Dual-Credit Anatomy and Physiology Training
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Provides high school science teachers with professional development in how to offer a dual-credit Anatomy & Physiology course in their high school. The training will also cover information about the Next Generation Science Standards/Montana Science Standards and the National Health Science Standards so that the course can be standards-based. The teachers will develop a unit using Model-Based Inquiry curricula design, along with a unit evaluation tool that can be implemented in their A&P course.
- Completed a self-paced, online training about offering a dual-credit anatomy & physiology course, which required discussion participation, reading of journal articles, and application of learning to the development of course materials - Participation in professional development experience - Development of model-based inquiry unit **Skills** - Backward Design - Communication And Feedback - Critical Thinking - Curriculum Design - Differentiated Instruction Planning - Implementation Of Best Science Teaching Practices - Model-Based Inquiry - Standards-Based Evaluation - Standards-Based Learning - Technology Integration Into Lesson Planning
University of Montana Academic Advising Certificate
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Earners of the University of Montana (UM) Academic Advising Certificate have developed a fundamental understanding of: the historical and theoretical foundations of advising in American higher education; UM policies and procedures relevant to advising; technology tools available to UM advisors; support services and resources available to UM students; and various advising approaches and best practices.
- Complete five foundational advising training courses and at least two specialized advising services training courses. - Proficiency in core advising competencies and relevant resources available through NACADA. Earners have also developed a foundation and framework for working with students from diverse backgrounds and experiences and have identified ways to make their advising practices more equitable and inclusive. **Skills** - Academic Advisement - Academic Counseling - Customer Service - Educational Programs - Education And Training: Higher Education - Maintaining Student Records - Managing Student Data - Scheduling - Student Placement - Student Support Services - Teaching
Culinary Medicine Certification Level One
This badge demonstrates an understanding of how Culinary Medicine relates to Culinary Arts & Medical Sciences; how nutrition incorporates into the practice of Culinary Medicine; how to address the non-ingredient influences of dietary choices; epigenetics, nutrigenomics and other “-omic” approaches; the gut microbiome and how these relate to food choices and health. Moreover, recipients of this badge will gain a strategy to source tasteful and healthful comestibles.
* This application requires agreement to all University of Montana online course and conduct requirements and policies. * Participants must receive a passing grade for the course to achieve badge. * Level One Certification in Culinary Medicine. * Participants pay University of Montana for online course. **Skills** • Critical Thinking • Culinary Arts • Data Analysis • Food Processing • Independent Study • Preventative Medicine • Understanding Cultural and Societal Influences on Diet Choices • Understanding Food Choices and Chronic Disease • Understanding Food Pathways • Understanding Food Quality • Understanding Food Sustainability • Understanding Food Value • Understanding Ingredient Acquisition • Understanding Nutrigenomics • Understanding of Nutritional Limitations • Understanding the Gut Microbiome
The Certified Peer Educator (CPE) Micro-credential & digital badge represent a comprehensive training program designed by the Office for Student Success, First-Year Experience at the University of Montana (UM) for undergraduate Peer Educators embedded in the First Year Experience classroom. In addition to meeting UM’s NACE-based Career Readiness Competencies, completers hone skills in co-teaching, active learning, design thinking, curriculum design and execution, peer education, and leadership.
* Student must meet eligibility requirements, apply, interview, and be accepted into the Peer Educator program. * Complete 4-upper division credits: COLS 295/395 (3-credits) with a B+ or higher and either COLS 394 or COLS 498 (1-credit each) with a B+ or higher * Earn satisfactory evaluations from assigned instructional faculty and section-specific end of course evaluations from students enrolled in the COLS section they served * Complete 30-hours embedded in the COLS 194 classrooms * Submit a comprehensive final portfolio **Skills** - Career and Self Development - Communication - Critical Thinking - Leadership and Mentorship - Active Learning - Teamwork - Creativity & Innovation - Design Thinking - Curriculum Design - Co-Teaching - Reframing - Wicked Problems - Brainstorming - Prototyping - Ambiguity - Curiosity - Peer Educator - NACE Career Competencies - Radical Collaboration - UM Career Readiness Competencies
Practical Leadership Skills for Managers
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This leadership and management program for University of Montana managers covers best practices in people management. The program includes three units: Culture, Coaching, and Constructive Conflict. The program is designed to help strengthen a manager's ability to lead and manage people effectively, helping create a positive and productive work environment for the employee and their team.
The Practical Leadership Skills for Managers program covers three units: - **Culture**: UM Managers should create a supportive and inclusive work environment for their team by prioritizing wellness, fostering belonging, practicing appreciation, and seeking to understand what individual employees need to succeed. - **Coach**: Embracing their role as a coach, UM managers should take an active role in supporting and managing their employees through frequent feedback and by facilitating their employees’ growth and development. - **Constructive Conflict**: UM Managers should encourage open dialogue, face difficult conversations head-on, and foster an environment where conflict is seen as constructive rather than destructive. To complete each unit, UM managers must attend and participate in the in-person discussions and reflections. As this program is based on practical application of the learning, each unit asks them to implement strategies in their unit and reflect on the results. Managers are asked to read and review outside resources to support their learning and apply the knowledge in their work. Managers complete a final self-assessment to describe how their management strategies have been impacted by their participation in the program.
