This badge recognizes the learner’s development of exploratory and introductory Food Safety Sanitation skills. Earners learn about basic microbiology and sanitation, which are crucial to developing a food safety foundation.
**This badge acknowledges that learners:** Either • Completed the following online trainings: i) Introduction to Microbiology, and ii) General Industry Sanitation (pass/fail training). Or • Completed FSN 238* with a grade B or better (online course) (3 credit hours). This course covered Introduction to Microbiology, General Industry Sanitation, and Food Code. And • Wrote a satisfactory Sanitation Standard Operating Procedure (SSOP) and accompanying record documents. **Evidence:** Learners wrote an SSOP and accompanying records, demonstrating knowledge of sanitation in a real-world application. All SSOPs and accompanying records were reviewed and evaluated by UMS faculty or staff. *Credits towards a degree in food science and human nutrition.
This badge recognizes the learner’s participation in exploratory and introductory Food Safety Plans. Learners gain skills related to the development of food safety plans for companies that require Hazard Analysis Critical Control Point (HACCP) and/or FSMA Preventive Controls (PC). Such plans are vital to the development of a food safety system. Learners may receive two to three internationally recognized certificates of completion associated with this badge.
**This badge acknowledges that learners:** • Completed Food Safety Systems Level 1 badge. • Wrote a PC or HACCP Food Safety Plan AND Either successfully completed two of the following University of Maine Cooperative Extension trainings: 1. Seafood HACCP (Association of Food and Drug Officials—AFDO—approved course and certificate of completion. http://www.afdo.org/seafoodhaccp) • 2.5 day in-person UMaine Cooperative Extension course or Segment one (Online) AND Segment two (Virtual or In-Person course offered through the University of Maine Cooperative Extension) 2. Meat and Poultry HACCP (International HACCP Alliance, http://www.haccpalliance.org/sub/index.html) • 2-day Virtual or In-Person training offered through the University of Maine Cooperative Extension 3. Preventive Controls for Human Foods/Preventive Control Qualified Individual (FSMA PC/PCQI) training (Food Safety Preventive Controls Alliance—FSPCA—approved course and certificate of completion. https://www.ifsh.iit.edu/fspca) • 2.5 day virtual or in-person training OR Segment one blended course (FSPCA Blended course) AND Segment two (Virtual or In-Person training offered through the University of Maine Cooperative Extension) OR Completed FSN 512* – Current Food Safety Systems with a grade B or better (in-person) (4 credit hours). Students can receive up to three certificates of completion with this course. PCQI, Seafood HACCP and Produce Safety **Evidence** Learners wrote a satisfactory food safety plan, demonstrating knowledge of food safety in a real-world application. Upon completion, learners have the competencies to write and manage food safety plans. All courses, trainings, and food safety plans were reviewed and evaluated by UMS faculty or staff. *Credits towards a degree in food science and human nutrition
This badge recognizes that learners can use the knowledge and skills gained in Food Safety Systems Level 1 and Food Safety Systems Level 2 to develop, implement, and manage food safety systems. Learners can apply their knowledge and skill in a real-world food processing setting.
**This badge acknowledges that learners:** • Completed Food Safety Systems Level 1 and Food Safety Systems Level 2 badges and Either • Was mentored by UMS faculty and staff and led the development, implementation, and management of a food safety system (Pass/Fail). Or • Completed FSN 396* Field Experience in Food Science and Human Nutrition (Pass/Fail). Students provided evidence that they applied competencies and skills related to Food Safety Systems as part of their internship experience. **Evidence** Learners worked on a Food Safety System Project OR Internship and demonstrated knowledge and competency related to food safety in a real-world application. All experiences were reviewed and evaluated by UMS faculty or staff. *Credits towards a degree in food science and human nutrition
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Food Safety Systems pathway (Levels 1, 2, and 3). Learners demonstrated application of competencies and skills in the development, implementation, and management of a food safety system. Recipients completed online training in introductory Microbiology and General Industry Sanitation. Learners successfully completed an approved mentored experiential learning opportunity, internship, or field experience. Learners also successfully completed at least two of the following training/certificates: Seafood Hazard Analysis Critical Control Points (HACCP); Meat and Poultry HACCP; Preventive Control (PC) for Human Foods/Preventive Control Qualified Individual training (PCQI). Learners developed practical food safety skills to help ensure the production of safe food in Maine. They completed a Sanitation Standard Operating Procedure (SSOP) and accompanying record documents and wrote and managed a PC or HACCP Food Safety Plan, demonstrating skills and knowledge of food safety and sanitation in a real-world food processing systems. Upon completion of Level 1, 2, 3 - Learners demonstrated the following competencies in a food processing environment: Interpretation of Good Manufacturing Practices (GMPs) and generated SSOPs and accompanying records, generated PC or HACCP systems, as well as have generated completed food safety systems. Evidence was verified and assessed using quizzes and applied written assignments evaluated by authorized UMS and other faculty and staff to ensure UMS micro-credential quality standards were met. Grading rubrics were utilized during the evaluation for all assignments.
Seafood HACCP - Fish and Fishery Products Hazards and Controls
This guidance is intended to assist processors of fish and fishery products in the development of their Hazard Analysis Critical Control Point (HACCP) plans. Processors of fish and fishery products will find information in this guidance that will help them identify hazards that are associated with their products, and help them formulate control strategies. The guidance will help consumers and the public generally to understand commercial seafood safety in terms of hazards and their controls. The guidance does not specifically address safe handling practices by consumers or by retail establishments, although many of the concepts contained in this guidance are applicable to both. This guidance is also intended to serve as a tool to be used by federal and state regulatory officials in the evaluation of HACCP plans for fish and fishery products.
FMSA PC for Human Foods - FSPCA Guidelines for Human Foods/Preventive Control Qualified Individual
The Current Good Manufacturing Practice, Hazard Analysis, and Risk-based Preventive Controls for Human Food regulation (referred to as the Preventive Controls for Human Food regulation) is intended to ensure safe manufacturing/processing, packing and holding of food products for human consumption in the United States. The regulation requires that certain activities must be completed by a “preventive controls qualified individual” who has “successfully completed training in the development and application of risk-based preventive controls”. This course developed by the FSPCA is the “standardized curriculum” recognized by FDA; successfully completing this course is one way to meet the requirements for a “preventive controls qualified individual.”
Meat and Poultry or General HACCP - HACCP Principles & Application Guidelines
The National Advisory Committee on Microbiological Criteria for Foods (NACMCF) is an advisory committee chartered under the U.S. Department of Agriculture (USDA) and comprised of participants from the USDA (Food Safety and Inspection Service), Department of Health and Human Services (U.S. Food and Drug Administration and the Centers for Disease Control and Prevention) the Department of Commerce (National Marine Fisheries Service), the Department of Defense (Office of the Army Surgeon General), academia, industry and state employees. NACMCF provides guidance and recommendations to the Secretary of Agriculture and the Secretary of Health and Human Services regarding the microbiological safety of foods.
**This badge acknowledges that learners:** - Successfully completed the University of Maine System (UMS) Food Safety Systems pathway (Levels 1, 2, and 3). - Demonstrated application of competencies and skills in the development, implementation, and management of a food safety system. - Completed online training in introductory Microbiology and General Industry Sanitation as well as an approved mentored experiential learning opportunity, internship, or field experience. - Successfully completed at least two of the following training/certificates: Seafood Hazard Analysis Critical Control Points (HACCP); Meat and Poultry HACCP; Preventive Control (PC) for Human Foods/Preventive Control Qualified Individual training (PCQI) - Completed a Sanitation Standard Operating Procedure (SSOP) and accompanying record documents and wrote and managed a PC or HACCP Food Safety Plan, demonstrating skills and knowledge of food safety and sanitation in a real-world food processing systems. - Demonstrated the following competencies in a food processing environment: Interpretation of Good Manufacturing Practices (GMPs) and generated SSOPs and accompanying records, generated PC or HACCP systems, as well as have generated completed food safety systems.
This Level 1 badge was issued in recognition of the learner’s digital literacy skill development. The learner met all academic prerequisites and earned the IC3 (Internet Computing Core Certification) Digital Literacy Certification. This certification is a performance-based, global benchmark for basic computer literacy. The learner demonstrated competency in the skills needed to navigate environments that require the use of computers, devices, or the Internet.
The IC3 Digital Literacy certification is a credential that is designed to remain relevant in an ever-evolving world of technology. With a focus on the most critical elements that drive technology today, IC3 delivers a comprehensive solution for learning how to succeed in any environment that requires the use of computers, devices, or the Internet. IC3 includes concepts and skills that apply to almost any school or career pathway, it’s the ideal solution for any student or jobseeker looking to enhance or validate their digital skills. IC3's three exams validate a candidate’s ability to effectively use some of the world’s most current and prominent technologies.
This badge acknowledges that learners completed: A. Academic prerequisites: • HSD or Equivalent: Writing competency • Math- CASAS 236* • Reading – CASAS 241** *Or a recent college transcript showing a passing grade for college level Math ** Or a recent college transcript showing a passing grade for college level English B. Digital Literacy • Earned the IC3 Digital Literacy certification by passing three Global Standard-5 exams and receiving Certiport badges in: Computing Fundamentals, Key Applications, Living Online. Earned micro-badges are stacked into the culminating IC3 Digital Literacy Certification badge. Other approved digital literacy competency assessments can replace IC3 certification when appropriate. C. Began to develop Workplace/Employability Skills Evidence: • HSD or Equivalent: Writing competency verified Scores on Math - CASAS 236 and Reading – CASAS 241 verified or verified recent college transcript showing a passing grade for college level English and Math • Verified IC3 certification badge (indicated passing the three exams) • Enrolled in an approved Workplace/Employability Skills training program (e.g., WorkReady credential; Opportunity Ready, Education Design Lab’s 21st Century Skills badges) or otherwise verified initial employability skill development. Evidence was verified by a trained Adult Education staff and/or UMS staff.
This Level 2 (L2) badge was issued in recognition of the learner’s demonstrated competency in fundamental competence in computer installation, preventive maintenance, networking, security, customer service, and troubleshooting and communication skills. The learner earned the CompTIA A+ certification demonstrating proficiency in these nine skills: Hardware, networking, mobile devices, operating systems, software troubleshooting, hardware and network troubleshooting, security, operational procedures, virtualization, and cloud computing. knowledge and skills that prepared them for entry-level IT jobs. https://www.comptia.org/faq/a/what-is-comptia-a-certification https://www.comptia.org/certifications/a
CompTIA A+ is the industry standard for establishing a career in IT. - The only credential with performance-based items to prove professionals can think on their feet to perform critical IT support tasks in the moment - Trusted by employers around the world to identify the go-to person in end point management & technical support roles - Regularly re-invented by IT experts to ensure that it validates core skills and abilities demanded in the workplace
• This badge acknowledges that learners earned the CompTIA A+ Credential by passing two exams, the CompTIA A+ 220-1001and 220-1002. The earned micro-badges were stacked into the culminating CompTIA A+ Certification badge or another approved computer support competency assessment when appropriate. • The learner completed the required workplace/employability ready skill training and/or demonstrated competency. • Learners secured an approved work-based learning opportunity or its equivalency (e.g., TestOut PC Pro or with an employer). Evidence: • Earned the Level 1 Computer Support Specialist badge • Verified CompTIA A+ certification badge • Demonstrated competency in the required workplace/employability ready skill training • Verified that learners secured a work-based training opportunity or its equivalency Evidence was verified by a trained Adult Education staff and/or UMS staff.
This Level 3 (L3) badge was issued in recognition of the learner’s successful application of computer support services training in a work-based setting.
This badge was issued in recognition of the learner’s successful application of computer support services training in a work-based setting. This badge acknowledges that learners: • Successfully completed an approved work experience in a Computer Support Services role and received positive feedback. Evidence • Learner received positive performance feedback on their workplace experience (e.g., passed the TestOut PC Pro exam, received a positive supervisor endorsement, employment review, and/or other positive feedback). Evidence was verified by a trained Adult Education staff, employer, and/or UMS staff.
Computer Support Specialist Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Computer Support Specialist pathway (Levels 1, 2, and 3). Learners completed training and applied their learning within a computer support work-based setting or equivalent. They earned the IC3 Digital Literacy Certification, the CompTIA A+ Certification, and met standards in academics and employability. These learners are able to provide technical assistance and advice to computer users and organizations. They demonstrated skills and competency in digital literacy, foundational computer installation, preventive maintenance, networking, security, and troubleshooting. Evidence was verified and assessed, using rubrics, certification exams, and performance feedback, by authorized Adult Education staff and instructors to ensure quality standards were met.
CompTIA A+ certified professionals are proven problem solvers. They support today’s core technologies from security to cloud to data management and more. CompTIA A+ is the industry standard for launching IT careers into today’s digital world. The only credential with performance-based items to prove pros can think on their feet to perform critical IT support tasks in the moment Trusted by employers around the world to identify the go-to person in end point management & technical support roles Regularly re-invented by IT experts to ensure that it validates core skills and abilities demanded in the workplace The CompTIA A+ Core Series requires candidates to pass two exams: Core 1 (220-1001) and Core 2 (220-1002) covering the following new content: Demonstrate baseline security skills for IT support professionals Configure device operating systems, including Windows, Mac, Linux, Chrome OS, Android and iOS and administer client-based as well as cloud-based (SaaS) software Troubleshoot and problem solve core service and support challenges while applying best practices for documentation, change management, and scripting Support basic IT infrastructure and networking Configure and support PC, mobile and IoT device hardware Implement basic data backup and recovery methods and apply data storage and management best practices
The IC3 Digital Literacy suite of products includes solutions that range from assessment to certification. Each certification exam covers at least 150 hours worth of course instruction and as a truly global standard, IC3 Digital Literacy is as comprehensive as it is diverse. With learning and practice solutions, assessment tools, and certifications specifically designed for a variety of ages and occupations, the IC3 Digital Literacy program is simply the best way to ensure that students and employees are prepared to succeed in a technology-based world.
**This badge acknowledges that learners:** - Successfully fulfilled all the criteria and earned Computer Support Specialist Level 1, Level 2, Level 3 badges. - Earned the IC3 Digital Literacy certification or its equivalent and the CompTIA A+ Certification or its equivalent. - Met the academic standards and workplace readiness competencies.
This badge was issued in recognition of the learner’s introduction to leadership development opportunities on campus and/or in the community.
Leadership is the capacity to direct, encourage, and influence a team towards attaining shared objectives, creating a cooperative, responsible, and creative atmosphere.
This badge acknowledges that the learner joined/participated in a student or community club/organization, program, volunteer activity, and/or worked on or off-campus and participated in **one** of the following: - Attended a meeting with a University of Maine System (UMS) Leadership Center staff member to discuss leadership development opportunities on-campus or in the community, or - Completed an approved academic course (e.g. LDR 100), leadership workshop, activity, or meeting and received information on other leadership opportunities. - Attended an approved Leadership conference or similar event and received information on other leadership opportunities. ## Evidence and Assessment The learner submitted documentation of participation in a club/organization/ program or participation was tracked by UMS faculty/staff. The learner met the standard set (e.g., received a B grade or better in the approved academic course). UMS faculty/staff verified attendance of approved activities/events and evidence.
This badge was issued in recognition of the learner’s engagement in leadership development experiences on campus and/or in the community. Learners completed leadership training and participated in activities, developing and strengthening their leadership skills.
This badge acknowledges that learners: - Earned a Level 1 Leadership badge - Completed an approved academic leadership course(s) with a B grade or better, beyond Level 1 or a University of Maine System (UMS) leadership training program, workshop series, and demonstrated leadership skills. - Continued participation in a student or community club/organization, program, approved leadership or volunteer activity, served on Student Government and/or worked on or off-campus, beyond Level 1. _or_ Volunteered or presented at a Leadership Conference or other approved Leadership event. ## Evidence and Assessment - UMS staff verified completion of approved leadership course/training/events. - Learners submitted documentation of continued engagement in club/organization/program or were tracked by UMS faculty/staff. - Learners completed a reflection (written or oral), self-reflecting on their leadership skill development and initiative. Evidence was approved and verified by a UMS faculty/staff member.
This badge was issued in recognition of the learner’s application of their leadership training by successfully fulfilling the responsibilities of a leadership role, on or off-campus.
This badge acknowledges that the learner: - Earned Level 1 and Level 2 Leadership badges. - Earned the Education Design Lab's [Initiative](https://ums.badgr.com/public/badges/qB4D9ebOQ0atlbl5mLOTyw) micro-badge, demonstrating competency in leading without a title, demonstrating self-awareness, acting as a catalyst, and learning from experience. - Successfully fulfilled the responsibilities of an approved leadership position/role, practicum, internship, or other applied leadership course or experience and received a positive review of their leadership skills. - Reflected on their experience and their application of leadership training and development. ## Evidence and Assessment The learner: - submitted documentation of their demonstrated competency in fulfilling an approved leadership role and positive review. - submitted a reflection form or other approved documentation articulating the development and application of leadership skills. - was assessed using the Education Design Lab Initiative rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Leadership pathway (Levels 1, 2, and 3 badges). The learner completed training in leadership development and applied their skills by fulfilling the responsibilities of a leadership role on campus or in the community and receiving a positive performance review. The learner reflected on their experience and articulated the leadership skills they developed and applied. The learner also earned the Education Design Lab Initiative badge.
Initiative in the 21st century includes self-efficacy and the capacity to identify needs and respond proactively. Individuals who exercise initiative show four core sub-competencies: self-awareness, learning from both "failure" and "success" as opportunities to learn and develop. They lead without an official "leader" role or title, motivate others, and catalyze necessary action.
The learner demonstrated competency in leadership and initiative, including leading without a title, demonstrating self-awareness, acting as a catalyst, and learning from experience. The learner: - Sustained participation in a student or community club/organization, program, volunteer activity, and/or employment on or off-campus. - Learned about leadership opportunities on-campus or in the community. - Successfully completed at least two approved academic courses, leadership development programs, or workshop series. - Fulfilled the responsibilities of an approved leadership position/role, practicum, internship, or other applied leadership course or experience. - Received a positive review of their leadership skills from a supervisor, advisor, faculty member, or other relevant party. - Reflected on the application of their leadership training and development. ## Evidence and Assessment The learner submitted: - Documentation of sustained participation in a student or community club/organization, program, volunteer activity, and/or employment on or off-campus. - Evidence of meeting the standard set (e.g., received a grade of B or higher) at least two approved academic courses, leadership development programs, or workshop series. - A reflection (written or oral), self-reflecting on their leadership skill development and initiative. - Documentation of their demonstrated competency in fulfilling an approved leadership role and positive review. The learner was assessed using the Education Design Lab Initiative rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s participation in the University of Maine System (UMS) career service events and opportunities. The learner utilized career services resources and career exploration activities.
**Goal 1. Introduction to Career Services** The learner completed a minimum of one of the following activities to familiarize themselves with career service resources. Resources include the benefits of receiving the Career Prepared Micro-Credential. - Met with a Career Counselor/Coach to talk about career services, or - Attended an approved career-relevant event/workshop or participated in an approved career-related activity. **Goal 2. Career Exploration: Introduction to career options** - Completed an appropriate self-assessment/self-reflection such as FOCUS2, Myer-Briggs Type Indicator, StrengthsFinder, WOWI. And completed one of the following: - Explored careers and job ads using Career Service resources (e.g., library, Occupational Outlook Handbook, online resources, videos, Career Explorer tools) and identified possible careers (job titles and qualifications). - Met with a Career Counselor/Coach about career exploration. - Completed a first-year seminar or other approved course or workshop/series that integrated career exploration and/or career-building activities into the curriculum. (May also fulfill Goal 1). **Goal 3. Action** - Registered with their campus job board (e.g., CareerLink). **Evidence and Assessment** The learner: - Completed a self-assessment/self-reflection. - Registered with an appropriate job board (e.g., CareerLink registration). - Completed appropriate forms of evidence: verification of utilization of Career Services resources and other activities to fulfill the criteria. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved staff.
This badge was issued in recognition of the learner’s engagement in career development activities and workforce training opportunities, on campus and beyond. The learner demonstrated active engagement and commitment to becoming career prepared by participating in career-related activities, utilizing career resources, seeking an internship/work experience, completing career training, and reflecting on their experiences and development.
Career Management involves proactively managing one's professional growth by setting goals, improving skills, and networking to capitalize on opportunities and navigate transitions.
**1. Career Training and Skill Development** The learner attended an approved career-related Level 2 training and began to fulfill the criteria for earning an Education Design Lab 21st Century Skill micro-badge. **2. Action: The learner completed all of the following:** - Claimed their Level 1 Career Prepared badge and created a badge platform account. - Wrote a Career Action Plan or similar career preparation plan. - Acted on a Career/Skill Building Experience from their Career Action Plan. - Began their job and/or internship search using appropriate search resources; identified internships and/or other work experiences in preparation for Level 3. - Reflected on their learning experience and skill development. **3. Completed at least one of the following (may be part of one’s Career Action Plan):** - Reviewed their resume with a Career Professional. - Uploaded their resume in CareerLink or other job search board. - Participated in a mock interview or interview coaching experience. - Created/updated their Linkedin Profile. **Evidence and Assessment** The learner: - Previously earned the Career Prepared Level 1 badge. - Completed a Career Action Plan or similar approved plan. - Completed the Career Prepared Level 2 reflection form or another approved reflection. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved staff.
This badge was issued in recognition of the learner’s initiative and ongoing, active engagement in career development, workforce training, and application of relevant skills. The learner developed competency in relevant, in-demand career-ready skills.
Career Development involves actively planning and taking actions to attain personal career objectives and advance in one's professional life.
Education Design Lab 21st Century Skills
Learners may choose any one (or more) of the 21st Century Skills Badges from Education Design Lab to earn. Choices include: Initiative, Creative Problem Solving, Collaboration, Intercultural Fluency, Resilience, Critical Thinking, Oral Communication, or Empathy. Each badge has a distinct set of competencies that must be met in order for the badge to be awarded.
**1. Applied learning and skill development in a work setting:** - Completed at least one successful career-related internship, employment opportunity, or other approved career-related experience, demonstrating growth and skill development. **2. Performance Appraisal/Feedback:** - Received a favorable performance evaluation/appraisal from a supervisor or other appropriate staff. - Confirmed competency in earning a 21st Century Education Design Lab badge. **3. Further Action:** - Completed an activity on their Career Action Plan, beyond what was completed to earn Level 1 and 2. - Reflected on the attainment of their learning goals, skill development, the application of their learning, the impact of their training on their career development, and reflection of their performance appraisal. Also, provided an overall reflection of the success of their Career Action activities. **Evidence and Assessment** The learner: - Previously earned the Level 1 and Level 2 Career Prepared badges. - Earned an Education Design Lab 21st Century Skill badge. - Submitted the online Career Prepared Level 3 reflection form or another approved reflection. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Career Prepared pathway (Levels 1, 2, and 3). The learner used the results of a self-assessment to develop a Career Action Plan that included the articulation of skill development, career goals, and identification of values, interests, and transferable skills. They took action and reflected on the attainment of their learning goals. The learner successfully completed at least one career-related, work-based experience such as an internship or approved employment opportunity. They developed employability skills by receiving a positive performance evaluation from their work-based supervisor and also earned a 21st Century Skills micro-badge. The recipient of the micro-credential developed skills in career exploration, resume and cover letter writing, and job search strategies. They demonstrated competence in articulating their skills development with potential employers. Evidence was assessed, using rubrics and performance feedback, by authorized UMS faculty/staff and work-based supervisors to ensure quality standards were met.
**This badge acknowledges that the learner:** - Successfully completed the University of Maine System (UMS) Career Prepared pathway (Levels 1, 2, and 3). - Developed a Career Action Plan that included the articulation of skill development, career goals, and identification of values, interests, and transferable skills. - Successfully completed at least one career-related, work-based experience such as an internship or approved employment opportunity. - Developed employability skills by receiving a positive performance evaluation from their work-based supervisor and also earned a 21st Century Skills micro-badge. The recipients of the micro-credential developed skills in career exploration, resume and cover letter writing, and job search strategies. - Demonstrated competence in articulating their skills development with potential employers.
This badge recognizes the learner’s interest in developing project management skills. Learners were provided with an orientation to the navigation of the uncertainty, risks, and constraints that impact project work. The course/training included an overview of the PMBOK (Project Management Book of Knowledge) frameworks, skills, and competencies that are required to manage a project. The shared learning format allowed experiential learning about the successful application of the knowledge.
**This badge acknowledges that learners:** - Completed an approved Introduction to the Practice of Project Management course/training **Evidence:** - Learners successfully completed all assignments
This badge recognizes that learners completed a comprehensive curriculum, and obtained an organized approach to managing a project. This course/training provided the concepts, practices, and skills required to manage such an enterprise. The process started with examining the situation and organizing the team; moved through identifying tasks and estimating resources; and concluded with setting schedules, managing risk, and completion of a plan. Working in teams, the learner applied and extended their workplace expertise and integrated project management competencies.
**This badge acknowledges that learners:** - Earned the Level 1 Project Management Badge - Completed an approved course/training in effective project management **Evidence:** - Learners successfully completed all assignments
This badge recognizes that learners can use the knowledge and skills gained in Level 1 and Level 2 training to effectively implement, and apply project management skills in a work-based setting. This course/training was designed for project managers who started with a solid grasp of basic project management but were interested in the challenges that resulted as the methodology was introduced into an organization. The course/training is directly linked to the second course in the Certificate Series, Effective Project Management.
**This badge acknowledges that learners:** - Earned Level 1 and Level 2 Project Management badges - Completed an approved Project Management implementation course/training **Evidence:** - Learners successfully completed the implementation course - Received positive appraisal of their work, demonstrating competency in Project Management
Learners achieved a verified University of Maine System micro-credential by completing the Project Management pathway. The Project Management pathway encouraged learners to develop and apply their skills in a work setting. This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Project Management pathway (Levels 1, 2, and 3). Learners are able to use the knowledge and skills gained in training to effectively implement and apply project management skills in a work-based setting. Earning this micro-credential puts a learner on a path to earn the Project Management Institute’s Project Management Professional (PMP) certification. Learners completed 56 hours of comprehensive project management training that included an overview of the Project Management Institute’s Project Management Book of Knowledge (PMBOK) frameworks, skills, and competencies required to manage a project. Learners’ skills and competencies include an examination of the situation, setting goals to incorporate learning into their individual work plan, team organization, identification of tasks, estimating resources, setting schedules, managing risk, and completion of a plan. Learners received a positive appraisal of their work, demonstrating competency in project management. Evidence was verified and assessed by authorized UMS Project Management instructors to ensure UMS micro-credential quality standards were met.
“A Guide to the Project Management Body of Knowledge” (PMBOK Guide) with and its collection of processes, best practices, terminologies, and guidelines are accepted as standards within the project management industry. This effort is overseen by the Project Management Institute (PMI), the global not-for-profit member association of Project Management professionals.
**This badge acknowledges that learners:** - Successfully completed the University of Maine System (UMS) Project Management pathway (Levels 1, 2, and 3). - Completed 56 hours of comprehensive project management training that included an overview of the Project Management Institute’s Project Management Book of Knowledge (PMBOK) frameworks, skills, and competencies required to manage a project. - Demonstrated competencies in individual work plan, team organization, identification of tasks, estimating resources, setting schedules, managing risk, and completion of a plan.
This badge was issued in recognition of the learner’s participation in courses, events, or workshops related innovation. Learners began to build relationships that enabled them to identify ways to enhance their engagement in innovation practices.
**This badge acknowledges that learners:** Either - Participated in four approved innovation workshops, or - Participated in a two-day Fundamentals of Innovation Engineering workshop and completed in-workshop assignments. Or - Completed an approved UMS Innovation related course or another applicable course. And - Reflected on their learning and their path toward further engagement in innovation practices. **Evidence** - Learners successfully completed Level 1 training. - Learners completed a reflection form or another approved refection that demonstrated the synthesis of learning from their participation in innovation events, courses, or workshops. - Evidence was verified and approved by authorized UMS faculty, staff or another relevant party.
This badge was issued in recognition of the learner’s engagement in innovation training and learning experiences. The intentional practice occurred in these skill areas: customer discovery, communicating innovation, prototyping, and data analysis.
**This badge acknowledges that learners:** - Met with the Foster Center for Innovation staff or other approved UMS staff about innovation opportunities, in person or virtually. - Completed a survey and/or interviews with 10+ potential stakeholders about an innovative idea. - Created a visual or functional prototype of the idea. OR - Successfully complete all application assignments for: ○ Fundamentals of Innovation Engineering (INV 121) or ○ INV 510: Innovation Engineering Accelerated (INV 510) or ○ Another approved course AND - Completed one approved micro-badge. AND - Reflected on their learning, providing insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in innovation experiences. **Evidence** Learners submitted: - An approved form of verification of an innovative project such as one or more of the following: an approved visual of their prototype, data/results from the survey, or interviews conducted and an approved analysis of the findings. - A completed the reflection form or another approved form of reflection. Evidence was verified and approved by authorized UMS faculty, staff, or another relevant party.
This badge was issued in recognition of the learner’s competency in the application of innovation skills. Learners demonstrated creative problem solving, critical thinking, and systems thinking. Learners also applied knowledge in creating, communicating, and evaluating innovation.
**This badge acknowledges that learners:** - Were mentored by UMS Staff and led an idea generation session with a group outside of a course/training. - Completed an approved innovation project or internship. OR - Successfully completed an advanced Innovation Engineering Course or other approved advanced course. AND - Completed second approved micro-badge. - Earned Level 1 and Level 2 Innovation badges. - Reflected on the attainment of their learning goals, the application of their learning and skill development, and the impact of their work on the community. **Evidence** Learners submitted: - Approved evidence of the application of their skills. - Documentation of work products from an innovation project or successful internship. - A reflection form or another approved form of reflection. Evidence was verified and approved by authorized UMS faculty, staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Innovation pathway (Levels 1, 2, and 3). Recipients of this micro-credential also earned Education Design Lab 21st Century skills badges Creative Problem Solving and Critical Thinking. Learners completed training in creating, communicating, and evaluating innovation strategies. The recipients of this micro-credential were mentored through the innovation process and applied their knowledge by completing an approved innovation project or internship. Learners also led an idea generation session with a group outside of a course or training. Learners developed competency in the application of innovation skills by seeking out stakeholder opinions and using Innovation Engineering strategies. They developed an innovative mindset and demonstrated the ability to create marketable ideas and ways to act on those ideas. Learners developed skills in creating visuals and/or functional prototypes, creative problem solving, critical thinking, and systems thinking. Further, learners reflected on the attainment of their learning goals, the application and synthesis of their learning and skill development, and the impact of their work on the community. Evidence was verified and assessed using rubrics by authorized UMS faculty and staff to ensure UMS micro-credential quality standards were met.
The VALUE rubrics articulate fundamental criteria for the learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.
The VALUE rubrics articulate fundamental criteria for the learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk-taking
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System Innovation Micro-Credential (Level 1, Level 2, and Level 3). - Developed an innovative mindset through the application of concept and demonstrated the ability to create marketable ideas and ways to act on those ideas.
This badge was issued in recognition of the learner’s completion of 4-H STEM Ambassador volunteer training, and enrollment as a Maine 4-H Volunteer.
This badge acknowledges that learners enrolled as 4-H STEM Ambassadors by: Completing the 4-H Volunteer Application Process (application, reference checks, and background check), and completing the following core trainings: - Positive Youth Development - Experiential Learning - Risk Management **Evidence** Learners completed the application process to become a 4-H STEM Ambassador and enrolled as a Maine 4-H volunteer. Learners participated in all required trainings. Evidence was verified and approved by UMaine 4-H Staff.
This badge was issued in recognition of the learner’s completion of 4-H volunteer training, including all components related to becoming a 4-H STEM Ambassador. Intentional practice occurred in these skill areas: facilitation of youth STEM activities, collaboration with a youth-serving organization (host site). Training is valued and endorsed by 4-H, a nationally recognized youth-serving organization affiliated with the Land Grant University System.
This badge acknowledges that learners: - Earned a Level 1 badge by completing training and enrolling as a 4-H Volunteer. - Completed at least one full session (generally six+ hours) facilitating STEM activities with youth. - Reflected on their learning, providing insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in in the program. **Evidence** Learners: - reflected on their experience. - provided documentation by submitting a 4-H STEM Ambassador Project Report. Evidence was verified and approved by authorized UMS faculty/staff.
This badge was issued in recognition of the learner’s application of their learning and skills developed through enrolling as a 4-H volunteer and serving as a 4-H STEM Ambassador. Learners reached a level of demonstrated/applied competency in the following skill areas: Independence and leadership in working with youth.
This badge acknowledges that learners: - Earned Level 1 and Level 2 badges. - Applied their Level 2 training/skill development in a real-world setting in a youth serving organization and was assessed as competent by their host site supervisor and 4-H STEM professional. - Volunteered a minimum of 12 hours of their time to develop, adapt and extend their knowledge and practice with youth development and facilitation of STEM Activities with youth. - Served as a 4-H STEM Ambassador either independently, or as the senior member of a team. - Reflected on their demonstrated competencies and knowledge gained through their experience as a lead facilitator. **Evidence** Learners: - reflected on their skill development. - provided documentation by submitting a 4-H STEM Ambassador Project Report. Evidence was verified and approved by authorized UMS faculty/staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) 4-H STEM Ambassadors pathway (Levels 1, 2, and 3). Recipients of this micro-credential earned at least one 21st Century Skills micro-badge. Learners completed core training in Positive Youth Development, Experiential Learning, and Risk Management and applied their learning in a real-world setting. Leadership was exhibited within their continued role as 4-H STEM Ambassadors or as a senior member of a team. The following skills were developed: collaboration, resilience, independence, written communication, and self-awareness through reflection. Recipients of this micro-credential developed competence in facilitating STEM activities with youth. Evidence was verified and assessed, using rubrics and performance feedback, by authorized UMS faculty/staff to ensure quality standards were met.
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of 4-H STEM Ambassador Micro-credential (Level 1, Level 2, and Level 3). - Completed both the training program and approved work-based experience. - Earned at least one EDL 21st century skills badge through their service and reflection. - Developed competence in facilitating STEM activities with youth, meeting the high quality standards set.
Critical Thinking - University of Maine System
This badge was issued in recognition of demonstrated foundational-level skills in Critical Thinking. Critical thinking in the 21st century includes the capacity to reason logically and rigorously. Effective critical thinkers gather and assess relevant information, identify patterns, question assumptions, and support ideas with facts. Authorized by: Education Design Lab
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.
The learner demonstrated foundational-level skills in the four sub-competencies of effective critical thinking: - **Gather and Assess Relevant Information.** Individuals ground problem-solving in facts rather than assertions. - **Questions Assumptions.** Individuals resist easy answers; probe more deeply and improve the problem-solving process. - **Identify Patterns.** Individuals recognize commonalities among situations that may at first appear unrelated; frame problems more accurately, and access relevant solutions - **Draw Conclusions.** Individuals use logic and reasoning to evaluate arguments, form judgments, and make recommendations. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of demonstrated foundational-level skills in Resilience. Resilience in the 21st century includes the capacity to bounce back in the face of stress, challenge, and adversity. Resilient individuals show self-awareness, exhibiting the cognitive and emotional flexibility to adjust and adapt. They do not dwell on disappointment but rather learn from experience and focus on solutions. Authorized by: Education Design Lab
Individual resilience refers to the capability of adjusting to challenges, bouncing back quickly from difficulties while maintaining a positive outlook and overall well-being.
