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Designed for both international and domestic students, the project positions the Kamloops landscape as a shared public learning space, extending participation beyond the university setting and into everyday place-based experience.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/place-based-tourism-curriculum-making-connections-to-community/598710/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/place-based-tourism-curriculum-making-connections-to-community/598710.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach does the paper investigate?","Question",{"text":112,"@type":113},"The paper investigates a place-based curriculum approach using a student-created half-hour walking tour and a postcard assignment to connect course content with the local community.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the postcard and walking tour project?",{"text":117,"@type":113},"Students enrolled in multiple disciplines—biology, tourism, anthropology, geography, history, and English—were required to complete a postcard assignment, and then invited to contribute to the research through questionnaires, interviews, and final work submissions.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the main objective of the walking tour assignment in Kamloops?",{"text":121,"@type":113},"The assignment required students to create a half-hour downtown Kamloops walking tour so learners would think about place critically and creatively and ask questions about spending time in place as locals and as tourists.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598710,1792189257,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","\"Place Based Tourism Curriculum:  \nmaking connections to community\"  \nRobin Reid, Thompson Rivers University  \nAbstract  \nDrawing from a research project with the Thompson Rivers University (TRU) and from place based curriculum and literature, this paper explores the effectiveness of a student-created half hour walking tour and postcard assignment as a way of deepening student engagement with course content and the local community. The project was designed to engage travelers and locals in the Kamloops landscape. This paper explores how the project was able to extend the learning community beyond the parameters of the university and bring both international and domestic students into public space and onto the local landscape  \nIntroduction:  \nIn the fall of 2012 I joined the Thompson Rivers University (TRU) Pedagogy of Place Group, which consists of ten faculty members from various disciplines.~~ ~~We came together as a learning community to explore the effectiveness of place based teaching and learning and to assess whether a common \"place based\" assignment could deepen student engagement with course content and connect students to the community where they live and study. As a group we decided that each of us would create an assignment that used postcards as a medium of expression that would connect course content to place. The title of this research project is\"Postcards from the classroom: Do place-based assignment increase student engagement across disciplines? Students in biology, tourism, Anthropology, Geography, History and English were required to complete a postcard assignment. Each assignment was different, designed to meet the different learning objectives in each course. Once the courses were completed, students were invited to participate in the research by way of questionnaires, an interview, and were asked to submit their final work for analysis or display.  \nAs a faculty member in the Tourism Management department, I had been engaged in place based research within a tourism context and I was exploring ways for students to make a connection between the theoretical content of the course and the local landscape of Kamloops. A third year course entitled \"Community and Cultural Issues in Tourism\" in the Bachelor of Tourism Management at TRU seemed like the ideal course in which to explore these connections. I introduced students to the theoretical context of place in the tourism literature. For example, seminal authors such as Edward Relph (1976) suggest that tourists are rarely inclined to develop a \"sense of place' in relation to the destinations that they visit because of the superficial nature of their experiences, the short amount of time they spend in one place and the tendency of the tourism industry to present ‘Disneyfied’ landscapes devoid of deeper meaning (Hinch and Higham, 2004; Bryman, 2004) . This perspective fits into a broader discourse of modern day mass tourism as a hallmark of globalization (Jaworski and Pritchard 2005; Clifford, 1997; Salazar, 2010), which also includes commodification of local cultures, landscapes,  \nproducts and experiences. Most locations around the world are, to some degree, drawn into the global production of goods, services, and experiences. However, there is also a desire to make sense of global themes at a local level (Salazar, 2010) . Thus, one response to globalization has been a renewed interest in connection to place through alternative and sustainable forms of tourism.  \nWithin the context of my community and cultural class we explored the questions of \"how do we engage tourists in the local landscapes they visit?\" What role do stories of place play in creating connections to the tourist experience and the people and landscapes they visit? Stories of place are also relevant for locals to connect with their own communities and the narratives of the landscapes they pass through on a daily basis. Lucy Lippard (1997) observes that \"travel is the only context in which peop","cbCaiiw5fE5BuUfK","https://ap.wps.com/l/cbCaiiw5fE5BuUfK","pdf",1785522,"English","# Abstract\n# Introduction\n## Research project context and purpose\n## Place-based tourism theory and challenges\n# The Assignment\n## Sense of Place planning handbook reference\n## Half-hour walking tour in downtown Kamloops\n## Learning objectives and inspiration sources","[{\"question\":\"What teaching approach does the paper investigate?\",\"answer\":\"The paper investigates a place-based curriculum approach using a student-created half-hour walking tour and a postcard assignment to connect course content with the local community.\"},{\"question\":\"Who participated in the postcard and walking tour project?\",\"answer\":\"Students enrolled in multiple disciplines—biology, tourism, anthropology, geography, history, and English—were required to complete a postcard assignment, and then invited to contribute to the research through questionnaires, interviews, and final work submissions.\"},{\"question\":\"What was the main objective of the walking tour assignment in Kamloops?\",\"answer\":\"The assignment required students to create a half-hour downtown Kamloops walking tour so learners would think about place critically and creatively and ask questions about spending time in place as locals and as tourists.\"}]","Place Based Tourism Curriculum - making connections to community | PDF",1792087432,18]