The University of Montana's [Office of Organizational Learning and Development](https://www.umt.edu/learning-development) supports the professional and personal growth of UM employees by offering learning opportunities in collegial, community-based settings.
This badge is awarded to the brave souls who’ve endured emotional turbulence with style. Whether it was a breakup, a missed opportunity, or just a country song that hit too hard, you wore your heart on your sleeve and kept moving forward. It’s a symbol of resilience, rhythm, and a little bit of twang.
National Association of Colleges and Employers Career Competencies
Oracle E-Business Suite (EBS) is a collection of integrated business applications designed to automate and manage various enterprise-wide operations, including finance, HR, supply chain, and customer relationship management.
Apex Business Software iHR is an all-inclusive HR software that simplifies employee data management, payroll processing, and benefits administration for efficient HR operations.
Leadership development focuses on enhancing individuals' skills, behaviors, and abilities to take on leadership roles, driving organizational performance and achieving strategic objectives.
Leadership in Crisis Situations entails guiding teams through critical challenges by making decisive actions, remaining calm, and promoting resilience to resolve issues efficiently.
- Excessive crying - Mopiness - Dragging of feet - Self-pity - Loss of appetite - Got the morbs
Aligns with Billy Ray Cyrus Fan Club Competencies
Students must complete the following assessments to earn the Achy Breaky Heart Badge
Pass a cumulative test consisting of 50 questions, with a score of 80% or better
Demonstration of knowledge by formative or summative assessment
Students must demonstrate their hoe down skills in a regional competition located in Standford, Mt.
The purpose of The Wilderness Act of 1964 course is to acquaint you with the contents of this law and its application in managing a wilderness area. The course is divided into seven sections: 1) Wilderness Defined, 2) Wilderness Character, 3) Prohibited Uses, 4) Special Provisions, 5) Inholdings, 6) Gifts, Bequests, and Contributions, and 7) Stewardship Principles.
After completing this course, learners should be able to: - Define "wilderness." - Explain the purpose of the Wilderness Act of 1964. - Identify the five qualities of "wilderness character." - State the 10 prohibited uses of wilderness. - Recognize the various exceptions to these prohibitions. - Describe the "special provisions" made by the Act. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
[**The Arthur Carhart National Wilderness Training Center**](https://www.carhart.wilderness.net) equips and inspires agency leaders and partners to ensure that America's National Wilderness Preservation System endures for future generations. [**The Wilderness Institute**](https://www.umt.edu/wilderness-institute/) furthers the understanding of wilderness and wild lands stewardship through education, research and service. [**Wilderness Connect**](https://wilderness.net/practitioners/default.php) is an interagency communications, education, and science dissemination program that connects people with information about federally designated wilderness areas.
This course provides the definition of wilderness character, including its qualities and what degrades them, the basics of why we preserve wilderness character, and how to integrate wilderness character into planning, monitoring, management, operations, and more. Preserving wilderness character is mandated by the Wilderness Act of 1964 (Public Law 88-577) and agency policy. Wilderness character is our way of putting language to these unique and important places by describing what is meaningful and beneficial about them.
After completing this course, learners should be able to: - Define wilderness character. - Explain why wilderness character needs to be preserved. - Discuss the qualities of wilderness character and what enhances or degrades them. - Describe how to integrate wilderness character into planning, monitoring, management, and operations. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Managing Special Provisions: Fire badge image
Managing wildfire in any setting can be complicated, but in wilderness there are many more considerations to keep in mind to maintain wilderness character. This course includes an introduction to fires in wilderness and reviews the appropriate management of fire in wilderness, including the use of prescribed fire and fuel treatments.
After completing this course, learners should be able to: - Recognize the natural role of fire in your wilderness. - Locate your agency's policy for managing wilderness fire. - Compare managing fire in wilderness and fire outside of wilderness. - Contribute to the fire management planning process in your wilderness area. - Respond to ongoing projects/incidents in your wilderness area. - Describe the responsibilities of wilderness specialists and fire management specialists when managing fire in wilderness. - Explain the process for determining appropriate use of fire for resource benefits and non-fire fuel treatments. - Explain remediation and rehabilitation as they apply to fire in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Minimum Requirements Analysis: Writing badge image
A Minimum Requirements Analysis (MRA) is a process that you can use to identify and understand better the potential outcomes of administrative actions, thus allowing you to determine a course of action that exerts the least amount of impact on your wilderness. This course describes the minimum requirements concept and guides users through the process of writing a Minimum Requirements Analysis (MRA) using the Minimum Requirements Analysis Framework (MRAF) developed by the Arthur Carhart National Wilderness Training Center.