The learner demonstrated foundational-level skills in the four sub-competencies of resilience: - **Focus on Solutions.** Individuals create the forward momentum that advances the work of the organization. - **Demonstrate Self-Awareness.** Individuals evaluate their own performance; recognize their motivations; and manage their anxiety. - **Exhibit Flexibility.** Individuals adapt and adjust to new and changing situations. - **Learn from Experience.** Individuals welcome and apply feedback; resist defensiveness; and see “failure” as an opportunity for greater understanding and cultivate optimism by consciously challenging negative self-talk. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of demonstrated foundational-level skills in Initiative. Initiative in the 21st century includes self-efficacy and the capacity to identify needs and respond proactively. Individuals who exercise initiative show four core sub-competencies: self-awareness, learning from both "failure" and "success" as opportunities to learn and develop. They lead without an official "leader" role or title, motivate others, and catalyze necessary action.
The learner demonstrated foundational-level skills in the four sub-competencies of initiative: - **Lead Without a Title.** Individuals motivate and guide others; raise the morale of their group; and take responsibility for what needs to be done. - **Demonstrate Self-Awareness.** Individuals evaluate their own performance; recognize their motivations; and manage their anxiety. - **Act as a Catalyst.** Individuals galvanize action; identify and seize opportunities for change; and overcome inertia. - **Learn from Experience.** Individuals welcome and apply feedback; resist defensiveness; and see “failure” as an opportunity for greater understanding; and cultivate optimism by consciously challenging negative self-talk. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of demonstrated foundational-level skills in Empathy. Empathy in the 21st century includes the capacity to incorporate others' perspectives and challenge their own thinking to improve the quality of personal and professional relationships, behaviors, team cohesion, and performance. Empathetic individuals can "read the room:” they listen actively, both to what is said explicitly and communicated nonverbally. They are able to recognize what others need and value and to validate the feelings and perceptions of others, creating a safe and participatory environment. Authorized by: Education Design Lab
Empathy is the capacity to comprehend and relate to the emotions of others, promoting caring relationships and successful communication.
The learner demonstrated foundational-level skills in the four sub-competencies of empathy: - **Incorporate Diverse Perspectives.** Individuals enlarge the conversation; challenge their own thinking; and maximize group effectiveness. - **Provide Validation.** Individuals create a safe and participatory environment in which each member of a team can contribute. - **Identify Others’ Needs and Values.** Individuals put themselves in others’ shoes. - **Listen Actively.** Individuals form productive working relationships; ensure that others feel heard and valued; and grasp and retain information. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Collaboration - University of Maine System
This badge was issued in recognition of demonstrated foundational-level skills in Collaboration. Collaboration in the 21st century includes the capacity to work productively with different individuals and groups toward a common goal. Effective collaborators strengthen relationships by incorporating diverse perspectives, using active listening skills, and focusing on solutions rather than problems. Authorized by: Education Design Lab
Collaboration refers to the process of cooperating with others to accomplish a shared objective, utilizing different viewpoints, abilities, and expertise via open communication and teamwork.
The learner demonstrated foundational-level skills in the four sub-competencies of effective collaboration: - **Strengthen Relationships.** Individuals create networks through which they access and provide resources, information, and support. - **Listen Actively.** Individuals form productive working relationships; ensure that others feel heard and valued; grasp and retain information. - **Focus on Solutions.** Individuals create the forward momentum that advances the work of the organization. - **Incorporate Diverse Perspectives.** Individuals enlarge the conversation; challenge their own thinking; maximize group effectiveness. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Creative Problem-Solving - University of Maine System
This badge was issued in recognition of demonstrated foundational-level skills in Creative Problem-Solving. Creative Problem-Solving in the 21st Century includes the capacity to solve problems in new ways. Effective creative problem-solvers exercise both divergent and convergent thinking, identify patterns that may not be obvious, manage ambiguity, and apply an iterative process for generating, testing, and refining ideas. Authorized by: Education Design Lab
Creative Problem Solving is the skill of discovering unique and successful answers to issues by utilizing inventive methods and unorthodox concepts beyond conventional thinking.
The learner demonstrated foundational-level skills in the four sub-competencies of effective creative problem-solving: - **Exercise Convergent and Divergent Thinking.** Individuals generate fresh ideas and apply a process for evaluating them. - **Manage Ambiguity.** Individuals trust the process, manage their own anxiety, and gather information before settling on solutions prematurely. - **Identify Patterns.** Individuals make sense of data, recognize commonalities among seemingly unrelated situations, and frame novel problems in familiar terms. - **Apply an Iterative Process.** Individuals systematically test ideas, challenge their own preconceptions, and expand the range of potential solutions. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Intercultural Fluency - University of Maine System
This badge was issued in recognition of demonstrated foundational-level skills in Intercultural Fluency. Intercultural fluency in the 21st century includes the capacity to operate and communicate in different cultural contexts. Individuals who are interculturally fluent recognize and challenge their own cultural biases, show curiosity, demonstrate self-awareness, and incorporate diverse perspectives. Authorized by: Education Design Lab
Intercultural Competence refers to the capability of effectively communicating and working with individuals from different cultures, while displaying understanding, respect, and adaptability towards diverse norms and variations.
The learner demonstrated foundational-level skills in the four sub-competencies of intercultural fluency: - **Show Curiosity.** Individuals demonstrate cognitive and affective openness to and interest in change and difference. - **Recognize and Challenge One’s Cultural Biases.** Individuals reject “othering;" work effectively in multicultural settings, and avoid ethnocentrism. - **Demonstrate Self-Awareness.** Individuals evaluate their own performance; recognize their motivations; and manage their anxiety. - **Incorporate Diverse Perspectives.** Individuals enlarge the conversation; challenging their own thinking, and maximizing group effectiveness. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Oral Communication - University of Maine System
This badge was issued in recognition of demonstrated foundational-level skills in Oral Communication. Oral communication in the 21st century includes both verbal and nonverbal communication. An effective oral communicator can speak with clarity and precision in formal as well as informal contexts, which may range from presentations to a large group through conversations in the lunchroom. Effective communicators can use stories to communicate ideas and increase engagement; they are aware of their audience and use the appropriate tone and word choice. They are also active listeners who can "hear" both what is said and what is not said and can use body language effectively. Authorized by: Education Design Lab
Public speaking is the skill of presenting ideas persuasively and engagingly to an audience, using oratory methods to influence, educate, or captivate listeners.
The learner demonstrated foundational-level skills in the four sub-competencies of effective oral communication: - **Speak with Clarity and Precision:** Individuals communicate ideas and information effectively; minimizing unintended confusion, misinformation, and offense. - **Listen Actively:** Individuals form productive working relationships; ensure that others feel heard and valued; and grasp and retain information. - **Tell Stories to Express Ideas:** Individuals capture their audience; use the components of storytelling to draw attention. - **Use Appropriate Tone and Word Choice:** Individuals adjust their style and approach for different settings; build rapport; and communicate up and down the organization. **Evidence and Assessment** This badge is earned in academic courses and co-curricular programs throughout the University of Maine System (UMS). Assignments and activities were mapped to the earning criteria and approved by the UMS Micro-Credential Initiative to ensure quality and rigor. The learner was assessed using The Education Design Lab’s rubric and received a “yes” in each box for all sub-competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
The learner achieved a verified University of Maine System micro-credential by completing the Global Competency Pathway and met the high-quality standard. This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Global Competency pathway (Levels 1, 2, and 3). The learner successfully completed an instructional program that provided greater understanding and appreciation of other cultures and global issues and gained critical global experience that enhanced their skills, knowledge, and intercultural fluency. Throughout the process, they analyzed and applied their shared experiences, incorporating their learning into their academic work and/or shared their experiences through presentations in the broader community. Evidence was verified and assessed using the AAC&U Intercultural Knowledge and Competence LEAP rubric by authorized UMS faculty/staff to ensure UMS micro-credential quality standards were met.
AACU’s Intercultural Knowledge & Competence VALUE Rubric
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
The learner demonstrated global competency in the following skills: - Cultural self-awareness - Knowledge of other worldview frameworks - Empathy with other global perspectives - Intercultural verbal and nonverbal communication - Intercultural curiosity - Openness to diversity The learner achieved a level of Global Competency that is critical to their full participation in our culturally diverse global society and competitiveness in a global economy.
This badge was issued in recognition of the learner’s enhanced Global Competency through their participation in a Global Experience that permitted them to gain intercultural fluency, resilience, and adaptability in contexts that put them outside their comfort zone and allowed them to deepen their Global and Intercultural Awareness (Level 1) and Perspectives (Level 2). Throughout the process, they analyzed their shared experiences and incorporated them into their academic work and/or shared them through presentations in the broader community. The knowledge and skills the learner gained through their Global Experience provided them with a level of Global Competency that is critical to their full participation in our culturally diverse global society and competitiveness in a global economy.
This badge acknowledges that the learner gained Global Experience through: 1. Participation in an approved global experience that enhanced their awareness and understanding of global issues and perspectives (e.g. internship, student teaching, travel course or semester abroad). 2. Giving a presentation, performance, or other creative expression that reflected on their Global Experience. 3. Reflection on how their Global Experience enhanced their Global Competency skills and their plans to continue to reinforce and expand their Global Competency through future activities, coursework, experiences, and/or career goals. **Evidence:** 1. An artifact from their global experience (e.g., essay, research paper, article, blog, portfolio, or presentation); 2. The Level 3 Activity & Reflection Form. **Skills:** The learner has gained Global Competency in the following skills. Each skill is defined, and levels of competency discussed in detail in the AACU Global Learning VALUE Rubric. - Cultural Self-Awareness - Knowledge of Other Worldview Frameworks - Empathy with Other Global Perspectives - Intercultural verbal and nonverbal communication - Intercultural Curiosity - Openness to Diversity
This badge was issued in recognition of the learner’s participation in training that enhanced their understanding and appreciation of other cultures and perspectives on global issues and how their actions can affect both local and global communities. The Global and Intercultural Perspectives that they gained through this training is critical to their full participation in our culturally diverse global society and competitiveness in a global economy.
This badge acknowledges that the learner gained greater understanding and appreciation of Global and Intercultural Perspectives and how their actions impact their local and global communities through: 1. Participation in a rigorous, approved training, course, project, or organization that developed their intercultural fluency, global learning, intercultural and/or international collaboration. 2. Giving a presentation, performance, or other creative expression that reflected on their enhanced understanding of Global and Cross-Cultural Perspectives gained through their training. 3. Reflecting on how their training enhanced their understanding of global issues and cross-cultural perspectives and developed their plan to further their Global Competency by participating in a Global Experience. **Evidence:** The learner submitted: 1. An artifact from their training (e.g., essay, research paper, article, website, op ed piece, blog, or presentation, video performance, creative piece) 2. The Level 2 Activity & Reflection Form. Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party. **Skills:** The Learner has continued to pursue and has met a milestone in the following skills: - Cultural Self-Awareness - Knowledge of Other Worldview Frameworks - Empathy with Other Global Perspectives - Intercultural verbal and nonverbal communication - Intercultural Curiosity - Openness to Diversity
This badge was issued in recognition of the Global and Intercultural Awareness that the learner has gained through participation in activities and/or events that enhance their awareness of global issues and cultural diversity, as well as the opportunities for curricular and co-curricular global studies and intercultural experiences on campus and in their local and global communities. The learner’s increased Global and Intercultural Awareness is critical to their full participation in our culturally diverse global society and competitiveness in a global economy.
**This badge acknowledges that the learner gained Global and Intercultural Awareness through:** 1. Participation in an approved activity that enhanced their awareness of global issues and cultural diversity. 2. Participation in an approved information session that provided greater awareness of opportunities in global education and intercultural experiences, and the benefits of Global Competency for career readiness in a global economy and participation in a global society. 3. Reflection on their awareness of global issues and cultural diversity gained through their participation in an approved activity and information session, and their plan to further develop their Global Competency. **Evidence:** The learner submitted the Level 1 Activity & Reflection Form. Evidence was tracked, verified, and approved by authorized UMS faculty, staff or another relevant party. **Skills:** The Learner has achieved at least a benchmark in the following skills: - Cultural Self-Awareness - Knowledge of Other Worldview Frameworks - Empathy with Other Global Perspectives - Intercultural verbal and nonverbal communication - Intercultural Curiosity - Openness to Diversity
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Grant Writing pathway (Levels 1, 2, and 3). Learners completed grant writing training and applied their learning by completing a draft grant proposal for submission. Learners received feedback from the instructor and presented their proposals to peers. The recipients of the micro-credential gained skills in grant management reporting, locating funding sources, determining capacity and goals for a grant, creating a grants strategy, and outcome measurement planning, and writing grant sections, and creating a budget. Learners understand Requests for Proposals (RFPs), the components of a grant proposal, and ways to avoid grant-writing pitfalls. Learners reflected on their learning and provided insights into their expanded knowledge, development, and enhanced skills. Learners received one-to-one feedback on their completed drafts and demonstrated competency in grant writing and leading a team in proposal design. Evidence was verified and assessed by an authorized UMS instructor to ensure UMS micro-credential quality standards were met using graded exams, assignments, skills-specific workshops, and peer review rubric.
The syllabus for the Grant Writing Course, which lays out the structure of the course as well as the competencies that will be focused on during it.
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System (UMS) Grant Writing pathway (Levels 1, 2, and 3). - Learners completed grant writing training and applied their learning by completing a draft grant proposal for submission. - Demonstrated competency in grant writing and leading a team in proposal design.
This badge was issued in recognition of the learner’s application of their learning and skills developed during training. Learners reached a level of demonstrated/applied competency in the following skill areas: polishing grant applications for submission, grant application follow up, grant management and reporting, nurturing funding relationships, mastering difficult situations in grant writing.
**This badge acknowledges that learners:** - Earned Level 1 and Level 2 Grant Writing badges - Applied their Level 2 training/skill development in a real-world setting by completing a full draft of grant submission - Discussed their draft submission and feedback from the instructor - Reflected on their demonstrated competencies and knowledge gained in all three levels of the program **Evidence:** **Learners submitted a/an:** - Completion of all level 3 readings, quizzes and discussions (e.g., weeks 4 & 5) - Had their hours/competencies accepted or approved by the instructor - Completed a draft of a full grant proposal for submission - Presentation of completed application to peers - Reflected on their skill development during one on one time with instructor (oral competency verified by instructor Evidence was verified and approved by authorized UMS faculty/staff or employer or other person most familiar with their applied work and competency level. **Skills and Knowledge:** MANAGING GRANTS & DEVELOPING YOUR SKILLS - Application follow up - Managing a grant - Completing reports - Nurturing relationships - Difficult situations in grant writing PRACTICING YOUR GRANT WRITING SKILLS - 1:1 feedback with program instructor on completed draft of grant application Sharing your common application questions for feedback
This badge was issued in recognition of the learner’s completion of 12 hours of training in grant writing (in addition to 6 hours of Level 1 Training). Training includes readings, video, quizzes and interactive activities.
**This badge acknowledges that learners:** - Earned a Level 1 Grant Writing badge - Completed 12 hours of in-depth training (e.g., online or in-person) - Completed all assignments and quizzes for week 2 and 3 of the program or the equivalent - Reflected on their learning, provided insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in the program. **Evidence:** Learners submitted and or completed a/an: - Log of their training sessions/hours - Grant-ready checklist for their organization - Gained competency in finding grant funding sources, determining capacity and goals for grant, developing funder relationships, development of grant proposals and budgets as determined by successful completion of assignments - Reflected on their experience with their cohort of learners and the instructor through discussion and feedback Evidence was verified and approved by authorized UMS faculty/staff or other instructor(s). **Skills and Knowledge:** PLANNING & RESEARCH - Looking critically at your capacity - The “grant-ready” checklist for the organization - Determining your funding priorities - Developing your ideas - Using online resources to find opportunities - Profiles of grantmakers - Vetting funding opportunities as a team - Developing relationships with funders APPLYING FOR GRANTS - Developing your proposal - Gathering data and documentation - Components of the narrative - How to organize information - Writing style - Creating a budget - Attachments
This badge was issued in recognition of the learner’s interest in grant writing. Discover grant myths, misconceptions and pitfalls (and how to avoid them). Demonstrate knowledge of the components of a grant. Understand the different kinds of grants and funders. Know how to find and understand Requests for Proposals (RFPs). Understand their responsibilities as a grant writer.
**This badge acknowledges that learners:** - Completed Week 1 of the Grant Writing program (6 hours) or the equivalent. **Evidence:** - Enrollment in Essentials of Grant Writing or equivalent. - Completion of all readings, quizzes and assignments, and discussions for Week 1 of the program or equivalent assessments. - Participation in discussions with the cohort and instructor. Evidence was verified and approved by authorized UMS faculty or staff or other relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Aquaculture pathway (Levels 1, 2, and 3). Learners completed training in aquaculture and applied their learning in a professional aquaculture work-based setting. The following skills were developed: use and maintenance of aquaculture equipment, knowledge and skills in culturing aquaculture species, and the ability to apply relevant knowledge and skills in an aquaculture industry setting. Recipients of this micro-credential are able to work professionally within the aquaculture industry. Evidence was verified and assessed by authorized UMS faculty and staff to ensure UMS micro-credential quality standards were met.
aquatic animal diagnostics and seafood safety
Maine Aquaculture Association Occupational Competency Standards
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System Micro-Credential aquaculture pathway (Level 1, Level 2, and Level 3) - Completed training and demonstrated application of that training in the aquaculture industry workplace. - Demonstrated competency in the aquaculture industry skills developed, including: 1. Water quality testing 2. Animal care and health 3. System development and maintenance - Completed the pathway, including demonstration of their skills within the aquaculture industry, with the endorsement of a direct supervisor.
This badge was issued in recognition of the learner’s application of their learning and skills developed through workshops, coursework, and other forms of training. Earners successfully completed an approved internship, apprenticeship, or on-the-job training experience in the aquaculture industry and received a positive performance review.
**This badge acknowledges that learners:** - Earned Level 1 and Level 2 Aquaculture badges - Applied their Level 2 training/skill development in a real-world setting in the aquaculture industry - Received positive feedback/appraisal from a supervisor. - Demonstrated competency in the ability to work professionally and apply their knowledge and skills in the aquaculture industry. - Reflected on their demonstrated competencies and knowledge gained in working in the aquaculture industry **Evidence:** The learner created and followed a learning plan in collaboration with a host in the aquaculture industry in Maine. The learner demonstrated skills and abilities specific to that host’s organization, and successfully completed the full internship/work experience with the endorsement of the host organization. Learners submitted: - A performance evaluation or a letter of endorsement/recommendation from their internship/work experience supervisor verifying their work and their competency in aquaculture - A reflection of their skill development Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party most familiar with their applied work and competency level.
This badge was issued in recognition of the learner’s completion of rigorous training in the field of aquaculture, including all aspects of aquaculture system management. Learners developed skills in managing systems for the commercial culture of marine and freshwater plants and animals.
**This badge acknowledges that learners:** - Earned a Level 1 aquaculture badge - Developed an understanding of the principles and practices of the commercial culture of marine and freshwater plants and animals. - Developed skills/competencies in the field of aquaculture through completion of at least 3 of the following courses/workshops or approved equivalents: 1. Aquatic Animal Health: hands-on experiential learning lab course. a. Skills: Earners have demonstrated the ability to use a range of diagnostic tools to diagnose aquatic animal diseases and ability to create and implement biosecurity protocols 2. Recirculating Aquaculture Systems: hands-on experiential learning wet-lab course. a. Skills: Earners have demonstrated the ability to apply engineering principles and practices to the commercial culture of marine and freshwater plants and animals. Earners have the ability to build and maintain recirculating aquaculture systems. 3. Applied Methods in Shellfish Farming: hands-on experiential learning wet-lab course a. Skills: Earners have demonstrated the ability to apply the principles and practices of commercial shellfish culture. Earners understand shellfish life cycles, have skills in spawning and rearing larval shellfish, use of grow out equipment for bivalves. 4. Seafood Safety Experiences: Seafood HACCP (Association of Food and Drug Officials — [AFDO](http://www.afdo.org/seafoodhaccp) — approved course and certificate of completion.) or Completed FSN 512* – Current Food Safety Systems with a grade B or better (in-person) (4 credit hours). Students can receive up to three certificates of completion with this course. PCQI, Seafood HACCP and Produce Safety Earners reflected on their learning, provided insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in the program. **Evidence:** Learners submitted proof of enrollment and successful completion of at least three of the courses/workshops. Earners completed the reflection form or another approved form of reflection Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s engagement in foundational learning in finfish and shellfish aquaculture. This badge earner developed an understanding of the basic biology, husbandry needs, and culturing methods (including recirculating systems) of organisms important to Maine’s aquaculture industry.
**This badge acknowledges that learners have demonstrated:** 1. Foundational knowledge of the basic biology and husbandry needs of organisms important to Maine’s aquaculture industry (e.g. salmon, trout, eels, oysters, mussels, scallops, and lobsters), 2. A basic level of understanding of the diversity of recirculating aquaculture systems used to culture these organisms and the basics of system operation, and 3. An understanding of the importance of water quality parameters and experience using water quality testing equipment. AND The learner has documented hands-on experience with equipment and practices used for routine husbandry in the aquaculture industry and aquatic animal research. Learners demonstrated their knowledge and skills through completion of one of the following: - Aquatic Animal Husbandry (SMS 491 at the University of Maine or equivalent workshop through UMaine Cooperative Extension) with a passing grade of 80 or above, or - Introduction to Aquaculture (Bio 136 at the University of Maine at Machias) with a passing grade of 80 or above, or - Another approved University of Maine System course as determined by Aquaculture Research Institute, University of Maine at Machias, or other University of Maine System faculty or staff, or - Completion of an equivalent aquaculture experience where youth or adult learners met the criteria, as determined by Aquaculture Research Institute, University of Maine at Machias, or other University of Maine System faculty or staff. **Skills:** Earners are able to: - Use water quality testing equipment - Conduct basic water quality testing - Complete basic record keeping **Evidence:** Learners submitted proof of enrollment and completion of the designated workshops or courses, or proof of completion of an approved equivalent aquaculture program. For equivalent aquaculture programs or experiences, learners submitted program learning outcomes and course content/syllabi. Evidence was tracked, verified, and approved by the Aquaculture Research Institute, University of Maine at Machias, or other University of Maine System faculty or staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) 4-H Outdoor Leadership pathway (Levels 1, 2, and 3). Learners completed training in outdoor leadership and applied their learning in a real-world outdoor leadership setting. They have also developed an understanding of and connection to college/careers related to outdoor leadership. Recipients of this micro-credential are able to safely lead personal trips with friends and family in backcountry settings. Recipients developed Core Competencies in: two or more disciplines of outdoor activities (canoeing, backpacking, x-country skiing); group management including leadership, group dynamics, safety and risk assessment; “hard” skills in outdoor leadership such as map and compass, and first aid. Evidence was verified and assessed by authorized UMS faculty or staff to ensure UMS micro-credential quality standards were met.
Cooperative Extension: 4-H Camp Alignment Standards
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System 4-H Outdoor Leadership Micro-Credential (Level 1, Level 2, and Level 3) - Submitted evidence that acknowledged the completion of training and demonstrated application of that training - Demonstrated competency in the outdoor leadership skills developed - Met pathway learning outcomes and high-quality standards - Explored outdoor leadership as a college/career choice
This badge was issued in recognition of the learner’s application of their learning and skills developed during courses and training in outdoor leadership. Learners have demonstrated high levels of competency in outdoor leadership through a combination of formal training and courses, and workforce or volunteer experience. Learners applied their learning through supervised leadership opportunities in outdoor trips and activities. The badge earner demonstrated college and career readiness through successful completion of Early College courses and/or professional experience in the outdoor leadership field. Workforce experiences could include a variety of contexts including but not limited to outdoor education settings, outdoor recreation businesses, environmental education contexts, and/or outdoor recreation retailers. The badge earner is competent and qualified as an assistant leader for camp trips and will be well-positioned to become certified as a Maine State Camp Trip Leader at 18 years of age.
**L3 earners must successfully complete an application/work-based experience.** **This badge acknowledges that learners:** - Earned Level 1 and Level 2 4-H Outdoor Leadership badges - Applied their training/skill development through 1. Serving as a camp counselor, or 2. Completing an internship, or 3. Other work or volunteer (paid or unpaid) experience as approved - Earning a Maine State Camp Trip Leader Permit - Received positive feedback/appraisal from supervisors. - Reflected on their pathway and explored their future (for example by watching a video on aligned careers or admissions videos or meeting with an admissions counselor, early college advisor, or other college or career counselor). **Evidence** Learners submitted a/an: - Reflection of their work or volunteer service indicating the successful application of their learning/skill development in a real-world setting in outdoor leadership - Performance evaluation or a letter of endorsement/recommendation/verification from an internship or other supervisor verifying their work and learner competency in outdoor leadership Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party most familiar with their applied work and competency level.
This badge was issued in recognition of the learner’s multiple experiences in the field of outdoor leadership. This badge earner participated in learning experiences that helped develop their leadership and outdoor skills. Skill areas include what are traditionally called “hard skills” (map and compass, first aid, technical skills e.g. paddling, climbing, skiing) and group skills including group process, co-leadership, and risk management. Through these experiences, the badge earner developed an understanding of the field of Outdoor Leadership including demonstrated understanding that outdoor leadership combines outdoor skills with communication, leadership, and problem-solving.
**This badge acknowledges that learners:** - Earned a Level 1 4-H Outdoor Leadership badge - Developed skills/competencies in leadership AND outdoor leadership. The specific skills include: 1. The ability to safely lead personal trips with friends and family in backcountry settings. 2. Core competencies in two or more disciplines of outdoor activities (canoeing, backpacking, x-country skiing) 3. Core competencies in group management including leadership, group dynamics, safety and risk assessment. - Badge earners gained these skills by completing at least two of the following courses (or another course approved by 4-H staff) with a grade of 80 or better through the University of Maine Early College program or an independent provider: 1. KPE 209 Wilderness First Responder 2. KPE 265 Outdoor and Adventure Activities, or 3. LDR 100 Foundations of Leadership OR - Completed one of the courses listed above with a grade of 80% or better and a Tanglewood and Blueberry Cove Leadership program (or equivalent as approved by Maine 4-H Camp and Learning Center Staff). OR - Became a Junior Maine Guide at Bryant Pond 4-H Camp or another provider - And Reflected on their learning, provided insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in the program. **Evidence** Learners submitted a/an: - Transcripts or documentation of their successful completion of courses and/or leadership experiences, and a written or oral reflection. Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s exploration of the field of Outdoor Leadership. This badge earner enrolled in the 4-H Youth Development program. The learner began exploring how to improve their knowledge, skills, and safety practices in Outdoor Leadership and gained exposure to and understanding of foundational skills to participate safely in outdoor activities with small groups. This badge acknowledges that the learner sought opportunities in outdoor leadership education, including formal and informal learning opportunities through the University of Maine System or an equivalent approved experience.
**This badge acknowledges that the learner:** 1. Completed one of three core classes through the University of Maine Early College program: - KPE 209 Wilderness First Responder (16 and over) - KPE 265 Outdoor and Adventure Activities, or - LDR 100 Foundations of Leadership Or 2. Successfully participated in one of the Maine 4-H Camp and Learning Center Leadership programs or an equivalent approved by Maine 4-H Camp and Learning Center staff. - Examples include: Lakeside Leadership I & II (Bryant Pond 4-H); Leadership I, II, III (Tanglewood and Blueberry Cove 4-H); Junior Maine Guide. Or 3. Completed a relevant certification through an independent provider such as Maine Department of Inland Fisheries and Wildlife’s Recreation Safety programs (Hunter Safety, Boating Safety, ATV Safety), Wilderness First Aid, Red Cross or American Heart Association first aid/CPR,Red Cross Lifeguard training or other to be approved by 4-H staff, and indicated interest in outdoor leadership by requesting the Level 1 badge. **Evidence:** Learners submitted proof of completion of one of the core classes, proof of approved relevant certification, or proof of completion of an approved camp and learning center leadership program or equivalent. Evidence was tracked, verified, and approved by authorized UMS faculty or staff.
Adult Learning & Teaching Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) pathway Adult Learning and Teaching (Levels 1, 2, and 3). Learners completed rigorous faculty development training in adult learning and applied practical, hands-on strategies to improve teaching adult learners. Evidence was verified and assessed using a rubric by authorized UMS faculty/staff to ensure UMS micro-credential quality standards were met.
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System Adult Learning & Teaching Micro-Credential (Level 1, Level 2, and Level 3). - Completed training in adult learning and teaching and demonstrated application of their learning in their teaching practices. - Demonstrated competency in use of adult learning and teaching strategies, meeting the high quality standards set.
This badge was issued in recognition of the learner’s application of their learning and skills developed during the Summer Academy for Adult Learning & Teaching (SAALT) faculty development training or other approved training. The learner applied their skills and learning within the adult learner population at their University of Maine System campus and received positive feedback.
**This badge acknowledges that learners:** - Earned Level 1 and Level 2 Adult Learning & Teaching badges. - Recognized a barrier or pinch point for adult learners in their course. - Incorporated an adult learning teaching practice or resource introduced during training to address the barrier or pinch point identified. - Successfully applied their training to their course design and teaching and made improvements for the adult learner. - Received positive feedback on their implementation of adult learning strategies in their course. - Completed a feedback survey to the SAALT committee and reflected on their demonstrated competencies and knowledge gained in adult learning applications and lessons learned about adult learning. **The learner successfully completed one or more of the following:** - Applied their skills and learning into an assignment, activity, or teaching practice. - Conducted a 30 to 60 minute presentation and activity to a faculty or graduate student group on one of the adult learning and teaching topics or ideas. - Replaced or partially replaced their textbook(s) with Open Educational Resources in one or more courses. - Other approved application of adult learning and teaching strategies. **Evidence** Learners submitted: 1. Feedback/Reflection AND 2. One or more of the following artifacts: - A revised syllabus or sample classroom agenda. - A 5-minute video report on their new syllabus, new teaching practice, or new collaboration. - Presentation slides, recording/video, participant feedback, or - Other relevant/approved artifacts. Evidence was tracked, verified, and approved by authorized UMS faculty or staff familiar with their applied work and competency level.
This badge was issued in recognition of the learner’s completion of the Summer Academy for Adult Learning and Teaching’s (SAALT) rigorous professional development training or other approved training. This training was designed to build a cadre of faculty across the University of Maine System with the relationships and the expertise necessary to implement specific changes in their teaching or course design and incorporate teaching strategies that support adult learners. Participants will return to their campus with: New relationships and potential collaborations with colleagues from across UMS; Practical, hands-on strategies to improve teaching adult learners; and innovative ideas and resources with which to experiment.
**This badge acknowledges that learners:** - Earned a Level 1 Adult Learning & Teaching badge. - Completed the four-day, immersive faculty development SAALT training or other approved training. - Began to develop skills/competencies in practical, hands-on strategies to improve their teaching of adult learners. - Reflected on their learning, provided insights into their expanded knowledge, development, and enhanced skills gained through their active engagement in the program. **Evidence** - Learners completed training and submitted a feedback survey and reflection form. Evidence was tracked, verified, and approved by authorized UMS faculty or staff.
This badge was issued in recognition of the learner’s interest in becoming an adult learner practitioner through participating in the Summer Academy for Adult Learning & Teaching (SAALT) or other approved introductory adult learning and teaching training.
This badge acknowledges that the learner demonstrated interest in deepening their skills and knowledge of working effectively with adult learners. The learner: - Completed an application and was selected for SAALT or enrolled in an approved introductory training. - Completed the approved introductory training (e.g., attended a two-hour Introduction to SAALT session and participated in an activity). **Evidence:** - The learner submitted an application/enrolled in and completed the introductory session. Evidence was tracked, verified, and approved by authorized UMS faculty or staff.
Dawnland - Maine Indian History badge image
This badge was issued in recognition of the learner’s interest in understanding more about the original peoples of what is now called Maine. The learner explored this history from the time of the Ice Age to the present day. The learner’s knowledge was assessed on State/Tribal Policies, Prehistorical and Historical eras, and the current Indigenous Knowledge perspective. Learners of this badge are able to accurately communicate with others about these topic areas. This credential was designed using learning results that were rigorously tested in various academic institutions and levels of learning.
Maine Department of Education - Maine Native Studies in School
This material represents a continuing collaborative effort between the four nations of the Wabanaki in Maine, Native and non-Native educators, the Maine Indian Tribal-State Commission, the Maine Department of Education, and the University of Maine System. The document and resources are rooted in the early work of the Wabanaki Studies Commission established by the Maine Legislature in 2001. This website includes suggested learning targets, by grade span, and corresponding resources that are culturally appropriate and support the content in LD 291: An Act to Require Teaching of Maine Native American History and Culture in Maine's Schools and the Maine Native Studies component included in Maine’s Learning Results: Parameters for Essential Instruction.
Maine State Library - Indian Tribal-State Commission Documents
This badge acknowledges that learners completed four online modules of learning in the Dawnland course: Ice Age, Prehistory, History, and Current Policies and Practice. Each module consisted of a rigorous array of PowerPoint presentations, handouts, readings/academic journal articles, and short learning videos. - The Ice Age module explained how early peoples moved across the land navigating glacial formations while engaged in hunting and survival. - The Prehistory module explained the Indigenous lifeways before the arrival of European settlers and settlements. - The History module addressed early interactions between the Indigenous people and European settlers. - The Current Policy and Practice module addresses the current issues Maine Indigenous peoples are facing in terms of their political and cultural survival. **Evidence and Assessment** Earners of this badge completed an assessment that consisted of a multiple-choice test at the end of each module. The learner achieved a score of 80% or higher on each assessment. Retakes were permitted until the standard was met. To register for this course, please visit the [Dawnland - Maine Indian History Course Merchant Listing](https://discover.maine.edu/product?catalog=Dawnland-Maine-Indian-History).
Undergraduate Research Scholar Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Undergraduate Research Scholar pathway (Levels 1, 2, and 3). Learners successfully completed a mentored research experience and received a positive appraisal of their work and skill development. Competencies were developed in the research process, application of safety and ethical standards relevant to the work, networking, and presentation skills. UMS Quality Assurance criteria and standards were met.
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the UMS Undergraduate Research Scholar pathway (Level 1, Level 2, and Level 3) - Submitted evidence that acknowledged the completion of the research experience and training for the specified period - Received a positive appraisal of their work and demonstrated competency in the research process, application of safety and ethical standards relevant to the work, networking, and presentation skills Evidence was verified and approved by authorized UMS faculty/staff.
This badge was issued in recognition of the learner’s application of their learning and skills developed during their research or creative activity. Learners reached a level of applied competence in the following skill areas: Research process, presentation skills, and ethical research practices.
**This badge acknowledges that learners:** - Earned Level 1 and Level 2 Undergraduate Research Scholar badges. - Applied their training and skills in a real-world research/creative activity setting over the specified period. - Demonstrated competency in presentation skills through the presentation of their research/ creative activity at a symposium, conference, or other approved public venue. - Demonstrated competency by receiving a positive appraisal of their research, presentation skills, and application of ethical standards from their faculty mentor. - Reflected on lessons learned and skill development, including research competencies gained, presentation skills, applied ethics, and networking. **Evidence and Assessment** Learners submitted a/an: - Positive performance evaluation from their faculty mentor verifying the work completed, skill development, and competencies obtained. - Symposium assessment form used to determine presentation skills competence or another approved assessment. Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party most familiar with their applied work and competency level.
This badge was issued in recognition of the learner’s participation in mentored undergraduate research opportunities, developing skills in research processes. This badge earner gained experience and skills in research ethics, responsible conduct of research, and appropriate safety training.
