NSXNational Skills ExchangeSign in
Back to Framework

Forestry and Conservation Science Teachers, Postsecondary

SOC 25-1043.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis 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.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and homework assignments — draft and organize under faculty mentorship for undergraduate forestry or conservation science courses.
  2. Foundational lecture content on forest resource policy or forest pathology — prepare and deliver with guidance from senior colleagues in a university classroom setting.
  3. Student assignments and short papers — evaluate and assign grades using established rubrics provided by the supervising professor.
  4. Undergraduate laboratory or field sessions — assist in supervising student work under the direct oversight of a lead faculty member at a field research site.
  5. Student attendance records and grade logs — maintain accurately using institutional learning management and records systems.
  6. Current peer-reviewed literature in forestry and conservation science — read and summarize to support lesson preparation and personal professional development.
  7. Word processing and course management software — use to create instructional handouts, post course materials, and communicate with enrolled students.
  8. Teaching and research issues raised by colleagues — participate in departmental discussions and contribute observations in collaborative faculty meetings.
  9. Geographic information system tools — apply at a basic level to support spatially anchored lab exercises or field mapping activities for students.
  10. Undergraduate research or internship activities — assist in monitoring student progress and providing structured feedback under faculty direction.
Developing
Mid-level / Established
  1. Course syllabi, reading lists, and graded assignments — design independently for undergraduate and introductory graduate forestry courses with minimal oversight.
  2. 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.
  3. Student class work, papers, and laboratory reports — evaluate with consistent, well-calibrated grading practices that align with learning objectives across multiple course sections.
  4. Field research and laboratory supervision — manage student activities at field sites, ensuring safety protocols and scientific rigor are maintained throughout sessions.
  5. Student academic records and required institutional reports — maintain and submit on schedule in compliance with university administrative requirements.
  6. Professional conferences and discipline-specific literature — engage with regularly to incorporate emerging findings in forest pathology, conservation policy, or related areas into course content.
  7. Undergraduate teaching assistants and graduate students in internship placements — supervise and provide structured professional feedback on their instructional and research performance.
  8. Project management and calendar scheduling software — use to coordinate multi-week field research projects and synchronize student timelines with departmental resources.
  9. Collaborative curriculum or research proposals — contribute substantively with faculty colleagues to address shared instructional challenges or pursue joint grant opportunities.
  10. Inductive and deductive reasoning challenges in student research design — guide students through problem framing and methodology selection in familiar disciplinary contexts.
Proficient
Senior / Expert IC
  1. 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.
  2. Advanced graduate seminars on forest resource policy, forest pathology, and conservation systems — lead autonomously, integrating current research and complex case studies throughout.
  3. Comprehensive grading systems for research papers, field reports, and dissertations — apply with nuanced critical judgment, providing formative feedback that advances graduate-level scholarly development.
  4. 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.
  5. 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.
  6. Developments in conservation biology, forest ecology, and related sciences — synthesize continuously by engaging with primary literature, professional societies, and interdisciplinary colleagues.
  7. Graduate student thesis and dissertation committees — chair or serve on, guiding students from proposal through defense across multi-year research timelines.
  8. 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.
  9. Cross-disciplinary teaching and research collaborations with colleagues in biology, geography, or environmental policy — initiate and sustain to address complex, real-world conservation problems.
  10. 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
Lead / Principal / Executive
  1. 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.
  2. Strategic research agendas for a forestry or conservation science program — set and communicate to internal stakeholders, funding agencies, and national professional organizations.
  3. Junior faculty, postdoctoral researchers, and graduate teaching assistants — mentor systematically, shaping their pedagogical philosophy, research productivity, and professional trajectories.
  4. Institutional policies governing field research safety, academic integrity, and graduate student welfare — develop or substantially revise to reflect best practices across the discipline.
  5. 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.
  6. 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.
  7. Graduate program admissions criteria, fellowship allocation, and degree requirements — oversee and refine to strengthen program quality, equity, and alignment with workforce and research needs.
  8. 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.
  9. 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.
  10. Organizational resource allocation decisions including hiring priorities, laboratory investments, and field station development — advise senior administration with evidence-based recommendations rooted in disciplinary expertise.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted course material drafting — uses an LLM to generate first-draft syllabi, homework prompts, and handouts, then reviews each output for disciplinary accuracy before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Lecture outline generation — submits topic keywords such as forest pathology or resource policy to an AI assistant to scaffold lecture structure, while supplying all domain-specific examples personally.
