Boad category objectives specific category a-Analytical & problem solving skills a01 critical thinking AAC&U - Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before acceptin gor formulating an opinion or conclusion. a02 applying scientific principles to environmental problems identify key scientific principles that can be brought to bear on the problem at hand a03 critiquing paper Ability to examine a publication to determine the source, credibility, biases, and logic of the argument and validity of the conclusions. a04 interpreting data interpret a coherent dataset that is provided. Be able to use graphs and charts fluently as a source of information and interconvert to other forms of the same information, such as narratives or equations. a05 using equations Be able to solve the seven most common equations: linear, exponential, … a06 systems thinking Using a framework that identifies all of the connections and interactions to frame a narrative of a problem or issue. a07 modeling ecosystem processes Using conceptual or mathematical models to describe and represent ecosystem processes. a08 spatial modeling using conceptual or mathematical representations of space a09 simulating decision making Using decision framework support models to set up defensible decisions a10 strategic thinking demonstrate ability to define a path through multiple step decision processes that will lead to a logical and reproducible decision, identify possible unintended consequences from decisions and actions a12 statistics and statistical modeling analyzing relationships as they relate to probability a11 creative problem solving AAC&U - Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reaction, and working in an imaginative way characterized by a high degree of innovation, divergent thinking and risk taking. s-Science inquiry skills s01 information literacy AAC&U #6: The ability to know when there is a need for information, to be able to identify, locate, evalue, and effectively and responsibily use and share that information for the problem at hand s02 developing research questions AAC&U #7: Inquiry is a systematic process of exploring issues, objects or works through the collection and analysis of evidence that results in informed conclusions or judgements. Analysis is the process of breaking down complex topics or issues into parts to gain a better understanding of them. s03 developing hypothesis Ability to state a logical and defensible question that can be asked with the available information and the furtn ability to generate complimentary alternative hypotheses that can be tested against each other. s04 field and laboratory methods analyze data that was collected by the student and look for interpretations and identify missing pieces s05 environmental assessment and planning s06 scientific adaptive management s07 risk and uncertainty Be able to address uncertainty in a scientific manner. Consider ambiguity when crafting hypotheses and courses of action. s08 experimental design Using a variety of sampling approaches (random, stratified/random, transect, haphazard, block, latin square) to address a particular hypothesis with consideration of how this infomration will be processed. c- Communication skills c01 writing Being able to write coherent and concise text that accurately and clearly represents the information. Being able to write for different purposes and audiences such as for science peers, management groups or the public at large. c02 creating figures to convey information Ability to craft data rich charts or cartoons of processes that convey the information in a clear manner. c03 oral presentation Ability to give a technical presentation using slides or other computer graphics that presents the subject in a logical and engaging manner. Using appropriate font, graphics and sequence. Being able to meet a time restriction. c04 statistics Being able to explain probability, risk and uncertainty to a wide audience of environmental stakeholders. c05 communicating to general audiences Adjusting message, vocabulary, and approach to communicate with a wide range of audiences. c06 advancing learning through discussion Being able to listen to others and pose questions or make statements that move a discussion along and build a common understanding. c07 interdisciplinary communication Ability to understand and talk to peers from other disciplines and serve as an interpreter for those who can't. c08 intercultural communication Sensitivity to cultural differences that make some communication more difficult and the competency with methods to discuss important environmental problems (values, information and approaches) in a multi-cultural situation. m-Management and professional skills m01 teamwork Ability to manage the productivity of a team through hierarchical delegation and time management. m02 leadership Ability to take charge in a range of situations and provide administrative or executive leadership for group processes. m03 project management Skills to organize and plan mulipart projects that may have many possible paths. m04 community engagement Skills that build on cultural, disciplinary, and civic engagement principles to be involved and get the community involved in environmental problems. m05 Collaborative decision-making (analysis and deliberation, mulit-criteria decision analysis, conflict management) Knowledge of techniques for group-work and ability to apply these to manage conflict in a productive manner and reach decisions. m06 environmental and business ethics m07 skills for lifelong learning