**This badge acknowledges that learners:** - Earned a Level 1 Undergraduate Research Scholar badge. - Participated in an approved faculty-mentored research or creative activity project. - Completed all relevant safety and ethical research training in their area of study and developed skills/competencies in ethical research practices, as confirmed by their faculty mentor. - Submitted their work to a symposium, conference, or other approved venue. **Evidence** Learners submitted: - Proof of participation in an approved, mentored research project. - Documentation of their completion of all relevant ethical research, responsible conduct of research, and safety training. - Proof or submission of their work to a symposium, conference, or other approved venue. Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s interest in gaining undergraduate research experience. This badge earner increased their understanding of the research process through their participation in professional development and research activities. Additionally, the learner developed networking skills by developing connections with a faculty mentor.
**This badge acknowledges that learners:** - Attended at least one approved research-related professional development activity. - Sought out an approved research position/project, on or off campus. - Connected with a faculty mentor and began the research activity. - Reflected on their experience in seeking out an undergraduate research experience, networking, personal take-aways from events attended, and their understanding of the research process. **Evidence:** Learners submitted: - A reflection form. - Documented attendance of an approved professional development activity. - Proof of networking, obtaining a faculty mentor, and a research position (e.g., acceptance letter, application submission confirmation email, faculty mentor email, etc.). Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party.
UMS Micro-Credential Development Level 1
This badge was issued in recognition of the learner’s understanding of the University of Maine System’s Micro-Credential framework, definitions, and the importance of the initiative in meeting workforce and post-secondary attainment goals. This badge earner demonstrated foundational knowledge of the UMS Micro-Credential Initiative and its benefits to learners and employers.
Rutgers Non-Degree Credential Quality: A Conceptual Framework to Guide Measurement
**This badge acknowledges that the learner:** Demonstrated foundational knowledge of the UMS Micro-Credential Initiative by: - Understanding the Level 1 video series content - Visiting the UMS Micro-Credential website and Badgr Pro public page - Completing the reflection assignment and - Completing the quiz **Evidence:** The learner submitted: - The reflection assignment - The quiz and received a score of 80% or better Evidence was tracked, verified, and approved by UMS Micro-Credential administrators/staff.
UMS Micro-Credential Development Level 2
This badge was issued in recognition of the learner’s collaboration in the development of an approved UMS micro-credential. This badge earner participated in the planning and design process. Learners completed design worksheets and the UMS Micro-Credential meta-data template.
**This badge acknowledges that the learner demonstrated competency in micro-credential development and design by** - Understanding the Level 2 video series content - Completing the UMS Micro-Credential Starter assignment - Working collaboratively with their team to complete a draft of the meta-data template **Evidence:** The learner: - Received a Level 1 Microcredential Development badge - Submitted the UMS Micro-Credential Starter assignment - Worked with their team to complete a UMS Micro-Credential meta-data template draft - Submitted verification of their collaboration on the meta-data template Evidence was tracked, verified, and approved by UMS Micro-Credential administrators/staff.
UMS Micro-Credential Development Level 3
This badge was issued in recognition of the learner’s knowledge of implementing a University of Maine System micro-credential. This badge earner demonstrated an understanding of the badge issuing process and marketing strategies. Development team members created an approved UMS micro-credential.
Backward Design is a method of designing curriculum by first identifying the desired outcomes, then creating assessments and finally developing instructional methods to ensure alignment with the goals.
Infographics are graphical tools that combine data, design, and information to present intricate ideas in a straightforward and impactful manner using charts, diagrams, and images.
**This badge acknowledges that the learner:** Demonstrated competency in implementing a UMS micro-credential by: - Developing an approved UMS micro-credential - Viewing the Level 3 video series content and working with their team to develop an implementation and marketing strategy for their micro-credential. - Submitting collaborative marketing and implementation assignments - Selecting an issuing process option - Reflecting on the micro-credential development and implementation process **Evidence:** The learner: - Contributed to the completion of the Campus/Organization website assignment - Submitted a reflection Evidence was tracked, verified, and approved by UMS Micro-Credential administrators/staff.
UMS Micro-Credential Development Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Micro-Credential Development pathway (Levels 1, 2, and 3). Earners of this micro-credential demonstrated knowledge of the framework, design, development, and implementation of a UMS micro-credential. The learner was part of a Development team that applied their learning in creating an approved UMS Micro-Credential. Evidence was tracked, verified, and approved by UMS Micro-Credential administrators/staff.
**This badge acknowledges that learners:** - Successfully fulfilled all criteria in earning the University of Maine System - Micro-Credential Pathway (Level 1, Level 2, and Level 3) - Completed training and demonstrated application of that training - Skills and competencies were developed in micro-credential design, development, and implementation. - The micro-credential was approved and displayed on the BadgrPro platform - The micro-credential followed the UMS framework and met quality standards.
This badge was issued in recognition of the learner’s successful completion of the Maine Meat Cutting School offered by the University of Maine Cooperative Extension. The Maine Meat Cutting School is a rigorous training program that introduces learners to high quality meat cutting and food safety training.
This badge acknowledges that learners completed the University of Maine Cooperative Extension’s Meat Cutting School and passed with a score of 80% or above. The learner developed knowledge of animal handling, basic safety, basic hygiene and sanitation, food labeling, meat quality, and cutting techniques for specific animals, including beef, swine and/or small ruminants. **Specifically, badge earners:** - Learned proper techniques to cut beef, swine, poultry, and small ruminants into wholesale and retail cuts. - Understand humane handling of animals. - Gained awareness of proper knife safety. - Gained knowledge of Food Safety and Personal Health standards. - Identified common pathogens in meats and the meat Room. - Differentiated Meat Quality: Color, Fat/Marbling, and Tenderness. - Recognized livestock dressing percentage and yield from each animal species. - Summarized meat grinding and value-added products. - Described the current USDA, state, and custom exemption meat inspection regulations. **Evidence:** - Learners passed a series of quizzes for each section of the Meat Cutting School with a grade of 80% or above. Evidence was collected within the University of Maine’s learning management system.
This Level 3 badge was issued in recognition of the learner’s demonstrated skill in financial literacy. The learner applied their understanding of the topics and concepts included in the National Standards for Adult Financial Literacy Education. Steps were taken to meet personalized financial goals.
Institute for Financial Literacy’s National Standards for Adult Financial Literacy Education
**This badge acknowledges that the learner completed:** - Completed a one-on-one financial management consultation, beyond Level 2. **The learner is able to:** - Revise their financial goals as life circumstances change (Met Money Management Benchmark in Financial Goal Setting) - Meet their personalized financial action plan goals (e.g., opening a savings account, contacting creditors to set up a payment plan, or applying to a matched savings program). **Evidence:** - Verified consultation to review progress on their financial goals, offer feedback and assess knowledge and skill development - Submission of proof of steps taken on action plan. Evidence was verified by trained New Ventures Maine staff or another approved UMS staff member.
This Level 2 badge was issued in recognition of the learner’s financial literacy skill development, building on the introductory content from Level 1. The learner demonstrated competency in the skills needed to understand how to revise a budget, articulate personalized financial goals, understand credit and savings. They participated in Jump Credit. Jump Credit is a web-based program that utilizes a Transunion or Equifax Credit Report to provide a credit score with a customized action plan that includes individualized advice to improve credit scores, and an enhanced and easy-to-understand version of the credit report.
**This badge acknowledges that learners completed:** - The 3 core money management workshops offered by New Ventures Maine: **Standard 1: Money Management** 1. Budgeting Basics workshop **Standard 2: Credit** 1. Let’s Talk About Credit workshop **Standard 3: Debt Management** 1. Build Your Savings workshop - Worksheets provided by New Ventures Maine related to workshop topics - A one-on-one financial management consultation with New Ventures Maine, including completion of the Jump Credit program, to assess their current credit situation - A personal action plan based on the three financial goals identified in Level 1 - An assessment and quiz to measure their knowledge and skill development of Level 2 financial literacy topics **OR** - Another approved Financial Literacy training program, beyond Level 1 **The learner is able to:** - Create personalized net worth statements; Revise their budgets to reflect current cash flow (Money Management benchmarks in Cash Flow Management) Create personalized budget documents (Money Management benchmark in Personal Net Worth) - Differentiate between short and long term financial goals; Prioritize their financial goals; and Construct a realistic financial goal action plan (Money Management benchmarks in Financial Goal Setting) - Understand which types of credit are better suited for particular purposes than other types (Credit benchmark in Obtaining Credit) - Understand what a credit report is, how to dispute errors in credit reports, and what a consumer’s rights are regarding credit reports; Understand what credit scores mean and the significance of their use in modern life; Recognize what precautions can be taken to prevent identity theft and fraud, and what to do if victimized (Credit benchmarks in Utilization of Credit) **Evidence:** - Attendance record - Submission of completed worksheets - Submission of action plan on financial goals - Submission of completed assessment and scoring 80% or above on a quiz Evidence was verified by trained New Ventures Maine staff or another approved UMS staff member.
This Level 1 badge was issued in recognition of the learner’s financial literacy skill development. The learner demonstrated competency in the skills needed to understand basic financial management concepts and manage their own finances. The learner met the national standards for all Debt Management Benchmarks and some of the Money Management and Credit Benchmarks.
**This badge acknowledges that learners:** - Completed an introductory video from New Ventures Maine (welcome & overview) - Registered on iGrad and completed the following modules: **Standard 1: Money Management** 1. Creating a Budget with the Budget Creator tool 2. Saving for Goals with the Goal Calculator tool **Standard 2: Credit** 1. Mastering Credit 2. Using Credit Cards Responsibly **Standard 3: Debt Management** 1. Getting Out of Debt w/ Credit Card Pay Down tool 2. Decimating Your Debt - Reflected on their learning and stated their top three financial goals - Completed an assessment and quiz to measure their knowledge **OR** - Completed another approved Financial Literacy training program. **The learner is able to:** - Identify the components of a budget and a personal net worth statement; - Understand that their net worth will fluctuate as the values of their assets and liabilities change (Money Management Benchmark in Cash Flow Management and Personal Net Worth) - Understand how the credit application process works - Differentiate types of credit; Identify types of financial institutions where credit can be obtained (Credit Benchmark in Obtaining Credit) - Comprehend the legal implications of using credit (Credit Benchmarks in Utilization of Credit) - And the learner met all Debt Management Benchmarks in both Debt Measurement and Debt Resolution. **Evidence:** - Verified registration with iGrad (or its equivalent) - Demonstrated understanding of financial concepts and identification of goals by scoring 80% or above on a quiz - Submission of a completed assessment and a reflection Evidence was verified by trained New Ventures Maine staff or another approved UMS staff member.
These learners understand and are able to manage their finances. They demonstrated skills and competency in basic financial concepts and practices including budgeting, credit and debt, savings and tax preparation. Evidence was verified and assessed using rubrics, certification exams and performance feedback, by authorized New Ventures Maine staff to ensure quality standards were met. This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Financial Literacy pathway (Levels 1, 2, and 3). Learners completed training in basic financial concepts and practices including budgeting, credit and debt, savings and net worth and applied their learning in an action plan based on their individual financial goals. The Institute for Financial Literacy’s National Standards for Adult Financial Literacy Education was used to determine competency. The learner demonstrated competency in the skills needed to understand basic financial management concepts and manage their own finances. This micro-credential acknowledges that the learner met the Institute for Financial Literacy’s National Standards for Adult Financial Literacy Education benchmarks in: Money management, Credit, and Debt Management. The learner constructed a financial action plan and took action to meet the personalized goals set.
Personal finance encompasses the handling of an individual's or family's financial matters, such as budgeting, saving, investing, banking, insurance, mortgages, retirement planning, and tax planning.
**This badge acknowledges that learners:** - The learner completed an assessment, quizzes, and a reflection on their learning in Levels 1 and 2. In Level 2 they created an individualized action plan based on their financial goals and completed a one-on-one consultation. - In Level 3 they took action to complete their action plan. - They were assessed using a rubric based on the Institute for Financial Literacy’s National Standards for Adult Financial Literacy Education. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party to ensure UMS micro-credential quality standards were met.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Information Literacy pathway (Levels 1, 2, and 3). The learner completed training in information literacy and applied their knowledge and skills throughout the research process that culminated in a final research product. The learner worked with a reference librarian in one or more capacities, gathered data from sources using learned tools, evaluated collected data for reliability, authority, and timeliness, and cited sources using the appropriate citing format required for the information product. The learner met the standards of the Association of College & Research Libraries (ACRL) Information Literacy Framework.
Online research entails the systematic search, collection, and analysis of information from various digital sources on the internet, using search engines, databases, and social media platforms efficiently.
Ethical Standards and Conduct encompass the moral principles and actions that promote honesty, fairness, and integrity in both personal and professional contexts, adhering to legal and ethical codes.
Information literacy refers to the capability to locate, assess, utilize, and convey information across various forms, which is crucial for decision-making and problem-solving in today's knowledge-based economy.
Information Synthesis: The process of gathering, evaluating, and merging diverse data to construct a unified, coherent picture, facilitating well-informed decision-making and conclusion-drawing.
Media Literacy is the capacity to effectively engage with various communication forms, such as digital, print, and mass media, through accessing, analyzing, evaluating, creating, and communicating information.
Information gathering is the organized process of obtaining, examining, and combining data from diverse sources to guide decision-making and support strategic planning.
Information retrieval is the ability to quickly and accurately find and extract relevant information from large datasets using specialized tools and methods.
Modern Language Association (MLA) Style is a set of rules for formatting scholarly manuscripts and referencing sources in research papers, mainly used in the humanities field.
American Psychological Style refers to the citation and formatting guidelines set by the American Psychological Association for scholarly works in the social sciences, governing reference, document structure, and data presentation.
The Chicago Manual of Style is a detailed reference for American English writing, formatting, and citation, widely adopted in publishing and academic settings to ensure consistency and clarity.
Secondary research entails collecting and analyzing information from pre-existing sources, like publications and databases, to gain insights on a specific subject.
Research consists of methodical examination and analysis of data or resources to uncover factual information and draw new conclusions through critical evaluation.
Research methods refer to the organized strategies employed to examine phenomena, gain fresh insights, or validate and synthesize existing knowledge in diverse fields.
Research design refers to the structured plan used in scientific studies, detailing procedures for gathering, examining, and interpreting data to address particular questions and evaluate hypotheses.
Basic Research entails exploring fundamental concepts and knowledge, typically to clarify existing facts, formulate novel theories, and gain deeper insights, without an explicit focus on immediate practical applications.
Keyword research involves discovering the most commonly used search terms to optimize content and enhance search engine ranking visibility.
Ethical Research entails upholding moral principles and professional standards during investigations, safeguarding integrity, human rights, and responsible data management for knowledge acquisition.
The Association of College & Research Libraries Information Literacy Framework
All levels of criteria are aligned with the The Association of College & Research Libraries Information Literacy Framework at varying degrees of difficulty.
**This micro-credential acknowledges that the learner:** - earned Level 1, Level 2, and Level 3 badges in Information Literacy. - developed, revised, and ultimately completed a research project that required the learner to work through various collections of tutorials, videos, and assessments. - worked with a librarian, in person or by other means, to develop and enhance the skills needed to complete the final product. **The following skills and competencies were developed and assessed using the ACRL Framework standards:** _Authority is Constructed and Contextual_ - Recognizes that information resources reflect their creators’ expertise and credibility, and are based on the information need and the context in which the information will be used. - Views authority with an attitude of informed skepticism and an openness to new perspectives, additional voices, and changes in schools of thought. _Information Creation as a Process_ - Understands that the purpose, message, and delivery of information are intentional acts of creation. - Looks to the underlying process of creation as well as the final product to critically evaluate the usefulness of information. _Information has Value_ - Understands that information possesses several dimensions of value, including as a commodity, as a means of education, as a means to influence, and as a means of negotiation and understanding the world. _Research as Inquiry_ - Understands that research is iterative and depends upon asking increasingly complex or new questions whose answers develop additional questions or lines of inquiry in any field. _Scholarship is a Conversation_ - Understands that there is sustained discourse within a community of scholars, researchers, or professionals, with new insights and discoveries occurring over time as a result of competing perspectives and interpretations. _Searching is Strategic_ - Understands that information searching is often non-linear and iterative, requiring the evaluation of a broad range of sources and the mental flexibility to pursue alternate avenues as new understanding is developed. **Evidence** The learner: - completed readings, videos, tutorials, and self-check quizzes (Level 1). - submitted a self-reflection based on a chosen research project and completed a quiz (Level 2). - completed a reflection on their learning, application, skills, and competency development with respect to their research process (Level 3). - submitted their project for final evaluation (Level 3). **Assessments used:** - Level 1: The learner submitted “Check your Understanding” quizzes with an 80% or higher for each quiz. - Level 2: The learner submitted a reflection and received an 80% or higher on a quiz. - Level 3: The learner submitted a reflection and completed and submitted their final project, which was assessed using the UMS Libraries’ ACRL Framework Rubric adapted from UWC libraries ACRL Framework Rubric. All levels are aligned with the Association of College & Research Libraries Information Literacy Framework at varying degrees of difficulty. https://www.ala.org/acrl/standards/ilframework Evidence was verified and approved by authorized UMS library staff to ensure UMS micro-credential quality standards were met.
This badge was issued in recognition of the learner’s application of their learning and skills developed in Information Literacy. The learner applied their learning and skills on an academic research project. The project encapsulated the learner’s competencies in information literacy including, information research, source evaluation, citation, and synthesis of information. Competency was assessed using the Association of College and Research Libraries (ACRL) Framework for Information Literacy.
**This badge acknowledges that the learner:** - Earned Level 1 and Level 2 Information Literacy badges. - Applied their Level 2 training and skill development to an academic research project. - Demonstrated competency in information research, source evaluation, citation, synthesis of information in a final product. **The learner met all the competencies in the ACRL Framework by:** - Defining different types of authority _(Authority is Constructed and Contextual)._ - Understanding the information need and its creation process _(Information Creation as a Process)._ - Giving credit to original ideas _(Information has Value)._ - Formulating questions for research _(Research as Inquiry)._ - Synthesizing gathered information _(Research as Inquiry)._ - Critically evaluating information _(Scholarship is a Conversation)._ - Identifying appropriate sources and research tools for their information needs _(Searching is Strategic)._ **Evidence and Assessment** Learners submitted: - A final information product (e.g., research paper, presentation, poster, etc.) where the learner’s skills and competencies were assessed using the UMS rubric based on the six standards of the ACRL Framework. The Learner received no less than a 3 on a rubric scale of 1-4 where four is the best. - A reflection on their learning, application, skills, and competency development with respect to their research process. Evidence was verified and approved by authorized UMS library staff. Rubric PDF: https://www.maine.edu/student-success/wp-content/uploads/sites/149/2023/01/UMS-ACRL-Framework-Rubric-Revision-2023Jan17.pdf Word Document: https://www.maine.edu/student-success/wp-content/uploads/sites/149/2023/01/UMS-ACRL-Framework-Rubric-Revision-2023Jan17.docx
This badge was issued in recognition of the learner's knowledge of information literacy. The learner worked with a librarian in one or more capacities, reviewed materials, and completed exercises. Knowledge was assessed with a quiz and self-reflection.
**This badge acknowledges that the learner:** - earned the Level 1 Information Literacy badge. - reviewed material on library research elements. - and did at least one of the following: a) met one or more times with a reference librarian for an in-depth research consultation, b) took an information literacy course taught by a UMS Librarian, or c) attended an information literacy session as part of a workshop or class in a program. **The learner can:** - appropriately evaluate information and understand bias and inconsistency _(Searching is Strategic)._ - assess what information is needed _(Information Creation as a Process, Authority is Constructed and Contextual)._ - construct and apply advanced search queries _(Research as Inquiry)._ - understand what tools are needed for the purpose needed _(Searching is Strategic)._ - synthesize gathered information _(Research as Inquiry)._ - give appropriate credit to the work of others _(Information has Value, Scholarship is a Conversation)._ **Evidence and Assessment** The learner: - completed a quiz with 80% or higher score. - submitted a self-reflection based on their learning. Evidence was verified and approved by authorized UMS library staff.
This badge was issued in recognition of foundational learning in information literacy. This badge earner was introduced to library resources and tools, basic search techniques, the identification of information source types, and the fundamental ethical use of information.
The learner has foundational knowledge of information literacy in: - basic search techniques _(Research as Inquiry)._ - the identification of information source types _(Searching is Strategic)._ - the ethical use of information _(Information has Value)._ ## Evidence and Assessment The learner answered embedded self-check quizzes under a "Check your Understanding" category and scored an 80% or higher on each quiz. Evidence was verified and approved by authorized University of Maine System library staff.
Maine PBIS Tier 1 Trainer & Coach Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Maine Positive Behavior Intervention and Supports (PBIS) Tier 1 Trainer & Coach pathway (Levels 1, 2, and 3). The learner completed activities and coursework that broadened their understanding of PBIS and developed competencies to effectively coach and/or train school leadership teams in Tier 1 PBIS. Key concepts included PBIS Foundational Learning; Trainer Capacity Building; Effective Coaching; High-Quality Professional Development Training; and Program Content. The following skills and competencies were developed and assessed: comprehensive understanding and application of the PBIS framework in schools; effective coaching/facilitation of school PBIS leadership teams; effective cohort-based training of school PBIS leadership teams; use of adult learning principles; and the ability to support school PBIS leadership teams’ use of PBIS Apps, School-Wide Information System (SWIS), and PBIS Assessment tools. This badge expires 2 years after the date of issue.
positive behavior interventions and supports
Faculty Development refers to the continuous improvement of educators' skills, knowledge, and performance through learning, training, and professional growth opportunities.
Training Coordination entails organizing, managing, and facilitating learning programs, ensuring efficient skill and knowledge transfer to participants through scheduling, logistics, and resource allocation.
Adult Learning Principles encompass strategies that cater to adults' learning needs, acknowledging their prior experiences, independence, and intrinsic motivation in educational contexts.
Learning Policy Institute’s Effective Teacher Professional Development
Research Collaboration: Designing High-Quality Professional Development
Research Collaboration lab at the University of Kansas Life Span Institute
Certified Master Facilitator Competencies from International Institute for Facilitation (INIFAC)
**This badge acknowledges that learners:** 1. Completed coursework: • University of Maine’s SED 581: Response to Intervention for Behavior: School-Wide Prevention course; SED 582: Targeted Intervention course; SED 583: Individualized Intervention course or similar coursework from another institution. 2. Developed coaching/facilitation competencies by: • Serving as a team member and/or coach on a school or district leadership team. • Observing and reflecting on more than five PBIS leadership team meetings facilitated by a Maine PBIS trainer. • Partnering with a Maine PBIS trainer to co-coach a school team. • Providing external coaching support to a school. • Facilitating a Tiered Fidelity Inventory and related action planning. 3. Developed training competencies by: • Observing and reflecting on 12 hours of PBIS leadership team cohort training conducted by a Maine PBIS trainer. • Observing and reflecting on 2 hours of PBIS coach trainings facilitated by a Maine PBIS trainer. • Co-training 3 hours of a cohort training with a Maine PBIS trainer. • Conducting six short (15-20 minutes) professional development sessions on a topic related to student behavior support. 4. Strengthened PBIS knowledge and acquired necessary PBIS Apps roles by: • Completing PBIS Assessment: A Free Application webinar. • Completing the PBIS Assessment Coordinator Role session and becoming a PBIS Assessment Coordinator. • By completing the SWIS Facilitator Certification course and becoming a SWIS Facilitator. • Completing the Tiered Fidelity Inventory workshop. • Completing the District and School PBIS Assessment Evaluation Planning. • Choosing one additional webinar/course from PBIS Apps, Center on PBIS, or APBS to strengthen an area needing additional capacity development. • Attending 21 hours of Maine PBIS Tier 1 Trainer & Coach instruction. • Attending the Maine PBIS State Conference and 1 regional or national PBIS conference. **The learner was assessed using:** 1. Transcripts showing relevant coursework with a grade of B or higher. 2. the [Maine HQPD Coaching Fidelity Tool.](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) 3. By completing a self-assessment, recording videos and receiving feedback using the [Maine DOE's Observation Checklist for High-Quality Professional Development.](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) 4. Certificates of attendance from the Maine PBIS State Conference and one regional or national conference. 5. Certificates of completion from: - [PBIS Assessment: A Free Application](https://training.pbisapps.org/w/courses/14-pbis-assessment-a-free-application) webinar. - [PBIS Assessment Coordinator Role session.](https://training.pbisapps.org/w/courses/52-the-pbis-assessment-coordinator-role) - [SWIS Facilitator Certification course.](https://training.pbisapps.org/w/courses/26-swis-facilitator-certification-training) - [Tiered Fidelity Inventory workshop.](https://training.pbisapps.org/w/courses/16-tiered-fidelity-inventory) - [District and School PBIS Assessment Evaluation Planning workshop.](https://training.pbisapps.org/w/courses/17-district-and-school-pbis-assessment-evaluation-planning) 6. Fidelity data demonstrating growth and evidence of related action planning from one school team receiving coaching support from the learner. 8. Instructor tracking of competencies met. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party to ensure UMS micro-credential quality standards were met.
Maine PBIS Tier 1 Trainer & Coach Level 3
This badge was issued in recognition of the application of training and practice in Positive Behavior Intervention and Supports (PBIS) Tier 1 Training & Coaching. This badge earner provided training and coaching to school teams, reflected on training and coaching, and demonstrating their growth and reflection through establishing professional goals on their coaching action plan.
Special Education entails customized instruction and support for students with disabilities, providing tailored resources to facilitate their educational success.
Positive behavior support is a method that focuses on promoting desirable actions and enhancing social abilities through addressing the root causes of problematic behaviors in a supportive manner.
Behavioral Health Interventions refer to methods employed to address mental health concerns, substance abuse, and behavioral difficulties, with the aim of fostering constructive behavior modification.
**This badge acknowledges that the learner:** - Completed the [University of Maine’s SED 583: Individualized Intervention course](https://online.umaine.edu/sped-course-descriptions/#sed583) (or similar approved coursework from another institution). - Attended the Maine PBIS State Conference. - Attended one regional or national PBIS conference (e.g., NEPBIS Leadership Forum, APBS International Conference on Positive Behavior Supports, National PBIS Leadership Forum). - Completed [Tiered Fidelity Inventory](https://training.pbisapps.org/w/courses/16-tiered-fidelity-inventory) workshop. - Developed expertise in district- and school-level evaluation planning. - Completed one additional webinar/course from PBIS Apps, Center on PBIS, or APBS to strengthen an area needing additional capacity development. - Observed one PBIS leadership team meetings facilitated by a Maine PBIS trainer. - Provided external coaching support to one school. - Facilitated a Tiered Fidelity Inventory and related action planning. - Observed three hours of PBIS leadership team cohort training conducted by a Maine PBIS trainer. - Co-trained three hours of a cohort training with a Maine PBIS trainer. - Conducted three short (20-30 minutes) professional development sessions on a topic related to PBIS and completed a self-assessment using [Maine DOE's Observation Checklist for High-Quality Professional Development](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) for each session. - Attended nine hours of Maine PBIS Tier 1 Trainer and Coach instruction. **PBIS Foundational Learning:** - Demonstrated basic skills needed to coordinate comprehensive functional behavioral assessment. - Used data from indirect and direct behavioral assessments to develop individualized positive behavioral support and intervention plans. - Articulated the responsibilities and methods of a tertiary level systems team regarding service delivery, intervention fidelity, and student outcomes. - Understood the roles and responsibilities of individual student support teams. **Trainer Capacity Building:** - Understood the purpose of the team completing the Tiered Fidelity Inventory (TFI). - Identified the tasks of preparing to complete the TFI. - Assisted teams in preparing and completing the TFI in any and all tiers. - Entered the scores in the PBIS Assessment. - Shared reports with a team. - Assisted teams to use the reports to create an action plan. - Assisted the team to progress monitor at future meetings. - Used regular and ongoing formal assessment of PBIS implementation and related student outcomes to inform the action plan for promoting a positive and predictable school environment and to plan for coaching, resource, technical assistance, and professional development needs. - Determined which PBIS Assessment survey tools was most useful, and learned how to effectively plan and organize the annual and ongoing evaluation process. **Effective Coaching:** - The coach facilitated or co-facilitated team meetings and training events. - The coach shared the purpose of the coaching session with recipients of coaching, and its alignment to their action plan. - The coach engaged teams in identifying implementation strengths and barriers prior to feedback on their strengths and action items. - The coach asked questions of the recipients in order to elicit clarification and prompt reflection regarding areas of improvement, including reflection on what they would do differently. - The coach offered suggestions and guided teams to identify solutions and action steps. - The coach provided examples of possible implementation steps with rationale. - The coach guided recipients to identify persons responsible and timeframes for action steps to be completed. - The coach avoided judgment or bias when providing observations and suggestions. **High Quality Professional Development (HQPD) Training:** - Prior to the professional development, the learner provided learning objectives addressing the critical concepts. - Prepared participants to engage in the content by assigning activities in advance. - Followed an agenda that outlined the flow of the content and includes beginning times, ending times, and key breaks. - Established credibility by communicating content expertise and/or experience. - Illustrated alignment between the content and participants' organizational standards, goals, or priorities. - Summarized the evidence base for the content, including providing references or links. - Emphasized the impact of the practice/content on improved outcomes (e.g., student achievement, client well-being). - Provided model examples of the content in practice, connected to participants' context. - Built on or related to participants' prior learning. - Engaged participants in higher-order thinking to learn each critical concept. - Prompted each participant to relate the content to their context. - Facilitated opportunities for participants to collaborate related to their critical concepts. - Facilitated opportunities for each participant to practice applying the critical concepts. - Provided constructive feedback within practice opportunities to promote the acquisition of skills. - Engaged each participant in assessment of knowledge/skill acquisition with corrective feedback. - Facilitated opportunities for participants to reflect on how their learning will influence their practice. - Established a process for participants' continued reflection on implementation and impact. - Outlined criteria that illustrated a successful transfer of the critical concepts into practice. - Ensured the participants left with detailed action steps to apply their learning. - Provided resources and technical assistance for continued learning. - Established ongoing, two-way communication (coaching) to improve the implementation fidelity of critical concepts. **Evidence** The learner submitted: 1. A transcript showing relevant coursework with a grade of B or higher. 2. Certificates of attendance from: - ME PBIS State Conference. - 1 regional or national PBIS conference. - [Tiered Fidelity Inventory](https://training.pbisapps.org/w/courses/16-tiered-fidelity-inventory) workshop. 3. Evidence of expertise in district- and school-level evaluation planning. 4. One page reflection of key takeaways and application plans from an additional webinar/course from PBIS Apps, Center on PBIS, or APBS to strengthen an area needing additional capacity. 5. [Maine HQPD Coaching Fidelity Tool](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) used to identify one area of strength the observed coach demonstrated throughout the meeting including specific examples and an indication of what made that area a strength, for each observed PBIS leadership team meeting. 6. [Maine HQPD Coaching Fidelity Tool](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) completed by a Maine PBIS Trainer assessing the learner’s capacity to facilitate/support school leadership team meetings. 7. School leadership team feedback of the learner’s capacity to effectively facilitate/support team meetings by using the [Maine HQPD Coaching Fidelity Tool.](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) 8. Fidelity data demonstrating growth and evidence of related action planning from 1 school team receiving coaching support from the learner. 9. [Maine DOE's Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) used to identify two areas of strength the trainer demonstrated throughout the training including specific examples and indications of what made that area a strength, for each observed training. 10. [Maine DOE's Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) completed by a Maine PBIS trainer to assess the learner’s capacity to effectively train school leadership teams. 11. Recorded video of 3 short (15-20 minutes) professional development sessions on a topic related to student behavior support and self-assessment using Maine DOE's [Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) including attendee feedback. 12. Attendance logs. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Maine PBIS Tier 1 Trainer & Coach Level 2
This badge was issued in recognition of the training and practice in Positive Behavior Intervention and Supports (PBIS) Tier 1 Training & Coaching. This badge earner engaged in learning experiences, observed and reflected on training and coaching demonstrations, and practiced demonstrating their emerging training and coaching skills in Maine PBIS Tier 1.
**This badge acknowledges that the learner:** - Completed the [University of Maine’s SED 582: Targeted Intervention course](https://online.umaine.edu/sped-course-descriptions/#sed582) (or similar approved coursework from another institution). - Became a PBIS Assessment Coordinator. - Completed requirements to become a SWIS Facilitator/Data Coach. - Observed and reflected on four PBIS leadership team meetings facilitated by a Maine PBIS trainer. - Partnered with a Maine PBIS trainer to co-coach a school team (not including their own). - Observed and reflected on six hours of PBIS leadership team cohort training conducted by a Maine PBIS trainer. - Co-trained one section of a cohort training with a Maine PBIS trainer. - Observed and reflected on two hours of PBIS coach trainings facilitated by a Maine PBIS trainer. - Conducted two short (20-30 minutes) professional development sessions on a topic related to PBIS and completed a self-assessment using [Maine DOE's Observation Checklist for High-Quality Professional Development.](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) - Attended nine hours of Maine PBIS Tier 1 Trainer & Coach instruction, beyond Level 1. **PBIS Foundational Learning:** The learner can create supportive and targeted interventions designed to promote academic and behavioral growth by: - Explaining the logic of providing group interventions that target students with mild/moderate behavioral challenges in an efficient and effective manner. - Describing the key components and procedural steps needed to develop a system of targeted group interventions as well as student progress. - Creating seamless transition process between Tier 1 and Tier 2 services that incorporates screening, office referral, other extant data, as well as team decision-making. - Implementing Check-In/Check-Out programs. - Developing basic self-management programs. - Conducting a brief functional behavior assessment. - Describing the role of Tier 2 teams in assessing intervention fidelity, student outcomes, and data-based decision making. **Trainer Capacity Building:** The learner: - Understands the purpose and resources available in PBIS Assessment. - Is aware of the fidelity and outcome assessments. - Became a PBIS Assessment Coordinator. - Understands the role of the PBIS Assessment Coordinator in survey administration and accessing PBIS Assessment reports. - Successfully navigated the SWIS application and supported school-level users in account set-up, data entry, and reporting. - Described their role in monitoring school readiness, user training, team coaching, technical assistance, and ongoing maintenance associated with supporting SWIS implementation. - Embedded the role and responsibilities into their job description and time allocation. - Supported 2-5 schools in meeting and maintaining SWIS readiness requirements and implementation within six months of certification. **Effective Coaching:** - The coach completed a coaching self-assessment and established an action plan. - The coach attended coach training. - The coach attended and observed coaching at team meetings and training events. **High Quality Professional Development (HQPD) Training:** - Attended professional development and team trainings. - Completed HQPD Observation Tool. **Evidence** The learner submitted: 1. transcript showing relevant coursework with a grade of B or higher. 2. certificates of completion or other relevant documentation of successfully fulfilling the requirements for PBIS Assessment Coordinator and SWIS Facilitator/Data Coach. 3. the [Maine HQPD Coaching Fidelity Tool](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) used to identify one area of strength the observed coach demonstrated throughout the meeting including specific examples and an indication of what made that area a strength, for each observed PBIS leadership team meeting. 4. the [Maine HQPD Coaching Fidelity Tool](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) completed by a Maine PBIS Trainer assessing the learner’s capacity to facilitate/support school leadership team meetings. 5. [Maine DOE's Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) used to identify two areas of strength the trainer demonstrated throughout the training including specific examples and indications of what made that area a strength, for each observed training. 6. [Maine DOE's Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) completed by a Maine PBIS trainer to assess the learner’s capacity to effectively train school leadership teams. 7. recorded video of a 15-20 minute professional development session on a topic related to student behavior support and self-assessment using [Maine DOE's Observation Checklist for HQPD.](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) 8. Attendance logs. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Maine PBIS Tier 1 Trainer & Coach Level 1
This badge was issued in recognition of the completion of introductory learning in Positive Behavior Intervention and Supports (PBIS) Tier 1 Training and Coaching. This badge earner developed an understanding of the primary roles, responsibilities, and required competencies of an effective Maine PBIS Tier 1 Trainer & Coach.