After completing this course, learners should be able to: - Define minimum requirements. - Identify the benefits to using the Minimum Requirements Analysis (MRA) process and the Minimum Requirements Analysis Framework (MRAF). - Explain under what circumstances the MRA is to be used. - Describe the MRA process. - Use the MRAF. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Minimum Requirements Analysis: Evaluation
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This course is designed to assist individuals charged with approving Minimum Requirements Analyses (MRAs). Course topics include an introduction to an MRA, evaluating a minimum requirements activity, and case study. The stories and case studies presented in this course are based on real cases and real MRAs. By examining these scenarios alongside other course content, you will be prepared to make well-informed decisions that minimize negative impacts to wilderness character as required by the Wilderness Act of 1964.
After completing this course, learners should be able to: - Define "minimum requirements." - Identify the benefits to using the Minimum Requirements Analysis (MRA) process and the Minimum Requirements Analysis Framework (MRAF). - Explain the circumstances under which MRA is to be made. - Describe the MRA process. - Evaluate an MRA using the MRAF. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
The Engaging Teaching Practices course is a non-credit experience for faculty, staff, and teaching assistants to learn the evidence base for effective instructional practices through the lens of the Universal Design for Learning (UDL) framework. This badge signifies that the individual learned how to make course content accessible, why learner variability is an important course design consideration, how to set explicit learning goals, what the Universal Design Principles are and how to implement them in course design and delivery.
Upon completion of each Engaging Teaching Practices module, a participant must successfully pass a quiz to demonstrate understanding of the material. The learning objectives of the Engaging Teaching Practices course include: - Understand the origins and principles of Universal Design for Learning (UDL). - Locate key research supporting Universal Design for Learning (UDL). - Understand learner variability and the rationale for explicit, inclusive learning objectives. - Describe the three UDL principles and multiple associated design considerations. - Know the basic requirements for making content accessible. - Learn more about accessibility guidelines and know where to look up information to ensure compliance with federal and University of Montana guidelines. - Identify resources to continue growing.
Career Readiness in Journalism Skills badge image
Montana Media Lab’s week-long Youth Voices workshop teaches teens to share local issues with the public through journalism. What’s the best way to convey important stories in rural places? How do you interview local officials and community members? How do you find your voice as a journalist? This workshop gives participants answers to each of those questions. The intensive will cover the basics of reporting, including story brainstorming and research, interview techniques, story construction, and editing and production. By the end of the week, students will be able to perform the roles of a professional reporter, giving them valuable job experience. By the end of the workshop, they will produce a complete journalistic story to share with their community and/or via professional news outlets.
Jobs for Montana Graduates is a program funded by the Montana Department of Labor and Industry (DLI) with the main purpose of preparing students for the workforce.
Public speaking is the skill of presenting ideas persuasively and engagingly to an audience, using oratory methods to influence, educate, or captivate listeners.
Verbal communications encompass the skills of expressing ideas clearly through speech, actively listening, and tailoring messages for various audiences and situations.
Written communications encompass the ability to convey clear, concise, and impactful messages using written language, ensuring mutual understanding and maintaining a professional tone across various mediums and styles.
Critical thinking refers to the skill of impartially assessing and evaluating information to make a well-informed decision, characterized by skepticism and scrutiny of assumed facts.
Time management is the capacity to organize and plan tasks, prioritize responsibilities, and allocate time efficiently to increase productivity and accomplish objectives.
Each participant who successfully completes a Montana Media Lab Youth Voices workshop will receive a digital badge. This credential shows that through a Youth Voices workshop, the participant has practiced and exemplified invaluable professional skills to be applied to future employment, careers, and educational paths. A few of these skills include critical thinking, team membership and leadership, negotiating conflict, flexibility to change, time management, and effective communication. To earn a digital badge for a Montana Media Lab Youth Voices workshop, participants must: - Engage in researching and pitching important, local stories - Practice and understand how to operate reporting equipment including a hand-held Zoom recorder, microphone or camera - Contact potential sources and brainstorm interview questions - Demonstrate appropriate interview preparedness and professionalism with active listening and follow-up questions - Understand the purpose of all the elements of a full reported journalism piece in a selected medium, from natural sound in audio, to captions in photo, to AP style in print - Upload, transcribe and analyze interviews and other reported material and use critical thinking to select the parts of that material that best convey the story - Work alongside peers and the Montana Media Lab Youth Voices team to outline and structure a journalistic story, weaving together interview quotes, written narration, captions and photos - Use editing software to compile and refine a story - Work alongside peers and Montana Media Lab Youth Voices team in giving a public presentation of the final story - Demonstrate respect, active listening, and commitment to peers, Montana Media Lab Youth Voices team, and story sources
The [Montana Media Lab](https://www.montanamedialab.com/) is a journalism education center at the University of Montana School of Journalism. Through the Youth Voices program, they design and implement news literacy and journalism projects in rural public schools. These projects empower rural and Indigenous youth to find their voices and learn to navigate the 24/7 media world where we live.