Developing
  1. Grading feedback acceleration — delegates initial rubric-aligned commentary on student papers to an AI tool, then revises and personalises each response to reflect forestry-specific learning objectives, reducing turnaround time substantially Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Attendance and records automation — directs AI tools to format, reconcile, and summarise student attendance and grade data, retaining personal verification of every entry for institutional accuracy.
  3. Reading-list curation support — uses an AI assistant to scan and summarise candidate journal articles and policy documents, then applies expert judgement to select readings appropriate to course level and conservation science context WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Adaptive learning-strategy design — applies AI-generated learner-performance analyses to redesign instructional sequences for laboratory and field-work modules, integrating human-technology interaction principles throughout WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Assessment scaffolding — directs an AI tool to produce varied question sets at multiple cognitive levels for forestry topics, critically editing outputs to ensure alignment with accreditation standards and disciplinary rigour Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  3. Field-supervision briefing preparation — uses AI to compile current research summaries and safety protocols into pre-field briefing documents, personally verifying all regulatory and ecological content before student deployment.
  4. Lecture delivery enhancement — integrates AI-generated visual aids and case-study narratives into lectures on topics such as mapping and forest resource policy, authoring the conceptual framing and discussion facilitation entirely without AI Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Curriculum-level AI orchestration — coordinates AI tools across the full course lifecycle—syllabus design, content generation, assessment construction, and student feedback—while maintaining scholarly ownership of every pedagogical decision and disciplinary standard Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Instructional automation boundary-setting — evaluates where AI autonomy is pedagogically safe versus where direct instructor expertise is irreplaceable, establishing department-level guidelines on AI use in forestry and conservation science education based on empirical usage patterns and automation-feasibility evidence Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  3. Graduate research mentorship with AI scaffolding — supervises graduate students in critically using LLMs for literature synthesis and data interpretation in conservation research, modelling responsible human-technology interaction practices and evaluating AI-assisted outputs against primary scientific sources WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 3270
Augment share: 95%
Time saved: 79.5%
AI autonomy: 3.03
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication16 statements
Emerging
  1. Syllabus explanation — presents course objectives and expectations to undergraduate students using structured written documents and verbal orientation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Lecture drafting — prepares initial lecture notes on forestry topics such as forest pathology or silviculture using discipline-specific terminology O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Field instruction — delivers basic safety and procedural directions to students prior to supervised fieldwork in forested environments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Student feedback — provides written comments on homework assignments using clear, constructive language aligned to rubric criteria O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Lecture delivery — presents technical content on forest resource policy and conservation science to undergraduate cohorts with organized structure and appropriate pacing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scientific writing instruction — models disciplinary writing conventions through annotated examples and guided drafting exercises for forestry students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening application — attends to student questions during laboratory sessions and restates or clarifies concepts to confirm mutual understanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Conference presentation — communicates research findings on forest ecosystems to professional audiences at disciplinary conferences using field-standard visual aids O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Graduate seminar facilitation — leads discussion-based seminars on advanced conservation science topics, adjusting register and depth for mixed graduate audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Interdisciplinary communication — translates forestry and ecological concepts across biology, geography, and policy contexts for collaborating faculty and stakeholders Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assessment feedback delivery — returns graded papers with targeted, evidence-based written commentary that advances student understanding of forest science principles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Grant narrative writing — composes clear and persuasive research proposals communicating forest conservation objectives to funding bodies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Public scholarship communication — translates complex forest resource policy research into accessible formats for policymakers, land managers, and community audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Mentored writing development — coaches doctoral candidates through the full arc of scientific manuscript preparation for peer-reviewed forestry journals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cross-sector testimony — delivers expert oral testimony on forest conservation science to legislative or regulatory bodies with precision and authority Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Curriculum communication design — architects program-level communication scaffolds that systematically build students' scientific writing and presentation competencies across degree milestones Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership15 statements
Emerging
