11

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We are very proud of the 60 students who will graduate with degrees in RPTS during our graduation

ceremony in May! Of these, thirty-two (53%) focused their studies on tourism management, thirteen (22%)

focused on youth development, seven (12%) focused on community development, and four students (each,

6%) are completing programs of study in recreation and park administration and parks and conservation.

Three students will be graduating with masters degrees and four with doctoral degrees.

On April 12, the Department celebrated the success of continuing students and former students through its

2012 Spring Banquet. The banquet was held in beautiful Veteran’s Park, complements of the College Station

Parks and Recreation Department. The event was planned by students in our RPTS 311 class. Fifteen

undergraduate students and twenty graduate students were awarded scholarships. Our newest endowed

scholarship was created this year, in honor of Elizabeth Crompton. Ms. Sunwoo Lee is the first recipient of

that endowed scholarship. Twenty-eight outstanding students were recognized for having been inducted into

the park, recreation, and tourism honor society, Rho Phi Lambda during Academic Year 2012.

We also presented our two most prestigious awards during the banquet. The Leslie M. Reid Alumni Award

was presented to Mr. Robert Starnes, and the Terry Hershey Award for Excellence to Dr. John Jacob. Mr.

Starnes graduated in Recreation and Parks in 1972. His distinguished career includes military service,

service as an Aggie ROTC professor, and owner and CEO of The Ontra Companies, a large holding firm that

focuses on real estate and health care. Mr. Starnes and his wife, Robin (who is a TAMU faculty colleague),

are among the most enthusiastic and generous supporters of TAMU. We are extremely proud that Mr.

Starnes is a former student, and we are honored that he chooses to so actively support current and future

Aggies at Texas A&M University and the Department of Recreation, Park and Tourism Sciences.

The 2012 Terry Hershey Award was presented to Dr. John Jacob. Dr. Jacob serves as director of the Texas

Coastal Watershed Program. He has been active in consulting and research on wetlands for more than 20

years. The Texas Coastal Watershed Program that he created and manages provides education and

outreach to local governments on land use, watershed health, and water quality.

In addition to celebrating the success of these graduating students, continuing students, former students, and

leading and influential professionals, the Department engaged in significant innovation in education and

extension during Academic Year 2012. We are significantly expanding our field-based “high impact”

learning opportunities for our students and we are exploring an exciting new approach to our undergraduate

curriculum that will yield greater options and greater opportunity for our students.

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“High-impact learning” programs include internships, study-abroad programs, industry-immersive field

experiences, and service learning. Our Department has been referred to by a leading administrator as a

“Cadillac Program” with respect to such offerings. All of our undergraduate students complete a supervised

400 clock-hour internship, we are leaders in our college in terms of study-abroad opportunities that we

provide, and our primary service learning class, RPTS 402, has successfully produced park concept plans

that have informed park development in numerous communities across Texas. To these offerings, we have

added innovative classes that provide students with unique “behind the scenes” understanding of major

Texas tourism attractions (a class taught by Paul Serff, President-Emeritus of the Texas Travel Industry

Association) and state and national parks (a class taught by Walt Dabney, former director of Texas State

Parks and National Park Service Superintendent). We have also added classes that engage students with

immersive experiences in the cruise industry (“Study Aboard!”), youth-serving organizations, and park

management. RPTS students thus engage in exciting curricula, both in the classroom and in park, recreation,

and tourism businesses and agencies.

We excelled in many additional ways in Academic Year 2012. Our research productivity was high, and our

Extension programs continued to expand in scope and impact. With generous financial support from the

Sequor Foundation, we launched our Sequor Youth Development Initiative, and with support from our

friends in the Athletics Department, we implemented an exciting new program directed at helping non-

traditional students succeed. Readers seeking opportunities to become a part of this successes may consider

“giving opportunities” that are available through RPTS. We seek to grow our endowed Excellence Fund

and to endow two new chairs in Tourism Management, Park Management, or Recreation and Park

Administration. We welcome former students, professionals, and friends of the Department in promoting

quality experiences, lives, and communities in Texas and beyond!

Gig ‘em!