Recipients of the AI Essentials Badge have engaged with foundational AI information and learned about specific implementations, guidelines, and resources at the University of Montana. The AI Essentials digital badge is awarded to UM employees who demonstrate knowledge of foundational AI concepts and learned about University of Montana–approved tools, responsible use guidelines, and campus-specific resources. Through the badge modules, participants also examined the ALWAYS prompting process for effective human-powered AI collaboration and reviewed AI’s impact on teaching and assessment.
The AI Essentials badge is awarded upon successfully achieving 100% on each of the Module quizzes. Badge earners have completed the following learning objectives: - Explored UM-approved AI tools: Discovered the resources available to UM employees, including UM’s AI platform. - Identified necessary actions to keep AI human powered: Learned the ALWAYS process for effective prompting, AI collaboration, evaluation, original thought integration, and transparency. - Reviewed the impact of AI on education: Explored changes in assessment practices and how to develop AI-resistant quizzes and higher-order thinking assessments. - Know the resources available at the University of Montana to support AI understanding and use.
[UM Learning Experience and Design](https://www.umt.edu/educational-initiatives-innovation/learning-experience-design) provides training and support to help faculty provide quality educational experiences for in-person, hybrid and online courses.
Wilderness Stewardship Planning Framework
The Wilderness Stewardship Planning Framework (WSPF) is composed of six different but related components: building a foundation for success, identifying and describing desired conditions, gathering and analyzing information, identifying and selecting indicators, specifying standards, and analyzing and selecting management alternatives. The six components are presented in sequence, though the process of developing an actual framework is likely to be iterative rather than linear. The WSPF is a logical process that assists in understanding, developing, and selecting management action alternatives that ensure the preservation of wilderness character.
After completing this course, learners should be able to: - Describe the Wilderness Stewardship Planning Framework. - Explain how it relates to effective Wilderness Stewardship. - Identify the six components of the Framework. - Explain the importance of using the Framework. - Employ the Framework to develop a Wilderness Stewardship Plan for your area. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 1 - Fundamentals
Natural Resource Management in Wilderness: 1 - Fundamentals badge image
Wilderness areas are places where nature is allowed to exist freely. They are among the few places where natural evolutionary forces still function without significant human impact. This course presents the legal foundation for managing natural resources in wilderness and addresses the myths and realities of wilderness management. Specific management strategies for combating threats to wilderness values are also presented.
After completing this course, learners should be able to: - Explain the basis for natural resource management in wilderness as provided by the Wilderness Act and agency policy. - Recognize potential threats to natural resources in wilderness. - Describe several concepts for managing natural resources in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Alaska National Interest Lands Conservation Act (ANILCA)
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The Wilderness Act of 1964 provides legal guidance for the management of designated wilderness areas. It is subject to specific special provisions that may be included in subsequent wilderness-designating legislation. This course will identify the ANILCA special provisions and explain how they are implemented within the context of the Wilderness Act of 1964 and other considerations for managing wilderness in Alaska.
After completing this course, learners should be able to: - Explain how the authority for managing wilderness in Alaska works under both the Wilderness Act of 1964 and ANILCA. - Locate Alaskan wilderness management policy and regulations for your agency. - Describe the significance of wilderness in the creation and passage of ANILCA. - Identify areas in Alaska designated as wilderness by ANILCA. - Explain how ANILCA-designated wilderness areas are administered. - Identify special provisions for managing wilderness in Alaska provided by ANILCA. - Demonstrate how these special provisions are implemented. - Use an MRA to guide your decisions for managing wilderness in Alaska. - Describe the process required for conducting wilderness reviews in Alaska. - Explain the status of wilderness designation for each of the federal agencies. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Grazing
This course is about grazing in wilderness as it applies to special provisions of the Wilderness Act of 1964. The course provides a broad overview of the legal framework that supports wilderness grazing, reviews how grazing may impact the land, and introduces the types of plans that are used to manage grazing.
After completing this course, learners should be able to: - Describe how grazing is incorporated into the Wilderness Act. - Distinguish between commercial grazing, recreational grazing, and administrative grazing. - Define the components of an allotment. - Define ephemeral and vacant allotments. - Explain the different impacts of these types of allotments on wilderness areas. - Give examples of how grazing may impact wilderness. - Review how the Congressional Grazing Guidelines are applied. - Detail what a Wilderness Manager needs to know about grazing in wilderness. - Detail what a Rangeland Management Specialist needs to know about operating in the wilderness. - Outline the requirements of an allotment management plan and annual operating plan for an allotment in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Deciding to Keep Wilderness Wild: Four Cornerstones for Wilderness Managers
This course explores the four most important principles of managing wilderness. Using stories and case studies, the course will prepare you to make well-informed decisions that minimize negative impacts to wilderness character as required by the Wilderness Act of 1964. Each Cornerstone begins with a story to help frame the theoretical perspective of that Cornerstone and concludes with a short case study that allows you to practice what you have learned. The stories and case studies are based on real situations. They are designed to stimulate your thought process so that when you are faced with difficult wilderness stewardship issues, you can make informed, appropriate management decisions.