  1. Research task delegation — assigns defined data collection or literature review tasks to undergraduate research assistants during field or laboratory projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Classroom management initiation — establishes basic behavioral and academic norms for forestry laboratory and lecture sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional initiative — volunteers for departmental committees or service roles related to forestry curriculum or conservation programming Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Graduate supervision — guides master's students through thesis topic selection, research design, and milestone completion in forest or conservation science Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Course leadership — takes full ownership of course design and instructional delivery for assigned forestry and conservation courses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Internship coordination — organizes and oversees student field internship placements with forestry agencies and conservation organizations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Collaborative initiative — proposes and advances shared research or curriculum projects with departmental colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Doctoral mentorship — leads doctoral candidates through multi-year research programs in forest ecology or conservation policy, providing direction at each stage of inquiry Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Program committee leadership — chairs curriculum or assessment committees shaping the academic direction of forestry and conservation degree offerings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Research team management — coordinates interdisciplinary field research teams, allocating roles and maintaining project timelines across multiple seasons Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Junior faculty mentorship — guides early-career instructors in course development, student supervision practices, and professional development within the discipline Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Academic program leadership — leads the design or restructuring of undergraduate or graduate forestry programs in response to evolving workforce and conservation demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Field station or center direction — provides strategic and operational leadership for university-affiliated forest research stations or conservation science centers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Discipline stewardship — shapes the direction of forestry and conservation science education at the national level through leadership in professional associations and curriculum standards bodies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Succession development — systematically identifies and cultivates the next generation of forestry science scholars and educators through structured mentorship and professional sponsorship Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition14 statements
Emerging
  1. Teaching reflection — identifies gaps between intended and actual student learning outcomes after delivering initial forestry lectures or labs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes which instructional approaches are most effective for conveying spatially complex concepts such as forest mapping or stand dynamics Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Self-assessment initiation — reviews student course evaluations and identifies one or two specific instructional behaviors to adjust in subsequent offerings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Pedagogical self-monitoring — tracks the clarity and pacing of lectures on forest pathology or resource policy by reviewing student comprehension signals during class Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research process reflection — evaluates personal assumptions and methodological choices during field study design in forest conservation projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional knowledge gap identification — maps current understanding of emerging conservation science literature against areas requiring deeper engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Active learning calibration — adjusts the balance of direct instruction and inquiry-based activities based on observed student engagement in laboratory settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Instructional planning metacognition — deliberately sequences forestry course content by analyzing prerequisite knowledge demands and potential student misconceptions before each term Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research strategy evaluation — critically examines the logic and assumptions of ongoing forest science research designs and revises approaches based on emerging field data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Scholarly self-regulation — maintains consistent reading, writing, and conference participation practices by monitoring personal productivity against long-range research goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Feedback integration — synthesizes peer review, student evaluation, and self-observation data to systematically refine teaching and research practices across semesters Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling — explicitly demonstrates self-monitoring and knowledge-revision processes to graduate students as a transferable scientific thinking practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Curriculum epistemology — leads faculty in examining the underlying assumptions of the forestry curriculum's knowledge organization and revising it to reflect current disciplinary paradigms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Research mentorship reflection — evaluates the effectiveness of personal mentorship strategies for each doctoral advisee and adapts guidance to individual cognitive and professional development profiles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking15 statements
Emerging
  1. Literature evaluation — assesses the credibility and relevance of current forestry and conservation science publications using basic disciplinary criteria Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assignment analysis — identifies the underlying skill or knowledge objective behind each graded task before designing assessment rubrics Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Data interpretation — reads and interprets basic forest inventory or ecological data sets in preparation for teaching quantitative forestry methods O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Research problem framing — defines researchable questions in forest ecology or conservation policy by analyzing gaps and contradictions in existing literature Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Course material critique — evaluates textbooks and instructional resources for accuracy, currency, and alignment with forestry program learning objectives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student reasoning assessment — identifies logical gaps in student arguments within papers or lab reports and provides targeted corrective feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Policy analysis integration — incorporates competing forest resource policy perspectives into course content, requiring students to evaluate evidence and form reasoned positions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Peer review engagement — critically evaluates manuscripts submitted to forestry and conservation science journals by systematically examining methodology, evidence, and conclusions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Interdisciplinary problem analysis — applies biological, geographic, and mathematical reasoning simultaneously to complex forest conservation problems in research and instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assumption surfacing — challenges disciplinary assumptions embedded in standard forestry practices during graduate seminars, advancing more rigorous student inquiry Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Grant proposal review — critically evaluates research design quality, feasibility, and significance in forestry grant applications for internal or external funding bodies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Paradigm critique — interrogates foundational assumptions of forest management or conservation science models in peer-reviewed publications and national policy forums Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Doctoral examination — designs and administers qualifying examinations that assess doctoral candidates' capacity for original critical reasoning within forest and conservation science Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Evidence synthesis leadership — leads systematic reviews or meta-analyses of forest ecology or conservation intervention literature, setting standards for evidence appraisal in the field Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Curriculum critical reasoning design — embeds explicit critical thinking skill development across all levels of the forestry program through scaffolded inquiry assignments and capstone projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration14 statements