Gary Ellis, Department Head

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Katie hails from Dime Box, Texas, which according to the Handbook of Texas, is a

town of about only 200 people. Man, that is tiny! She is quite the active individual,

and has been so since she was a child. She played seven sports in high school, so

staying busy and healthy is obviously important to her. Besides her amazing talent of

being able to say “I don’t understand” in four languages, she also draws a comic

every so often called the “Misadventures of SuperKid.” That sounds like it will be

on the big screen someday. Katie will be graduating this spring, and is considering

options for graduate school and other career opportunities. We wish her the best of

luck in whatever she chooses to do!

RPTS: What made you pick RPTS as your major?

Katie: I chose RPTS as my major because the youth development option seemed like it offered worthwhile and

interesting classes. I am passionate about working with youth and I believe that there are ways to positively

affect youth and the trajectory of their lives. I hoped that pursuing a degree in RPTS with a specialization in

Youth Development would help me to enable positive change in fields that work with youth.

RPTS: What is the best tradition at A&M and why?

Katie: I love the Aggie Ring tradition because it provides a tangible, visible connection between all Aggies –

classes yet to come, peers, and older generations. There is something so wonderful about finding or being found

by a member of the Aggie Family when you are not expecting it. It is a beautiful thing.

RPTS: What was your favorite class at A&M?

Katie: RPTS 374 – Dr. Edwards’ class receives this honor. The material was worthwhile, he presented it in a

way that helped me apply it, he challenged me to improve my written communication skills, and he gave helpful

feedback.

RPTS: You’ve been to a few conferences. Which was your favorite, and what did you enjoy most about it?

Katie: My favorite conference I have attended was the Special Needs Preconference associated with the 2012

National American Camp Association Conference. I met so many great people and learned so much. The other

attendees were insightful, creative, and shared their experiences and ideas so willingly. Their passion was

contagious. I was encouraged by meeting other people who were passionate about camping.

RPTS: Any advice for underclassmen?

Katie: Do your work. Ask for feedback. Be creative. Get to know your professors.

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Originally from Melbourne Village, Florida, Warren spent most of his free time in

the outdoors exploring the woods, snorkeling, fishing and camping. He moved to

Texas at age 14, and immediately adapted to the change in natural environment,

going tubing in the Hill Country, and fishing at the bays and beaches. His love for

the outdoors makes a perfect complement for his career today as the Region 3

Director for the Texas Recreation and Park Society Board. Warren loves the

traditions at A&M, and he puts Silver Taps and Aggie Muster at the top of his list.

He feels the culture and camaraderie help make A&M what it is- “the best public

university on the planet.”

RPTS: What made you choose RPTS and A&M?

Warren: I started college at TAMU Galveston as a marine biology major. My summer job after I completed my

freshman year was going to be on a survey vessel out of Freeport, but my ship literally never came in, so I took a

job working with the BLM in northern Montana. While there, I decided I wanted to work in a park environment.

I discovered the recreation and parks major (no RPTS back in 1980) at the College Station campus and

transferred the spring of my sophomore year.

RPTS: What class do you remember most from college?

Warren: RP 403. Dr. Jim Fletcher taught the class. He was one of the RP professors that had the most influence

on my life at A&M. The class workload was heavy, but I loved the assignments. At least once a week, we were

assigned projects that we would normally do as full-time professionals working for a municipal parks and

recreation department. RP 403 helped teach me how to work hard and smart and how to prioritize my time – plus

I had my class notebook full of notes on assignments that directly applied to my job!

RPTS: What aspect from your Aggie experience has been most the beneficial to your career?

Warren: I learned so much from the courses and professors at A&M, but I have to give kudos to Dr. John

Crompton. His book on financing public recreation was instrumental in my early career. It helped me understand

the importance of operating parks and recreation departments on at least partial cost recovery from the users of

these services. That concept was still new in the early 1980s, but it has preceded what has happened in our

industry concerning declining tax revenues and searching for alternative funding sources.

RPTS: What do you miss most about living in BCS?

Warren: Aggie Sports. Nothing like it anywhere.

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Dr. Woosnam remembers his childhood fondly, growing up along the

Kankakee River in Illinois. He spent many hours fishing, camping, and

looking for adventures, both indoors and out. He feels like his group of

friends were kind of like the boys from Stand by Me, always out exploring

(but never finding a dead body). He has lived all over the country (both

Carolinas, Virginia and Maine to name a few), but his favorite stop was

when he lived outside of Starkville, Mississippi. According to Dr. Woo,

Starkville has the best McDonald’s franchises in these United States.

Interesting. Let’s find out more.

RPTS: I know you are interested in framing, how did you get into that?