After completing this course, learners should be able to: - Describe the Four Cornerstones for Wilderness Managers. - Distinguish between wildness (untrammeled) and natural conditions. - Describe how the positive and negative impacts of management actions may preserve one while degrading the other (Preserve Wildness and Natural Conditions). - Identify the overall benefits of wilderness. - Identify the benefits present in an individual wilderness. - Determine how best to protect them (Protect Wilderness Benefits). - Explain the concept of minimum requirements. - Conduct the two-step process for determining if an administrative action is necessary. - Determine the minimum activity necessary to achieve the action (Provide and Use the Minimum Necessary). - Describe wilderness and the components that contribute to its unique character as a whole (Manage Wilderness as a Whole). This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Cultural Resource Management in Wilderness: Fundamentals
Managing the cultural resources often found in wilderness presents a different stewardship challenge than managing those in non-wilderness. In this course, you will learn about the importance of cultural resources in wilderness and begin to consider how their management differs from that of cultural resources in areas that are not wilderness. This is the first in a series of three courses on Cultural Resources Management in Wilderness.
After completing this course, learners should be able to: - Describe the various types of cultural resources found in wilderness. - Provide an overview of the laws, regulations, and policies that govern how we manage cultural resources. - Discuss controversies surrounding the management of cultural resources in wilderness. - Apply the Stewardship Model to cultural resources in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Cultural Resource Management in Wilderness: Evaluating Scientific Proposals
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Conducting research in wilderness can advance our understanding in ways that cannot be realized outside of wilderness. This course, the third in a series of three courses on Cultural Resources Management in Wilderness, provides a comprehensive overview of the process used to evaluate proposals for scientific activity in wilderness. Much of the course material is based on A Framework to Evaluate Scientific Activities in Wilderness, a document created by the Aldo Leopold Wilderness Research Institute.
After completing this course, learners should be able to: - Explain how cultural research is compatible with wilderness management. - Use the evaluation framework to evaluate a proposal for scientific activity. - Identify "red flags" in a proposal. - Evaluate the quality of a proposal. - Determine if research is wilderness dependent. - Complete a Benefits Assessment. - Complete an Impacts Assessment. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Cultural Resource Management in Wilderness: Monitoring and Inventory
The success of wilderness management is depends heavily on inventory, monitoring, and research processes. This course, the second in a series of three courses on Cultural Resources Management in Wilderness, provides an in-depth look at the special requirements of inventorying and monitoring cultural resources in wilderness. Specific topics include types of inventory and the steps of a successful monitoring program.
After completing this course, learners should be able to: - Explain the difference between inventory and monitoring. - Identify agency policies on cultural resource inventory and monitoring. - Describe the four types of inventory surveys. - Explain basic techniques for inventory and monitoring when managing cultural resources in a wilderness setting. - Recall the four indicator criteria. - Select a monitoring methodology using six basic considerations. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Aircraft and Motorboats
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This course covers the special provision of the Wilderness Act of 1964 that grants public use of aircraft and motorized boats in some wilderness areas.
After completing this course, learners should be able to: - List the circumstances when landing aircraft or motorboat use in wilderness is allowed by the Wilderness Act. - Recognize how special language in designating legislation may impact aircraft and motorboat use. - Describe common mistakes in dealing with aircraft and motorboat use in wilderness and corresponding solutions. - Find federal agency policies that address the special provisions of landing aircraft and motorboat use. - List the circumstances when aircraft, motorboat, and other prohibited uses are allowed in Alaskan wilderness by the Alaska National Interest Lands Conservation Act. - Describe appropriate facility maintenance needed to enable approved use of aircraft and motorboats in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Commercial Services
Section 4(c) of the Wilderness Act of 1964 specifically prohibits commercial enterprises. Yet Section 4(d)(6) allows commercial services to the extent necessary for realizing recreational or other wilderness purposes. This course reviews processes for determining which commercial services may be necessary and to what extent.
After completing this course, learners should be able to: - Distinguish between a commercial enterprise and a commercial service. - Define "necessary" as it relates to commercial services in wilderness. - Define the relationship between capacity and the extent necessary. - Describe common pitfalls and misconceptions regarding commercial service. - Determine the "extent necessary" for a commercial service in your wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Inholdings and Rights of Way
Access to State or private inholdings and valid occupancies is guaranteed by Section 5 of the Wilderness Act of 1964, and rights-of-way existing prior to wilderness designation may continue as an exception to the prohibition of uses found in Section 4(c). This training course addresses the management of rights-of-way and access to inholdings in designated wilderness.