Emerging
  1. Colleague communication — participates in departmental meetings on teaching and curriculum issues, contributing discipline-specific perspectives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Co-teaching preparation — coordinates with laboratory instructors or teaching assistants to align lecture and lab content in forestry courses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Agency liaison initiation — establishes initial contact with forestry agencies or conservation organizations to support student internship or field experience opportunities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Research collaboration — contributes defined components to joint forest science research projects with faculty colleagues within or across institutions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Interdisciplinary course development — co-develops course content with faculty in biology, geography, or environmental policy departments to reflect integrative conservation science Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student team facilitation — structures and monitors collaborative student projects in forestry fieldwork or laboratory settings, mediating group dynamics as needed Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Professional network building — participates actively in forestry and conservation science professional associations to build collaborative research and teaching partnerships O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-investigator research coordination — manages collaborative roles, data-sharing agreements, and joint authorship processes across multi-site forest science research teams Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum alignment collaboration — works with program faculty to ensure coherent sequencing and shared learning outcomes across the forestry and conservation science degree Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Agency partnership management — maintains sustained collaborative relationships with state and federal forestry agencies to support applied research and student field experiences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Community of practice participation — contributes expertise to discipline-specific working groups addressing curriculum innovation, research methods, or conservation challenges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Consortium leadership — leads multi-institutional research or educational consortia focused on pressing forest and conservation science questions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-sector partnership architecture — designs formal collaborative frameworks between the university, government forestry agencies, and conservation NGOs to advance research and workforce development goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Collaborative mentorship network — builds structured peer mentorship networks among graduate students and early-career forestry researchers that extend beyond individual advising relationships Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character14 statements
Emerging
  1. Academic integrity modeling — communicates and upholds academic honesty standards in all graded activities, field records, and research data collection by students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional punctuality — submits grades, attendance records, and required academic documentation by institutional deadlines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Respectful engagement — treats students, colleagues, and field partners with consistency and respect regardless of background or viewpoint in forestry classroom and field contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Grading equity — applies rubric criteria consistently and without bias across all student submissions in forestry and conservation science courses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research data integrity — maintains accurate and transparent field data records throughout the full cycle of forest science research projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional accountability — acknowledges and corrects errors in instructional content or published research when they are identified Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Inclusive classroom practice — creates equitable learning environments in forestry courses by actively addressing barriers to participation in field and laboratory settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical research oversight — ensures that all student and collaborative research under supervision meets disciplinary ethical standards for data collection, attribution, and reporting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Confidentiality stewardship — manages student academic records and sensitive performance information in compliance with institutional and legal standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional boundary integrity — maintains appropriate academic and professional boundaries with students across advising, grading, and mentorship relationships Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Constructive conflict navigation — addresses academic misconduct, grading disputes, or research disagreements with procedural fairness and professional composure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — establishes and advances standards of research and pedagogical integrity within the department that become adopted as program-wide norms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Advocacy with accountability — publicly advocates for evidence-based forest conservation policy positions while transparently acknowledging the limits of current scientific evidence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Institutional trust building — builds a sustained reputation for fairness, transparency, and principled decision-making that makes the forestry program a trusted partner for agencies and communities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity14 statements
Emerging