Dr. Woo: I started framing when I was an undergrad. I thought there was some money stashed

away inside an old picture at my parent’s house, but it turned out that wasn’t true. I had to fix the

frame, and ever since then I’ve been looking for new treasures with no luck, resulting in fixing

more frames.

RPTS: What do you miss most about Francis Hall?

Dr. Woo: I miss everything about Francis Hall. To me the offices signaled what a professor’s

office should look like. Now I feel like I’m in a jail cell and being viewed from the panopticon.

RPTS: What is the best place to eat in BCS?

Dr. Woo: Any place with a buffet. Its all about quantity, not quality.

RPTS: I know you met your wife in Virginia, how did that happen?

Dr. Woo: I had a flat tire and was struggling with changing it and she pulled over to help me.

RPTS: What advice do you have for aspiring academics?

Dr. Woo: Enjoy your time in school. You can always retake a class, but you can never relive a

great party.

RPTS: Any parting wisdom?

Dr. Woo: Run, Forrest, Run.

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81

Non-traditional students come in many shapes and sizes; from the working

parent juggling the demands of an existing career, family, and coursework, to

the student-athlete whose day is programmed to the minute, from sun-up to

sun-down. The demands on their time often place them in conflict with the

structure of traditional campus-based education. In an effort to reach out to

these students, the University is committing resources to the development of

instructional support services that better enable non-traditional students to

access the wealth of expertise available at A&M.

As part of this innovative program, and in partnership with the TAMU athletic department, the

Recreation, Park & Tourism Sciences Department has hired Ms. Kelly Kyle to assist with the

development of coursework and support services. Kelly brings both an understanding of the

demands faced by non-traditional students (a former student athlete) along with a deep

understanding of the profession (she has a master’s degree in park & tourism management along

with 10 years of working in the field). In addition to instructing several online courses within

RPTS, Kelly also provides counsel to students attempting to tailor their coursework to

accommodate both their professional goals and their demanding schedules. This often entails

meeting with individual students and helping them to set priorities anchored in accessible

outcomes. In this role, Kelly is as much a “shoulder to lean on” (and sometimes cry upon), as

instructor and guidance counselor. Kelly is also bringing into focus the lived experiences of non

-traditional students. Not just “part-time students” or “student athletes,” but RPTS students who

happen to be managing existing professional obligations in diverse environments spanning from

the ball field to the battlefield.

As the department searches for ways to meet the needs of all Texans, offering learning

experiences that diverge from traditional campus-based modes of instruction is becoming

increasingly important. Online classes, high-impact learning experiences (e.g., study abroad and

field-based classes), and other non-traditional delivery systems have the potential to meet the

needs of this growing segment of the student population. We welcome Kelly, the brave new

world of higher education, and most importantly, the growing number of students seeking a

degree from this prestigious institution (and picking up an Aggie ring along the way!).

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Daniel Andrews

Laura Asimakis

Matthew Bartels

Lindsay Bickham

Kaleigh Bowman

Eric Burnett

Katherine Campbell

Daniel Cauthen

Jessica Chapa

Courtney Collie

Sigrid Debner

Jaclyn Driskell

Mason Duhon

Avery Eubanks

Matthew Ferraro

Erika Florez

Megan Flowers

Danielle Fortinberry

Christopher Foster

Darryl Frewin

Loren Henry

William Jarvis

Christina Johnson

Marion Jones

Mary Kelley

Meghan King

Jamie Klemashevich

Joanna Lagow

Jared Lapaglia

Aaron Littmann

Lauren Lognion

Samantha Maddux

Michael Mays

Randi McClure

Camryn Nichols

Nicole Nguyen

Neil Nussbaum

Brittany Olsen

Natalie Pantel

Amy Payne

Kristen Pearce

Paige Pickens

Kristin Prather

Kaitlin Rangel

Austin Riley

Brian Salin

Thomas Schatte

Kevin Schultz

Felicia Shartle

Chloe Shofner

Courtney Speer

James Stepter

Stephanie Turner

Daniel Watson

Emily Webb

Whitney Woodby

Kelsey Yeater

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Jason Hairston (MS): Guided Cave Tours – Taking Visitor Experience Underground

Abstract:

The National Park Service contains a variety of park sites, with a purpose of protecting specific resources and providing

unique visitor experiences. Much research in the field of outdoor recreation has studied the visitor experience in National

Park settings. These visitor management studies have focused on issues such as social carrying capacity, conflict,

satisfaction and crowding, among others. However, cave settings have seen limited studies, especially in the area of the

experiential component on a guided cave tour. Many aspects of cave tours are unique and demand focused research and

management approaches. This paper outlines current knowledge of the social elements of a cave tour experience, and

reveals gaps in this knowledge. Issues related to facility design, tour structure, visitor to visitor experience, and the role of

cave guides are covered in order to fully comprehend the intricacies that make up a cave tour. Management implications

are suggested, including indicators of quality, as well as research needs related to social elements of cave tours.