**This badge acknowledges that the learner:** - Completed the [University of Maine’s SED 581: Response to Intervention for Behavior: School-Wide Prevention](https://online.umaine.edu/sped-course-descriptions/#sed581) course (or similar coursework from another institution). - Gained or strengthened experience with implementing school-wide PBIS at a school or district level by serving as a team member and/or coach on a school or district leadership team tasked with the implementation of positive behavior support at a universal level. - Observed and reflected on two PBIS leadership team meetings facilitated by a Maine PBIS trainer. - Observed and reflected on three hours of PBIS leadership team cohort training conducted by a Maine PBIS trainer. - Conducted a short (15-20 minutes) professional development session on a topic related to student behavior support and completed a self-assessment using Maine DOE's [Observation Checklist for High-Quality Professional Development (HQPD)](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) - Attended three hours of Maine PBIS Tier 1 Trainer and Coach instruction. - Attended the Maine PBIS State Conference. **PBIS Foundational Learning:** - Demonstrated knowledge of PBIS by creating a comprehensive school action plan. - Created a PBIS Resource Library. - Demonstrated knowledge of basic principles of behavioral change and prevention science through Learning Module. - Articulated a brief Purpose Statement that communicated a positive, prevention-based, instructional approach to classroom management. - Created an ecologically sound matrix of school-wide behavioral expectations. - Created lesson plans that used explicit teaching strategies to promote specific social behaviors that promoted social relationships and enabled academic engagement. - Developed a tangible system of reinforcement that acknowledged specific, prosocial student behavior and facilitated frequent and regular positive feedback. - Created a continuum of evidence-based procedures for correcting student behavior. - Self-Assessed Classroom-based PBIS and established goals/reflected on practice. - Reflected on equity within the framework through PBIS assessment tools. **Effective Coaching:** - The coach completed coaching self-assessment and established an action plan. - The coach attended coach training. **High Quality Professional Development (HQPD) Training:** - Attended professional development and team trainings. - Completed HQPD Observation Tool. **Evidence** The learner submitted: - a transcript showing relevant coursework with a grade of B or higher. - a written summary of experiences as a team member and/or coach on a school or district leadership team tasked with the implementation of positive behavior support at a universal level (Tier 1). - a letter of reference from a colleague able to affirm the learner’s contributions as a team member and/or coach on a school or district leadership team tasked with implementation of positive behavior support at a universal level. - leadership team Tiered Fidelity Inventory evaluation data and action plan. - the [Maine HQPD Coaching Fidelity Tool](https://docs.google.com/document/d/19KQ8yry17-NN5D_VKHlyIX4E11sUaIrK/edit) used to identify one area of strength the observed coach demonstrated throughout the meeting including specific examples and an indication of what made that area a strength, for each observed PBIS leadership team meeting. - Maine DOE's [Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit) used to identify two areas of strength the trainer demonstrated throughout the training including specific examples and indications of what made that area a strength, for each observed training. - recorded video of a 15-20 minute professional development session on a topic related to student behavior support and self-assessment using Maine DOE's [Observation Checklist for HQPD](https://docs.google.com/document/d/18C4lgCUtJZDqRNf5MIy7XVaIF20V0wlD/edit). - certificate of attendance from Maine PBIS State Conference/attendance log. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Food Processing Sanitation Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Food Processing Sanitation Pathway (Levels 1, 2, and 3). The learner completed training in Food Processing Sanitation. Learners developed practical food sanitation skills to help ensure the production of safe food. The learner completed hands-on sanitation training and demonstrated their knowledge and skills, and applied this knowledge in a food production setting. They completed a Sanitation Standard Operating Procedure (SSOP) and accompanying record documents. They received positive feedback from their workplace supervisor or UMaine faculty or staff as appropriate. Learners applied their learning in a work or university field experience setting as approved by University of Maine Food Safety faculty.
sanitation standard operating procedures (ssops)
Sanitation Standard Operating Procedures (SSOPs) - USDA
Good Manufacturing Practices (GMP) - FDA
**This badge acknowledges that learners:** - Successfully completed the University of Maine System (UMS) Food Processing Sanitation pathway (Levels 1, 2, and 3). - Successfully completed the University of Maine (UMaine) Cooperative Extension’s Food Processor Sanitation Level 1 and Level 2 courses, or completed the exam covering sanitation material and the hands-on sanitation laboratory experience within the UMaine’s FSN236 (formerly FSN512; updated January 2025) course and was determined to be competent by the instructor. - **Either** was mentored by UMaine Food Safety faculty and staff and led the development, implementation, and management of a food processing sanitation system, gained experience through a field experience course, **or** completed another relevant experience as approved by UMaine Food Safety Faculty/staff and received positive feedback from their supervisor or mentor. **The following skills and competencies were developed and assessed:** Interpretation of Good Manufacturing Practices (GMPs), generation and implementation of Sanitation Standard Operating Procedures (SSOPs) and accompanying records, including the ability to: - Ensure compliance with all specifications according to Food and Drug Administration (FDA) GMP protocols - Follow sanitation procedures, safety rules, and GMPs - Ensure all safety and quality guidelines according to GMPs and SSOPs - Adhere to GMPs while performing assigned duties - Maintain facility cleanliness - Clean and sanitize food processing equipment - Handle chemicals (including sanitizers) in the proper manner - Verify sanitation practices (adenosine triphosphate (ATP) swabs and allergen swabs) - Verify concentrations of cleaners and sanitizers, and to properly record sanitation reports **Evidence:** The learner: - Was assessed using a combination of quizzes, exams, and demonstrations of learning. - Demonstrated proficiency via a pass/fail hands-on SSOP implementation session, and submitted SSOPs and records documents for review. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party to ensure UMS micro-credential quality standards were met.
This badge was awarded in recognition of the learner’s practical application of their knowledge and skills in Meat and Poultry Safety. The learner demonstrated their ability to successfully create a Meat and Poultry Hazard Analysis and Critical Control Points (HACCP) plan while applying HACCP principles in a real-world meat and poultry processing environment.
Hazard analysis and critical control points
Hazard analysis and critical control points is a systematic method for identifying, assessing, and controlling food safety hazards, aiming to prevent contamination in food production and handling.
The International HACCP Alliance has been established to provide a uniform program to assure safer meat and poultry products. It is housed within the Department of Animal Science at Texas A&M University.
This badge acknowledges that the learner demonstrated the ability to independently develop and implement a comprehensive Meat and Poultry HACCP plan. The learner received mentorship from University of Maine System (UMS) faculty and staff while leading the development, implementation, and/or management of a meat and poultry food safety system or gained hands-on experience through a field-based course or an alternative approved experience in consultation with UMaine Food Safety faculty/staff. ## Evidence and Assessment The learner: - Completed a relevant field or work experience. - Submitted a comprehensive Meat and Poultry HACCP plan that was evaluated by a qualified reviewer against a rubric based on established HACCP principles and expected competencies. The plan met or exceeded expectations by scoring at least a 4 out of 5 in all sections. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s demonstrated ability to develop comprehensive food safety plans for organizations operating under Hazard Analysis and Critical Control Points (HACCP) regulations. These skills are essential for establishing and maintaining an effective food safety system. The earner is qualified to create, modify, update, and manage Meat and Poultry HACCP-based food safety plans. The learner successfully completed Level 2 Meat and Poultry HACCP training from the University of Maine Cooperative Extension.
The learner can write a Meat and Poultry HACCP plan, and apply hazard identification protocols for different species and process-related hazards of meat and poultry, including the ability to: - Apply the preliminary steps required for developing a comprehensive meat and poultry HACCP plan. - Identify species-specific and process-related biological, chemical, and physical hazards in meat and poultry production. - Conduct a detailed hazard analysis to determine significant hazards requiring control. - Identify and establish Critical Control Points (CCPs) and Critical Control Limits (CCL) for effective hazard management. - Monitor CCPs and implement pre-determined corrective actions in response to deviations. - Apply verification and validation procedures to assess the ongoing effectiveness of the HACCP system. - Maintain HACCP records in compliance with USDA-FSIS regulatory requirements. - Comprehend USDA Meat and Poultry HACCP regulations and effectively navigate applicable regulatory frameworks. The learner completed the Meat and Poultry HACCP segment 2 training from the University of Maine Cooperative Extension. This training consisted of at least 20 hours of instruction, including collaborative group work aimed at the development of comprehensive HACCP plans, interactive skill demonstrations, and assessments. ## Evidence and Assessment The learner: - Previously completed Level 1 of the Meat and Poultry Hazard Analysis and Critical Control Points (HACCP) pathway. - Attained a score of 80% or higher on all written and interactive skill assessments administered during Segment 2 of the Meat and Poultry HACCP training. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was awarded in recognition of the learner’s demonstrated foundational knowledge of Hazard Analysis and Critical Control Points (HACCP) principles as applied to the meat and poultry industry. HACCP is a systematic preventive approach used to identify and control biological, physical, and chemical hazards throughout the procurement, storage, handling, processing, and distribution stages of food production to ensure product safety. The badge earner successfully completed an introductory course on Meat and Poultry HACCP from the University of Maine Cooperative Extension.
This badge acknowledges that the learner demonstrated foundational knowledge of HACCP principles. The learner has an introductory understanding of: - The HACCP concept and the USDA Pathogen Reduction. - Key prerequisite programs that support HACCP implementation in meat and poultry processing. - Basic sanitation principles in meat and poultry processing environments. - Good Manufacturing Practices (GMPs) as a foundation for food safety. - Sanitation Standard Operating Procedures (SSOPs) and related compliance expectations. - Microbiological hazard identification. - Preliminary steps involved in developing a HACCP plan, including assembling the team, product description, intended use, and process flow diagram. - Principles of hazard identification and conducting a hazard analysis to address significant biological, chemical, and physical hazards. - Determining Critical Control Points (CCPs) and selecting appropriate mitigation strategies. - Monitoring CCPs and establishing pre-planned corrective actions. - Recordkeeping requirements and procedures for corrective actions. - Basic verification and validation procedures for HACCP systems in meat and poultry processing. The learner successfully completed an approved Segment 1 Meat and Poultry HACCP training from the University of Maine Cooperative Extension or another provider that met the Segment 1 training requirements established under the U.S. FDA mandatory meat and poultry HACCP regulation (21 CFR Part 120). This 2.5 hour Level I training included a theoretical instruction component. ## Evidence and Assessment The learner was assessed using a knowledge-based quiz and scored 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Meat and Poultry HACCP pathway (Levels 1, 2, and 3). The learner completed training in the development and implementation of Meat and Poultry Hazard Analysis Critical Control Point (HACCP) and gained experience in HACCP development and implementation through a field experience course, work experience, or another relevant experience as approved by UMaine Food Safety faculty/staff. The micro-credential earner is able to write, implement, manage, and meet reporting requirements for a Meat and Poultry HACCP plan. The learner completed knowledge, skill, and application assessments and a Meat and Poultry HACCP Plan that was assessed and approved by University of Maine food safety faculty or staff.
The learner is able to create a Meat and Poultry HACCP plan, demonstrating the ability to: - Identify species-specific and process-related biological, chemical, and physical hazards. - Apply preliminary steps and conduct hazard analysis to determine significant hazards. - Establish and monitor Critical Control Points (CCPs), including corrective actions for deviations. - Establish critical limits (CL) for each CCPs - Implement verification, validation, and USDA-compliant recordkeeping procedures. - Understand and apply USDA-FSIS HACCP regulations and develop Sanitation Standard Operating Procedures (SSOPs). The learner completed Meat and Poultry Hazard Analysis Critical Control Points (HACCP) training segments 1 and 2 and demonstrated their skills by developing a Meat and Poultry HACCP plan as part of a field experience course or work experience. ## Evidence and Assessment The learner: - Completed Meat and Poultry Hazard Analysis Critical Control Points (HACCP) training segment 1 (2.5 hours) and segment 2 (20 hours), and scored an 80% or higher on all relevant knowledge assessments and passed all skill assessments. - Completed a relevant field or work experience, and - Submitted a comprehensive Meat and Poultry HACCP plan that was evaluated by a qualified reviewer against a rubric based on established HACCP principles and expected competencies. The plan met or exceeded expectations by scoring at least a 4 out of 5 in all sections. Evidence was verified and approved by authorized UMS faculty or staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Seafood HACCP pathway (Levels 1, 2, and 3 badges). The learner completed training in the development and implementation of Seafood Hazard Analysis Critical Control Point (HACCP) and gained experience in HACCP development and implementation through a field experience course, work experience, or another relevant experience. The micro-credential earner is able to write, implement, manage, and meet reporting requirements for a Seafood HACCP plan. The learner completed knowledge, skill, and application assessments and completed a Seafood HACCP Plan that was assessed and approved by University of Maine food safety faculty or staff.
The seafood industry encompasses the global activities of catching, processing, selling, and distributing fish and shellfish from various water sources.
Seafood Preparation involves the skilled process of preparing fish and shellfish, including cleaning, cutting, and cooking, for safe and tasty meals.
Food safety encompasses the proper handling, preparation, and storage of food to prevent contamination and illness, ensuring its safe consumption.
Food Quality Assurance and Control encompasses the procedures that guarantee adherence to regulations and continual excellence in products through inspection, testing, and improvement of manufacturing methods.
Association of Food and Drug Officials - AFDO
Seafood Hazard Analysis & Critical Control Point training
The learner is able to create a Seafood HACCP plan, including the ability to: - Identify species-specific and process-related biological, chemical, and physical hazards in seafood production. - Conduct a detailed hazard analysis to determine significant hazards requiring control. - Understand how to determine hazard control points and identify and establish Critical Control Points (CCPs) and Critical Control Limits (CCL) for effective hazard management. - Monitor CCPs and implement pre-determined corrective actions in response to deviations. - Apply verification and validation procedures to assess the ongoing effectiveness of the HACCP system. - Understand how to navigate the US Food and Drug Administration (FDA) Seafood HACCP regulation, and monitor, correct, and follow record-keeping requirements for the associated eight areas of sanitation in the regulation. ## Evidence and Assessment The learner: - Completed Seafood Hazard Analysis Critical Control Points (HACCP) training segments 1 and 2 and scored an 80% or higher on all relevant knowledge assessments and passed all skill assessments. - Submitted a comprehensive Seafood HACCP plan that was evaluated by a qualified reviewer against a rubric based on established HACCP principles and expected competencies. The plan met or exceeded expectations by scoring at least a 4 out of 5 in all sections. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was awarded in recognition of the learner’s practical application of their knowledge and skills in Seafood Safety. The learner demonstrated their ability to successfully create a Seafood Hazard Analysis Critical Control Point (HACCP) plan while applying HACCP principles in a real-world Seafood processing environment. The learner received mentorship from University of Maine faculty or staff while leading the development, implementation, and/or management of a seafood food safety plan or gained hands-on experience through a field-based course or an alternative approved experience.
This badge acknowledges that the learner demonstrated the ability to independently develop and implement a comprehensive Seafood HACCP plan. ## Evidence and Assessment The learner: - Completed a relevant field or work experience, and - Submitted a comprehensive Seafood HACCP plan that was evaluated by a qualified reviewer against a rubric based on established HACCP principles and expected competencies. The plan met or exceeded expectations by scoring at least a 4 out of 5 in all sections. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s ability to develop a Seafood Hazard Analysis Critical Control Point (HACCP) Plan. The learner demonstrated skills related to the development of food safety plans for companies that require Seafood HACCP. Such plans are vital to the development of a food safety system. The learner has the competencies to modify, update, and manage seafood safety plans. The badge earner successfully completed the Segment 2 Seafood HACCP training offered by the University of Maine Cooperative Extension. This training meets the Association of Food and Drug Officials (AFDO) standard for Seafood HACCP certification.
The learner can: - Apply the preliminary steps required for developing a comprehensive Seafood HACCP plan. - Identify species-specific and process-related biological, chemical, and physical hazards in Seafood production. - Conduct a detailed hazard analysis to determine significant hazards requiring control. - Identify and establish Critical Control Points (CCPs) and Critical Control Limits (CCLs) for effective hazard management. - Monitor CCPs and implement pre-determined corrective actions in response to deviations. - Apply verification and validation procedures to assess the ongoing effectiveness of the HACCP system. - Monitor, correct, and follow record-keeping requirements for 8 areas of sanitation in the U.S Food and Drug Administration (FDA) Seafood HACCP regulation. ## Evidence and Assessment The learner either: - Completed an eight-hour Segment 2 Seafood HACCP training from the University of Maine (UMaine) and scored an 80% or higher on the associated assessments, or - Enrolled in FSN 512: Current Food Safety Systems at UMaine and scored an 80% or higher on the segment of the exam covering Seafood HACCP Level 2 materials. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
This badge was awarded in recognition of the learner’s demonstrated foundational knowledge of Hazard Analysis and Critical Control Points (HACCP) principles as applied to the seafood industry. HACCP is a systematic preventive approach used to identify and control biological, physical, and chemical hazards throughout the procurement, storage, handling, processing, and distribution stages of food production to ensure product safety. The badge earner has successfully completed an introductory course on Seafood HACCP, offered by the University of Maine Cooperative Extension or an approved equivalent.
This badge acknowledges that the learner demonstrated foundational knowledge of HACCP principles. The learner has an introductory understanding of: - The preliminary steps for developing a Seafood HACCP plan. - Hazard Identification. - How to conduct a hazard analysis to identify significant hazards. - How to determine hazard control points. - How to monitor control points and develop pre-planned corrective actions. - The monitoring, correction, and record-keeping requirements for Seafood HACCP plans. - Seafood HACCP verification and validation activities. - U.S. Food and Drug Administration (FDA) recordkeeping requirements. - How to navigate the FDA regulation. The learner successfully completed an approved Segment 1 Seafood HACCP training from the University of Maine Cooperative Extension or another provider that met the Segment 1 training requirements established under the U.S. FDA mandatory seafood HACCP regulation (21 CFR Part 123). ## Evidence and Assessment The learner either: - Completed a Segment 1 Seafood HACCP training from the University of Maine Cooperative Extension and scored an 80% or higher on the associated knowledge assessments, or - Enrolled in FSN 512: Current Food Safety Systems at the University of Maine (UMaine) and scored an 80% or higher on the segment of the exam covering Seafood HACCP Segment 1 materials, or - Completed a comparable Seafood HACCP Segment 1 training approved by UMaine Food Safety faculty and staff, and enrolled in Segment 2 training through UMaine. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s application of their learning in food processing sanitation. This badge earner demonstrated their food processing sanitation skills in the workplace or field experience course environment, and reflected on their abilities.
Food and Drug Administration Good Manufacturing Practices
**This badge acknowledges that the learner:** - Successfully completed a work-based learning experience in Food Processing Sanitation. The learner either was mentored by UMaine Food Safety faculty or staff and led the development, implementation, and management of a food processing sanitation system, gained experience through a field experience course, or completed another relevant experience as approved by UMaine Food Safety Faculty/staff. **The learner can:** - Ensure compliance with all specifications according to FDA Good Manufacturing Practices (GMP) protocols - Follow sanitation procedures, safety rules, and GMPs - Ensure all safety and quality guidelines according to GMPs and Sanitation Standard Operating Procedures (SSOPs) - Adhere to GMPs while performing assigned duties - Write SSOP and accompanying records - Clean and sanitize food processing equipment - Handle chemicals (including sanitizers) in the proper manner - Verify sanitation practices (adenosine triphosphate (ATP) swabs, swabs and allergen swabs) - Verify concentrations of cleaners and sanitizers, and to properly record sanitation reports **Evidence:** The learner: - Provided evidence that they applied competencies and skills related to food processing sanitation systems as part of their internship/work experience. - Submitted an SSOP and accompanying record as an example of their work related to food processing sanitation systems and received positive feedback from their internship mentor, supervisor, or UMaine faculty/staff. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s completion of training in Food Processing Sanitation. This badge earner engaged in hands-on training and demonstrated skills related to implementing food processing Sanitation Standard Operating Procedures (SSOPs) and using cleaners and sanitizers. The badge earner has the competencies to use sanitation equipment, cleaners and sanitizers, and titration kits and to write, manage, and evaluate SSOPs and record documents.
**This badge acknowledges that the learner:** - Previously earned a Food Processing Sanitation Level 1 badge. - Completed University of Maine (UMaine) Cooperative Extension’s Food Processor Sanitation Level 2 training and was determined to be competent by the instructor, or completed hands-on sanitation laboratory experiences in UMaine’s FSN236 (formerly FSN512; updated January 2025) and was determined to be competent by the instructor. **The learner can:** - Ensure compliance with specifications according to Good Manufacturing Practices (GMP) protocols. - Follow sanitation procedures, safety rules, and GMPs. - Write Sanitation Standard Operating Procedures (SSOPs). - Adhere to GMPs while performing assigned duties. - Maintain factory cleanliness. - Follow and uphold GMP standards. - Verify sanitation practices (adenosine triphosphate (ATP) swabs, swabs and allergen swabs). - Handle chemicals (including sanitizers) in the proper manner. - Verify concentration of cleaners and sanitizers. - Clean and sanitize food processing equipment. - Properly record sanitation reports. **Evidence and Assessment:** The learner: - Submitted a Sanitation Standard Operating Procedure (SSOP) and accompanying records, and demonstrated the SSOP procedures and completion of the record. An instructor reviewed the SSOP and visually verified that the learner is competent. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge and understanding of Food Processing Sanitation. This badge earner demonstrated foundational knowledge and understanding of basic microbiology related to food safety, and an understanding of good manufacturing practices (GMPs), sanitation standard operating procedures (SSOPs), cleaners and sanitizers for food sanitation use, and pest management.
**This badge acknowledges that the learner:** - Completed all knowledge assessments within the University of Maine (UMaine) Cooperative Extension’s Food Processor Sanitation Level 1 Course with an 80% or higher, or completed the exam covering sanitation material in UMaine's FSN236 (formerly FSN512; updated January 2025) with a score of 80% or higher. **The Learner demonstrated foundational knowledge of Food Processing Sanitation including:** - Basic microbiology (specifically knowledge of common pathogens, biofilms, growth of pathogens). - How to perform sanitation procedures and follow good manufacturing practices (GMPs). - Writing of SSOPs and accompanying records documents. - Safety and quality guidelines according to GMPs and SSOPs. - How to maintain facility cleanliness. - How to clean and sanitize food processing equipment. - Procedures to handle chemicals (including sanitizers) in the proper manner. - Integrated Pest Management for food processing. - How to comply with sanitation requirements in accordance with USDA and FDA regulations. **Evidence and assessment:** The learner: - **Either** completed all knowledge assessments within the University of Maine Cooperative Extension’s Food Processor Sanitation Level 1 Course with an 80% or higher, **or** completed the exam covering sanitation material in UMaine's FSN236 (formerly FSN512; updated January 2025) with a score of 80% or higher. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s introductory learning of Preventive Controls (PC). The badge earner demonstrated foundational knowledge of the principles of Preventive Controls for Human Foods. The learner completed Segment 1 training toward Food Safety Preventive Controls Alliance certification (FSPCA certificate) to meet U.S. Food and Drug Administration (FDA) requirements for Preventive Controls Qualified Individual (PCQI) for the development and implementation of a food safety plan as part of Food Safety Modernization Act (FSMA) regulations.
Food Safety Preventive Controls Alliance (FSPCA) Blended Training course, Part 1
**This badge acknowledges that the learner:** - Successfully completed an approved Preventive Controls Segment 1 training or course. The learner demonstrated foundational knowledge of Preventive Controls in the following areas: - The monitoring, correction, and record-keeping requirements for Preventive Controls plans. - The preliminary steps for developing a Food Safety plan. - Good Manufacturing Practices and other prerequisite programs. - Food safety hazards. - How to monitor control points and develop pre-planned corrective actions. - Recordkeeping requirements according to the relevant agency. - Recall plans. - How to navigate the appropriate regulation. **Evidence and Assessment:** The learner: - Scored an 80% or higher on Segment 1 training knowledge assessments, or - Successfully completed a comparable introductory training approved by University of Maine (UMaine) Food Safety faculty and staff. For example: [FSPCA Preventive Controls for Human Foods](https://lms.ifpti.org/#/online-courses/8fa8a76a-5a55-44b6-9cec-60d4f4aa784b) and enrolled in Segment 2 training at UMaine. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s completion of training in Preventive Controls (PC). The earner completed Segment 2 training toward Food Safety Preventive Controls Alliance certification (FSPCA certificate) to meet U.S. Food and Drug Administration (FDA) requirements and earned certification as a PCQI (Preventive Controls Qualified Individual). This badge earner demonstrated competence in developing and implementing food safety plans. Such plans are vital to the development of a food safety system. All FDA-regulated food manufacturing companies must implement a Food Safety Plan for their facility.
Preventive Controls for Human Foods/Preventive Control Qualified Individual
Preventive Controls for Human Foods/Preventive Control Qualified Individual (FSMA PC/PCQI) training (Food Safety Preventive Controls Alliance—FSPCA—approved course and certificate of completion. https://www.ifsh.iit.edu/fspca, AFDO)
**This badge acknowledges that the learner:** - Successfully completed an approved Preventive Controls Segment 2 training/course and demonstrated skills in Preventive Controls, or - Completed the University of Maine academic course FSN 415 (formerly FSN 512; updated April 2024) and scored an 80% or above on the portion of the exam covering Preventive Controls Plan development. The learner is able to develop and implement a Food Safety Modernization Act Preventive Controls for Human Foods/Preventive Controls Qualified Individual (FSMA PC/PCQI) plan, including: - The monitoring, correction, and record-keeping requirements for Preventive Controls plans - Good Manufacturing Practices and other prerequisite programs, - Food Safety Hazards, - Control points and pre-planned corrective actions, - Recordkeeping requirements according to the relevant agency, - Recall plans, and - Following appropriate regulations. **Evidence:** The learner: - Successfully completed Level 1 of the Preventive Controls pathway (Segment 1 training), and - Completed Segment 2 of Preventive Controls for Human Foods/Preventive Control Qualified Individual (FSMA PC/PCQI) training (Food Safety Preventive Controls Alliance—FSPCA) from the University of Maine and scored an 80% or higher on the associated skill assessments, or - Completed Segment 2 of Preventive Controls for Human Foods/Preventive Control Qualified Individual (FSMA PC/PCQI) training (Food Safety Preventive Controls Alliance—FSPCA) and submitted proof of completion to University of Maine Food Science Faculty, or - Completed the University of Maine academic course FSN 415 (formerly FSN 512; updated April 2024) and scored 80% or higher on exam materials related to Preventive Controls Plan Development. and - Received PCQI certification Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s application of their learning of Preventive Controls (PC) in a real-world food processing setting. The learner reached a level of applied competency in developing, implementing, and managing Preventive Controls for Human Foods. The learner met the FDA (US Food and Drug Administration) requirements for Preventive Controls Qualified Individual (PCQI) for the development and implementation of a food safety plan as part of the Food Safety Modernization Act (FSMA) regulation, and has demonstrated that they can manage a PC plan.
**This badge acknowledges that the learner:** - Successfully completed an approved internship, field experience course, or work-based learning experience in Food Safety System focused on the implementation of Preventive Controls. The learner: - Was mentored by University of Maine System faculty/staff and led the implementation and management of a Preventive Controls Plan, or - Gained experience through an approved field experience course, or - Completed another relevant experience as approved by UMaine Food Safety faculty/staff. The learner can develop, implement and manage a Preventive Controls for Human Foods/Preventive Control Qualified Individual (FSMA PC/PCQI) plan in a real-world setting, including: - Monitoring, correcting, and record-keeping for Preventive Controls plans - Implementing Good Management Practices and other prerequisite programs, - Identifying and controlling Food Safety Hazards - Identifying control points and pre-planned corrective actions - Recordkeeping according to the relevant agency - Managing recall plans, and - Following appropriate FDA regulations **Evidence:** The learner: - Provided evidence that they applied competencies and skills related to Preventive Controls as part of their field experience course, internship, or work experience. - Submitted an example of their work related to implementation and management of Preventive Controls plans for review by UMaine faculty/staff. - Provided documentation of positive feedback from their mentor, supervisor, or UMaine faculty/staff regarding the application of their skills. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Preventive Controls pathway (Levels 1, 2, and 3). The learner can develop, implement, manage, and meet reporting requirements for a Preventive Controls plan. Learners completed knowledge, skill, and application assessments, and received positive feedback from a work or field experience mentor or supervisor.
Food Manufacturing Industry is the sector responsible for transforming raw agricultural products into consumable goods through various processes, including packaging and distribution.
Food processing is the conversion of raw materials into consumable food items through different physical and chemical techniques, improving their quality, shelf life, and convenience.
**This badge acknowledges that the learner:** - Reached a level of applied competency in developing, implementing, and managing PC plans. The learner successfully completed Segment 1 and Segment 2 training toward Food Safety Preventive Controls Alliance certification (FSPCA certificate) to meet U.S. Food and Drug Administration (FDA) requirements and received certification as a Preventive Controls Qualified Individual (PCQI) for the development and implementation of a food safety plan as part of Food Safety Modernization Act (FSMA) regulations. The learner demonstrated their skills through completion of an approved relevant field experience course, internship or work experience and received a positive recommendation from a mentor or supervisor. The following skills and competencies were developed and assessed. The earner can develop, implement and manage a PC plan including: - Monitor, correct and follow record-keeping requirements for Preventive Controls regulations - Conduct a hazard analysis to identify significant hazards - Determine hazard control points - Monitor control points and develop pre-planned corrective actions - Conduct verification and validation activities - Follow recordkeeping requirements according to FDA The learner can apply hazard identification protocols, understands Preventive Controls regulations, and knows how to navigate the regulations. **Evidence:** The learner: - Scored an 80% or higher on all relevant knowledge assessments, and passed all skill assessments. - Completed a relevant field or work experience and received a positive assessment from their mentor or supervisor. - Was assessed using a combination of knowledge assessments, visual skill assessments and feedback from a mentor or supervisor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of measurement systems used to gather engineering research data at the Advanced Structures and Composites Center (ASCC). The learner demonstrated mastery of measurement systems concepts, then applied their knowledge by gathering and analyzing data using hand-held measurement tools.
Department of Labor, Employment and Training Administration Engineering Competency Model
This badge acknowledges that learners successfully completed the online Measurement Systems course and demonstrated correctly using hand-held measurement tools and basic data analysis. The learner has knowledge of measurement units, tools, basic principles of tool selection, tool calibration and tolerance, measurement accuracy and precision, and critical reading of ASTM standards. Learners also successfully demonstrated competency in using a digital caliper and digital micrometer to collect and record data and used spreadsheet software to compile and analyze raw data. **Evidence:** The learner: - Achieved a score of 80% or greater on the Measurement Systems online course test. - Submitted a video or was directly observed by ASCC staff correctly collecting data with both a digital caliper and a digital micrometer. - Submitted an error-free data analysis spreadsheet containing raw measurement data and calculated averages, neatly formatted with proper labels and units. - The instructor signed a Measurement Tool Use & Data Analysis Rubric indicating that all the criteria were met.
This badge was issued in recognition of the learner’s ability to work safely and securely at the Advanced Structures and Composites Center (ASCC) at the University of Maine. This badge earner demonstrated knowledge of general safety practices related to electricity, chemicals, hazards, ladders, and ergonomics. The earner also demonstrated familiarity with ASCC-specific laboratory safety planning, including Personal Protective Equipment (PPE), emergency actions, reporting safety incidences or near misses, and the process for obtaining further equipment-specific training. In addition, the earner received training in research and information security, including export compliance and security of information and physical assets.
UMS Safety Management, Policies and Guides
ASCC Lab Safety Training follows OSHA Code of Federal Regulations
Maine Department of Labor, Workplace Safety
This badge acknowledges that this learner successfully completed the security and safety training modules assigned by the Laboratory Operations Manager based on their work capacity at the ASCC. **The learner completed the following training:** _Security Training_ All learners working at the ASCC regardless of job capacity must complete the following security training to ensure the physical security of the building and laboratory assets as well as information security of research data and knowledge. - Export Compliance - provides knowledge of compliance requirements for controlled (restricted) data and information, the process required to share controlled information, and the consequences of non-compliance with export controls. - Operational Security (OPSEC)- reinforces the need to carefully monitor the learner’s discussion and comments in front of others to avoid revealing information that is protected by export controls. - iWatch- introduces the concept of situational awareness, which means paying attention to your surroundings and reporting unusual or suspicious activities to the appropriate authorities. - Anti-Terrorism- provides awareness of threats and expands on situational awareness by providing strategies for minimizing individual vulnerability and supporting unit security. The security training requirements are presented in a variety of ways including readings, videos and case studies to illustrate the concepts and provide learners with context for application. This training represents approximately 3-4 hours of learner time. Each training requires either achieving a passing score of 80% on an after-module test (Export Compliance) or a signed attestation that the material was carefully reviewed (OPSEC, iWatch, Anti-Terrorism). _General Safety Training_ All learners working at the ASCC, regardless of job capacity, must complete the following safety-related training. - Annual Basic Safety Training - orients learners to common workplace safety situations such as tripping, electrical hazards, and fires and outlines mitigation strategies. - Computer Workstation - provides knowledge on ergonomics to avoid workplace injuries resulting from improper computer setups. - ASCC General Laboratory Safety - provides specific information on hazards and procedures associated with work at the ASCC, including basic lab rules, PPE requirements, chemical storage, reporting safety incidents, fire evacuation procedures, and the process for obtaining additional training to use laboratory equipment. This set of safety trainings use a combination of videos with optional transcripts and critical reading of the ASCC Safety Plan, which takes approximately 3-4 hours to complete and requires achieving a passing score of 80% on each after-module test. _Lab Specific Safety Training_ In addition, learners working inside any of the laboratory areas (as determined by the Laboratory Operations Manager) must complete these additional safety trainings: - Satellite Accumulation Area - outlines requirements for storing and removing chemical waste from lab work areas. - Hazard Communication - reviews the methods used to communicate hazards in the lab, including chemical labeling, hazard symbols, and material safety data sheets. - ASCC Ladder Safety - provides information on the safe use of ladders, including recognizing and mitigating hazards associated with ladders. This set of additional safety trainings are offered in video format with an optional transcript, which takes approximately one hour to complete and requires achieving a passing score of 80% on each after-module test. _Laboratory Safety Tour_ Upon completion of all the safety and security trainings listed above, learners take the ASCC Safety Tour led by Laboratory Operations personnel. The Safety Tour orients learners to the different parts of the lab and allows Laboratory Operations personnel to verify knowledge obtained in the trainings. **Evidence:** The learner submitted the following: - A form signed by ASCC Lab Operations Manager indicating work clearance.
Oral communication in the 21st century includes both verbal and nonverbal communication. An effective oral communicator can speak with clarity and precision in formal as well as informal contexts, which may range from presentations to a large group through conversations in the lunchroom. Effective communicators can use stories to communicate ideas and increase engagement; they are aware of their audience and use the appropriate tone and word choice. They are also active listeners who can "hear" both what is said and what is not said and can use body language effectively. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st Century skills in oral communication, which include the capacity to speak with clarity and precision; adjust tone and word choice for both formal and informal settings; listen actively, and recognize nonverbal cues.
Creative problem-solving in the 21st Century workplace includes the capacity to solve problems in new ways. Effective creative problem-solvers exercise both divergent and convergent thinking; identify patterns that may not be obvious; manage ambiguity; and apply an iterative process for generating, testing, and refining ideas. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st-century creative problem-solving skills, which include the capacity to: exercise both divergent and convergent thinking; identify patterns; manage ambiguity; and apply an iterative process.