  1. Course material innovation — develops original handout or assignment formats that make abstract forestry concepts such as stand density or nutrient cycling more tangible for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Field exercise design — creates novel field observation activities that move beyond standard lab manual protocols to deepen student engagement with forest ecosystems Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Research question generation — proposes original research questions in forest science that extend beyond replication of existing studies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional technology integration — incorporates GIS mapping tools, remote sensing data, or simulation software into forestry courses in creative ways that enhance spatial reasoning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assessment redesign — invents non-traditional assessment formats such as field management plan projects or conservation policy briefs that develop higher-order forestry competencies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Research design innovation — develops novel methodological approaches to field data collection in forest ecology that overcome limitations of standard protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Interdisciplinary synthesis — creates course content that productively combines forest biology, geography, and policy in ways that generate new student insights Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum architecture creativity — designs program sequences that build integrative, systems-level thinking about forest and conservation science rather than treating topics as isolated units Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Applied research creativity — develops applied research agendas that connect basic forest science questions to real-world conservation management problems in innovative ways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Pedagogical experimentation — tests and iterates new teaching methods such as problem-based field studios or co-designed student research projects and documents outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Grant concept innovation — originates novel conceptual frameworks for forest science research proposals that open new funding avenues or disciplinary conversations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Discipline-shaping inquiry — produces original theoretical or empirical contributions to forestry and conservation science that redirect how colleagues frame research or management questions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Transformative curriculum creation — designs signature forestry program experiences that become nationally recognized models for experiential or place-based conservation science education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Creative problem leadership — leads faculty in generating innovative institutional responses to emerging challenges such as climate-driven forest change, workforce shifts, or accreditation demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset14 statements
Emerging
  1. Literature engagement initiation — begins regular reading of current forestry and conservation science journals to build awareness of evolving disciplinary knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — receives student course evaluations and peer teaching observations without defensiveness and identifies at least one area for instructional improvement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Skill stretch willingness — accepts assignments or committee roles in areas of emerging competence such as online pedagogy or new subdisciplines within conservation science Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Professional development consistency — attends discipline-specific conferences and workshops annually to remain current in forest science research and pedagogy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Teaching iteration — revises course materials, activities, and assessments each semester based on student performance data and personal reflection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Setback reframing — responds to rejected grant proposals or manuscript revisions by analyzing reviewer feedback and producing strengthened subsequent submissions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Student growth orientation — communicates belief in students' capacity to develop scientific reasoning in forestry through consistent encouragement and challenging but achievable expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained scholarly renewal — pursues new methodological training or engages new subfields within forest science to ensure research and teaching remain at the discipline's frontier Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Failure analysis — systematically examines the causes of failed field research seasons or poor student outcomes and redesigns approaches with documented rationale Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship as growth — frames the graduate advising relationship as a mutual learning process, openly sharing one's own scholarly uncertainties and evolving understanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Adaptive course response — restructures mid-semester course content or pedagogy in real time when student learning data or emerging forest events create a compelling instructional opportunity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Growth culture cultivation — establishes department or program norms where ongoing learning, intellectual risk-taking, and peer feedback on teaching and research are expected and celebrated Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Career-long mastery modeling — demonstrates through public scholarly work and professional service that deep expertise in forest science is built through decades of persistent inquiry and adaptation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Graduate student resilience development — deliberately structures research programs to give doctoral students experiences of productive failure, iteration, and recovery within forest science projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness14 statements
Emerging
  1. Classroom presence — directs full attention to student questions and responses during forestry lectures and laboratory sessions without distraction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Grading intentionality — approaches student paper evaluation with deliberate focus, setting aside distractions to ensure consistent and fair assessment of each submission Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Field awareness — maintains attentive observation of student behavior and environmental conditions during supervised forest fieldwork Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Emotional self-regulation in advising — manages personal frustration or urgency during difficult graduate student advising conversations to keep interactions productive and constructive Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attention management in research — structures daily and weekly research writing and data analysis blocks to protect sustained focus on complex forest science problems Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student affect recognition — notices signs of student distress, confusion, or disengagement during field and laboratory supervision and responds with timely, calibrated support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Deliberate communication pacing — slows the delivery of complex technical content such as forest mensuration or conservation genetics to