Kara Norton (MS): Intentionality of Place-Based Education

Abstract:

This research project responds to the need of teaching our youth about the environment and environmental related

issues. In order to effectively respond to this need, place-based education practices need to be addressed. Place-based

education is an effective method for teaching because it focuses on teaching within student’s local environments. The

objective is to flow the site design process to create a place-based education program from a current environmental

education program. The case study program is located in East Tennessee. The research project provides a model and

guide for others to develop their own place-based education programs by following the stages of the site design process.

The research questions focus on the current environmental education programs and their effectiveness in following the

state science education standards. Additionally, the project develops ways to better utilize the natural resources of the

area. Recent growth in the program has created the need for a site design and the development of new ideas for the

program. This case study site provides an excellent opportunity to develop new ideas for place-based education.

William Smith (PhD): Using Style of Participation among Texas Inshore Fishing Guides to Understand

Displacement and Substitution Behavior due to Perceived Spotted Sea-trout Population Declines

Abstract:

In addition to the maintenance of sustainable inshore fisheries resources, managers are also charged with the provision of

satisfying angling opportunities to their constituents. However, the provision of these desirable fishing opportunities

necessitates understanding the diversity extant among anglers. Recreation specialization provides a useful framework for

understanding diversity among recreationists within the same activity. Based on the concept of leisure social worlds,

Bryan (1977) suggested that within an activity distinct types of participants exist that demonstrate characteristic styles of

participation. Fundamental to Bryan’s development of specialization were activity-specific characteristics that described

activity context and differentiated participants based on what (e.g., equipment), where (e.g., setting preference), and how

(e.g., skill of participant) they engaged in a recreation activity. However, advancement in our understanding of

specialization over the last 35 years has been accompanied by a departure from the criteria Bryan (1977) developed to

describe the activity context. My study sought to revisit the manner in which specialization is operationalized by

developing a typology and associated self-classification measure to characterize specialization based on contextual styles

of participation among inshore fishing guides.

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Laura Ramirez-Mann (MS): LA JUVENTUD, EL ARTE Y VIDA EN LA FRONTERA (Youth, Art, and Life on the

Border)

Abstract:

This case study examined coping strategies and the support system utilized by 33 Hispanic children of migrant farmworkers,

who participated in the Summer 2011 Creative Kids, Inc. Migrant Program. The study utilized the socio-ecological model to

examine how intrapersonal, interpersonal, and communities, specifically Creative Kids, help youth to cope with daily life

events and support youth in their overall development. This case study applied both a qualitative and a quantitative

approach.

Sam Roberson (PhD): An Examination of Work to Family Spillover, Family Rituals and Parenting Style on

Children's Outcome of Obesity

Abstract:

This dissertation describes three related studies. The initial study explored factors associated with work to family spillover,

family meal rituals, and parenting styles and measures of children’s body mass index (BMI). Two studies examined family

meal rituals as a buffer between work to family spillover and childhood obesity, and parenting styles as a buffer between

work to family spillover and childhood obesity.

Jee In Yoon (PhD): Examination of Coping Processes within the Context of Water-based Recreation

Abstract:

Many outdoor recreation settings present stressful situations that directly influence the quality of one’s leisure experience.

Some recreationists are able to maintain their enjoyment by adopting various coping strategies. In conditions that induce

stress, recreationists can select from a combination of behavioral coping strategies (e.g., substitution of recreational setting or

activity) and/or cognitive coping strategies (e.g., rationalization). Previous coping research has indicated that the key to

understanding the stress – coping process - is how one appraises the stressors.

Wei Zhou (MS): Literature Review of the Impact of Service failure Recovery and Switching Cost on Customer

Loyalty in both Traditional Service and e-service Context

Abstract:

The last decade has witnessed increasing attention in the literature of service failures and recovery issues in the context of

general service and has also brought about the emergence and establishment of a new kind of service named e-service.

