zoom activities. Allen says that the e-camp gives her daughter something to look forward to while she’s safe at home, especially since all of her other activities have come to a halt. The camp sessions also provide a distraction for her daughter while she must be at her job in a hospital and her husband works from home.

Camper Elizabeth Allen participating in one of the baking activities on Zoom. Photo credit: Beth Allen
Camper Elizabeth Allen participating in one of the baking activities on Zoom. Photo credit: Beth Allen

“On one of her quiet days she had six Camp Hope Zoom meetings to look forward to and she is loving it,” Allen said. “She also feels very grown up that she has a Zoom meeting like her dad has. These simple activities are making a huge difference in her life right now.”

Leslie Conrad, director of the Clemson’s Outdoor Lab, said she’s been thrilled to see her counsellors’ creativity and ingenuity shine over the past few weeks, and is certain that the virtual camp activities are helping her and her staff just as much as they’re helping campers.

“Our campers are some of the most real and genuine people you will ever meet, so being able to ‘see’ them and interact with them during this time is very encouraging,” Conrad said. “We’re delighted to keep bringing a part of camp into their homes.”

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Visit the Clemson Outdoor Lab website for details about its summer programs, including opportunities for family-friendly getaways during the summer.

OLLI at Clemson providing virtual opportunities for Upstate SC lifelong learners

Clemson’s undergraduate and graduate students aren’t the only group shifting their learning online this spring. The Osher Lifelong Learning Institute (OLLI) at Clemson University is also moving their classes to a virtual format in response to COVID-19.

OLLI at Clemson is a community of more than 1,400 people that provides member-driven, volunteer-led learning opportunities to its members, which come from a variety of backgrounds and education levels. Although its classes are open to everyone, its members are generally older adults.

Many of the institute’s program options were originally focused on in-person experiences that are difficult to replicate online, such as day-long hiking excursions and craft-making classes. Julie Vidotto, director of the institute, said that emphasis on outdoor experiences posed a challenge when planning virtual programming.

An OLLI member looking at a laptop.
OLLI at Clemson is moving to an online delivery format to meet the needs of its members throughout the upstate. Image credit: OLLI at Clemson

“There were a number of variables we needed to consider, such as which classes could most reasonably shift to an online delivery format and how our members could feel they were given an equal opportunity to participate in class discussions,” Vidotto said. “We started with training sessions and four test classes in early April to gauge how our members might adapt to interacting with us online, and we were blown away by the immediate, positive response.”

After the first classes, several members contacted OLLI staff to thank them for their efforts; one member even called the institute a “vital lifeline” that is keeping them occupied during the pandemic. Members also said they enjoyed seeing other people and that some would be open to other online learning opportunities when social distancing is no longer encouraged.

The test classes provided valuable insight into what resources are needed for OLLI to scale up their online learning, Vidotto said. OLLI is now offering a short, three-week spring mini-term of classes, which they plan to expand over the summer.

OLLI’s pivot to online learning is in line with many of the other OLLIs around the country. The move to online delivery keeps older adults engaged during self-quarantine while offsetting the revenue loss associated with isolation measures brought on by COVID-19.

Chip Stapleton, who serves as the Clemson institute’s board chairman, said the decision to pivot to online learning was an easy one to make.

“We had always considered our face-to-face learning community as part of the appeal to our members, however, we know we can create similar opportunities to connect online,” Stapleton said. “Our members need this programming now more than ever in a time of social distancing, so we’ll do whatever it takes to make sure they’re supported.”

Shortly after the board advised OLLI staff to consider online instruction, they found themselves facing a steep learning curve, but they’re proud of how the OLLI community has risen to the challenge.

“Our challenge, like the university’s, has been to bring both OLLI members and volunteer instructors up to some level of comfort with Zoom technology as soon as possible, while still learning how to use it ourselves,” Vidotto said. “The Osher National Resource Center has been hosting continuous Zoom training, and really creating and modeling best practices, which has been a terrific help.”

Vidotto added that the OLLI board has also helped them to more quickly adopt online delivery than they would have otherwise.

“We always say that OLLI at Clemson is about community, and our board members have gone above and beyond in exemplifying that,” Vidotto said. “We’re so grateful for their – and our members’ – continued support.”

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To learn more about OLLI at Clemson, including class schedules and how to become a member, visit OLLIatClemson.org.