UVM Extension Performance Planning Framework

For Curricula and Personal Performance Plan Development

The following five-part Framework is designed to guide Curriculum/Program teams and individual faculty in developing Curricula and Personal Performance Plans. After downloading the framework from Extension's Planning and Reporting web site (http://www.uvm.edu/~rlockerb/plngrptg.html) into either WordPerfect or MicroSoft Word, faculty may type directly in the cells of the framework and save their work on a floppy diskette or hard drive. Created using the "Table" function, the cells automatically will expand vertically to accommodate additional text. Instructions and examples can be deleted from individual cells. The Framework consists of: Part --Goals and Narrative; Part 2--GPRA Reporting; Part 3--Impact Assessment Planning; Part 4a-
4c--Program Resources; and Part 5--Approval Signatures for Personal Performance Plans. Data presented in the final Curriculum Team Performance Plan, e.g. estimated performance targets and program resources, should reflect the cumulative response of individual faculty Personal Performance Plans to prioritized programs and activities.

Part 1. Goals and Narrative--Curriculum Plans.
C/P Team Name	NATURAL RESOURCES AND ENVIRONMENTAL MANAGEMENT
C/P Co-Chair Names	John Donnelly & Bob Townsend
C/P Team Mission	To provide outreach education to diverse groups so that they can improve the quality, productivity and sustainability of natural resources.
Narrative: Justification or Rationale

(Note: John and I will update this

before submit- ting it to the State office late this month)	Situation Statement:Within the past 25 years, Vermont has grown in population by 25%, more than doubled its economic activity, and doubled the number of miles driven on its highways. Partly resulting from these changes, there are areas of the State that are undeniably altered: less farmland (replaced by some commercial and residential development) and an increase in forest land. Most forests in Vermont are privately owned and provide wildlife habitat, an economic base, and recreational and scenic assets. (Environment 1995. An Assessment of the Quality of Vermont's Environment. The Vermont Agency of Natural Resources).

As the 21st century approaches, the use of natural resources and the protection of environmental quality are the focus of increased attention not only in Vermont, but throughout the world. The interdependence of ecological systems (and economies) which cross institutional boundaries, as well as the impacts of human activity on those ecosystems, have become key issues in the socio-economic, political, research and education `agendas' of many communities and nations. Dramatic increases in access to information about these issues-- coupled with a concentrated demand on the natural resource base in the northeastern U.S.-- present the University of Vermont Extension with expanded opportunities and responsibilities for outreach education in natural resources and environmental management (NREM).

Through new (and existing) partnerships, UVM Extension can provide the expertise and leadership necessary to develop collaborative, issue-focused programs to help people solve problems, strengthen the natural resource base, and ensure the economic security of present and future generations (Shaping the Future. A Strategic Plan for Natural Resources and Environmental Management Education. USDA-Extension Service).
C/P Educational Goal(s)	The goals of the NREM program are to ensure that Vermonters:

1. Understand their relationship to the environment.

2. Practice a stewardship ethic.

3. Are capable of making informed decisions about NREM issues.

4. Are knowledgeable about practices that sustain natural resources.

5. Recognize the importance of meeting human needs without compromising production capability for future generations.

6. Understand and appreciate biodiversity and the significance of all species.

7. Have equitable opportunity to participate in problem-solving regarding natural resources and the environment.
C/P Prioritized Goals and Objectives	No. 1 Priority-Sustainable Natural Resources Education and Management

Objective 1. To encourage ecosystem-based approaches to land use, which will allow sustainable production and efficient use of goods and services from

renewable resources and conservation of non-renewable resources.

Objective 2. To educate clients (including youth) abouts issues regarding water

quality and to encourage practices which minimize adverse impacts on water resources, including important wetlands.

No. 2 Priority-Public Policy Education

Objective 1. To prepare Vermont citizens to understand and take responsibility

for public policies relating to natural resources and the environment.

No. 3 Priority-Conflict Management

Objective 1. To improve the skills of Vermonters in identifying and managing

conflict, so as to improve natural resources/environmental management

decision-making.
Curriculum Foci: Major Programs and Activities	1. Sustainable Natural Resources Education and Management

a. to increase the understanding of ecosystem-based approaches to forest land manage-

ment and use (related to Goal 1, above) by forest landowners, youth, resource managers, forest-based businesses and others, through educational programs on estate planning, diversified forest products, value-added production and marketing, etc.

b.. to increase knowledge and proper management of Vermont wetlands, through edu-

cational activities (publications, media, workshops, consultations, etc.) for farm and

forest landowners.

c. to increase knowledge of water quality issues and practices among youth and middle- school teachers, through pilot `Drinking Water Week' programs in several Vermont

communities.

2. Public Policy Education

a. to educate the general public (and specific audiences within, such as

forest landowners and youth) regarding the Northern Forest issues and man-

ment options and to facilitate their involvement in development of local,

state and regional policies relating to thereto

3. Conflict Management

a. to increase conflict-resolution skills among Extension faculty and staff, NREM part-

ner agencies/organizations and client-groups, through publications, media effots,

and workshops, both as part of the `Vermont Conservation Partnership' MOU and

other UVM Extension-initiated activities.

.

Ties to Experiment Station Research and Teaching	Efforts will be made to share technical, human, or other resources which are needed for (or which are developed from) the above programs/activities among the research, teaching and Extension components of the University of Vermont. For NREM program purposes, research and teaching activities in the School of Natural Resources (e.g., the Vermont Water Resources and Lake Studies Center) provide a ready-resource with which to improve outreach education programs offered by Extension faculty and staff. Recent sabbatical leave activities may provide specific teaching opportunities for the two NREM faculty members involved (McEvoy and Howe).

Ties in the UVMExt NREM program have also been established with land-grant university research/teaching/Extension resources outside the State; e.g., conflict management training, to be conducted by a University of Kentucky Extension specialist; also, northeast-

regional training for NREM faculty/staff, to be held in Pa. in May, 1998.
Key Collaborators	These include, but are not limited to, the following:

Local middle-schools in Vermont

Vt. Agency of Natural Resources (various departments)

Vt. Dept. of Agriculture, Food & Markets

USDA-

Forest Service

. NRCS

U.S. Fish & Wildlife Service

U.S. EPA

U.S. Army Corps of Engineers

Vt. Forest Products Association

Vt. Woodlands Assoc.

Vt. Natural Resources Council

Vt. Assoc.o f Conservation Districts

Private-sector consultants (engineers, etc.)