Resilience in the 21st century includes the capacity to bounce back in the face of stress, challenge, and adversity. They do not dwell on disappointment but rather learn from experience and focus on solutions. Resilient individuals show self-awareness, exhibiting the cognitive and emotional flexibility to adjust and adapt. Authorized by: Education Design Lab
Operational resilience refers to an organization's capacity to maintain its operations during disruptions, recover from setbacks, and learn from incidents to better handle future challenges.
The individual who has earned this badge has demonstrated 21st Century skills in resilience, which includes the capacity to learn from experience; exhibit flexibility; demonstrate self-awareness, and focus on solutions.
Leadership in the 21st century includes the capacity to motivate and galvanize others, often without explicit authority. Effective leaders show self-awareness: they examine their own performance and are able to apply feedback and to learn from experience. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st Century initiative and leadership skills, which include the capacity to: motivate and influence others; act as a catalyst; demonstrate self-awareness, and learn from experience.
Empathy in the 21st century includes the capacity to understand others' perspectives and feelings and to use this understanding to improve the quality of personal and professional relationships, behaviors, team cohesion, and performance. Empathetic individuals can "read the room": they listen actively, both to what is said explicitly and communicated nonverbally. They are able to recognize what others need and value and to validate the feelings and perceptions of colleagues, recognizing that validation is not the same as agreement, and to incorporate diverse perspectives. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st Century skills in empathy, which include the capacity to listen actively; validate others' feelings and perceptions; incorporate diverse perspectives; and recognize others' needs and values.
Collaboration in the 21st century includes the capacity to work productively with different individuals and groups toward a common goal. Effective collaborators strengthen relationships by incorporating diverse perspectives, using active listening skills, and focusing on solutions rather than problems. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st Century collaboration skills, which include the capacity to: work productively with others toward a common goal by valuing and strengthening relationships; incorporating diverse viewpoints, using active listening skills; and focusing on solutions rather than problems.
The individual who has earned this badge has demonstrated 21st Century critical thinking skills, which include the capacity to gather and assess relevant information; identify patterns; question assumptions; and support ideas with facts. Authorized by: Education Design Lab
The individual who has earned this badge has demonstrated 21st Century critical thinking skills, which include the capacity to gather and assess relevant information; identify patterns; question assumptions; and support ideas with facts.
Authorized by: Education Design Lab| Intercultural fluency in the 21st century includes the capacity to operate and communicate in different cultural contexts. Individuals who are fluent interculturally recognize and challenge their own cultural biases; show curiosity; demonstrate self-awareness; and incorporate diverse perspectives.
The individual who has earned this badge has demonstrated 21st Century intercultural fluency, which includes the capacity to recognize and challenge one's own cultural biases; show curiosity; demonstrate self-awareness; and incorporate diverse perspectives.
This badge was issued in recognition of the learner’s application of design principles for additive manufacturing at the Advanced Structures and Composites Center (ASCC). The learner earned the Application Engineer Certification through Ultimaker Academy and created a successful 3D printed object. The goal of the Application Engineer Certification is to provide learners unfamiliar with 3D printing with a basic understanding of the 3D printing process and strategies for creating successful 3D printable designs.
This badge acknowledges that the learner earned the Application Engineer Certification through Ultimaker Academy and created a 3D printable design. The learner completed online course modules totaling 6 hours of course content and passed the two levels of the Application Engineer Certification (the Associate and Professional levels) with a minimum score of 80%. The learner gained knowledge in 3D printing material selection, design considerations, slicing software, and printer operations. The learner also demonstrated competency by submitting a design that was successfully printed by the ASCC 3D Printing Lab. **Evidence:** The learner submitted the following: - Verification of Application Engineer Certification from Ultimaker Academy - Verification of successful 3D design by an ASCC Print Operator
Maine Horticulture Apprenticeship Level 1
This badge was issued in recognition of the learner completing part 1 of the Maine Horticulture Apprenticeship Training which includes the orientation to the program, getting an introduction to the Maine horticulture industry and receiving introductory customer service training.
**This badge acknowledges that the learner:** - Understands best practices for offering excellent service to customers, employers and colleagues. - Spent approximately 8-10 hours reading and viewing orientation and introductory course materials and gained an understanding of the types of careers in the Maine Horticulture industry and knowledge of resources and relevant professional organizations for Maine horticulture professionals. - Completed a quiz. **Evidence:** The learner: - Received a score of 80% or higher on the quiz that assessed the learner’s understanding of the course requirements and horticultural careers, resources, and organizations. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Maine Horticulture Apprenticeship Level 2
This badge was issued in recognition of the learner completing part 2 of the Maine Horticulture Apprenticeship coursework. The learner has knowledge of the key horticulture concepts in the following areas of horticulture: Foundations of Horticulture (botany, soils, and propagation), Food Production (vegetable, small fruit, and tree fruit production and maintenance), Garden Pests and Diseases (prevention, identification, and safe treatment), and Maine Landscapes and Designs (plant selection, landscape design, and maintenance). Specific learning outcomes for each area are outlined in further detail in the Maine Horticulture Learning Standards.
**This badge acknowledges that the learner:** - Earned a Level 1 Maine Horticulture Apprenticeship badge. - Completed approximately 50 hours of self-paced, online learning content in the form of short videos and readings. - Completed four module quizzes. **Evidence** The learner: - Received a grade of 80% or higher on four module quizzes tied to the [learning standards](https://extension.umaine.edu/gardening/learn/maine-horticulture-learning-standards/) in the following areas: Foundations of Horticulture, Food Production, Garden Pests and Diseases, Maine Landscapes and Designs. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Maine Horticulture Apprenticeship Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Maine Horticulture Apprenticeship pathway (Levels 1, 2, and 3). The learner completed parts 1-3 of the Maine Horticulture Apprenticeship Training and met the Horticulture Learning Standards set by the University of Maine Cooperative Extension. The micro-credential culminated in a work experience at an approved Apprenticeship site. The learner demonstrated proficiency in at least 5 of the following areas: watering/irrigation, pest management, plant management, customer service, planting and/or seeding, plant selection and design, safe and proper use of equipment, monitoring for plants and pests, and educational outreach. Proficient is defined as being able to work independently without supervision to complete this task.
Horticulture refers to the practice of cultivating plants for various purposes, including garden management, landscape design, and food production.
Botany is the branch of biology that focuses on the examination of plant life, including their structure, growth, reproduction, metabolism, development, diseases, chemical properties, and evolutionary relationships.
Crop planting refers to the agricultural practice of planting seeds or transferring young crops into the ground, ensuring proper soil conditions, spacing, and timing to maximize growth and harvest.
Gardening Experience refers to the practical knowledge and skills gained through actively cultivating and managing gardens, encompassing planting, maintenance, and horticultural understanding.
Sustainable Gardening refers to the eco-friendly cultivation and landscape management techniques that conserve resources and preserve ecological balance while maintaining garden health and productivity.
Customer service refers to the assistance and attention given by a business to its clients, addressing their concerns, answering questions, and resolving problems effectively.
**This badge acknowledges that the learner:** - Earned Level 1, Level 2, and Level 3 Maine Horticulture Apprenticeship badges and Micro-Credential. - Completed parts 1-3 of the Maine Horticulture Apprenticeship Training (approximately 60 hours of self-paced learning content). - Developed knowledge in the following areas: Foundations of Horticulture (botany, soils, and propagation), Food Production (vegetable, small fruit, and tree fruit production and maintenance), Garden Pests and Diseases (prevention, identification, and safe treatment), and Maine Landscapes and Designs (plant selection, landscape design, and maintenance). - Completed a minimum of 200 hours of paid or volunteer work at an approved apprenticeship site and demonstrated proficiency in at least five targeted areas. **Evidence:** The learner: - Received a score of 80% or higher on module quizzes tied to the [learning standards](https://extension.umaine.edu/gardening/learn/maine-horticulture-learning-standards/) in the following areas: Foundations of Horticulture, Food Production, Garden Pests and Diseases, Maine Landscapes and Designs. - Submitted a positive [apprenticeship evaluation](https://docs.google.com/document/d/1chlX0t2i5dlNvy_TaQZxBZTIIUsM-Yx_ckW0FP_XgvM/edit) completed by the apprenticeship host. - Submitted the Maine Horticulture Apprenticeship Form and received site approval. - Received a positive evaluation from the employer/host at the end of the Apprenticeship verifying proficiency in at least 5 of the following targeted areas: 1. watering/irrigation 2. pest management (insects, diseases, weeds) 3. plant management (pruning, division, fertilizer application, etc.) 4. customer service 5. planting and/or seeding 6. plant selection and design 7. safe and proper use of equipment (hand tools, mowers, trimmers, tiller, etc.) 8. monitoring for plants and pests (insects, diseases, weeds) 9. educational outreach Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Maine Horticulture Apprenticeship Level 3
This badge was issued in recognition of the learner’s completion of part 3 of the Maine Horticulture Apprenticeship Training by successfully completing an approved horticulture apprenticeship with an eligible business or non-profit organization. This learner demonstrated proficiency, as assessed by the eligible apprenticeship host, in at least 5 of the following areas: Watering/irrigation, Pest management, Plant management, Customer service, Planting and/or seeding, Plant selection and design, Safe and proper use of equipment, Monitoring for plants and pests, and Educational outreach.
**This badge acknowledges that the learner:** - Earned Level 1 and Level 2 Maine Horticulture Apprenticeship badges. - Completed a minimum of 200 hours, paid or volunteer work, at an approved apprenticeship site and demonstrated proficiency in at least five targeted areas. _Proficient is defined as being able to work independently without supervision to complete this task._ **Evidence** The learner: - Submitted the Maine Horticulture Apprenticeship Form that was approved prior to the start of the Apprenticeship. - Received a positive evaluation from the employer/host at the end of the Apprenticeship verifying proficiency in at least 5 of the following targeted areas: 1. watering/irrigation 2. pest management (insects, diseases, weeds) 3. plant management (pruning, division, fertilizer application, etc.) 4. customer service 5. planting and/or seeding 6. plant selection and design 7. safe and proper use of equipment (hand tools, mowers, trimmers, tiller, etc.) 8. monitoring for plants and pests (insects, diseases, weeds) 9. educational outreach Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Introductory Map Analysis & Geoprocessing
This badge was issued in recognition of the learner’s skill development in performing basic map analysis and geoprocessing, including proximity and overlay analysis; filtering and subsetting data sets; analyzing spatial patterns; and an understanding of the modifiable areal unit problem and issues related to aggregation. The learner built upon their Map Data competencies.
Standards are based on the Geospatial Technology Competency Model as a primary basis for the University of Maine / Machias GIS 1 course, with additional consideration to the skills outlined in the international GISP® (Certified GIS Professional) certification through the GIS Certification Institute.
**This badge acknowledges that the learner is able to demonstrate basic knowledge and skills in:** - Geoprocessing, including proximity and overlay analysis. - Filtering and subsetting data sets. - Analyzing spatial patterns. - Understanding of the modifiable areal unit problem and issues related to aggregation. **At a basic level, the learner built upon their Map Data competencies to perform basic geoprocessing analysis and derive new data sets. The learner is able to:** - Perform buffer analysis. - Conduct geoprocessing (e.g. clip, buffering, overlay, run models, map algebra). - Perform overlay analysis. - Analyze spatial patterns. - Interpret results from analysis. - Perform proximity analysis. - Pre-process data (e.g. generalize, subset). **Evidence** The learner: - Provided a URL for their quasi-open-ended assignment demonstrating an ability to perform a basic analysis on the data provided.
This badge was issued in recognition of the learner’s skills in creating, editing, and accessing map data.
**This badge acknowledges that the learner demonstrated basic knowledge and skills in:** - The vector data model (points, lines and polygons), including coordinate systems. - Creation of point layers from coordinate data and address data. - Editing attributes in a vector data layer. - Creating vector data layer, including topological considerations. - Familiarity with at least two sources of spatial data outside of the online mapping environment. - Importing shapefiles. - Connecting to external data sources (e.g. GIS servers). - Data quality assessment and assurance. **At a basic level, learner has built upon Level 1 competencies to:** - Describe different methods of indicating locations (e.g., decimal degrees, UTM, military grid). - Demonstrate how to create/update vector data. - Input data. - Apply appropriate map scale when creating or acquiring data. - Geocode data. - Digitize data (tablet or heads up). - Collect field data using GPS (location and attribute). - Adhere to policies for sharing and receiving data. - Edit and update attribute and spatial data geometry. - Demonstrate how to import/export data from various sources (e.g. spreadsheets). - Describe Quality Assurance / Quality Control for acquiring and maintaining data. - Create/update metadata. - Publish spatial information on-line. **Evidence** The learner: - Completed quizzes and scored 80% or better. - Provided a URL for their open-ended assignment demonstrating an ability to create a map with data from one or more external sources and one or more original layers for a state map purpose.
Deep Technology Entrepreneurship Level 1
This badge was issued in recognition of the learner’s foundational knowledge in deep technology entrepreneurship. The learner demonstrated knowledge and competency in basic entrepreneurial skills related to customer discovery, networking/team building, value proposition, estimation, and self-awareness, with an emphasis on communication and idea sharing through the completion of online course modules and practical tasks.
Technology Entrepreneurship entails creating and growing tech-based ventures by innovatively commercializing technological discoveries, thereby fueling economic progress.
Customer Development is a business approach that prioritizes relationship building through identifying, understanding, and meeting customer needs to guide product design and boost sales growth.
Customer Value Propositions are marketing statements designed to emphasize the advantages and worth of a product or service, customized to address unique customer requirements and challenges.
Decision making is the logical, systematic process of assessing information, considering options, and selecting a course of action to attain intended results.
Business networking entails developing and maintaining enduring, reciprocal connections with individuals in one's industry, profession, or associated business domains.
Self-awareness is the conscious understanding of one's character, emotions, motivations, and desires, allowing for personal insight and recognition of one's influence on others.
Verbal communications encompass the skills of expressing ideas clearly through speech, actively listening, and tailoring messages for various audiences and situations.
Department of Labor, Employment and Training Administration Entrepreneurship Competency Model
The badge acknowledges that the learner joined a research team at the University of Maine’s Advanced Structures and Composites Center (ASCC), selected a deep technology for further study and demonstrated the basic communication and business analytic skills necessary for working on a deep technology entrepreneurial venture. **The learner:** - Conducted ASCC staff interview(s) to learn about deep technology entrepreneurial opportunities in their research area, acquiring skills in customer discovery and value proposition. - Practiced making business decisions by using the information gathered in the interviews to select a deep technology product or process to be the focus of an independent pitch at Level 3. - Developed and delivered a short presentation on the deep technology product or process chosen for further study to the research group, justifying their decision and illustrating the basic value proposition. - Completed one of the following personality assessments: DISC, Meyers-Briggs, Strengths Finder, or another approved personality assessment to gain insight into one’s own gaps and strengths - Created a LinkedIn page with connections to a minimum of 25 people to identify others who may fill in gaps and contribute to the deep technology entrepreneurial team. **Evidence** The learner submitted: - Presentation slides and supervisor verification indicating delivery of a presentation and one’s selection and value proposition. - Verification of their LinkedIn page with 25 contacts. - A reflection and results from their selected personality assessment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Deep Technology Entrepreneurship Level 2
This badge was issued in recognition of the learner’s ability to identify the basic elements needed to form a deep technology entrepreneurial venture. The learner understands how team composition, financial structure, and the Technology Readiness Level (how close the technology is to market commercialization) impact the success of start-up companies. Learners strengthened their skills in customer discovery, value proposition, and estimation, by developing an outline for the structure of their deep technology venture using a Deep Technology Case Study as a guide.
The badge acknowledges that the learner developed a basic outline of the structure of the entrepreneurial start-up company needed to move the deep technology product or process identified in Level 1 to market. This outline included the needed skill sets and financial structure that will position the deep technology entrepreneurial venture to be successful. **The learner:** - Earned Level 1 ASCC Deep Technology Entrepreneurship badge. - Continued to build a strong team by adding five new contacts with expertise in areas different from the learner to their LinkedIn network. - Reviewed a Deep Technology Case Study illustrating the decision-making process related to company structure from a financial perspective. - Completed a Start-Up Report for their selected deep technology product or process that included skills needed on the entrepreneurial team, technology readiness level determination, identification of market parent industry, and the best-fit revenue model. **Evidence** The learner submitted: - Verification of their LinkedIn page with 5 new contacts, in addition to the 25 in Level 1. - A Start-Up Report. - The learner was assessed using a rubric with at least two categories scored “Excellent,” and no categories scored “Unsatisfactory” signed by an UMaine Advanced Structures and Composites Center evaluator. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Deep Technology Entrepreneurship Level 3
This badge was issued in recognition of the learner’s ability to independently analyze and research a deep technology product or process developed in a research capacity at the Advanced Structures and Composites Center (ASCC). The learner developed a deep technology commercialization plan and presented a pitch to the research team. The learner demonstrated skills in customer discovery, value proposition, and estimation to justify the financial structure of the venture.
The badge acknowledges that the learner independently contributed to an ASCC-associated research project by completing an entrepreneurial pitch for the commercialization of a deep technology product or process. **The learner:** - Earned Level 1 and 2 ASCC Deep Technology Entrepreneurship badges. Completed independent research to devise a pitch for the deep technology product or process. - Presented an in-person or recorded pitch, with an accompanying slide deck, that outlined the deep technology commercialization plan that includes best-fit roles of the team; a product development and market opportunity analysis; and cost and revenue model selection driven by customer value and market potential. **Evidence** The learner submitted: - A pitch slide deck and was assessed using the Pitch Rubric with at least three categories scored “Excellent,” and no categories scored “Unsatisfactory.” The rubric was signed by an evaluator from the University of Maine’s Advanced Structures and Composites Center. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Deep Technology Entrepreneurship Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Deep Technology Entrepreneurship pathway (Levels 1, 2, and 3). Deep technology is based on technical engineering innovation or scientific advancement and often focuses on physical products or manufacturing processes. Deep technology entrepreneurship requires a unique combination of technical knowledge, business skills, and collaborative team building. Learners gained skills in customer discovery, value proposition, networking, estimation, and self-awareness. As a culminating activity, learners independently developed a pitch outlining a plan for a deep technology entrepreneurial venture commercializing a process or product associated with research at the University of Maine’s Advanced Structures and Composites Center (ASCC). Evidence was assessed using rubrics aligned to the Department of Labor Entrepreneurship Competency Model to verify knowledge and skill competency by UMS faculty/staff to ensure UMS micro-credential quality standards were met.
This badge acknowledges that the learner joined a research team at the ASCC and demonstrated the basic communication and business analytic skills necessary for working on a deep technology entrepreneurial venture. The learner developed a plan to move the deep technology product or process to market. **The learner:** - Earned [Level 1](https://ums.badgr.com/public/badges/lreSCneHRKut_db7KRHAtA), [Level 2](https://ums.badgr.com/public/badges/h71wuGSiT7OySiiLElDosw), and [Level 3](https://ums.badgr.com/public/badges/LO0WvnrBRAS8s1S6OZ5gxw) ASCC Deep Technology Entrepreneurship badges. - Completed a personality assessment to gain insight into one’s own gaps and strengths. - Created a LinkedIn page with connections to a minimum of 30 people. - Completed market research, interviews, and presentations related to deep technology, including a Start Up Report and a Pitch. **Evidence** The learner submitted: - Presentation slide decks. - Verification of their LinkedIn page. - A reflection and results from their selected personality assessment. - A Start-Up Report. The learner was assessed using appropriate rubrics completed by their ASCC supervisor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge and understanding of essential facilitation concepts and skills. The badge earner demonstrated foundational knowledge and understanding of the role of the facilitator, the development of working agreements, applying the facilitation road map, understanding the core values of facilitation, and appreciating the learning styles and/or mental models of others.
**The learner developed a beginning level of knowledge of facilitation. The learner successfully completed one of the following offered by Maine Sea Grant and/or the University of Maine Cooperative Extension:** - Lesson 1 of “Strengthening Your Facilitation Skills, Level 1” - Lesson 1 of “Building Your Virtual and Facilitation Skills” - “Skills for Effective Meetings” (single session training) - “The Art and Science of Virtual Facilitation” (single session training) **The learner:** - Knows the role of the facilitator - Understands the core values of facilitation - Can develop working agreements - Can apply the facilitation road map - Can recognize the learning styles/mental models of others **Evidence** The learner: - Satisfactorily completed all assignments and was deemed to fully participate in practice activities by the trainer during the lessons. - Submitted a reflection identifying knowledge of the role of the facilitator, the development of working agreements, applying the facilitation road map, understanding the core values of facilitation, and appreciating the learning styles and/or mental models of others. The learner was assessed using a guided reflection tool focused on introductory facilitation knowledge. The reflection was reviewed by an approved trainer of “Strengthening Your Facilitation Skills” or “Building Your Virtual Facilitation Skills.” Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s personal development of the International Association of Facilitators’ six core facilitation competencies, including creating collaborative client relationships, planning appropriate group processes, creating and sustaining a participatory environment, guiding groups to appropriate and useful outcomes, building and maintaining professional knowledge, and modeling a positive professional attitude.
Facilitation Core Competencies of the International Association of Facilitators
The curricula for the in-person and virtual training series are each aligned with the Facilitation Core Competencies of the International Association of Facilitators.
**The badge acknowledges that the learner:** - completed Strengthening your Facilitation Skills or Building Your Virtual Facilitation Skills training - completed and submitted the “Facilitation Skills” self-assessment to gauge their improvement in facilitation competence **The learner developed these six core facilitator competencies recognized by the International Association of Facilitators:** - creating collaborative client relationships - planning appropriate group processes - creating and sustaining a participatory environment - guiding groups to appropriate and useful outcomes - building and maintaining professional knowledge - modeling a positive professional attitude **Evidence** The learner: - was verified to have attended all sessions, fully participate in each activity, and complete all assignments - in the self-assessment, the learner ranked at least 80% of the skills in each of the six core competency area as “usually” or “yes.” The self-assessment was reviewed and deemed satisfactory by the instructor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s successful application of their facilitation skills in a professional or community group setting. The learner demonstrated all Facilitation Core Competencies and received a positive appraisal from a supervisor, trainer, or group members.
**The learner met the following criteria:** - conducted facilitation activities in a professional or community group setting - demonstrated Facilitation Core Competencies in that setting - reflected on the development and application of their skills **The learner is able to apply their learning in these areas:** - create collaborative client relationships - plan appropriate group processes - create and sustaining a participatory environment - guide groups to appropriate and useful outcomes - build and maintaining professional knowledge - model a positive professional attitude **Evidence** The learner: - submitted documentation of their facilitation practice - submitted a letter of support and an assessment from their client or supervisor indicating successful demonstration of the six competencies The learner was assessed using the [Facilitation Core Competencies](https://www.iaf-world.org/site/sites/default/files/Revised%20IAF%20Core%20%20Competencies%20-%20December%206%202021.pdf) of the [International Association of Facilitators](https://www.iaf-world.org/site/). Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Facilitation Skills pathway (Levels 1, 2, and 3). The learner completed training in facilitation skill development, developed core facilitation competencies, and applied their learning in a professional or community group setting. This micro-credential acknowledges that the learner completed Strengthening your Facilitation Skills or Building Your Virtual Facilitation Skills training and was deemed competent in core facilitation competencies.
Meeting facilitation refers to the skill of leading group discussions to achieve productive conversation, defined goals, and active engagement among participants, including setting agendas and addressing conflicts.
Workshop facilitation entails leading a group through organized activities, promoting collaboration, information exchange, and consensus to attain particular learning or project objectives.
Discussion facilitation involves guiding group conversations to promote productive, inclusive exchanges, encouraging consensus-building and collaborative problem-solving.
**This micro-credential acknowledges that the learner:** - completed Strengthening your Facilitation Skills or Building Your Virtual Facilitation Skills training and was deemed competent in core facilitation competencies **The following core facilitation competencies were assessed:** - creating collaborative client relationships - planning appropriate group processes - creating and sustaining a participatory environment - guiding groups to appropriate and useful outcomes - building and maintaining professional knowledge - modeling a positive professional attitude **Evidence** The learner was assessed on the six core facilitation competencies through: - a self-assessment verifying the core facilitation competencies and sub-competencies were met - an assessment of competency was administered by a client or supervisor documenting proficiency in the six core competency areas Evidence was verified and approved by authorized UMS faculty or staff or another relevant party to ensure UMS micro-credential quality standards were met.
This badge was issued in recognition of the learner’s preparation for the Matthew R. Simmons Windstorm Challenge hosted by the University of Maine’s Advanced Structures and Composites Center (ASCC). The learner gained introductory knowledge of clean energy sources and sustainability, wind energy generation potential, the offshore wind energy industry and careers in Maine, scientific principles related to floating offshore wind turbine platforms, and the engineering design process, receiving an 80% or better on the Windstorm Science & Engineering exam.
High School: Engineering, Technology and Applications of Science
Department of Labor, Employment and Training Administration
**The learner has knowledge of:** - Clean energy sources and sustainability - Wind energy generation potential in Maine - Wind energy careers in Maine - Scientific principles important to floating platform design - The engineering design process **The learner successfully completed:** - Modules that included readings, videos, hands-on activities, and an exam **Evidence** The learner: - Scored 80% or better on the 20-item multiple choice Windstorm Science & Engineering exam covering these topics from: clean energy, sustainability, wind energy potential in Maine and science principles needed for floating platform design. **The learner was assessed:** - Using an exam to demonstrate understanding of foundational science and engineering knowledge and local impacts pertaining to offshore wind technology and industry. This knowledge is aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Academic Competencies: 2.4 Science and Technology, and supports the Next Generation Science Standards in High School Engineering Design, Performance Expectation: HS-ETS1-1. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s collaborative teamwork in designing a floating offshore wind platform that conformed to the constraints of the Matthew R. Simmons Windstorm Challenge hosted by the University of Maine’s Advanced Structures and Composites Center (ASCC). The learner practiced skills essential to the engineering design process, including idea generation and evaluation, testing and refining, and collaboration. The learner met the standards set by the Education Design Lab and earned their Collaboration and Creative Problem-Solving badges.
Criteria for Collaboration and Creative Problem Solving
**The learner demonstrated foundational skills in the engineering design process in these areas:** - Understanding the Problem, including defining and researching the problem - Design Process, including ideation, selection, and testing of their plan - Iteration Engineering Notebook, including testing results, troubleshooting, building, and analysis. - Demonstrated competencies in collaboration and creative problem-solving. **The learner:** - Previously earned a Level 1 Windstorm Challenge badge - Worked with a team to design and build a platform to compete in the ASCC Windstorm Challenge - Completed the Team Charter, contributed to the team, and engaged positively with teammates to complete design tasks. Through assessment of these tasks, the learner met the standards to earn the EDL Collaboration badge. - Completed the design tasks to demonstrate the engineering process. Through assessment of these tasks, the learner met the standards to earn the EDL Creative Problem-Solving badge. **Evidence** The learner: - Registered with a team for the Windstorm Challenge - Submitted a Team Charter - Submitted Design task documentation **The learner was assessed on their:** - Collaborative skills using the EDL Collaboration rubric criteria - Creative problem-solving skills using the EDL creative problem-solving rubric criteria - Design skills by meeting the constraints of the Matthew R. Simmons Windstorm Challenge in designing a floating offshore wind platform team design Skills in collaboration, creative problem solving, and engineering design are aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model - Personal Effectiveness Competencies: 1.1 Interpersonal Skills - Academic Competencies: 2.4 Science and Technology, and 2.6 Critical and Analytical Thinking - Workplace Competencies: 3.1 Teamwork, 3.4 Creative Thinking, and 3.5 Problem Solving, Prevention and Decision Making - Industry-Wide Competencies: 4.1 Foundations of Engineering and 4.2 Design And supports the Next Generation Science Standards in High School Engineering Design, Performance Expectations - HS-ETS1-1 - HS-ETS1-2 - HS-ETS1-3 Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s application of their scientific and engineering skills by competing in the Matthew R. Simmons Windstorm Challenge hosted by the University of Maine’s Advanced Structures and Composites Center (ASCC) as part of a collaborative team. The team tested their platform design in simulated ocean conditions in the ASCC Wind-Wave Basin and presented their design to a panel of UMaine faculty and staff. They received feedback on their work, including design choices, test performance, and presentation skills, which were incorporated into a self-reflection on learning. The reflection contained a debrief describing and analyzing the performance of the platform, including a failure analysis or providing future recommendations. The learner also reflected on the skills that they developed by participating in the Windstorm Challenge and discussed how these skills would help them pursue their post-high school goals. The final reflection was assessed by ASCC faculty or staff with a rubric aligned with the Department of Labor Engineering Competency model.
**The learner:** - Previously earned Level 1 and Level 2 Windstorm Challenge badges - Participated in the Windstorm Challenge Competition as part of a team - Tested their platform design in simulated ocean conditions in the ASCC Wind-Wave Basin - Presented their design of a floating offshore wind platform to a panel of experts - Reflected on the success of the platform and the team, their learning process, and skill development **Evidence** The learner's team: - Submitted and tested a design - Gave an oral presentation during the competition - Submitted a reflection **The learner was assessed on:** - Their participation in the Windstorm Challenge by verifying their team’s Windstorm Challenge Design and Presentation scores. The Design and Presentation scores were assessed by UMaine faculty and staff experts using the Windstorm Challenge judging criteria - Their Windstorm Final Reflection by ASCC faculty or staff, and received a grade of “Excellent” on at least two categories and no category was graded as “Unsatisfactory” using a rubric aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model: 1. Academic Competencies: 2.4 Science and Technology, 2.5 Communication, and 2.6 Critical and Analytical Thinking 2. Workplace Competencies: 3.4 Creative Thinking 3. Industry-Wide Competencies: 4.1 Foundations of Engineering This activity also supported the Next Generation Science Standards in High School Engineering Design, Performance Expectation: HS-ETS1-3. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Windstorm Challenge pathway (Levels 1, 2, and 3 badges). The learner was part of a team that competed in the Matthew R. Simmons Windstorm Challenge hosted by the University of Maine’s Advanced Structures & Composites Center (ASCC). The Windstorm Challenge introduced this learner to the engineering design process using the development of offshore wind renewable energy technology. The learner gained knowledge about the offshore wind energy industry as well as scientific principles related to floating offshore wind turbine platforms and the engineering design process. The learner worked collaboratively on a team to apply their knowledge to design, build, and test their platform under simulated ocean conditions, earning Education Design Lab 21st Century Skill micro-badges in Collaboration and Creative Problem-Solving. Learners also strengthened their scientific communication skills by giving an oral presentation highlighting the team’s design process and writing a reflection sharing their own learning journey.
Engineering Design Process entails a systematic series of iterative steps, including conceptualization, design, testing, and refinement, used by engineers to create functional systems, products, or processes.
Problem solving refers to the ability to identify, analyze, and creatively resolve issues through systematic and critical thinking, overcoming obstacles to achieve effective solutions.
Communication is the process of exchanging thoughts, data, and emotions via speech, writing, and non-verbal cues, promoting comprehension and productive cooperation.
Renewable energy harnesses naturally replenishing resources, such as solar, wind, hydro, and geothermal, to create electricity and power, decreasing reliance on finite fossil fuels and minimizing environmental impact.
Physics is the branch of science that examines matter, energy, and their interactions, covering topics such as motion, force, atomic structure, and thermodynamics.
Buoyancy refers to the capacity to stay positive and adaptable, swiftly bouncing back from adversity while keeping an optimistic perspective during tough times.
**The learner is able to:** - Demonstrate knowledge of science and engineering principles related to offshore wind and renewable energy - Work collaboratively in a team environment - Use the engineering design process to develop a creative solution to an engineering problem - Communicate their ideas to others - Reflect on their learning experiences **The learner successfully completed:** - Level 1, Level 2, and Level 3 Windstorm Challenge badges - An exam on science and engineering principles - Collaboration Education Design Lab micro-badge - Creative Problem Solving Education Design Lab micro-badge - The engineering design process for a floating offshore wind platform for participation in the Matthew R Simmons Windstorm Challenge - A reflection on their learning **Evidence** The learner submitted: - Score of 80% on the Science & Engineering quiz - Team charter and behavior observation by educator to fulfill Collaboration micro-badge - Engineering design task assignments to fulfill Creative Problem Solving micro-badge - Floating offshore wind platform for competition scoring in the Matthew R Simmons Windstorm Challenge - Reflection on learning **The learner was assessed:** - using Education Design Lab rubrics for the Collaboration and Creative Problem Solving micro-badges. - Exams and rubrics aligned to Department of Labor, Employment and Training Administration Engineering Competency Model: 1. Personal Effectiveness Competencies: 1.1 Interpersonal Skills 2. Academic Competencies: 2.4 Science and Technology, 2.5 Communication, and 2.6 Critical and Analytical Thinking 3. Workplace Competencies: 3.1 Teamwork, 3.4 Creative Thinking, and 3.5 Problem Solving, Prevention and Decision Making 4. Industry-Wide Competencies: 4.1 Foundations of Engineering and 4.2 Design And supported the Next Generation Science Standards in High School Engineering Design, Performance Expectations - HS-ETS1-1 - HS-ETS1-2 - HS-ETS1-3 Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of foundations in oral health. The learner is recognized for having an understanding of oral health care coordination in Maine and insight into oral health equity. The learner completed online module training and was assessed with quizzes and knowledge checks.
Health Disparities in Oral Health | U.S. CDC
U.S. Centers for Disease Control and Prevention Division of Oral Health
The learner: - Gained knowledge of oral health equity and care coordination. - Understands the foundations of oral health. - Understands the relationship between oral and systemic health. The learner successfully completed three Level 1 self-paced, online modules, including: **Introduction to the Learning Series** Overview of the Oral Health Foundations training, barriers people may face when obtaining oral health care and how to interact with this learning series. **Oral Health Equity** Key concepts in oral health equity, such as health disparities and social drivers of health. These concepts will help learners understand current oral health issues in the U.S. and Maine. They will also provide insight into the unique challenges that underserved populations face when navigating the oral health system. **Care Coordination** Explore the basics of the U.S. dental care system, how to help clients access resources, conduct referrals, and support care coordination. ## Evidence and Assessment The learner: - Submitted a knowledge check for each Level 1 module. - Was assessed using a knowledge-based quiz for each module and received a score of 80% or higher on each one. Evidence was verified and approved by qualified staff from MCD Global Health.
This badge was issued in recognition of training and practice that builds on the knowledge gained in Level 1, strengthened through additional modules covering foundational components of oral health and patient safety, including HIPAA Awareness I and II. The learner completed five online modules and a minimum of two contact hours of training and was assessed with quizzes and knowledge checks.
The Health Insurance Portability and Accountability Act of 1996 (HIPAA) is a federal law that required the creation of national standards to protect sensitive patient health information from being disclosed without the patient’s consent or knowledge.
The learner: - Understands oral health foundation basics including the fundamentals of oral anatomy, tooth decay and cavity management, and foundations for oral well-being. - Can explain patient safety protocols, including reporting abuse and maintaining HIPAA compliance. The learner: - Previously earned a Level 1 badge in Oral Health Foundations. - Successfully completed five Level 2 online modules, including: **​​Oral Foundations I: Oral Anatomy** Gain knowledge for understanding tooth anatomy, distinguishing between primary (baby) teeth and permanent (adult) teeth, identifying decay, and more. **Oral Foundations II: Tooth Decay and Cavity Management** Take a look at the common oral conditions that people you serve may be experiencing and the techniques used to restore oral health. **Oral Foundations III: Oral Well-Being** Understand prevention strategies including healthy mouth habits and prevention methods such as dental sealants and the use of fluoride. **External Modules** HIPAA Awareness I and II ## Evidence and Assessment The learner: - Submitted a knowledge check for each Level 2 module. - Was assessed using a knowledge-based quiz for each module and received a score of 80% or higher on each. Evidence was verified and approved by qualified staff from MCD Global Health.
