{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:39:52.205Z","occupation":{"soc":"25-1043.00","title":"Forestry and Conservation Science Teachers, Postsecondary","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary instruction, graduate mentorship, field and laboratory supervision, scholarly engagement, and academic program leadership in forestry and conservation science at research universities and land-grant institutions.","levels":{"emerging":{"label":"Emerging","statements":["Course syllabi and homework assignments — draft and organize under faculty mentorship for undergraduate forestry or conservation science courses.","Foundational lecture content on forest resource policy or forest pathology — prepare and deliver with guidance from senior colleagues in a university classroom setting.","Student assignments and short papers — evaluate and assign grades using established rubrics provided by the supervising professor.","Undergraduate laboratory or field sessions — assist in supervising student work under the direct oversight of a lead faculty member at a field research site.","Student attendance records and grade logs — maintain accurately using institutional learning management and records systems.","Current peer-reviewed literature in forestry and conservation science — read and summarize to support lesson preparation and personal professional development.","Word processing and course management software — use to create instructional handouts, post course materials, and communicate with enrolled students.","Teaching and research issues raised by colleagues — participate in departmental discussions and contribute observations in collaborative faculty meetings.","Geographic information system tools — apply at a basic level to support spatially anchored lab exercises or field mapping activities for students.","Undergraduate research or internship activities — assist in monitoring student progress and providing structured feedback under faculty direction."]},"developing":{"label":"Developing","statements":["Course syllabi, reading lists, and graded assignments — design independently for undergraduate and introductory graduate forestry courses with minimal oversight.","Lectures on topics such as forest resource policy, mapping, and forest ecology — prepare and deliver routinely to undergraduate and graduate audiences in a semester-long course.","Student class work, papers, and laboratory reports — evaluate with consistent, well-calibrated grading practices that align with learning objectives across multiple course sections.","Field research and laboratory supervision — manage student activities at field sites, ensuring safety protocols and scientific rigor are maintained throughout sessions.","Student academic records and required institutional reports — maintain and submit on schedule in compliance with university administrative requirements.","Professional conferences and discipline-specific literature — engage with regularly to incorporate emerging findings in forest pathology, conservation policy, or related areas into course content.","Undergraduate teaching assistants and graduate students in internship placements — supervise and provide structured professional feedback on their instructional and research performance.","Project management and calendar scheduling software — use to coordinate multi-week field research projects and synchronize student timelines with departmental resources.","Collaborative curriculum or research proposals — contribute substantively with faculty colleagues to address shared instructional challenges or pursue joint grant opportunities.","Inductive and deductive reasoning challenges in student research design — guide students through problem framing and methodology selection in familiar disciplinary contexts."]},"proficient":{"label":"Proficient","statements":["Graduate and undergraduate courses spanning the full scope of forestry and conservation science — design, deliver, and continuously refine based on assessment data and evolving disciplinary knowledge.","Advanced graduate seminars on forest resource policy, forest pathology, and conservation systems — lead autonomously, integrating current research and complex case studies throughout.","Comprehensive grading systems for research papers, field reports, and dissertations — apply with nuanced critical judgment, providing formative feedback that advances graduate-level scholarly development.","Multi-season field research programs involving graduate and undergraduate students — oversee fully, managing logistics, data quality, student safety, and scholarly output at remote or complex sites.","Non-routine academic challenges such as academic integrity issues or struggling graduate researchers — address with sound judgment and institutional knowledge, resolving cases with appropriate rigor and sensitivity.","Developments in conservation biology, forest ecology, and related sciences — synthesize continuously by engaging with primary literature, professional societies, and interdisciplinary colleagues.","Graduate student thesis and dissertation committees — chair or serve on, guiding students from proposal through defense across multi-year research timelines.","Geographic information systems and object-oriented database tools — apply at an advanced level within research and instruction, enabling spatially complex analyses for graduate field courses.","Cross-disciplinary teaching and research collaborations with colleagues in biology, geography, or environmental policy — initiate and sustain to address complex, real-world conservation problems.","Instructional learning strategies — evaluate their effectiveness across course formats and adapt pedagogy to serve diverse graduate and undergraduate learners in both field and classroom environments."]},"advanced":{"label":"Advanced","statements":["Departmental or program-level curriculum in forestry and conservation science — lead the design, review, and accreditation alignment for the full academic unit at a research university.","Strategic research agendas for a forestry or conservation science program — set and communicate to internal stakeholders, funding agencies, and national professional organizations.","Junior faculty, postdoctoral researchers, and graduate teaching assistants — mentor systematically, shaping their pedagogical philosophy, research productivity, and professional trajectories.","Institutional policies governing field research safety, academic integrity, and graduate student welfare — develop or substantially revise to reflect best practices across the discipline.","Multi-institutional or federal research partnerships in areas such as forest carbon sequestration, wildland fire science, or biodiversity conservation — initiate, negotiate, and lead at an organizational scale.","Scholarly reputation and external influence of the academic program — advance through keynote presentations, editorial board service, and national conference leadership in forestry and conservation science.","Graduate program admissions criteria, fellowship allocation, and degree requirements — oversee and refine to strengthen program quality, equity, and alignment with workforce and research needs.","Enterprise-level academic technologies and information retrieval systems — champion adoption across the program to enhance research capacity and instructional innovation for all faculty and students.","Emerging societal challenges such as climate-driven forest disturbance or land-use policy reform — translate into transformative interdisciplinary courses and publicly engaged scholarship that shape the field.","Organizational resource allocation decisions including hiring priorities, laboratory investments, and field station development — advise senior administration with evidence-based recommendations rooted in disciplinary expertise."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}