After completing this course, learners should be able to: - Describe an approach to managing inholdings and edgeholdings that is consistent with the Wilderness Act. - Define terms related to inholdings, edgeholdings, access, and rights-of-way. - Explain how agencies acquire inholdings and edgeholdings. - Explain the types and extent of access available to inholdings and edgeholdings. - Identify key issues in processing an authorization to access an inholding. - Describe allowable maintenance of access routes. - Locate agency policies and case law that relate to inholding and edgeholding access in wilderness. - Discuss special legislative provisions. - Describe an approach to managing rights-of-way that is consistent with the Wilderness Act. - Identify non-vehicular rights-of-way that may be located in wilderness. - Explain how access to a right-of-way is determined. - Define an RS2477 public right-of-way. - Explain how such a right-of-way might be managed in a wilderness. - Locate agency-specific regulations regarding rights-of-way. - Discuss special legislative provisions. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Insects and Disease
Managing insects and disease in any setting can be complicated, but managing wilderness to minimize insect and disease impacts requires both a clear understanding of your area's objectives and careful consideration of acceptable management actions. This course reviews appropriate management considerations for managing insects and disease in wilderness.
After completing this course, learners should be able to: - Recognize the impact of managing insects and disease on wilderness character. - Locate your agency's policy for managing insects and disease in wilderness. - Describe differences in the impact of exotic versus native insects and disease, both in wilderness and outside of wilderness. - Discuss appropriate and effective actions for controlling insects and disease in wilderness. - Explain how climate change may impact the management of insects and disease in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Minerals
Managing the balance between preserving wilderness character and managing mineral related activities requires a great deal of knowledge and skill. This course reviews the basic principles regarding mineral rights and examines the management steps in evaluating and authorizing mineral activities so as to preserve wilderness character to the greatest degree possible.
After completing this course, learners should be able to: - Define common vocabulary associated with mineral management. - Recognize the various mineral related activities that may occur in a wilderness. - Differentiate between saleable, leasable, and locatable minerals activities in wilderness. - Understand how exploration, development, and conclusion of mining activities may take place in wilderness. - State what constitutes valid existing rights to minerals and by what means that is determined. - List principles of private mineral estate ownership in wilderness. - Explain key laws and related case law, regulations, and policy related to mineral management in wilderness. - Recognize the access provisions and limitations associated with development of mineral rights in wilderness. - Describe how to protect wilderness character to the greatest extent possible while managing mineral activities in wilderness. - Explain the relationship of mineral activities outside of wilderness to adjacent wilderness. - Understand how mining activities originating outside of wilderness may progress into wilderness. - Understand how mining activities adjacent to wilderness may be mitigated. - Describe the allowances and limitations of recreational minerals activities and their management. - Describe the allowance of scientific mineral activities in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Water Rights
This course is intended to highlight the need to engage with water rights issues to preserve wilderness character. The mandate from Section 4(b) of the Wilderness Act states that "each agency administering any area designated as wilderness shall be responsible for preserving the wilderness character of the area." In this course, we will discuss from where water rights originate, the extent of the water right associated with wilderness, how to prioritize work towards safeguarding water rights, and the basic elements of the work required to accomplish these tasks. Though the course will not make you a water rights expert or equip you to work independently, it is intended to provide wilderness managers with sufficient knowledge of the topic, so as to engage with other staff in the important work of securing and maintaining water rights. The course is also intended to bring awareness to hydrologists, realty specialists, and biologists of the importance water rights play in preserving wilderness character.
After completing this course, learners should be able to: - Describe the importance of water rights to wilderness stewardship. - Define the fundamentals of the two systems that allocate water in the United States. - Describe how water rights may be protected for the benefit of wilderness. - Identify the water resource features on which to focus the most attention. - Describe basic principles in data collection. - Identify the roles of different staff specialists in water rights work. - Characterize the allowances for water conveyance facilities. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Special Provisions in Wilderness: Wildlife
Section 4(d)(8) of the Wilderness Act of 1964 [16 U.S.C. 1133(d)(7)] states: "Nothing in this Act shall be construed as affecting the jurisdiction or responsibilities of the several States with respect to wildlife and fish in the national forests." This course examines the meaning of this simple sentence and places it in the context of the Wilderness Act as a whole.
After completing this course, learners should be able to: - Explain who has authority over the various aspects of wildlife management in wilderness. - Locate wildlife management regulations/policies. - Explain common misconceptions in the application of agency policies. - Interpret "different" language concerning wildlife management in subsequent laws that designate a wilderness. - Describe how wildlife issues extend beyond wilderness boundaries. - Recognize that some species may need more substantial management in order to be maintained as part of preserving wilderness character. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 2 - Resource Restoration
It is essential that managers consider impacts to the untrammeled and natural qualities of wilderness when contemplating restoration efforts within wilderness boundaries. This course, the second in the Natural Resource Management in Wilderness course of study, discusses the decision-making process for planning natural resource restoration in a wilderness area.
After completing this course, learners should be able to: - Describe and differentiate between the natural and untrammeled qualities of wilderness character. - Explain the dilemma that might exist in trying to preserve these two qualities while managing natural resources in wilderness. - Recognize influences on making management decisions. - Apply a 4-step process for making natural resource restoration decisions that optimizes both the natural and untrammeled qualities of wilderness character. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 3 - Monitoring
Wilderness management often involves monitoring in order to adapt quickly to threats. This course will discuss the importance of natural resource monitoring and what resources are appropriate to monitor in wilderness.