Oral Health Foundations Level 3 badge image
This Level 3 badge was issued in recognition of the learner’s completion of in-person, experiential oral health training alongside a supervisor. The learner demonstrated competency in oral health care coordination, oral health equity, administration, and healthcare and State of Maine rules (HIPAA compliance).
Dental hygiene encompasses practices such as brushing, flossing, and visiting the dentist to maintain oral health and prevent issues like cavities and gum diseases.
Oral Disease Prevention involves maintaining oral hygiene and health to prevent dental disorders like cavities, gingivitis, and periodontitis through proactive measures and patient education.
The learner: - Understands the components of oral health education and care coordination. - Is able to complete administrative tasks and ensures healthcare compliance. The learner: - Previously earned Level 1 and Level 2 badges in Oral Health Foundations. - Successfully completed an in-person, supervised oral health experience, applying knowledge gained at Levels 1 and 2. - Demonstrated competencies gained from training and assessment by their supervisor. The following skills and competencies were developed and assessed: -- Oral health equity background. -- Care coordination approaches and strategies. -- Healthcare compliance. -- Positive patient interactions. -- Knowledge of rules and procedures for their employer. - Achieved an Oral Health Foundations course completion certificate awarded by [MCD Global Health](https://ohn.mcd.org/). ## Evidence and Assessment A supervisor assessed the learner’s performance through hands-on onboarding, competency evaluation, and assessment with a checklist of target points. The learner submitted: - a letter of completion by their supervisor to MCD Global Health for review and assessment. - a log and checklist of tasks completed to MCD Global Health and/or their employer for review. Evidence was verified and approved by qualified staff from MCD Global Health.
Oral Health Foundations Micro-Credential
Oral Health Foundations Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) and MCD Global Health Oral Health Foundations pathway (Levels 1, 2, and 3). The learner built foundational knowledge of an oral health skillset, including how to provide oral health education and identification of oral health concerns. The learner developed and/or strengthened their patient interaction skills, identification of dental decay, and gained an understanding of HIPAA compliance. The learner met a standard of care for patients as assessed through experiential learning.
Dental care encompasses the preservation and treatment of teeth and gums, including prevention, diagnosis, and management of oral issues by healthcare professionals.
The learner: - Earned the Levels 1, 2, and 3 badges in Oral Health Foundations. - Demonstrated an understanding of foundational topics related to oral health through quizzes and knowledge checks. -- Introduction to the Learning Series -- Oral Health Equity -- Care Coordination -- Oral Anatomy -- Tooth Decay and Cavity Management -- Oral Well-Being -- HIPAA Awareness I and II - Successfully completed an in-person, supervised oral health experience. The following skills and competencies were developed and assessed: - Oral health equity background. - Care coordination approaches and strategies. - Healthcare compliance. - Infection control. - Positive patient interactions. - Knowledge of rules and procedures for their employer. ## Evidence and Assessment The learner submitted: - Knowledge checks and quizzes within a series of online modules. - A log and/or checklist of tasks completed during hands-on training. - Assessment by a supervisor after hands-on training was completed. The learner was assessed using a standard of achieving 80% or higher on quizzes, checklist and review of competencies with a supervisor. Evidence was verified and approved by qualified staff from [MCD Global Health](https://ohn.mcd.org/).
Business Services Apprenticeship Level 1
This Level 1 badge was issued in recognition of the learner’s foundational business skill development. The learner was accepted into the MMG apprenticeship program and received training. The learner gained knowledge and skills in the following topics: professional etiquette, communication, customer service, networking and relationship building, typing, Microsoft Office, critical thinking, teamwork, and interpersonal skills.
The learner was working to meet the following NACE Career Readiness Competencies at Level 1: Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside an organization. Professionalism: Knowing work environments differ greatly, understand, and demonstrate effective work habits, and act in the interest of the larger community and workplace. Teamwork: Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities. Technology: Understand and leverage technology ethically to enhance efficiencies, complete tasks, and accomplish goals.
**The learner demonstrated:** - typing skills - introductory Professional Etiquette in the Workplace (phone, attire, email, note-taking) - foundational Written and Verbal Communication skills (email, note-taking, phone skills) - foundational Microsoft Office Skills (Outlook, Word, Excel, OneDrive, Teams, PowerPoint, OneNote) - foundational team-work and interpersonal skills - critical thinking skills - foundational customer service skills - introductory networking/relationship building **The learner successfully completed an approved:** - typing.com course (beginner, intermediate, and advanced) or submitted proof of accuracy and typing speed using the typing.com advanced typing test. - professional email etiquette course - professional note-taking course - professional phone etiquette course - Microsoft Outlook course - Microsoft Word course - Microsoft Excel course - Microsoft OneDrive course - Microsoft Teams course - Microsoft PowerPoint course - Microsoft OneNote course - critical thinking course - interpersonal skill course - customer service course - teamwork course - networking and relationship-building course And - completed a reflection on their experience in their business skill development, the importance of the business skills, and how they can be applied to their job. - enrolled at Northern Maine Community College or the University of Maine at Presque Isle - completed the first year, fall semester (full time) working towards a degree at Northern Maine Community College or the University of Maine at Presque Isle - maintained eligibility in the program **Evidence:** **The learner submitted:** - proof of completion of all courses - proof of typing accuracy of at least 92% and words per minute of at least 40 on the advanced typing assessment on typing.com. - a professional email selection (written and professional communication, etiquette) - a professional email response to scenarios involving interacting with a customer or co-worker (written and professional communication, note-taking) - an audio file for leaving a professional voicemail message and recording a professional voicemail greeting (verbal communication, phone etiquette) - proof of appropriate selection of professional attire - proof of professional calendar invitation with an agenda, file attachment, reservation of conference room, and signature line in an email - a reflection - evidence of completion of the first semester of full-time academic work **The learner was assessed using:** - a quiz at the end of each Level 1 course, receiving a score of 80% or better on each one - typing.com’s advanced typing course assessment and met the 92% accuracy and at least 40 wpm standard - submitted emails that met the acceptable professional standard - an audio file that met the acceptable professional standard - selected professional attire photos for meeting with customers and/or management, deemed appropriate by a supervisor or UMS staff. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Business Services Apprenticeship Level 2
This Level 2 badge was issued in recognition of the learner’s further development of business skills and knowledge in preparation for the workforce and the Level 3 project. This badge earner continued the MMG apprenticeship program and built upon the Level 1 knowledge and competencies gained. Additional skills in conflict resolution and emotional intelligence were assessed, and the learner developed knowledge about available career paths.
The NACE Career Readiness standards were used to determine the knowledge gained, specifically Career and Self Development: Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization. Critical Thinking: Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information. Professionalism: Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace. Teamwork: Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities Technology: Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.
NACE Career Readiness standards, Career and Self Development, Communication, Critical Thinking, Professionalism, Teamwork, and Technology
The skills and competencies in Level 2 aligned to the NACE Career Readiness standards, Career and Self Development, Communication, Critical Thinking, Professionalism, Teamwork, and Technology.
**This learner demonstrated:** - professional communication skills - professional etiquette - interpersonal skills - teamwork skills - networking and relationship building skills - time management skills - skills in receiving feedback - organization skills - active listening skills **The learner has knowledge of:** - career opportunities available to them - emotional intelligence - problem-solving, how to identify resources internally, and how to escalate issues when needed - presentation skills - effective customer service and its importance **The learner previously earned Level 1 badge in Business Services Apprenticeship Micro-Credential and successfully completed approved training/courses in:** - effective presentations - time management course - feedback course - organizational skills course - problem-solving course (how to identify resources internally, and how to escalate issues when needed) - emotional intelligence course - active listening **The learner also successfully completed an advanced course (beyond Level 1) in:** - interpersonal skills - teamwork - customer service - written and verbal communication - professional etiquette **And the learner:** - attended check-in meetings with the supervisor to monitor progress - attended and participated in a networking event - attended a presentation on career path awareness and learned about Career opportunities available to them - wrote a reflection on career paths in the departments of the Apprenticeship Program - wrote a reflection on what they learned, and how they can apply it in their job - wrote a reflection on the presentations observed - completed the first year, spring semester and second year fall semester (full-time status) working towards a degree at Northern Maine Community College or the University of Maine at Presque Isle - maintained eligibility in the program **Evidence** **The learner submitted proof of completion of all Level 2 courses and submitted:** - a reflection of career awareness - a reflection of presentations viewed - a reflection of learning in Level 2 - emails from a supervisor, indicating proof of managing deadlines and professional communication - proof of attending check-in meetings - evidence of completion of the two additional semesters of full-time academic work toward a degree, beyond Level 1 **The learner was assessed:** - using a quiz at the end of each Level 2 course, receiving a score of 80% or better on each one - on business communication skills and time management skills by a supervisor Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Business Services Apprenticeship Level 3
This Level 3 badge was issued in recognition of the learner’s demonstrated proficiency in the following business skill areas: business communication, professionalism, collaboration, customer service, critical thinking, and Microsoft Office. The learner completed an approved MMG Apprenticeship program and was assessed by an eligible apprenticeship employer.
Professional Communication refers to the skill of transmitting information efficiently and politely in a business context, ensuring precision and a formal attitude.
Microsoft Office is a collection of productivity tools, such as Word, Excel, PowerPoint, and Outlook, designed for creating documents, analyzing data, presenting information, and managing emails.
Corporate communication refers to the management and distribution of information within a company and its interactions with stakeholders and the public to establish a favorable corporate image.
Career and Self-Development: Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization. Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization. Professionalism: Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace. Critical Thinking: Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information. Technology: Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.
**The learner:** - gained skills in both written and oral communication in a professional setting - is able to work on a team and be an effective team member - has knowledge of and can utilize business technology applications - understands problem-solving strategies and can apply this knowledge to problems that arise in a workplace setting - understands the importance of customer service skills and is able to apply those skills to their job. **The learner:** - previously earned Level 1 and Level 2 badges in Business Services Apprenticeship - successfully completed an apprenticeship opportunity - presented a research project to the management of a department at MMG Insurance - wrote a reflection about what they learned in all three Levels, the importance of the skills developed, how those skills make them a better employee, and how to apply them to their role - completed the second year, spring semester (full-time status) working towards a degree at Northern Maine Community College or the University of Maine at Presque Isle - maintained eligibility in the program **Evidence** **The learner submitted:** - a Level 3 reflection - proof of apprenticeship program completion - a Checklist from management in a department at MMG Insurance, indicating successful demonstration of professional etiquette, communication, problem-solving, critical thinking, customer service, and Microsoft Office proficiency - evidence of completion of the one additional semester of full-time academic work toward a degree, beyond Level 2 The learner was assessed by a management team at MMG Insurance in their department, indicating the learner met the competency standard set by NACE and professional standards to complete the Apprenticeship Program. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Business Services Apprenticeship Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Business Services Apprenticeship pathway (Levels 1, 2, and 3 badges). The recipient of the micro-credential successfully completed an MMG apprenticeship program. The learner can apply the knowledge and skills gained through their work-based experiences and networking opportunities. The learner developed skills in business communication, professionalism, interpersonal skills, collaboration, interpersonal skill, and customer service. After self-assessment and reflection, the learner was able to articulate the skills they learned and the added value brought when applied to their job. Evidence was verified and assessed, and standards were met based on the National Association of Colleges and Employers (NACE) Career Readiness standards and MMG Insurance criteria.
Career and Self Development: Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization. Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization. Critical Thinking: Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information. Professionalism: Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace. Teamwork: Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities. Technology: Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.
**The learner:** - is able to communicate in a professional setting (written and oral) - is able to work on a team and be an effective team member - has knowledge of and can utilize Microsoft Office applications - understands problem-solving and can apply this knowledge to problems that arise in a work-setting - understands the importance of customer service skills and is able to apply those skills to their job - has knowledge of the career opportunities available to them - demonstrated skills in professional communication, professional etiquette, and time management - demonstrated networking and relationship-building skills - understands emotional intelligence - has knowledge of problem-solving, how to identify resources internally, and how to escalate issues when needed - met the standard for accuracy and speed in typing - demonstrated critical thinking skills **The learner:** - successfully completed the Business Services Apprenticeship pathway, including the work-based opportunity - completed business skills training, including Microsoft Office, interpersonal skills, business communication, professionalism, collaboration, critical thinking, and customer service - presented a project to their department at their organization that demonstrated their problem-solving, communication, and professionalism skills - completed two years towards a degree at Northern Maine Community College or the University of Maine at Presque Isle **Evidence** **The learner:** - earned Level 1, Level 2, and Level 3 Business Services Apprenticeship badges - submitted evidence of completion of two years of full-time academic work toward a degree - met all assessment standards - MMG department staff confirmed the learner’s successful completion of the apprenticeship program, including all courses and assignments and the demonstration of professional etiquette, communication, problem-solving, critical thinking, customer service, and Microsoft Office proficiency using a checklist Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Online Teaching Fundamentals Level 1 badge image
This badge was issued in recognition of the learner’s foundational knowledge of the Learning Management System (LMS) and other relevant online teaching tools. The learner successfully completed a University of Maine System (UMS)-sponsored training and a knowledge-based assessment, or proved their knowledge of the use of the LMS through the knowledge-based assessment.
Online Teaching Fundamentals Level 3 Rubric
This rubric served as a guide for Level 1 learners. The rubric is used as the standard to be met at Level 3.
The learner worked to achieve competency in five areas and gained the following knowledge: Within Competency 1, _Developed intentional course design for ease of use and navigation within a Learning Management System (LMS):_ The learner has foundational knowledge of: - The basic toolset in the LMS. - How the instructional goals inform tool selection. Within Competency 2, _Engaged students and created community:_ - Identified the communication and collaboration tools within the LMS. - Recognized the options available to bring instructor voice/presence into an online course. Within Competency 3, _Provided constructive and effective feedback:_ - Identified tools for providing feedback in the LMS and other relevant tools. Within Competency 4, _Created learning spaces that contain inclusive content and activities, as well as support resources:_ - Identified support resources for designing inclusive content and activities. - Recognized practices for utilizing accessibility features in the LMS. - Recognized options for various types of content in the LMS. - Identified tools for reviewing content for accessibility outside of the LMS. Within Competency 5, _Designed a variety of assessments that guide student learning and align to outcomes:_ - Identified the various assessment tools in the LMS. ## Evidence & Assessment The learner’s foundational knowledge was assessed with a quiz and scored 80% or higher. Questions were formulated to align with the five competency areas for Online Teaching Fundamentals. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Online Teaching Fundamentals Level 2 badge image
This badge was issued in recognition of the learner’s basic understanding of the fundamentals of online course design and the facilitation of an online course. The learner successfully completed a University of Maine System (UMS) campus-sponsored online course design and facilitation training and submitted a reflective assessment in response to prompts.
The Level 2 Criteria List is used to evaluate participants’ responses to reflective prompts which served as the evaluation for Level 2.
This rubric served as a guide for level 2 learners. The rubric is used as the standard to be met at Level 3.
The learner worked to achieve competency in five areas and gained the following knowledge and skills: Within Competency 1, _Developed intentional course design for ease of use and navigation within the Learning Management System (LMS):_ - Evaluated the options in the LMS to support a diverse audience of learners. - Examined course design choices based on their understanding of design concepts. Within Competency 2, _Engaged students and created community:_ - Explained options for establishing instructor and social presence within the LMS and other approved tools. - Evaluated options for communicating instructor and social presence. - Described strategies for facilitating community in a course. Within Competency 3, _Provided constructive and effective feedback:_ - Evaluated opportunities and strategies for providing effective feedback to guide student learning. - Selected from available tools to support feedback methods. - Evaluated options for communicating instructor availability and response times. Within Competency 4, _Created learning spaces that contain inclusive content and activities, as well as support resources:_ - Described the three main principles of Universal Design for Learning (UDL). - Analyzed UDL guidelines and identified their implications for online learners. - Analyzed support resources for designing inclusive content and activities. - Identified practices of creating accessibility outside of the LMS. Within Competency 5, _Designed a variety of assessments that guide student learning and align to outcomes:_ - Described the relationship between outcomes, content, and assessments. - Examined a variety of authentic assessment options that could align with learning outcomes. - Differentiated between the ways formative, summative, and reflective assessments gauge progress and inform the learning process. **The learner:** - previously completed the Online Teaching Fundamentals Level 1 badge. - successfully completed approved training focused on effective online course design and facilitation. - reflected on their learning. ## Evidence and Assessment - The learner submitted responses to a series of guided reflection prompts. - The learner was assessed using a series of reflection prompt assignments that focused on the Level 2 competencies demonstrating their knowledge and pedagogical skills using a criteria list. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Online Teaching Fundamentals Level 3 badge image
This badge was issued in recognition of the learner's ability to design an online learning experience focused on utilizing learning management system (LMS) tools to design an engaging learning experience that promoted community via inclusive content and activities, a variety assessments, and effective feedback.
This rubric was used to assess learners at Level 3.
Online Teaching refers to the proficient use of digital platforms to impart education, fostering virtual student engagement and efficiently managing remote learning processes.
Pedagogy refers to the art and science of teaching, encompassing theories, strategies, and methodologies to effectively educate and engage learners.
Online Course Development entails the development of educational material into digital formats, involving design, creation, organization, and integration for e-learning platforms, aimed at ensuring remote learners' accessibility, interaction, and understanding.
Student engagement refers to the cultivation of learners' involvement, eagerness, and commitment, encouraging authentic connections and a personal investment in their schooling.
**The learner is able to:** - develop instructional materials that align with the criteria in the Online Teaching Fundamentals Level 3 Rubric and incorporate effective practices for developing an online course. - reflect on their process and choices in designing a learning experience and on how their design choices will impact the learner experience. **The learner achieved competency in five areas:** Competency 1, _Developing intentional course design for ease of use and navigation within the LMS:_ - Utilized LMS tools to enhance the learner's experience in the course. - Developed well-designed course materials using effective course design concepts. Competency 2, _Engaging students and creating community:_ - Chose communication and collaboration strategies and tools that foster community and promote engagement. - Selected the option that best communicates instructor presence, engages and creates community. Competency 3, _Providing constructive and effective feedback:_ - Established feedback opportunities and strategies based on the assessment method and student needs. - Selected tools and establish effective feedback practices. - Communicated routines to provide timely, frequent, meaningful, objective, and actionable feedback. Competency 4, _Creating learning spaces that contain inclusive content and activities, as well as support resources:_ - Established course design practices that support inclusivity. - Established course design practices that support universal design. - Developed and integrated accessible course content. Competency 5, _Designing a variety of assessments that guide student learning and align with outcomes:_ - Designed authentic assessments that align with learning outcomes. - Designed a variety of formative, summative, and reflective assessments to guide student learning. **The learner:** - previously earned Level 1 and Level 2 badges in Online Teaching Fundamentals. - successfully applied fundamental knowledge and skills in course design to achieve the five competencies and skills for Level 3. - reflected on their learning experience design using the Criteria in the Level 3 Rubric. ## Evidence and Assessment The learner submitted: - a completed learning experience designed by the learner and developed within the LMS that demonstrated their achievement of the required skills and competencies. - a guided reflection on the development process within the Level 3 Rubric. The learner was assessed using the Level 3 rubric which included a self-reflection and an opportunity for UMS facilitator feedback on the developed learning experience. The learner had an opportunity to make revisions until criteria were met. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Online Teaching Fundamentals Micro-Credential
Online Teaching Fundamentals Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Online Teaching Fundamentals pathway (Levels 1, 2, and 3 badges). The learner completed three levels of training and met the five required competencies at each level. The micro-credential culminated in an intentionally designed online learning experience in the Learning Management System (LMS) that was approved by a UMS facilitator. The learner gained skills in LMS and other relevant tool navigation and use, principles of basic online course design, as well as more advanced topics in online course design. Evidence was assessed using a course design rubric developed by the UMS, based on best practices in the field of online course design.
This rubric will be used to assess learners in Level 3.
**The learner:** - has knowledge of LMS components and other approved tools. - is able to locate and navigate key functionality such as gradebook design, content creation, and learning activities and assessment development. - has knowledge of the design and facilitation of online learning including: the development of course materials using effective course design concepts; the engagement of students and strategies for creating community; the establishment and communication of routines for providing constructive and effective feedback; the creation of inclusive learning spaces; and the intentional planning of assessments aligned to learning outcomes. - is able to develop instructional materials that align with the criteria on the [Online Teaching Fundamentals Level 3 Rubric](https://docs.google.com/document/d/1hEBQ0p6O2owf6mRJTWVHriC7e8UMWUaX63-p2KyD2-U/edit?usp=sharing) and incorporate effective practices for developing an online course. - is able to reflect on their process and choices in designing the learning experience and on how their design choices will impact the learner experience. **The learner successfully completed training to achieve the following five competencies and skills:** Competency 1: _Developing intentional course design for ease of use and navigation within the LMS:_ - Described the basic toolset in the LMS. - Described how the instructional goals inform tool selection. - Evaluated the options in the LMS to support a diverse audience of learners. - Examined course design choices based on their understanding of design concepts. - Utilized LMS tools to enhance the learner's experience in the course. - Developed well-designed course materials using effective course design concepts. Competency 2: _Engaging students and creating community:_ - Identified the communication and collaboration tools within the LMS. - Described the UMS approved options available to bring instructor voice/presence into the course. - Explained options for establishing instructor and social presence within the LMS and other approved tools. - Evaluated options for communicating instructor and social presence. - Described strategies for facilitating community in a course. - Chose communication and collaboration strategies and tools that foster community and promote engagement. - Selected the option that best communicates instructor presence, engages and creates community. Competency 3: _Providing constructive and effective feedback:_ - Identified tools for providing feedback in the LMS and other UMS-supported tools. - Evaluated opportunities and strategies for providing effective feedback to guide student learning. - Selected from available tools to support feedback methods. - Evaluated options for communicating instructor availability and response times. - Established feedback opportunities and strategies based on the assessment method and student needs. - Selected tools and establish effective feedback practices. - Communicated routines to provide timely, frequent, meaningful, objective, and actionable feedback. Competency 4: _Creating learning spaces that contain inclusive content and activities, as well as support resources:_ - Identified support resources for designing inclusive content and activities. - Described practices for utilizing accessibility features in the LMS. - Described options for various types of content in the LMS. - Identified tools for reviewing content for accessibility outside of the LMS. - Described the three main principles of Universal Design for Learning (UDL). - Analyzed UDL guidelines and identify their implications for online learners. - Analyzed support resources for designing inclusive content and activities. - Identified practices of creating for accessibility outside of the LMS. - Established course design practices that support inclusivity. - Established course design practices that support universal design. - Developed and integrated accessible course content. Competency 5: _Designing a variety of assessments that guide student learning and align to outcomes:_ - Identified the various assessment tools in the LMS. - Examined a variety of authentic assessment options that could align with learning outcomes. - Differentiated between the ways formative, summative, and reflective assessments gauge progress and inform the learning process. - Established alignment between selected assessments, content, and learning outcomes. - Designed authentic assessments that align to learning outcomes. - Designed a variety of formative, summative, and reflective assessments to guide student learning. ## Evidence and Assessment The learner submitted evidence for developing skills at each level. Level 1: - The learner’s foundational knowledge was assessed with a quiz and scored 80% or higher. Questions were formulated to align with the five competency areas for Online Teaching Fundamentals. Level 2: - The learner submitted responses to a series of guided reflection prompts. Level 3: The learner submitted: - a completed learning experience designed by the learner and developed within the Learning Management System (LMS) that demonstrated their achievement of the required skills and competencies. - a guided reflection on the development process within the Level 3 Rubric. The learner was assessed on these five competencies using: - a quiz embedded in the LMS. - a series of reflection assignments about the fundamentals of online course design. - a fully developed learning experience that demonstrates their achievement of the skills and competencies and a guided reflection on the development process based on the Level 3 Rubric. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s completion of foundational learning in early childhood education. There is a clear need for entry-level early childhood workers in Maine. The learner demonstrated work readiness skills, digital literacy, professional communication skills (including reading, writing, speaking, and listening), and earned a high school diploma/equivalent or are progressing toward completion.
College & Career Readiness Standards (Reading, Listening, Writing, Speaking)
Education Design Lab’s Collaboration Rubric
**The learner demonstrated:** - the ability to read, interpret, and analyze written and graphic information at a high school level - collaboration and communication competencies for the early childhood education context - [Work Readiness Standards](https://drive.google.com/file/d/14hxpds26f4PjfARAlbOu2jWhv1cHQDBx/view?usp=share_link) - [Northstar Digital Literacy Standards]( https://assets.digitalliteracyassessment.org/static/main_website/docs/NDL-standards-current.183aef99d762.pdf) in the areas of basic computers, internet basics, email, word processing, information literacy, social media, and digital footprints - the ability to perform Pediatric First Aid & CPR - knowledge of the State of Maine Mandated Reporter laws -basic knowledge of relevant [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) requirements **The learner:** - completed the “Communications for the Early Childhood Professional” course offered through the adult education program as an in-person course using Schoology, or an equivalent course - completed a Work Readiness course offered through adult education or another equivalent course/program. - received instruction in ‘basic computers, internet basics, email, word processing, information literacy, social media, and digital footprints sufficient to successfully complete the related [Northstar Digital Literacy Standards](https://assets.digitalliteracyassessment.org/static/main_website/docs/NDL-standards-current.183aef99d762.pdf) of modules - completed a Heartsaver or American Red Cross course and the written and hands-on exam - completed the [State of Maine Mandated Reporter](https://mainemandatedreporter.org/#/) training required to earn a Maine Mandated Reporter Training course or equivalent training - reviewed the [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) document **Evidence:** **The Adult Education program staff: ** - verified that the learner received at least a score of 226 on the CASAS Goals Reading Assessment - submitted a High school or equivalency transcript or HiSET Comprehensive Score Report submitted **The appropriate instructor:** - completed the [Education Design Lab’s Collaboration Rubric](https://docs.google.com/document/d/15KdYWW111dxLbS1XWcB3knfOx4vJK7t-PsbZ7ziCjUk/edit?usp=sharing) with verified competencies - completed the [Work Readiness Standards Record](https://drive.google.com/file/d/14hxpds26f4PjfARAlbOu2jWhv1cHQDBx/view?usp=share_link) with verified competencies **The learner:** -received a score of 85% or better on each of the Northstar Digital Literacy modules verified by the instructor - received a score of 80% or better on the [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) assessment verified by the instructor. **The learner submitted:** - a Pediatric First Aid & CPR certificate indicating successful score on the written and hand-on exam - a [State of Maine Mandated Reporter Training](https://mainemandatedreporter.org/#/) certificate awarded when the learner passes an embedded quiz. **The learner was assessed using:** - CASAS Goals Reading Assessment - High School Transcript - High School Equivalency Test (HiSET) - [Education Design Lab’s Collaboration Rubric](https://docs.google.com/document/d/15KdYWW111dxLbS1XWcB3knfOx4vJK7t-PsbZ7ziCjUk/edit?usp=sharing) - [Work Readiness Standards Record](https://drive.google.com/file/d/14hxpds26f4PjfARAlbOu2jWhv1cHQDBx/view?usp=share_link) - [Northstar Digital Literacy Assessment](https://www.digitalliteracyassessment.org/) - American Heart Association Pediatric First Aid & CPR exam - [State of Maine Mandated Reporter Training](https://mainemandatedreporter.org/#/) quizzes - [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) practitioner designed assessment with a score of 80% submitted by the instructor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s acquired early childhood education knowledge in the areas of Healthy and Safe Environments, Child Development, Developmentally Appropriate Practice, Observation & Assessment, Guidance, Relationships with Families, Individual & Cultural Diversity & Inclusion, and Business & Professional Development. The Level 2 badge equipped the learner with the knowledge and skills to proceed to the Level 3 badge.
National Association for the Education of Young Children (NAEYC) Standards and Competencies
**The learner understands the following:** - the fundamental promotion of infant, toddler, and preschool development (birth - age 8) - the importance of building family and community relationships through open communication between parents and teachers, and methods to help ensure parents are active partners in education such as positive listening and speaking, overcoming and communication barriers - strategies and practices for addressing and resolving a wide variety of social, emotional, and behavioral conflicts likely to arise in the early childhood environment. - the importance of play for promoting optimal development across all domains during early childhood and beyond. - fundamentals in multiculturalism and anti-bias in teaching - the benefits of implementing a well-planned curriculum in an early childhood program; using content knowledge to build meaningful curriculum - fundamental knowledge of health, safety, medication administration, and Sudden Infant Death Syndrome - active supervision fundamentals **The learner:** - Previously earned Level 1 badge in Early Childhood Education and completed the following [Child Care Education Institute](https://www.cceionline.com/child-care-staff-training/) training courses or similar approved courses: - [“Understanding and Promoting Infant Development”](https://www.cceionline.com/course/understanding-and-promoting-infant-development/) - [“Understanding and Promoting Toddler Development”](https://www.cceionline.com/course/understanding-and-promoting-toddler-development/) - [“Understanding and Promoting Development in the Preschool Years”](https://www.cceionline.com/course/understanding-and-promoting-development-in-the-preschool-years/) - [“Parent Communication: Building Partners in the Educational Process”](https://www.cceionline.com/course/parent-communication-building-partners-in-the-educational-process/) - [“Conflict Resolution in the Early Childhood Environment”](https://www.cceionline.com/course/conflict-resolution-in-the-early-childhood-environment/) - [“Creating a Multicultural Environment”](https://www.cceionline.com/course/creating-a-multicultural-environment/) - [“The Importance of Play in Early Childhood”](https://www.cceionline.com/course/the-importance-of-play-in-early-childhood/) - The [“Curriculum: What is it and Why is it important?”](https://www.cceionline.com/course/curriculum-what-is-it-and-why-is-it-important/) and - The “Health and Safety Orientation” training offered by Maine Roads to Quality and - [“Active Supervision Webinar”](https://eclkc.ohs.acf.hhs.gov/video/introduction-active-supervision) training offered by the National Center on Health **Evidence** **The learner submitted:** - certificates of successful completion of all of the Child Care Education Institute’s training courses or other approved evidence for similar training. - a certificate for completing the “Health and Safety Orientation” training offered by Maine Roads to Quality and - a certificate for the [“Active Supervision Webinar”](https://eclkc.ohs.acf.hhs.gov/video/introduction-active-supervision) training offered by the National Center on Health - a reflection that focused on the importance of a well-planned curriculum (submitted to a cohort facilitator) **The learner was:** - assessed using quizzes, receiving 80% or higher score on each one and - tracked with with certificates of successful completion of training Evidence was tracked, verified, and approved by authorized UMS faculty or staff.
This badge was issued in recognition of the learner’s competency in applying the knowledge gained and skills developed in early childhood education. The learner completed 60 hours of observation and guidance in a licensed early childhood facility and received a positive evaluation.
Early childhood education entails the cultivation and instruction of children, from infancy until age eight, with an emphasis on comprehensive and age-suitable developmental growth.
Supervision refers to the process of overseeing, directing, and managing employee performance to ensure efficient task completion and achievement of organizational objectives.
Curriculum development entails designing and structuring educational programs, including goals, content, activities, and evaluations, to cater to particular learning objectives and requirements.
National Association for the Education of Young Children Standards
**The learner is able to:** - promote child development and learning - build family and community relationships - observe, document and assess young children - use developmentally effective approaches - understand how to build meaningful curriculum - function as a professional member of an early childhood team **The learner:** - previously earned Level 1 and Level 2 badges in Early Childhood Education - completed 60 hours of observation and guidance in an licensed early childhood facility - reflected on their knowledge and skill development **Evidence** **The learner submitted:** - an [Early Childhood Education Micro-Credential Student Competency Record](https://docs.google.com/document/d/1qmBLDkF697PtwqfMQgmg3pVkYwobLotpbaR7BfajMfQ/edit?usp=sharing) completed by their supervisor - a reflection form **The learner was assessed using:** - the [Early Childhood Education Micro-Credential Student Competency Record](https://docs.google.com/document/d/1qmBLDkF697PtwqfMQgmg3pVkYwobLotpbaR7BfajMfQ/edit?usp=sharing) and received a satisfactory rating (one of the three highest marks) on the rating scale on at least 80% of the required competencies verified by the early childhood education program liaison and - a self-reflection to assess their own knowledge and skills Evidence was tracked, verified, and approved by authorized UMS faculty or staff familiar with their applied work and competency level.
Early Childhood Education Micro-Credential
This micro-credential validates the learner’s successful completion of the University of Maine System (UMS) Early Childhood Education pathway (Levels 1, 2, and 3). The micro-credential was issued in recognition of the learner’s ability to work as a professional at an early childhood center. This standards-based Early Childhood Education micro-credential prepared the learner for an entry-level position in an early childhood education program. The learner completed the training and an experiential learning opportunity in a licensed childhood facility, reaching basic competency standards.