Although traditional service failure recovery issues have received considerable attention in the literature, these topics have

received only limited attention in the context of e-service. In addition, two main strategies are available to increase

behavioral aspects of loyalty: to increase customer satisfaction so that customers want to stay; and to make it difficult for

customers to defect (i.e., increase switching barriers).

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THAT NEBULOUS WORD “CONSERVATION” -- by Dr. Richard L. Bury

The word “conservation” should be eliminated from our vocabularies as having outlived its usefulness – and I

speak as one who has a master’s degree in conservation. The difficulty lies in its definition and image. Many

definitions have been proposed and are in current use, but the most widely used definition – almost always

unspoken -- equates conservation with preservation of natural resources. Unfortunately, most persons who call

themselves “conservationists” have accepted this definition implicitly. Their opinions concerning resource

management decisions are usually limited by two major weaknesses -- a narrow view of resource management

objectives, and a lack of technical education in natural resource management. Often, their views concerning

conservation usually are a nostalgic longing for the relatively undeveloped resource conditions of the past, or

about maintenance of a status quo condition. In itself, nothing is inherently incorrect about maintenance of a

status quo condition, nor about an attempt to preserve or restore some particular natural resource or condition to

an earlier stage of our national development. However, many preservationists cannot judge the technical

feasibility of such proposals, and they commit the further error of assuming that preservation is

the only aspect of conservation.

In contrast, most professionals in natural resource management would define conservation as “wise use of

natural resources.” But what constitutes “wise”? In the last analysis, wisdom in this case depends on a) the

effects that a proposed action would have on Earth’s ecologic system, and in turn on our

environment and economic resource base, b) the economic implications of using resources today as compared

with preserving them either forever or for use tomorrow, and c) the general wishes of the owners of the

resource in question. In many cases, of course, resource managers are concerned with issues involving

resources owned by the general public of the United States.

In some cases, we may find that “wise” use means preservation forever. This judgment should apply only when

the resource is truly unique or when we wish an unmanaged primitive area for scientific study or for

inspiration. In other cases, we may believe that a resource should be preserved today so that our children may

harvest it tomorrow. But such judgments should be approached carefully because the future usefulness -- and

economic feasibility – of resources is always in doubt. Finally, we may find that “wise” use permits or even

dictates use of natural resources today -- as, for example, when a current use of resources is becoming obsolete

due to new manufacturing processes. Clearly, the concept of conservation involves both preservation and

utilization. As professionals, I suggest that we refrain from using the word “conservation” whenever possible

since its meaning is not precise. Instead, I suggest that we use the words “resource management” when we wish

a broad term. This encompasses both preservation end utilization of natural resources. The words “resource

use” can then stand for the activities wherein resources are modified or harvested, and “preservation” can be

used in its own specific way.

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“Go placidly amid the noise and the haste, and remember what peace there may be

in silence. As far as possible, without surrender, be on good terms with all persons.

Speak your truth quietly and clearly; and listen to others, even the dull and

ignorant; they too have their story. Avoid loud and aggressive persons; they are

vexations to the spirit. If you compare yourself with others you may become vain

and bitter; for always there will be greater and lesser persons than yourself. Enjoy

your achievements as well as your plans. Keep interested in your own career,

however humble; it is a real possession in the changing fortunes of time. Exercise

caution in your business affairs, for the world is full of trickery. But let this not

blind you to what virtue there is; many persons strive for high ideals; and

everywhere life is full of heroism. Be yourself. Especially do not feign affection.

Neither be cynical about love; for in the face of all aridity and disenchantment it is

as perennial as the grass. Take kindly the counsel of the years, gracefully

surrendering the things of youth. Nurture strength of spirit to shield you in sudden

misfortune. But do not distress yourself with imaginings. Many fears are born of

fatigue and loneliness. You are a child of the universe no less than the trees and the

stars; you have a right to be here. And whether or not it is clear to you, no doubt the

universe is unfolding as it should. Therefore be at peace with God, whatever you

conceive Him to be, and whatever your labors and aspirations, in the noisy

confusion of life keep peace with your soul. With all its shame, drudgery and

broken dreams, it is still a beautiful world. Strive to be happy.” (Found in Old Saint

Paul’s Church, Baltimore, 1692)