After completing this course, learners should be able to: - Explain why monitoring natural resources in wilderness is important. - Identify resources that are appropriate to monitor in the wilderness you are managing. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 4 - Evaluating Scientific Proposals
This course discusses the process of evaluating proposals to conduct scientific activity in wilderness and the decisions wilderness managers must make in order to preserve wilderness character while such activity occurs. The content of this course builds on theories introduced in the Minimum Requirements Analysis courses and expands to include four protection filters you can use to determine the appropriateness of proposed scientific research in wilderness.
After completing this course, learners should be able to: - Discuss the appropriateness and compatibility of scientific activity in wilderness. - Identify any compliance requirements necessary to allow scientific activity in wilderness. - Employ a suitable process to evaluate scientific proposals for monitoring and research projects specific to your wilderness area. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 5 - Fish and Wildlife
This course covers the fundamentals of fish and wildlife management in wilderness. Course content includes relevant law and policy requirements that guide management approaches to the various threats and issues that involve fish and wildlife. This course uses case studies to demonstrate a variety of management options.
After completing this course, learners should be able to: - Explain the guiding principles of fish and wildlife management in wilderness as provided by the Wilderness Act and agency policy. - Recognize potential threats to fish and wildlife in wilderness. - Determine how best to manage these resources in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 6 - Fish and Wildlife Inventory and Monitoring
Developing a monitoring program includes three phases and eight steps regardless of the specific resources you are monitoring. This course focuses exclusively on monitoring fish and wildlife in wilderness and provides examples of fish and wildlife monitoring programs.
After completing this course, learners should be able to: - Explain why it is important to monitor fish and wildlife species. - Identify the basic concepts of survey sampling of fish and wildlife species in wilderness. - Apply the basic concepts of survey sampling of fish and wildlife species in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 7 - Threatened and Endangered Species
This course presents guidelines managers should follow in order to satisfy requirements of the Wilderness Act, the Endangered Species Act, and agency policies when managing threatened and endangered species in wilderness. The course references stewardship goals, the stewardship model, and specific management steps within the model.
After completing this course, learners should be able to: - Explain fundamental concepts related to managing threatened and endangered species in wilderness as provided by the Wilderness Act, the Endangered Species Act, and agency policies. - Identify the guiding principles for managing these resources. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 8 - Air Quality
Clean air is an integral part of ecosystems and the natural quality of wilderness character. It is not only an essential component of the habitat for plants and animals; it also contributes to visitors' wilderness experience, affording clear vistas and suggesting primeval character. This course discusses the natural resource management techniques relevant to air quality in wilderness.
After completing this course, learners should be able to: - Explain the legal foundation for managing air quality resources in wilderness. - Recognize potential threats to air quality in wilderness. - Identify management responsibilities and strategies. - Describe the purpose and availability of several monitoring programs developed for air quality. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 9 - Soil and Water
It's often taken for granted that soil and water will always be there: clean, plentiful, and productive. In wilderness, natural processes prevail – processes that help renew water and soil. This course will allow learners to understand better the importance of monitoring soil and water resources, the laws that govern their management, and the steps necessary to implement this knowledge.
After completing this course, learners should be able to: - Describe the tie between watershed attributes of soil and water and the National Wilderness Preservation System. - Explain the essential elements of managing soil and water resources in wilderness. - Recognize the ecological function of biological soil crust resources. - Recognize potential threats to and issues concerning soil and water resources in wilderness. - Identify management strategies and guidelines. - Discuss several monitoring programs available for soil and water resources. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 10 - Vegetation
Management must continually guard the balance between natural progression and encroaching nonnative, invasive species. This course defines the vegetation component of wilderness, describes its value to wilderness, and examines mandated management policies, including threats and strategies for balancing wilderness character.
After completing this course, learners should be able to: - Define the vegetation component of wilderness. - Explain vegetation's value in wilderness. - Explain the basis for vegetation management in wilderness as provided by the Wilderness Act and agency policy. - Recognize potential threats to vegetation resources in wilderness. - Identify strategies for managing vegetation resources in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 11 - Soundscapes
Natural sounds awaken our sense of awe; connect us to the splendor of wilderness; and powerfully affect our emotions, attitudes, and memories. This course will help users learn the difference between sounds and noises in wilderness soundscapes, identify threats to these soundscapes, and examine strategies for soundscape management.
After completing this course, learners should be able to: - Explain the basis for managing the soundscape and the acoustical environment in wilderness as provided by the Wilderness Act and agency policy. - Recognize potential threats to the soundscapes and acoustical environment in wilderness. - Identify several strategies for addressing threats to soundscapes and the acoustical environment in wilderness, including planning and monitoring. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Natural Resource Management in Wilderness: 12 - Night Sky
Preserving natural lightscapes is one of many management actions that helps protect cultural traditions, visitor experiences, and the physiological and ecological processes of wildlife in wilderness. This course will discuss the fundamentals of lightscape resource management, including threats to the night sky in wilderness and relevant principles of management.