match the cognitive load of diverse student learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. High-stakes composure — maintains calm, methodical thinking during field emergencies, accreditation reviews, or contentious faculty deliberations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Intentional feedback delivery — pauses before responding to student work or colleague disagreements to formulate responses grounded in evidence rather than immediate reaction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Workload boundary management — establishes and sustains boundaries between research, teaching, and service demands to maintain sustainable scholarly and instructional effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Present-moment field teaching — fully engages with the immediate forest environment during field instruction, using real-time ecological observations as live teaching moments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Mindful mentorship — attunes deeply to individual doctoral students' cognitive, emotional, and professional states and adapts mentorship approaches to each person's present needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional equanimity — models measured, reflective leadership during periods of institutional change, budget pressure, or disciplinary controversy affecting the forestry program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Contemplative pedagogy integration — incorporates evidence-based mindfulness or reflective practices into forestry field courses to deepen students' ecological observation and professional self-awareness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude14 statements
Emerging
  1. Rejection persistence — responds to initial manuscript or grant rejections by revising and resubmitting rather than abandoning the scholarly contribution Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficult feedback delivery — provides honest, unfavorable academic feedback to underperforming students in forestry courses while maintaining a supportive instructional relationship Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Field condition endurance — completes required field instruction and data collection under adverse weather or terrain conditions alongside students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Multi-year research persistence — sustains forest science research projects across multiple field seasons despite data gaps, equipment failures, or funding delays Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Teaching challenge navigation — continues refining instruction for courses with persistently low student engagement or performance rather than reducing academic rigor Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Tenure process resilience — maintains consistent research productivity and teaching quality throughout the multi-year tenure and promotion review process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Student advocacy persistence — continues supporting struggling graduate students through extended research setbacks without withdrawing mentorship or reducing expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained research leadership — leads long-term forest ecosystem monitoring or longitudinal conservation research programs that require sustained commitment across a decade or more Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Controversy endurance — maintains publicly stated, evidence-based positions on contested forest management or conservation science questions despite professional or political pressure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Program adversity response — rebuilds or sustains a forestry program through budget cuts, enrollment decline, or accreditation challenges with strategic persistence and transparent communication Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Complex problem perseverance — persists through methodologically difficult forest science research problems such as modeling climate change impacts on tree species distribution without prematurely simplifying Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Discipline resilience leadership — rallies the forestry and conservation science community around shared values and long-term educational commitments during periods of funding scarcity or public skepticism about conservation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Career-defining persistence — produces a body of forest science research and educational contributions sustained over decades in the face of recurring institutional, environmental, and professional adversity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Courageous scholarly citizenship — publicly challenges flawed forest policy, industry influence on research, or inequitable academic practices at professional and institutional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Show O*NET source anchors64 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

Suggest an O*NET correction

Source anchors that ground each statement

Related titles
Assistant Professor · Assistant Teaching Professor · Associate Professor · Biometrics Instructor · College Faculty Member · College Professor · Conservation Biology Professor · Ecology Professor · Environmental Conservation Professor · Extension Professor · Forest Biometrics Professor · Forest Ecology Professor
RAPIDS apprenticeships
—
O*NET skills
InstructingReading ComprehensionLearning StrategiesWritingSpeakingActive LearningActive ListeningComplex Problem SolvingMonitoringCritical ThinkingJudgment and Decision MakingTime ManagementSocial PerceptivenessScienceSystems EvaluationCoordinationMathematicsPersuasionNegotiationService OrientationSystems Analysis
Knowledge domains
English LanguageEducation and TrainingMathematicsBiologyComputers and ElectronicsGeographyPersonnel and Human ResourcesAdministrativeAdministration and Management
Abilities
Oral ExpressionWritten ComprehensionOral ComprehensionWritten ExpressionSpeech ClaritySpeech RecognitionDeductive ReasoningInductive ReasoningProblem SensitivityNear Vision
Work styles
Intellectual CuriosityDependabilityInnovationSocial OrientationAchievement OrientationIntegrity
Technology
Web platform development softwareProject management softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareEnterprise application integration softwareElectronic mail softwareGeographic information systemObject oriented data base management software
Tasks · seed anchors for statements
  1. Prepare course materials, such as syllabi, homework assignments, and handouts.
  2. Prepare and deliver lectures to undergraduate or graduate students on topics, such as forest resource policy, forest pathology, and mapping.
  3. Evaluate and grade students' class work, assignments, and papers.
  4. Supervise students' laboratory or field work.
  5. Maintain student attendance records, grades, and other required records.
  6. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  7. Supervise undergraduate or graduate teaching, internship, and research work.
  8. Collaborate with colleagues to address teaching and research issues.
CIP education codes
01.030801.110603.010103.020103.020503.020603.029903.050103.050203.050603.050803.050903.051003.059903.060103.999913.131626.1301

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith Durable Skills Framework. © 2026 EBSCOed.