Head Start Program Performance Standards
**This badge acknowledges the learner:** - has the demonstrated skills and knowledge to successfully function on a professional early childhood education team as a childcare assistant. **The following skills and competencies were developed and assessed:** - Reading, communication and collaboration; work readiness including digital literacy; ability to work as an effective member of an early childhood education team at an early childhood center including recognizing and create healthy, safe learning environments and delivering developmentally appropriate activities to young children. **In Level 1 the learner:** - completed the “Communications for the Early Childhood Professional” course offered through the adult education program as an in-person course using Schoology, or an equivalent course - completed a Work Readiness course offered through adult education or another equivalent course/program. **In Level 2 the learner:** - completed the following [Child Care Education Institute](https://www.cceionline.com/child-care-staff-training/) training courses or similar approved courses: - [“Understanding and Promoting Infant Development”](https://www.cceionline.com/course/understanding-and-promoting-infant-development/) - [“Understanding and Promoting Toddler Development”](https://www.cceionline.com/course/understanding-and-promoting-toddler-development/) - [“Understanding and Promoting Development in the Preschool Years”](https://www.cceionline.com/course/understanding-and-promoting-development-in-the-preschool-years/) - [“Parent Communication: Building Partners in the Educational Process”](https://www.cceionline.com/course/parent-communication-building-partners-in-the-educational-process/) - [“Conflict Resolution in the Early Childhood Environment”](https://www.cceionline.com/course/conflict-resolution-in-the-early-childhood-environment/) - [“Creating a Multicultural Environment”](https://www.cceionline.com/course/creating-a-multicultural-environment/) - [“The Importance of Play in Early Childhood”](https://www.cceionline.com/course/the-importance-of-play-in-early-childhood/) - The [“Curriculum: What is it and Why is it important?”](https://www.cceionline.com/course/curriculum-what-is-it-and-why-is-it-important/) and - The “Health and Safety Orientation” training offered by Maine Roads to Quality and - [“Active Supervision Webinar”](https://eclkc.ohs.acf.hhs.gov/video/introduction-active-supervision) training offered by the National Center on Health **In Level 3 the learner:** - completed 60 hours of observation and guidance in an licensed early childhood facility - reflected on their knowledge and skill development **Evidence** **At Level 1:** The Adult Education program staff: - verified that the learner received at least a score of 226 on the CASAS Goals Reading Assessment - submitted a High school or equivalency transcript or HiSET Comprehensive Score Report submitted The appropriate instructor: - completed the [Education Design Lab’s Collaboration Rubric](https://docs.google.com/document/d/15KdYWW111dxLbS1XWcB3knfOx4vJK7t-PsbZ7ziCjUk/edit?usp=sharing) with verified competencies - completed the [WorkReady Standards Record](https://drive.google.com/file/d/14hxpds26f4PjfARAlbOu2jWhv1cHQDBx/view?usp=share_link) with verified competencies The learner: - received a score of 80% or better on each of the Northstar Digital Literacy modules verified by the instructor - received a score of 80% or better on the [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) assessment verified by the instructor. The learner submitted: - a Pediatric First Aid & CPR certificate indicating successful score on the written and hand-on exam - a [State of Maine Mandated Reporter Training](https://mainemandatedreporter.org/#/) certificate awarded when the learner passes an embedded quiz **At Level 2:** - The learner was assessed using quizzes, receiving an 80% or higher score on each one and was tracked with certificates of successful completion of training. **At Level 3:** - The learner submitted an [Early Childhood Education Micro-Credential Student Competency Record](https://docs.google.com/document/d/1qmBLDkF697PtwqfMQgmg3pVkYwobLotpbaR7BfajMfQ/edit?usp=sharing) completed by their supervisor and a reflection form. **The learner was assessed using:** **At Level 1:** - CASAS Goals Reading Assessment - High School Transcript - High School Equivalency Test (HiSET) - [Education Design Lab’s Collaboration Rubric](https://docs.google.com/document/d/15KdYWW111dxLbS1XWcB3knfOx4vJK7t-PsbZ7ziCjUk/edit?usp=sharing) - [WorkReady Standards Record](https://drive.google.com/file/d/14hxpds26f4PjfARAlbOu2jWhv1cHQDBx/view?usp=share_link) - [Northstar Digital Literacy Assessment](https://www.digitalliteracyassessment.org/) - American Heart Association Pediatric First Aid & CPR exam - [State of Maine Mandated Reporter](https://mainemandatedreporter.org/#/) Training quizzes - [Childcare Provider Licensing](https://www.maine.gov/dhhs/ocfs/provider-resources/child-care-licensing/becoming-a-childcare-provider) practitioner designed assessment with a score of 80% submitted by the instructor. **At Level 2:** - assessed using quizzes, receiving 80% or higher score on each one and tracked with with certificates of successful completion of training **At Level 3:** - the [Early Childhood Education Micro-Credential Student Competency Record](https://docs.google.com/document/d/1qmBLDkF697PtwqfMQgmg3pVkYwobLotpbaR7BfajMfQ/edit?usp=sharing) and received a satisfactory rating (one of the three highest marks) on the rating scale on at least 80% of the required competencies verified by the early childhood education program liaison and - a self-reflection to assess their own knowledge and skills Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Mediation pathway (Levels 1, 2, and 3). Earning this micro-credential indicates an intermediate level of training that allows learners to apply to a variety of professional rosters and will contribute to their advancement in the field of Alternative Dispute Resolution (ADR). The learner completed at least 95 hours of mediation skills training and practice and is prepared for more specialized training and applications.
Conflict management is the skill of recognizing, handling, and settling disagreements in a constructive manner, leading to beneficial results and preserving good relationships within a group or workplace.
Conflict resolution is the process of addressing disagreements in a reasonable, equitable, and effective manner to achieve a harmonious, mutually agreeable outcome.
Mediation is the impartial facilitation of discussions between disputing parties to reach a consensus, assisting in identifying solutions and forming agreements.
Alternative Dispute Resolution encompasses methods like mediation, arbitration, and negotiation, which facilitate conflict resolution outside the courtroom.
MAM Standards of Professional Conduct for ADR
Maine Association of Mediators (MAM) Alternative Dispute Resolution (ADR) Standards of Professional Conduct
Maine CADRES Mediation and ADR standards
State of Maine Judicial Branch, Mediation and Alternative Dispute Resolution (ADR) standards from Court Alternative Dispute Resolution Service Code of Conduct (CADRES)
The following skills and competencies were developed and assessed: - initiating contact with disputants; intake, document preparation, and screening processes. - preparing a conducive environment for sessions; setting the tone and expectations at the beginning of the session. - effective note-taking. - active listening skills; reflection, reframing, and summary. - effective use of questions, eliciting proposals, and exploring options. - effective use of caucus and shuttle diplomacy. - demonstrating cultural sensitivity; using impartial and culturally appropriate language. - managing the process, including maintaining neutrality, confidentiality, and autonomy among the parties. - effective time management. - addressing and managing impasse; working with parties when there is no agreement. - drafting agreements accurately; ensuring parties understand written terms of their agreement. - using video or phone conferencing effectively in mediation. - identifying and addressing ethical challenges including safety and issues around reporting abuse. - working with advocates and other supports in mediation; working effectively with a co-mediator. - closing the session and engaging in reflective post-session debrief. This badge acknowledges that the learner completed training and practice in Mediation or Conflict Management. This badge was issued in recognition of completion of at least 95 hours of basic mediation skills training including: - A 35-40 hours basic mediation skills training course. - 20 hours of observation and/or participation in mediation role-play simulations. - 20 verified hours of additional mediation or conflict management training. - 20 hours of supervised mediation. The learner applied their skills in a supervised mediation or co-mediation setting, participated in a restorative justice circle, pre-mediation coaching, or another conflict management setting such as a group facilitation. ## Evidence and Assessment The learner: - Submitted proof of completion of an approved 35-40 hour Mediation Certificate course completed within the past four years (Level 1). - Submitted self-reflection on the learner’s mediation skills and standards of practice (Level 1). - Completed an exam and submitted a self-assessment of skills according to the stated criteria in the Mediation Standard Process Skills Rubric (Level 2). - Submitted proof of completion of 40 hours of training beyond that included to role-play simulations (Level 2). - Submitted evidence indicating their completion of 20 hours or more as a mediator or co-mediator in actual supervised sessions (Level 3). The learner was assessed using: - a Level 1 self-assessment. - a knowledge-based exam, receiving a score of 80% or better at Level 2. - the Level 2 Mediation Process Skills Rubric used to assess the learner’s self-reflection. - Supervisor’s performance assessment using the Mediation Skills Rubric for Level 3. The learner demonstrated competency with a rating of 3 to 5 on each measure of the rubric with a total score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s completion of twenty (20) or more hours of live mediation experience with supervision by an experienced mediator who is either an observer or co-mediator. Both the learner and the supervisor assessed the learner using a Mediation standard rubric that aligned with the Court Alternative Dispute Resolution Service (CADRES) or Maine Association of Mediators Standards of Practice.
The learner demonstrated competency in the application of learning in the following areas: - initiating contact with disputants; intake, document preparation, and screening processes. - preparing a conducive environment for sessions; setting the tone and expectations at the beginning of the session. - effective note-taking. - active listening skills; reflection, reframing, and summary. - effective use of questions, eliciting proposals, and exploring options. - effective use of caucus and shuttle diplomacy. - demonstrating cultural sensitivity; using impartial and culturally appropriate language. - managing the process, including maintaining neutrality, confidentiality, and autonomy among the parties. - effective time management. - addressing and managing impasse; working with parties when there is no agreement. - drafting agreements accurately; ensuring parties understand written terms of their agreement. - using video or phone conferencing effectively in mediation. - identifying and addressing ethical challenges including safety and issues around reporting abuse. - working with advocates and other supports in mediation; working effectively with a co-mediator. - closing the session and engaging in reflective post-session debrief. This badge acknowledges that the learner: - Previously earned the Mediation Level 1 and Level 2 badges. - Conducted at least 20 hours of approved supervised mediation or co-mediation. Mediation was completed through the University of Maine at Augusta (UMA) Mediation Practicum and Student Centers, a Community Mediation or Restorative Justice Center, the Maine Attorney General's Consumer Protection Mediation Program, the Maine Agriculture Mediation Program, Maine Judicial Branch Court Alternative Dispute Resolution Service (CADRES), Maine Department of Corrections, or another approved academic, community, or private mediation program. - Was assessed by a supervisor using a Mediation Skills Rubric for Level 3. - Completed a self-assessment using a Mediation Skills Rubric for Level 3. ## Evidence and Assessment The learner: - Submitted proof of completion of at least twenty (20) hours as a mediator or co-mediator of live, supervised mediation. - Received a score of 3 or higher from their supervisor in each of the competencies on the Mediation Skills Rubric for Level 3 and received a total score of 80% or higher. - Completed a self-assessment and reflected on their scores. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s expanded knowledge and skill development in the practice of mediation. The learner met the mediation process training required for application to the Court Alternative Dispute Resolution Service (CADRES) small claims and eviction or other rosters.
The learner demonstrated knowledge of: - Client preparation, voluntary process. - Mediator’s role, building trust, and maintaining confidentiality. - Active listening, gathering, expanding, and reframing information. - Maintaining neutrality, fairness, empathy, and cultural awareness. - Recognizing and responding to issues of power and bias. - Effective use of caucus. - Addressing and managing impasse. - Creative and collaborative problem-solving. - Identifying the root cause of conflict. - Alternative dispute resolution and interest-based negotiation. - Facilitating shared decision-making and reaching agreements. - Notetaking, summarizing, and documenting the settlement reached. The learner previously earned the Mediation Level 1 badge and advanced their mediation skill development and knowledge by completing 40 hours of training beyond Level 1. The training included: - Watching at least two approved recorded or live mediation simulations (2 hours), - Completing a minimum of 18 hours in supervised role-play sessions in addition to Level 1 requirements; for these sessions, the learner participated in at least four sessions as mediator or co-mediator and additional hours as observer or participant. - A knowledge-based assessment. ## Evidence and Assessment The learner: - Scored 80% or higher on the assessment. - Submitted a self-assessment of skills using the Mediation Standard Process Skills Rubric. - Submitted proof of completion of 40 hours of training beyond Level 1. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s understanding of basic concepts in mediation and its role in Alternative Dispute Resolution and conflict management. The learner was introduced to basic mediation skill topics used in the role of mediator within a 35-40 hour basic mediation training course and completed all assessments.
The learner has knowledge of: - Basic mediation skills in active listening (curiosity, seeking to understand, effective use of silence, patience, and empathy), reframing, open-ended questions, and summary. - The nature of conflict, concepts of implicit bias, and power issues as it relates to voluntariness, confidentiality, and neutrality. The learner applied their knowledge of Mediation Standards of Practice and ethics and the core values and phases of the mediation process in role-play practice. The learner successfully completed the required mediation coursework and a self-reflection form from the University of Maine at Augusta (UMA), University of Southern Maine (USM), University of Maine School of Law (Maine Law), or another approved academic or community mediation program. ## Evidence and Assessment The learner submitted: - proof of completion of an approved 35-40 hour Mediation Certificate course completed within the past four years (e.g., a certificate, transcript, or proof of completion with the date of completion included) or approved evidence of equivalent training. - a self-reflection on the learner’s mediation skills and standards of practice. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Youth Aquaculture pathway (Levels 1, 2, and 3 badges). The learner completed training, earned three micro-badges in water quality, biology and husbandry, and systems and operations, and applied their skills through a supervised leadership or workplace experience. The learner reflected on their pathway and their personal and professional growth based on the Maine Aquaculture Association Occupational Standards, and set future career goals.
Aquaculture is the farming of aquatic species, including fish, shellfish, and plants, for various purposes in managed settings.
Aquaponics is a system that combines hydroponic plant cultivation with aquaculture, fostering a mutually beneficial relationship where fish waste nourishes plants and filtered water is returned to the aquatic inhabitants.
Maine Aquaculture Association Occupational Standards
The learner: - understands the implications of biosecurity and of water quality parameters in the aquaculture ecosystem. - is able to accurately use and follow a Standard Operating Procedure (SOP) to complete procedural, cleaning and biosecurity tasks. - is able to accurately use and follow a SOP to perform basic water quality measurements and water sample collection relevant to aquaculture, and to complete procedural water quality adjustments. - is able to accurately use and follow a SOP to complete procedural husbandry tasks - is able to operate aquaculture system equipment at an entry level. - is able to accurately perform system recordkeeping and data entry tasks. - is able to monitor and record key environmental parameters as necessary. - is able to accurately perform water quality recordkeeping and data entry tasks. - is proficient in the safe handling of aquatic organisms relevant to aquaculture. - is able to accurately perform biological data collection, data entry and recordkeeping relevant to aquaculture husbandry applications. The learner successfully applied their skills through a supervised leadership or internship or work-based opportunity and reflected on their educational pathway in aquaculture. **Evidence and Assessment** The learner submitted: - proof of completion of the UMaine 4-H Aquaculture Exploration course, or a verified knowledge checklist completed by an educator approved by the University of Maine Cooperative Extension, the Aquaculture Research Institute at the University of Maine, or the UMaine Center for Cooperative Aquaculture Research. - verified skills checklists for water quality, biology and husbandry, and systems and maintenance micro-badges completed by an educator approved by the University of Maine Cooperative Extension, the Aquaculture Research Institute at the University of Maine, or the UMaine Center for Cooperative Aquaculture Research. - a 4-H portfolio and resume, including a record of successful completion of the project (such as a letter of recommendation from their supervisor or mentor, a completed educational resource), a self-evaluation of personal and professional growth based on the Maine Aquaculture Association Occupational Standards, and a reflection of their learning. The learner was assessed using course grades or a verified knowledge checklists, verified water quality skills checklist, verified biology and husbandry skills checklist, verified systems and maintenance skills checklists, and the 4-H portfolio rubric. All assessments were reviewed by staff at the University of Maine Cooperative Extension, the Aquaculture Research Institute at the University of Maine, or the UMaine Center for Cooperative Aquaculture Research.
This badge was issued in recognition of the learner’s application of their knowledge and skills in aquaculture through an internship, supervised leadership experience, or work-based opportunity. The learner applied basic water quality, biology and husbandry, and systems and operations skills in a supervised context and met the competency standards aligned with the Maine Aquaculture Association competencies. The badge earner also demonstrated college and/or career readiness through the successful completion of a 4-H portfolio, resume and self-reflection.
The learner understands the field of aquaculture and took steps to become skilled in the aquaculture workforce. The learner applied basic water quality, biology and husbandry, and systems and operations skills in a supervised context align their skills with the Maine Aquaculture Association competencies. The learner: - previously earned Level 1 and Level 2 Youth Aquaculture badges. - successfully applied their skills development through a supervised leadership, internship or work-based opportunity. **Evidence and Assessment** The learner submitted: - a completed 4-H portfolio and resume based on their learning experiences and career interests that included a record of successful completion of the project (such as a letter of recommendation from their supervisor or mentor, or a completed educational resource). - a self-evaluation of personal and professional growth based on the Maine Aquaculture Association Occupational Standards; and a reflection of their learning. The learner’s portfolio was assessed using a rubric. Areas of assessment included completeness, organization, academic and professional goal-setting, and knowledge and alignment to the aquaculture occupational standards. All assessments were reviewed by staff at the University of Maine Cooperative Extension, the Aquaculture Research Institute at the University of Maine, or the UMaine Center for Cooperative Aquaculture Research.
This badge was issued in recognition of the learner’s successful completion of foundational and exploratory training in aquaculture. This badge earner developed an understanding of basic physical and biological aspects of culturing species for Maine’s aquaculture industry and practiced their skills in experiential learning environments. The learner also earned a micro-badges in each of the following three aquaculture topics : Water Quality, Biology and Husbandry, and Systems and Maintenance.
The learner: - understands the implications of biosecurity and of water quality parameters in the aquaculture ecosystem. - is able to accurately use and follow a Standard Operating Procedure (SOP) to complete procedural, cleaning and biosecurity tasks. - is able to accurately use and follow a SOP to perform basic water quality measurements and water sample collection relevant to aquaculture, and to complete procedural water quality adjustments. - is able to accurately use and follow a SOP to complete procedural husbandry tasks. - is able to operate aquaculture system equipment at an entry level. - is able to accurately perform system recordkeeping and data entry tasks. - is able to monitor and record key environmental parameters as necessary. - is able to accurately perform water quality recordkeeping and data entry tasks. - is proficient in the safe handling of aquatic organisms relevant to aquaculture. - is able to accurately perform biological data collection, data entry and recordkeeping relevant to aquaculture husbandry applications. This badge acknowledges that the learner: - Previously earned the Level 1 badge in Youth Aquaculture. - Earned “Youth Aquaculture Water Quality,” “Youth Aquaculture Biology and Husbandry,” and “Youth Aquaculture Systems and Operations” micro-badges. **Evidence and Assessment** The learner submitted evidence of earning “Youth Aquaculture Water Quality,” “Youth Aquaculture Biology and Husbandry,” and “Youth Aquaculture Systems and Operations” micro-badges. The learner was assessed using verified skills checklists for each micro-badge. The checklists were completed by an approved educator and reviewed by UMaine staff and the learner was deemed to be competent in each skill area. Staff provided descriptions of how the learner demonstrated proficiency.
This badge was issued in recognition of the learner’s introductory knowledge of aquaculture. The learner is able to differentiate between ocean and land-based aquaculture practices, is able to identify species cultured in Maine, and can distinguish aquaculture careers from a general list of vocations. The learner completed training and was assessed through quizzes or by an approved educator using a verified knowledge checklist.
The learner is able to: - differentiate between ocean and land-based aquaculture practices. - identify species cultured in Maine. - distinguish aquaculture careers from a general list of vocations. The learner completed: - the “UMaine 4-H Aquaculture Explorations” course with quiz scores of 80% or higher; or - Participated as a member of the UMaine 4-H Aquarium Club (with at least 80% attendance over a year) and met the standards; or - Completed another relevant program as approved by UMaine 4-H, Aquaculture Research Institute (ARI), or Center for Cooperative Aquaculture Research (CCAR) staff and met the standards. **Evidence and Assessment** The learner submitted: - proof of completion of the UMaine 4-H Aquaculture Explorations course; or - a verified knowledge checklist completed by an educator approved by University of Maine Cooperative Extension/4-H, Aquaculture Research Institute (ARI), or Center for Cooperative Aquaculture Research (CCAR) staff. The learner was assessed using embedded quizzes in the UMaine 4-H Aquaculture Explorations course, or a verified knowledge checklist was submitted documenting the learning outcomes. The checklist and supporting evidence were reviewed and approved by UMaine staff. Staff provided descriptions of how the learner demonstrated proficiency.
This micro-badge was issued in recognition of the learner’s demonstration of knowledge of water quality parameters related to aquaculture, and the learner’s ability to measure and understand the implications of those water quality results. The learner completed training and demonstrated their skill in water sampling and basic water quality analysis. The learner understands basic water quality recordkeeping and can follow standard operating procedures related to water quality analyses. The learner was assessed by an approved educator using a verified water quality skills checklist.
Water Quality Studies involve examining water resources to assess pollution, ecosystem health, and compliance with environmental regulations.
Maine Aquaculture Occupational Standards
Land-based occupational standards for entry-level positions, Pages 4-5, Water quality management: a. Follow protocol for RAS water treatment processes: biofiltration, solid removal, oxygenation, pH control, temperature control and biosecurity. b. Monitor and record oxygen levels c. Collect water quality samples d. Note water levels and flow rates and report any variations from expected levels to manager e. Basic water quality analysis Finfish Occupational standards for entry level positions, page 4: Monitor and record key environmental parameters as necessary.
The learner: - understands the implications of water quality parameters in the aquaculture ecosystem. - is able to accurately use and follow a Standard Operating Procedure (SOP) to perform basic water quality measurements and water sample collection relevant to aquaculture, and to complete procedural water quality adjustments. - is able to monitor and record key environmental parameters as necessary, and - Is able to accurately perform water quality recordkeeping and data entry. The learner developed these skills through the completion of: - the 4-H Aquaponics Project including collecting and interpreting water quality data and making decisions for an aquaponics system based on those data under the guidance of 4-H Aquaponics Project educators, or - completion of another relevant program as approved by UMaine 4-H, Aquaculture Research Institute (ARI), or Center for Cooperative Aquaculture Research (CCAR) staff and met the standards. **Evidence and Assessment:** The learner submitted a verified water quality skills checklist completed by an educator approved by UMaine 4-H, ARI, CCAR. The water quality skills checklist was used to assess the learner and was completed by an approved educator and reviewed by UMaine staff. The learner was deemed to be competent in each skill area. Staff provided descriptions of how the learner demonstrated proficiency.
This micro-badge was issued in recognition of the learner’s demonstration of key knowledge and skills related to aquaculture systems and operations. The learner completed training and demonstrated their knowledge of the design, maintenance, and equipment that are essential to the operation of an aquaculture system. The learner understands basic recordkeeping and can follow standard operating procedures related to aquaculture systems. The learner was assessed by an approved educator using a verified aquaculture systems and operations skills checklist.
Maine Aquaculture Association: Occupational Standards
- Land-based Occupational Standards for Entry-level positions: Pages 4-6: Following Protocols, Cleaning, Biosecurity, Data Entry - Shellfish & Sea Vegetable Occupational Standards for Entry-level positions: Page 6: Following Protocols, Biosecurity - Hatchery Occupational Standards for Entry-level positions: Pages 4-5: Operating Equipment, Following SOPs (Standard Operating Procedures), Recording/Reporting Systems Operation and Performance, Following Defined Operating Procedures, Cleaning - Finfish Occupational Standards for Entry-level positions: Page 5: Data Entry
The learner: - understands the implications of biosecurity in the aquaculture ecosystem. - is able to accurately use and follow a Standard Operating Procedure (SOP) to complete procedural, cleaning and biosecurity tasks. - is able to operate aquaculture system equipment at an entry level. - is able to accurately perform system recordkeeping and data entry tasks. The learner developed these skills through: - completion of the 4-H Aquaponics Project including designing, building, and maintaining an aquaponics system under the guidance of 4-H Aquaponics Project educators; or - completion of another relevant program approved by the University of Maine Cooperative Extension/4-H, Aquaculture Research Institute (ARI), or Center for Cooperative Aquaculture Research (CCAR) staff. **Evidence and Assessment:** The learner submitted a verified systems and operations skills checklist completed by an educator approved by UMaine 4-H, ARI, CCAR. The systems and operations skills checklist was used to assess the learner and was completed by an approved educator and reviewed by UMaine staff. The learner was deemed to be competent in each skill area. Staff provided descriptions of how the learner demonstrated proficiency.
This micro-badge was issued in recognition of the learner’s demonstration of key knowledge and skills related to biology of aquacultured species and animal husbandry. The learner completed training and demonstrated their ability to safely handle aquacultured species. The learner understands basic biological recordkeeping and can follow standard operating procedures related to aquaculture husbandry. The learner was assessed by an approved educator using a verified aquaculture biology and husbandry skills checklist.
- Land-based Occupational Standards for Entry-level positions: Pages 4-6: Aquatic Organism handling, Following Protocols, - Shellfish & Sea Vegetable Occupational Standards for Entry-level positions: Page 6: Following Protocols, - Finfish Occupational Standards for Entry-level positions: Page 5: Aquatic Organism Handling, Data Entry
The learner: - is proficient in the safe handling of aquatic organisms relevant to aquaculture. - is able to accurately use and follow a Standard Operating Procedure (SOP) to complete procedural husbandry tasks. - is able to accurately perform biological data collection, data entry and recordkeeping relevant to aquaculture husbandry applications . The learner gained these skills through: - participation in the 4-H Aquarium club, attending at least 80% of meetings over the course of a 4-H year, and demonstrating their skills for their chosen species under the guidance of project educators; or - completion a 4-H Aquaponics Project including demonstrating skills in husbandry and biology of aquarium fishes under the guidance of 4-H Aquaponics Project educators; or - completion of another relevant program as approved by the University of Maine Cooperative Extension/4-H, Aquaculture Research Institute (ARI), or Center for Cooperative Aquaculture Research (CCAR) staff. **Evidence and Assessment:** The learner submitted a verified biology and husbandry skills checklist completed by an educator approved by UMaine 4-H, ARI, CCAR. The biology and husbandry skills checklist was used to assess the learner and was completed by an approved educator and reviewed by UMaine staff. The learner was deemed to be competent in each skill area. Staff provided descriptions of how the learner demonstrated proficiency.
Large Additive Manufacturing Operations Micro-Credential
Large Additive Manufacturing Operations Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Large Additive Manufacturing Operations pathway (Levels 1, 2, and 3 badges). The learner has the knowledge and skills, earned through 600 hours of work-experience, contributing to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by assisting the Large-Scale Additive Manufacturing (AM) team with 3D printing tasks. The learner acted as a Second or Third Printer Operator assisting the ASCC staff Primary Operators with G-code programming checks, pre-print setup, printer startup, and shutdown, printer mechanical adjustments, material and data monitoring during printing, and print log documentation. The learner earned the Lab Safety & Security micro-badge demonstrating knowledge of working practices to guard physical personal safety, information security, and physical asset security. Training in 3D printer operations was accomplished through critical reading of Work Instructions and hands-on experience. Competency was verified by meeting all the criteria on the Printer Operator Practical exam for each ASCC large-scale printer. The learner also demonstrated development of essential career skills by earning the Career Essentials micro-badge, an approved career competency micro-badge, obtaining a positive supervisor review of skills aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies, and participating in a scientific communication activity.
National Association of Colleges and Employers, Career Readiness Competencies
3D printing is a technique for producing solid objects by adding materials layer-by-layer based on digital files, utilizing methods such as FDM, SLA, and SLS.
Health and Safety Standards refer to the rules and procedures established to safeguard people's well-being and security in work environments by minimizing potential dangers and risks.
The learner has: - Work experience in an engineering research facility. - Applied knowledge of large-scale 3D printer operations, troubleshooting, safety, and maintenance. - Contributed to engineering research projects at the ASCC. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - An approved career competency micro-badge. - Introduction to Additive Manufacturing online module. - ASCC Laboratory Operations Woodshop Training. - Critical reading of large-scale 3D printer Work Instructions and hands-on training with ASCC staff on safety, pre-print setup & teardown, printer operation and maintenance, material and data monitoring during printing, and print log documentation. - G-code programming online module. - Work hours at the ASCC. - A scientific communication experience. - An ASCC Student Evaluation. **Evidence** The learner submitted: - A signed Printer Training Record indicating all criteria were met for each ASCC large-scale 3D printer. - A signed Operator Logs meeting the minimum hour requirement for Second and Third Operator and the minimum number of print close outs. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of Solid in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Lab Safety & Security micro-badge. - Earning Career Essentials micro-badge. - Earning an approved career competency micro-badge. - A total of 600 work hours. **Assessment** The learner was assessed on: - Large AM Operations during the Printer Operator Lab Practical with the Large AM Level 1-3 Checklists aligned with the Department of Labor Engineering Competency Model Workplace Competencies 3.9 Checking, Examining, and Recording; and Industry-Wide Technical Competencies 4.3 Manufacturing and Construction, 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment. - Critical reading of Work Instructions and Standard Operating Procedures, experiential learning hours, and technical work performance through the ASCC Student Evaluation aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Workplace Competencies 3.7 Working with Tools & Technology; and Industry-Wide Technical Competencies 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment. - Career skill competency using the ASCC Student Evaluation aligned to NACE Career Readiness Competencies.
Large Additive Manufacturing Operations - Level 3
Large Additive Manufacturing Operations - Level 3 badge image
This badge was issued in recognition of the learner’s contribution to research projects as a member of the Large-Scale Additive Manufacturing (AM) Operations team at the University of Maine’s Advanced Structures and Composites Center (ASCC). In conjunction with a Primary 3D Printer Operator, the learner can start a print, monitor a print, make machine adjustments, stop prints, purge printing nozzles, and perform troubleshooting and maintenance on printers. The learner completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - an ability to operate, adjust, troubleshoot, and maintain large-scale 3D printers in conjunction with a Primary Operator. - skills in the National Association of College and Employers (NACE) Career Readiness Competencies. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and 2 Large Additive Manufacturing Operations badges. - 100 hours as a Second or Third Operator for any of the large-scale AM equipment, performing tasks such as starting a print, monitoring a print, making machine adjustments, stopping a print, and purging the extruder. - An approved career competency micro-badge. - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC. **Evidence** The learner submitted: - A signed Large AM Operations Level 3 Checklist indicating 100 hours of work as a Second or Third Operator. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of “Solid” in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Level 1 and 2 Large Additive Manufacturing Operations badges. - Earning an approved career competency micro-badge. - 300 hours worked at the ASCC, beyond Level 2 (minimum of 600 total work hours). **Assessment:** The learner was assessed on their work performance by the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment.
Large Additive Manufacturing Operations - Level 2
This badge was issued in recognition of the learner’s completion of training to work as a member of the Large-Scale Additive Manufacturing (AM) Operations team at the University of Maine’s Advanced Structures and Composites Center (ASCC). The learner received training on operating procedures for all large-scale printers at the ASCC through critical reading of Work Instructions and observing and assisting Large Scale AM Operations staff during printing tasks. Competency in equipment operations was demonstrated through a practical exam assessed by rubrics created for each printer, where all rubric criteria must be met to achieve a passing score. The learner was also introduced to G-code programming, which is the language for the operation of large-scale AM equipment. Learners reviewed training videos, participated in a print consultation, and observed the preparation or checking of the slice file. Competency in G-code programming was demonstrated by scoring 80% or higher on a quiz. The learner also focused on expanding their essential career skills by identifying an approved career competency micro-badge to boost a National Association of College and Employers (NACE) Career Readiness Competency.
The learner has knowledge of: - Printer safety for all ASCC large-scale 3D printers. - Basic machine controls for all ASCC large-scale 3D printers which include start-up, manual gantry control, purging, and module controls. - Print setup and teardown for all ASCC large-scale 3D printers which include DRI-AIR controls, print bed preparation, starting a print, and printer shutdown. - Print monitoring for all ASCC large-scale 3D printers including materials and data monitoring, documentation, and procedures for entering the print enclosure. - Basic application of G-code to create slicing files for 3D printers. The learner completed: - Level 1 Large Additive Manufacturing Operations badge. - Critical reading of Work Instructions on Printer Safety for all ASCC large-scale 3D printers. - Hands-on training in printer operations, software, and lab processes. - Printer Lab Practical for each ASCC large-scale 3D printer. - 200 work hours at the ASCC. - Identified an approved career competency micro-badge to earn. **Evidence** The learner submitted: - A signed Large AM Operations Level 2 checklist indicating all criteria were met for each ASCC large-scale 3D printer. UMS faculty/staff tracked: - The earning of the Level 1 Large Additive Manufacturing Operations badge. - 200 hours worked at the ASCC beyond Level 1 (minimum of 300 total work hours) **Assessment** The learner was assessed by demonstrating knowledge of all the Work Instructions and skill competencies related to working with the ASCC large-scale 3D printers tested in the Printer Lab Practicals and recorded in the Large AM Operations Level 2 Checklist in accordance with the ISO-approved ASCC Quality Standards. The standards are aligned with the Department of Labor Engineering Competency Model Workplace Competencies 3.9 Checking, Examining, and Recording; and Industry-Wide Technical Competencies 4.3 Manufacturing and Construction, 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment.
Large Additive Manufacturing Operations - Level 1
This badge was issued in recognition of the learner’s completion of foundational requirements for working on the Large-Scale Additive Manufacturing Operations team at the University of Maine’s Advanced Structures and Composites Center (ASCC). The learner earned the ASCC Safety & Security micro-badge which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned, was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers (NACE) Career Readiness Competencies, assessed in the ASCC Student Evaluation. The learner also gained basic knowledge of additive manufacturing (AM) technology, unique safety considerations for large scale AM equipment, and use of basic hand tools in the laboratory environment.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - NACE Career Readiness Competencies. - Additive manufacturing technologies. - Safety considerations for large scale AM equipment. - Proper power and hand tool use. The learner completed: - The Lab Safety & Security micro-badge. - The Career Essentials micro-badge. - The Introduction to Additive Manufacturing online module. - Critical reading of safety related Work Instructions and a Safety Walk-Through with Large-Scale AM Operations staff. - ASCC Laboratory Operations Woodshop training. - 100 work hours at the ASCC. **Evidence** The learner submitted: - A signed attestation indicating review of Work Instructions on large scale AM equipment safety. UMS faculty/staff tracked: - Earning of the Lab Safety & Security micro-badge. - Earning of the Career Essentials micro-badge. - Completion of Intro to Additive Manufacturing module. - Participation in a Large-Scale AM Safety Walk-Through. - Completion of ASCC Woodshop training. - 100 hours worked at the ASCC. **Assessment:** The learner met the criteria for earning the Lab Safety & Security and Career Essentials micro-badges. Completion of additional training requirements was tracked using the Large AM Operations Level 1 Checklist, which is aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model as follows: Critical reading of Work Instructions and experiential learning through hours worked are aligned to Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment, while Woodshop tool training aligns with Workplace Competencies 3.7 Working with Tools & Technology.
This badge was issued in recognition of the learner’s knowledge of textile materials through the completion of the Introduction to Textiles short course offered by the Advanced Structures & Composites Center (ASCC). The learner can define common textile terminology, identify textile forms from physical samples, and select textiles for specific applications based on their properties. The learner was assessed with a practical exam based on the International Organization for Standardization (ISO) definitions of textiles and the Department of Labor Engineering Competency Model.
International Organization for Standardization
ISO 3572:1976(en) Textiles — Weaves — Definitions of general terms and basic weaves ISO 4921:2000(en) Knitting — Basic concepts — Vocabulary
This badge acknowledges that the learner completed the ASCC-sponsored Introduction to Textiles short course. The course ran 6-8 hours and contained a mixture of lectures, videos, and hands-on activities to reinforce and apply learning. The learner has knowledge of: • Common terminology describing textile materials • Woven, braided, knit, and non-woven fabric forms • Natural fiber yarns and rovings • Synthetic fiber filaments and rovings • Textile manufacturing processes The learner is able to: • Identify textile forms from physical samples • Select and justify a fabric and fiber choice for a specific application based on technical requirements Evidence and Assessment: The learner received a score of 80% or better on the Introduction to Textiles practical exam. The exam required students to identify materials based on their ISO definitions and to select and justify the most appropriate material for a given application based on the technical performance requirements. Knowledge and skills tested in the practical exam were aligned with the following competencies in the Department of Labor Engineering Competency Model • Industry-Wide Technical Competencies 4.3 Manufacturing and Construction. • Workplace Competency 3.5 Problem-Solving, Prevention & Decision Making. • Academic Competencies 2.6 Critical & Analytical Thinking. UMS faculty/staff tracked attendance at the ASCC Introduction to Textiles short course.
This badge was issued in recognition of the learner’s knowledge of career skills essential for success in the Advanced Structures and Composites Center’s (ASCC) professional work environment. The learner was introduced to the skills for career success defined by the National Association of Colleges and Employers (NACE) Career Readiness Competencies which are: self-development, communication, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology. Technology included staying current with new technologies and the learner's technical knowledge of their research area at ASCC.
This badge acknowledges that the learner demonstrated knowledge of essential career readiness skills identified by NACE by • Completing the online self-paced Career Essentials course modules • Completing a quiz • Reflecting on their skill competencies by completing the ASCC Student Employee Competency Self-Reflection • Meeting with their supervisor to review their ASCC Student Employee Competency Self-Reflection to establish a baseline for further skill development. The online modules contained readings and videos that defined the skills, exemplified behaviors that characterize the skills, and provided evidence for the impact of the skills on job placement and advancement, including testimonials from ASCC employees on the importance of these skills in their work at the Center. Evidence and Assessment - The learner: • Scored 80% or greater on the Career Essentials online course quiz • Submitted an ASCC Student Competency Self-Reflection signed by the learner and the learner’s supervisor. The ASCC Student Competency Self-Reflection focused on the skills assessed in the ASCC Student Evaluation which is based on the NACE Career Readiness Competencies. • Established a plan for further career essential skill development with their supervisor
Introductory Volunteer Management Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Introductory Volunteer Management pathway (Levels 1, 2, and 3). The learner has introductory knowledge of the seven volunteer management skill sets within the Volunteer Management Competencies standard related to supervision and human resource management. The learner completed a volunteer management experience, demonstrating proficiency in at least three of those skill sets.