After completing this course, learners should be able to: - Explain the principles of night sky management in wilderness as provided by the Wilderness Act and agency policy. - Recognize potential threats to the night sky in wilderness and describe strategies for addressing those threats. - Identify several principles for managing night skies in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Paleontological Resource Management in Wilderness: Fundamentals
While their presence is not a requirement, many designated wilderness areas contain paleontological resources. Managing these resources is different in a wilderness setting than in non-wilderness. Fundamentals of Managing Paleontological Resources in Wilderness thoroughly explains these differences and provides tools for agency employees to manage these resources more effectively.
After completing this course, learners should be able to: - Define paleontological resources. - Identify types of paleontological resources. - Explain how paleontological resources are part of the wilderness character of your area, if applicable. - Articulate issues surrounding the management of paleontological resources in wilderness. - Apply the Stewardship Model of managing paleontological resources in wilderness. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Paleontological Resource Management in Wilderness: Monitoring and Inventory
To know if wilderness character is being preserved, including the paleontological resources that may be present, conditions and changes to those conditions should be monitored. This course, the second course in the Paleontological Resources Management in Wilderness course of study, provides an in-depth look at the inventory and monitoring process associated with paleontological resources. Specific topics include selecting indicators and monitoring methods and protocols.
After completing this course, learners should be able to: - Explain the difference between inventory and monitoring. - Explain the basic techniques for these activities when managing paleontological resources in a wilderness setting. - Complete a threats matrix. - Recall the four indicator criteria. - Select a monitoring methodology using six basic considerations. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Paleontological Resource Management in Wilderness: Evaluating Scientific Proposals
This course discusses the evaluation framework used by wilderness stewards to examine proposals for research activities in wilderness. This framework serves to improve communication between scientists and management, as well as to foster greater understanding of wilderness protection. This course uses examples and a case study to highlight the relevance and application of the evaluation framework to paleontological resources in wilderness.
After completing this course, learners should be able to: - Explain how paleontological research is compatible with wilderness management. - Use the Evaluation Framework to evaluate a proposal for scientific activity. - Identify "red flags" in a proposal. - Evaluate the quality of a proposal. - Determine if proposed research is wilderness dependent. - Complete a Benefits Assessment. - Complete an Impacts Assessment. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Visitor Use Management in Wilderness: Fundamentals
This course introduces the topic of visitor use management (VUM) in wilderness, explains why it is necessary, reviews relevant laws and agency policies, and examines the challenges of VUM in wilderness, including threats to the biophysical and social components of wilderness resources. From delicate cave formations vulnerable to human touch to popular whitewater rivers, every wilderness provides opportunities for visitors to explore and experience wild and natural environments. Visitor use of wilderness also leads to impacts on the wilderness resource that require careful management. But that management also has effects. This course examines the need for, regulation of, and possible effects of VUM in wilderness.
After completing this course, learners should be able to: - Recall relevant portions of law and agency-specific policy. - Define visitor use management. - Explain why visitor use management is needed. - Identify the challenges of managing visitor use and the potential threats to the wilderness resource that accompany it. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Visitor Use Management in Wilderness: Strategies
Visitor use management is an integral part of any wilderness stewardship program, and relevant goals (desired conditions) and objectives (thresholds) are typically identified in a wilderness stewardship plan. Some plans even prescribe a specific response when certain thresholds are exceeded and wilderness character is threatened or degrading. This course is designed to help you select management strategies and actions to address visitor use impacts in wilderness, particularly if stewardship plan direction is largely absent or inadequate to the situation.
After completing this course, learners should be able to: - Identify the biophysical and social impacts of visitor use and its management on wilderness character. - Describe common visitor use management strategies and actions. - Determine which visitor use management strategies and actions will best preserve wilderness character. - Recognize the relationship between visitor use management strategies and monitoring. - Align visitor use management strategies and actions with wilderness stewardship plan goals and objectives. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.
Visitor Use Management in Wilderness: Monitoring
Monitoring in wilderness ensures that wilderness character, as well as the values and benefits of wilderness, are being preserved. Visitor use monitoring is the routine and systematic collection of wilderness resource information to identify changes in conditions over time caused by visitor use or visitor use management. For the purposes of this course, it also includes inventories conducted to assess existing conditions or establish a monitoring baseline. This information can be used to inform new management and planning decisions, or to evaluate the effectiveness of previous management actions and improve subsequent decision making.
After completing this course, learners should be able to: - Identify the objectives of visitor use monitoring in wilderness. - Recognize the role of visitor use monitoring in preserving wilderness character. - Relate visitor use monitoring to wilderness character monitoring. - Describe the four common types of visitor use monitoring programs. - Explain the steps typically involved in building a visitor use monitoring strategy. This course has a comprehensive test at the end that the student must pass with an 80% or greater. Learning objectives will be assessed in the course quiz.