Volunteer management involves the process of recruiting, training, organizing, and maintaining volunteers, ensuring their motivation and impact align with an organization's objectives.
Human resource management is a strategic method for managing employees and workplace culture, aiming to optimize staff performance to achieve organizational goals.
Indicators for Novice to Expert, developed by The Maine Commission for Community Service, University of Southern Maine Muskie School for Public Service, and University of Maine Center for Community Inclusion and Disability Studies
Planning for Professional Development Using 4-H PRKC Self-Assessment (Volunteerism section, page 5)
The learner: - completed assignments related to the seven competencies in volunteer management. - reviewed foundational volunteer management information and conducted an independent exploration of the landscape of volunteer management in Maine. - completed quizzes, a self-assessment, and reflections. - wrote and implemented a volunteer management individualized learning plan. - completed a feedback survey and a pre/post-evaluation. The learner: - has knowledge of seven skill sets of volunteer management related to supervision and human resource management and an understanding of the landscape of volunteer management in Maine. The seven skills sets are: identify needs, recruit, orient and train, develop performance measures, assess and evaluate, and recognize and retain. - is able to identify organizational needs that can be fulfilled by volunteer efforts. - recognizes roles and responsibilities for episodic, long term, and virtual volunteer commitments. - can write a volunteer role description. - can explain the difference between orientation and training. - can identify selection strategies appropriate to the volunteer role based on responsibilities. - can structure a performance feedback session. - can apply a variety of volunteer recognition strategies. - can write and implement a volunteer management individualized learning plan. - can utilize a reflective practice to articulate their strengths and growth as a volunteer manager. - can provide supervision, motivation and coaching to volunteers. - can successfully apply knowledge and skills learned in three of seven volunteer management skill sets. The learner submitted evidence and was assessed using: - interactive quizzes to assess introductory volunteer management knowledge, receiving a score of 80% or higher on each quiz. - assignments, a journal entry, and reflections and was deemed to fully participate in practice activities, completing all components of Levels 1, 2 and 3. - a self-assessment rubric to assess introductory volunteer management knowledge, which was reviewed by an approved trainer of the Introductory Volunteer Management micro-credential. - a form was completed by the cooperating agency, organization, or employer stating the learner completed the volunteer management experience and verified that the learner can provide supervision, motivation, and coaching to volunteers. - a rubric of Volunteer Management competencies and written documentation providing examples of implementation of at least three of the competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Introductory Volunteer Management Level 3
This badge was issued in recognition of the learner’s completion of Introductory Volunteer Management Level 3. The learner successfully completed a volunteer management experience approved by a cooperating agency, organization, or employer in which the learner demonstrated proficiency in at least three of the seven volunteer management skill sets.
Recruitment management entails managing the process of hiring new employees by developing strategies, sourcing candidates, selecting, and onboarding them to meet organizational needs efficiently.
Recruitment Planning is a systematic approach to identify and fulfill an organization's staffing requirements by forecasting future needs and developing an efficient hiring strategy.
Training And Development Needs Assessment
Training And Development Needs Assessment is a structured approach to identifying and ranking the learning needs of employees, aimed at improving their skills and the overall organizational effectiveness.
Training and development refer to the structured improvement of knowledge, skills, and abilities through educational methods and programs, aimed at enhancing individual and organizational performance.
Onboarding Strategies refer to the organized approach of integrating new hires into a company, focusing on establishing familiarity, aligning with organizational culture, and promoting swift productivity.
Performance management encompasses setting objectives, evaluating employee achievements, and offering feedback to enhance organizational efficiency and personal growth.
The learner demonstrated proficiency in at least three of the following seven volunteer management skill sets: Identify needs, recruit, orient and train, develop performance measures, assess and evaluate, and recognize and retain. The learner: - successfully completed Introductory Volunteer Management Level 1 and Level 2 badges. - wrote and implemented a volunteer management individualized learning plan. - demonstrated the ability to successfully apply knowledge and skills learned in three of seven volunteer management skill sets. - applied a volunteer management practice or resource introduced in Level 1 or Level 2. - completed a written reflection describing the implementation process and results, highlighting their demonstrated competencies and knowledge gained in volunteer management practices and lessons learned. - completed a feedback survey and a pre/post evaluation. **Evidence and Assessment** The learner submitted: - a written reflection that described how they implemented three of seven volunteer management skill sets. The learner articulated their individual strengths and learning opportunities as they described and reflected on the experience. and - a form was completed by the cooperating agency, organization, or employer stating the learner completed the volunteer management experience and could provide supervision, motivation, and coaching to volunteers. The learner was assessed using a rubric of Competencies for Managers of Volunteers and written documentation providing examples of implementation of at least three of the competencies. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Introductory Volunteer Management Level 2
This badge was issued in recognition of the learner’s demonstrated understanding of each of the seven volunteer management skill sets related to supervision and human resource management. The learner also completed a self-assessment to determine their areas of strength and areas for potential growth.
The learner can: - identify organizational needs that can be fulfilled by volunteer efforts. - recognize roles and responsibilities for episodic, long term, and virtual volunteer commitments. - write a volunteer role description. - explain the difference between orientation and training. - identify appropriate selection strategies to align volunteer roles with responsibilities. - structure at least one performance feedback session. - apply a variety of volunteer recognition strategies. The learner completed: - assignments related to the seven skill sets of volunteer management. - a self-assessment using a competency rubric. **Evidence and Assessment** The learner submitted: - all assignments and was deemed to fully participate in practice activities by the trainer during the modules. - all interactive quizzes. - a written reflection focused on individual strengths and areas for growth in terms of volunteer management skills. - a written reflection focused on the value of volunteer management to an organization highlighting the learner’s knowledge and understanding of the role of a volunteer manager. The learner completed interactive quizzes and a self-assessment rubric to demonstrate introductory volunteer management knowledge. The written reflection was reviewed by an approved trainer of the Introductory Volunteer Management micro-credential.
Introductory Volunteer Management Level 1
This badge was issued in recognition of the learner’s foundational understanding of the field of volunteer management. The learner was introduced to the seven skill sets within the Volunteer Management Competencies standard and has a general understanding and awareness of basic volunteer management skills, volunteerism, and the volunteer sector in Maine.
The learner: - has basic awareness of the seven skill sets of volunteer management related to supervision and human resource management. - has a basic understanding of the landscape of volunteer management in Maine. The learner: - reviewed foundational volunteer management information and four volunteer manager job descriptions, and reflected on the role of a volunteer manager, describing what a volunteer manager does. - conducted an independent exploration about the landscape of volunteer management in Maine. - reflected on aspects of volunteerism in Maine, their research, and learning. - completed three interactive quizzes. **Evidence and Assessment** The learner: - referenced three volunteerism articles and submitted a journal entry focused on aspects of volunteerism in Maine and described what a volunteer manager does. - submitted reflections on the role of a volunteer manager and what excites them about the role. The learner was assessed using: - three interactive quizzes to assess introductory volunteer management knowledge, receiving a score of 80% or higher on each quiz. - assignments/reflections and was deemed to fully participate in practice activities, completing all individual components. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of polymer materials through completion of the Polymer Structures & Properties in-person short course or online modules offered by the Advanced Structures & Composites Center (ASCC) and the Maine College of Engineering and Computing (MCEC). Learners can identify different classifications and structures of polymers, define thermal properties and the techniques used to gather thermal property data and describe the relationship between polymer structures and properties. The learner was assessed with an exam based on the Department of Labor Engineering Competency Model.
The learner has knowledge of: • Polymer classifications including thermoplastics, thermosets, copolymers, and blends. • The effect of additives on polymer composition and structure. • The effect of fiber reinforcement on properties • Thermal and physical properties of polymer materials. • Techniques used in thermal characterization of polymer materials. The learner is able to: • Identify different types of polymer materials. • Predict the effect of additives and fillers on polymer material properties. • Interpret thermal data to assess polymer structure and properties. • Select the appropriate characterization techniques to measure the thermal properties of polymers. The learner completed the ASCC and MCEC-sponsored Polymer Structures & Properties in-person short course or online modules. The course ran 3-4 hours and contained lectures and practice questions to reinforce learning. Evidence and Assessment: The learner was assessed using a multiple-choice exam requiring the learner to identify different types of polymer materials and structures based on thermal properties, predict the effect of polymer additives on material properties, interpret thermal data, and select the appropriate characterization technique to measure a specified thermal property. The learner passed the Polymer Structures & Properties exam with a score of 80% or better. UMS faculty/staff tracked attendance or online registration for the ASCC and MCEC Polymer Structures & Properties short course and the learner's exam score. Knowledge and skills tested in the practical exam were aligned with the following competencies in the Department of Labor Engineering Competency Model: • Workplace Competency 3.5 Problem Solving, Prevention & Decision Making • Academic Competencies 2.4 Science & Technology, and 2.6 Critical & Analytical Thinking
This badge was issued in recognition of the learner’s knowledge of polymer manufacturing processes through the completion of the Polymer Manufacturing Processes in-person short course or online modules offered by the Advanced Structures & Composites Center (ASCC) and the Maine College of Engineering and Computing (MCEC). The learner can describe the equipment and steps in the process for each of the following polymer manufacturing techniques: extrusion, injection molding, compression molding, additive manufacturing, and tape layup. The learner can compare the advantages and disadvantages of each process and identify material properties that are compatible with each process. The learner was assessed with an exam based on the Department of Labor Engineering Competency Model.
The learner has knowledge of: • Polymer manufacturing equipment and processes including: extrusion, injection molding, compression molding, additive manufacturing, and tape layup of fiber-reinforced polymers. • The advantages and disadvantages of each polymer manufacturing process. The learner is able to: • Implement their knowledge of manufacturing processes, including equipment, for the following processes: extrusion, injection molding, compression molding, additive manufacturing, and tape layup. • Select an appropriate manufacturing technique based on the given design requirements. • Select polymer and fiber materials for the respective manufacturing process. The learner completed the ASCC and MCEC-sponsored Polymer Manufacturing Processes in-person short course or online modules. The course ran 5-6 hours and contained lectures and practice questions to reinforce learning. Evidence and Assessment: The learner was assessed using a multiple-choice exam requiring learners to demonstrate knowledge of the equipment and steps for polymer manufacturing processes, identifying advantages and disadvantages of each manufacturing process, and selecting a manufacturing process based on provided polymer characteristics. The learner passed the Polymer Manufacturing Processes exam with a score of 80% or better. UMS faculty/staff tracked attendance or online registration for the ASCC and MCEC Polymer Manufacturing Processes short course and the learner’s exam score. Knowledge and skills tested in the practical exam are aligned with the following competencies in the Department of Labor Engineering Competency Model: • Industry-Wide Competency 4.3 Manufacturing & Construction • Workplace Competency 3.5 Problem Solving, Prevention & Decision Making • Academic Competencies 2.4 Science & Technology, and 2.6 Critical & Analytical Thinking
Small Scale 3D Printer Operator Micro-Credential
Small Scale 3D Printer Operator Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Small Scale 3D Printer Operator pathway (Levels 1, 2, and 3). The learner completed 600 hours of work-experience, and contributed to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by managing the daily operations of the Small Scale 3D Print Lab as a Printer Operator. Printer Operator responsibilities included operation, maintenance, and troubleshooting problems with the 3D printers; management of the printer queueing system; research contributions to sponsored programs; and consultations with design staff and students. The learner earned the Lab Safety & Security micro-badge demonstrating knowledge of working practices to guard physical personal safety, information security and physical asset security. Training in 3D printing design and printer operation was accomplished through online learning modules, critical reading of Work Instructions and Standard Operating Procedures, and hands-on experience. Competency was verified by earning the Design for Additive Manufacturing micro-badge, ASCC Small Scale 3D Printer Operator Certification, and received a score of 80% of higher on the Small Scale 3D Print Lab Printer Operator Practical exam. The learner also demonstrated development of essential career skills by earning the Career Essentials micro-badge, an approved career competency micro-badge, receiving a positive supervisor review of skills aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies, and participating in a scientific communication activity.
ASCC Printer Operator Training Checklist - ISO approved ASCC Quality Standards
Technical design is the application of specialized knowledge and engineering principles to create detailed plans and models for products, systems, or structures.
The learner has: - Work experience in an engineering research facility 3D printing lab. - Applied knowledge of 3D printer operations, troubleshooting, safety, and maintenance. - Applied knowledge of design principles for additive manufacturing. - Contributed to engineering research project at the ASCC. - Communicated about their research experiences to others. - Enhanced Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Design for Additive Manufacturing micro-badge. - Critical reading of ASCC Small Scale 3D Print Lab Work Instructions covering normal and emergency operations, printer operation and maintenance, and software and queuing system. - Online Printer Operator training modules. - 600 work hours at the ASCC. - A scientific communication experience. - An approved career competency micro-badge. - An ASCC Student Evaluation. **Evidence** The learner submitted: - Printer Operator Training Certificate. - Signed Small Scale AM Printer Operator Training Record indicating a passing score in the Printer Operator Lab Practical. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of Solid in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Lab Safety & Security micro-badge. - Earning Career Essentials micro-badge. - Earning Design for Additive Manufacturing micro-badge. - Earning an approved career competency micro-badge. - Work hours-total of 600. **Assessment** The learner was assessed on: - Printer operations knowledge using the Printer Operator Training Certificate by earning 80% or higher on the certification exam administered through online evaluation. - Small Scale 3D Print Lab operations during the Printer Operator Lab Practical with the Small Scale AM Printer Operator Training Record which is aligned with the Department of Labor Engineering Competency Model Industry-Wide Technical Competencies 4.3 Design and 4.4 Operations & Maintenance. - Critical reading of Work Instructions and Standard Operating Procedures, experiential learning hours, and technical work performance through the ASCC Student Evaluation aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.3 Design, 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment. - Career skill competency using the ASCC Student Evaluation aligned to NACE Career Readiness Competencies.
Small Scale 3D Printer Operator - Level 3
Small Scale 3D Printer Operator - Level 3 badge image
This badge was issued in recognition of the learner’s ability to independently contribute to the University of Maine’s Advanced Structures and Composite Center (ASCC) research projects through manufacturing process improvements in their role as a Printer Operator in the Small Scale 3D Print Lab. The learner can troubleshoot printers and perform routine maintenance, consult with research project staff to improve the quality or printability of designs, and complete projects to modify existing printer systems to enhance the printing process. The learner completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - An ability to work independently in the ASCC Small Scale 3D Print Lab. - Skills in the National Association of College and Employers (NACE) Career Readiness Competencies. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and 2 Small Scale 3D Print Operator badges. - A research project improving the additive manufacturing process. - An approved career competency micro-badge. - An approved scientific communication experience such as: UMaine Student Symposium, department seminar, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC beyond Level 1 and Level 2 hours. **Evidence** The learner submitted: - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of Solid in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Level 1 and 2 Small Scale 3D Printer Operator badge. - Earning an approved career competency micro-badge. - 300 hours worked at the ASCC beyond Level 2. **Assessment** The learner was assessed on their work performance by the ASCC Student Evaluation, which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.3 Design, 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment.
Small Scale 3D Printer Operator - Level 2
This badge was issued in recognition of the learner’s completion of training to work as a Printer Operator in the Small Scale 3D Print Lab at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner completed the Design for Additive Manufacturing micro-badge, which provides learners with a basic understanding of the 3D printing process and strategies for creating successful 3D printable designs. The learner also completed the Printer Operator Certificate through online training, which focuses on extending the learner’s knowledge of 3D printing and emphasizes printer operations. To learn the hands-on daily operations of the Small Scale 3D Print Lab, the learner reviewed Work Instructions and assisted established Printer Operators with tasks related to printer operations, software, and maintenance, then demonstrated competency in the Printer Operator Lab Practical in accordance with the International Organization for Standardization (ISO) approved ASCC Quality Standards. The learner also focused on expanding their essential career skills by identifying an approved career competency micro-badge to boost a National Association of College and Employers (NACE) Career Readiness Competency.
ASCC Printer Operator Training Checklist- ISO approved ASCC Quality Standards
The learner has knowledge of: - Basic design practices for 3D printing. - Maintenance, operations, and software for Small Scale 3D printers. - Remote monitoring and shutoff procedures for 3D printers. The learner completed: - Level 1 Small Scale 3D Printer Operator badge. - Design for Additive Manufacturing micro-badge. - Online Printer Operator modules. - Critical reading of Work Instructions on: In-person and Remote Printing & Safety Systems, In-person and Remote Shutoff Procedures, Remote Video and Sensor Monitoring Procedures, Slicing Software Procedures, Database and Customer Relationship Management Software, Small Scale Printer Operations, Advanced Manufacturing Research Station Operation Procedures, Material, and Test Article Control Procedures. - Hands-on training in printer operations, software, and lab processes. - Printer Operator Lab Practical. - Identification of an approved career competency micro-badge. - 200 additional work hours at the ASCC beyond Level 1. **Evidence** The learner submitted: - Online Small Scale Printer Operator Module Certificates. - Signed Small Scale AM Printer Operator Training Record indicating a passing score in the Printer Operator Lab Practical. - Registration for an approved career competency micro-badge. UMS faculty/staff tracked: - Earning Level 1 Small Scale 3D Printer Operator badge. - Earning Design for Additive Manufacturing micro-badge. - 200 hours worked at the ASCC beyond Level 1 hours. **Assessment** The learner was assessed by demonstrating knowledge of all the Work Instructions and skill competencies related to working in the Small Scale 3D Print Lab tested in the Printer Operator Lab Practical and recorded in the Small Scale Additive Manufacturing AM Printer Operator Training Record in accordance with the ISO approved ASCC Quality Standards. This is aligned with the Department of Labor Engineering Competency Model Industry-Wide Technical Competencies 4.3 Design and 4.4 Operations & Maintenance.
Small Scale 3D Printer Operator - Level 1
This badge was issued in recognition of the learner’s completion of foundational requirements for working in the Small Scale 3D Print Lab at the University of Maine’s Advanced Structures and Composites Center (ASCC). The learner earned the ASCC Safety & Security micro-badge, which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers (NACE) Career Readiness Competencies, which are assessed in the ASCC Student Evaluation. The learner also gained knowledge of the normal workflow and work responsibilities in the Small Scale 3D Print Lab and expected actions to take in emergency situations.
Critical reading of Work Instructions and experiential learning through hours worked are aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - National Association of Colleges and Employers (NACE) Career Readiness Competencies. - Workflow and responsibilities of student employees in the Small Scale 3D Print Lab. - Expected actions in response to emergency situations in the Small Scale 3D Print Lab. The learner completed: - Lab Safety and Security micro-badge. - Career Essentials micro-badge. - Critical reading of Work Instructions related to normal and emergency operations in the Small Scale 3D Print Lab. - 100 work hours at the ASCC. **Evidence and Assessment** The learner submitted: - Signed attestation indicating review of Work Instructions on Small Scale AM Work Flow and Responsibilities and Small Scale AM Emergency Action Plan. - The learner met the criteria for earning the Lab Safety and Security and Career Essentials micro-badges. UMS faculty/staff tracked: - Earning of the Lab Safety & Security micro-badge. - Earning of the Career Essentials micro-badge. - 100 hours worked at the ASCC.
Wind/Wave Model Testing Micro-Credential
Wind/Wave Model Testing Micro-Credential badge image
The learner has the knowledge and skills earned through 600 hours of work experience, to contribute to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by assisting the Offshore Wind Team with floating structure model testing tasks in the Wind/Wave Basin (W2). The learner acted as a W2 Student Research Engineer, assisting the ASCC staff with all aspects of model testing, including basin setup, model characterization and launching, documentation, and data collection. The learner authored documentation used as evidence in test reports or incorporated into ASCC operational procedures and mentored new student employees in W2 workplace norms such as terminology, administrative tasks, and basic operations. The learner earned the Lab Safety & Security micro-badge demonstrating knowledge of working practices to guard physical personal safety, information security, and physical asset security. Training in W2 operations was accomplished through critical reading of Work Instructions and hands-on experience. Competency was verified by meeting all criteria outlined in the W2 Training Record, covering knowledge and skills in operations and testing procedures. The learner also demonstrated the development of essential career skills by earning the Career Essentials micro-badge, an approved career competency micro-badge, a positive supervisor review of skills aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies, and participating in a scientific communication activity.
Renewable energy development encompasses the planning, funding, building, and operating of projects to produce electricity from sustainable sources such as wind, solar, hydro, and bioenergy.
The learner has: - Work experience in an engineering research facility. - Applied knowledge of Wind/Wave Basin operations and testing procedures. - Contributed to engineering research projects at the ASCC. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - An approved career competency micro-badge. - ASCC Laboratory Operations training in Woodshop, Crane, Aerial Lift, Waterjet, Forklift, Soldering, Mill and Lathe. - Critical reading of W2 Work Instructions and hands-on training with ASCC staff on safety, terminology, basin operations, instrumentation verification, testing procedures. - A scientific communication experience. - An ASCC Student Evaluation. - 600 Work hours at the ASCC. **Evidence** The learner submitted: - Signed W2 Training Record indicating competency in all required areas. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of Solid in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Lab Safety & Security micro-badge. - Earning Career Essentials micro-badge. - Earning an approved career competency micro-badge. - 600 hours of total work at ASCC. **Assessment** The learner was assessed on: - W2 administrative and organizational tasks, terminology, and technical operations through hands-on practical demonstrations of competency as recorded in the W2 Training Record, which is aligned to the Department of Labor Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment; and Workplace Competencies 3.9 Checking, Examining, and Recording. - Proper use of hand tools and other specified ASCC equipment through hands-on practical demonstrations of competency as specified by ASCC Laboratory Operations, which is aligned to the Department of Labor Employment and Training Administration Engineering Competency Model Workplace Competencies 3.7 Working with Tools & Technology. - Critical reading of Work Instructions and Standard Operating Procedures, experiential learning hours, and technical work performance through the ASCC Student Evaluation aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.3 Design, 4.4 Operations & Maintenance, and 4.10 Safety, Health, Security & Environment. - Career skill competency using the ASCC Student Evaluation aligned to NACE Career Readiness Competencies.
Wind/Wave Model Testing - Level 3 badge image
This badge was issued in recognition of the learner’s contribution to research and testing campaigns as a Wind/Wave Basin (W2) Student Research Engineer on the Offshore Wind Team at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner can act as a mentor and train others in W2 terminology and basic administrative and operational tasks, independently perform instrument verification for collection of test data, assist with all aspects of testing procedures, and author documentation as testing evidence or operations procedures. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
Learners demonstrated: - Mentorship ability. - Instrumentation verification skills. - Ability to conduct basin tasks independently, including basin set-up, documentation, model characterization, and model deployment. - Ability to author documentation for use as test evidence or operations procedures. The learner also participated in a scientific communication experience. The learner completed: - Level 1 & 2 Wind-Wave Model Testing badges. - Tasks associated with floating structure model testing. - A document used for evidence in a test campaign or other operations procedure. - Mentoring a new W2 student in learning terminology and basic administrative and operational tasks. - An approved career competency micro-badge. - An approved scientific communication experience such as UMaine Student. Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC, or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC beyond Levels 1 and 2. **Evidence** The learner submitted: - Evidence that their mentee passed the Level 2 terminology practical exam. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of “Solid” in all categories. - Evidence of participation in a scientific communication experience. UMS faculty/staff tracked: - Earning Level 1 and 2 Wind/Wave Model Testing badges. - Earning an approved career competency micro-badge. - 300 hours worked at the ASCC, beyond Levels 1 and 2. **Assessment** The learner was assessed on their work performance by the ASCC Student Evaluation, which is aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s completion of training to work as a Wind/Wave Basin (W2) Student Research Engineer with the Offshore Wind Team at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner received training on the use of all of the following ASCC equipment: Aerial Lift, Waterjet, Forklift, Soldering, Mill, and Lathe. Learners also received training on W2 terminology, equipment, and testing procedures by observing and assisting Offshore Wind staff in completing model testing tasks. The learner demonstrated operational knowledge and competency through practical exams assessed by rubrics where all criteria must be met to achieve competency.
The learner has knowledge of: - Proper operation of the following ASCC equipment: Aerial Lift, Waterjet, Forklift, Soldering, Mill and Lathe. - Terminology for describing types of motion experienced by floating structures, the coordinate systems used in W2 test documentation, and directional conventions for floating structures. - W2 Basin controls. - Instrumentation for data collection. - Testing procedures. The learner completed: - Level 1 Wind/Wave Model Testing badge. - Critical reading of Work Instructions. - Hands-on training in terminology, basin operations, instrumentation, and testing procedures. - Equipment operation and task duty practical exam. - Identification of an approved career competency micro-badge. - 200 work hours at the ASCC. **Evidence** The learner submitted a signed W2 Training Record indicating all criteria were met. UMS faculty/staff tracked: - Earning Level 1 Wind/Wave Model Testing badge. - Registration for an approved career competency micro-badge. - 200 hours worked at the ASCC beyond Level 1. **Assessment** The learner was assessed by demonstrating knowledge of all the Work Instructions and skill competencies related to W2 Operations and recorded in the W2 Training Record in accordance with the International Organization for Standardization (ISO)-approved ASCC Quality Standards. This is aligned with The Department of Labor Engineering Competency Model: - Workplace Competencies 3.7 Working with Tools & Technology (Laboratory Operations training). - Workplace Competencies 3.9 Checking, Examining, and Recording. - Industry-Wide Technical Competencies 4.4 Operations & Maintenance. - Industry-Wide Technical Competency 4.10 Safety, Health, Security & Environment 4.0.
The badge was issued in recognition of the learner’s completion of foundational requirements for working in the Wind/Wave Basin (W2) on the Offshore Wind Team at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner earned the ASCC Safety & Security micro-badge, which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers (NACE) Career Readiness Competencies, which are assessed in the ASCC Student Evaluation. The learner was also trained on the use of basic hand tools and crane operation in the engineering laboratory environment, with additional training on at least one other piece of commonly used equipment. The learner also gained familiarity with normal operational procedures for working in the W2 and demonstrated the ability to either make W2 motion capture markers or check and record W2 environmental details.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - NACE Career Readiness Competencies. - Proper power and hand tool use. - Common administrative tasks: purchase orders, mail sign-in, chemical sign-in, shared employee calendar management. - W2 lab spaces and supply organization. - Basic W2 operations. The learner completed: - Lab Safety & Security micro-badge. - Career Essentials micro-badge. - ASCC Laboratory Operations Woodshop training. - ASCC Laboratory Operations Crane training. - One additional ASCC Laboratory Operations training from the following list: Aerial Lift, Waterjet, Forklift, Soldering, Mill and Lathe. - Hands-on training on administrative tasks in email protocols, supply and equipment ordering and organization. - Hands-on training in either making motion capture markers for the Qualisys Track Manager software or checking and recording W2 environmental details including water level, humidity, pressure, and temperature. - 100 work hours at the ASCC. **Evidence and Assessment** The learner submitted a signed W2 Training Record indicating knowledge of standard operating procedures for administrative, organization, and basic testing tasks. UMS faculty/staff tracked: - Earning of the Lab Safety & Security micro-badge. - Earning of the Career Essentials micro-badge. - Completion of ASCC Woodshop training. - Completion of ASCC Crane training. - Completion of one of the following additional ASCC training: Aerial Lift, Waterjet, Forklift, Soldering, Mill and Lathe. - 100 hours worked at the ASCC. The learner met the criteria for earning the Lab Safety & Security and Career Essentials micro-badges. Completion of additional training requirements was tracked using the W2 Training Record, which is aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model as follows: - Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment (Critical reading of Work Instructions and experiential learning through work hours). - Workplace Competencies 3.7 Working with Tools & Technology (ASCC Laboratory Operations training).
Inclusive Education PreK-12 Micro-Credential
The learner completed 20 hours of training jointly facilitated by faculty experts in inclusive education from the University of Maine at Farmington (UMF) and University of Maine's Center for Community Inclusion and Disability Studies (CCIDS). This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Inclusive Education PreK-12 (Levels 1, 2, and 3 Badges). The learner successfully completed training to support emergent skills, knowledge, and application in foundational principles of inclusive practices.
Universal Design for Learning (UDL) is a teaching approach that focuses on creating adaptable learning environments and resources to cater to various learning styles and needs.
National Standards: Council for Exceptional Children Professional Standards
Standard 1: Learner Development and Individual Learning Differences, Standard 2: Learning Environments, Standard 6: Professional Learning and Ethical Practice.
Maine State Standards: Maine Common Core Teaching Standards
Standard 1 Learner Development, Standard 2 Learning Differences, Standard 3 Learning Environments, Standard 8: Instructional Strategies, Standard 10: Collaboration.
National Standard: Division for Early Childhood of the CEC Council for Exceptional Children Professional Standards
Standard 3: Collaboration and Teaming, Standard 5: Application of Curriculum Frameworks in the Planning of Meaningful Learning Experience, Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction.
The learner has knowledge of: - the U.S. laws that govern special education and the legal preference for the inclusion of students with disabilities. - the educational research evidencing positive outcomes of inclusion. - the historical timeline of special and inclusive education, including the importance of family advocacy and the ethics of inclusion. - the foundational instructional practices and collaboration necessary to implement inclusive special education. - an effective Individualized Education Program (IEP) that addresses inclusive and age-appropriate annual goals for students with disabilities. The learner can identify effective: - universal design for learning (UDL) strategies within a lesson plan. - adaptations for students with disabilities within a lesson plan. - classroom-wide and student-specific positive supports for students with challenging behavior using case study examples. - collaborative models and practices between school professionals and school-family relationships to support inclusive education. and is able to: - share their learning from Level 1 and Level 2 during group discussion as assessed by faculty instructors. - write a vision for inclusion in their unique classroom/school setting. - create a UDL lesson that embeds student specific adaptations. - apply classroom and student classroom wide and student specific strategies for providing. inclusive and positive supports for students with challenging behavior. - demonstrate strategies and identify resources to increase collaboration with current and/or future colleagues, students and families. - discuss, reflect and receive feedback on their learning from faculty and peers in order to address big ideas, questions, action plans, and continued learning for inclusion. The learner: - completed training/resources and knowledge-based quizzes (Levels 1 and 2). - participated in the Inclusive Education Institute day (Level 3). - completed a post-assessment and an action plan during the institute day identifying action steps related to learning from Levels 1, 2, and 3. ## Evidence and Assessment The learner submitted evidence and was assessed using: - knowledge-based quizzes (levels 1 and 2), receiving a score of 80% or higher - a written reflection. - participation at the Inclusive Education Institute day. - a post self-assessment and action plan at the end of Level 3. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
The learner completed 8 hours of training jointly facilitated by University of Maine System (UMS) experts in inclusive education from University of Maine at Farmington (UMF) and University of Maine's Center for Community Inclusion and Disability Studies (CCIDS). This badge was issued in recognition of the learner’s participation in a one-day Inclusive Education Institute hosted at a UMS campus. The learner participated in activities connected to creating increased belonging for students in the classroom, school, and community; creating adaptations to support learners access to the curriculum, peers, and community; using the Universal Design for Learning (UDL) framework for instructional design; designing inclusive and positive supports for students with challenging behavior; and collaborating with professionals, family, and the student. These learning experiences were aligned with Maine State Common Core Teaching Standards (MCCTS) and national teaching standards from the Council of Exceptional Children (CEC) and the CEC’s Division of Early Childhood (DEC).
Standard 1: Learner Development and Individual Learning Differences; Standard 2: Learning Environments; Standard 6: Professional Learning and Ethical Practice
Standard 3: Collaboration and Teaming; Standard 5: Application of Curriculum Frameworks in the Planning of Meaningful Learning Experience; Standard 6: Using Responsive and Reciprocal Interactions, Interventions, and Instruction
Standard 1: Learner Development; Standard 2 Learning Differences; Standard 3: Learning Environments; Standard 8: Instructional Strategies; Standard 10: Collaboration
The learner was able to: - apply their learning from Level 1 and Level 2 during a group discussion with small breakout groups lead by UMS faculty. - write a vision for inclusion in their unique classroom/school setting. - create a UDL lesson that embeds student-specific adaptations. - apply classroom and student classroom-wide and student-specific strategies for providing inclusive and positive supports for students with challenging behavior. - demonstrate strategies and identify resources to increase collaboration with current and/or future colleagues, students, and families. - discuss, reflect, and receive feedback on their learning from faculty and peers in order to address big ideas, questions, action plans, and continued learning for inclusion. The learner: - previously earned Level 1 and Level 2 badges in Inclusive Education PreK-12. - participated in a one-day Inclusive Education Institute in the summer. - worked with faculty and peers to apply their learning from Levels 1 and 2 and to create an inclusion vision, a universally designed lesson with specific student adaptations, inclusive and positive supports for students with challenging behavior, and plan for collaboration strategies. - discussed their reflection from Level 2 and post-assessment from Level 3 institute day with small groups and faculty in order to identify next steps for learning. - created an action plan for inclusion specific to their own school context and professional and ethical goals. **Evidence and Assessment** The learner completed an action plan identifying action steps related to learning from Levels 1, 2, and 3. The learner’s participation during the Inclusive Education Institute was tracked by faculty during each of the day’s activities and discussions. The learner was assessed using: - an action plan that identified how the learner will work toward meeting teaching standards for building inclusive learning environments, engaging in professional collaboration, and meeting professional ethics to provide PreK-12 students with meaningful opportunities to be included in general education. - participation and attendance in the Inclusive Education Institute.
The learner completed 7 hours of training jointly facilitated by University of Maine System (UMS) experts in inclusive education from the University of Maine at Farmington (UMF) and University of Maine's Center for Community Inclusion and Disability Studies (CCIDS). The learner developed competency in effective and ethical practices necessary for inclusive education through the Level 2 online learning experience. The learner has knowledge of the universal design for learning (UDL) framework, student-specific academic adaptations, inclusive and positive supports for students with challenging behavior, collaboration skills, partners, and roles to implement inclusive education. This training is grounded in Maine State Common Core Teaching Standards and national standards from Council for Exceptional Children Professional Standards and Division of Early Childhood.
Standard 1: Learner Development; Standard 2: Learning Differences; Standard 3: Learning Environments; Standard 8: Instructional Strategies; Standard 10: Collaboration.
The learner has knowledge of an effective Individualized Education Program (IEP) that addresses inclusive and age-appropriate annual goals for students with disabilities and can reflect on: - ways to use using universal design for learning (UDL) means within a classroom. - adaptations for students with disabilities within a lesson plan. - classroom-wide and student-specific positive supports for students with challenging behavior. - collaborative models and practices between school professionals and school-family relationships to support inclusive education. The learner: - previously earned a Level 1 badge in Inclusive Education PreK- 12. - successfully reviewed training resources on the effective practices and concepts of inclusive education. - reflected on their learning in writing related to the effective and ethical practices necessary for inclusive education. **Evidence and Assessment** The learner submitted: - a Level 2 quiz and earned 80% or higher. - a written reflection on the Level 2 training and resources that will be used during the Level 3 Inclusive Education Institute. The learner was assessed using a multiple-choice quiz and earned a score of 80% or higher. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
The learner completed 5 hours of training jointly facilitated by University of Maine System (UMS) experts in inclusive education from the University of Maine at Farmington (UMF) and University of Maine's Center for Community Inclusion and Disability Studies (CCIDS). This badge was issued in recognition of the learner’s knowledge of foundational learning principles in the field of inclusive special education. The learner completed all modules of the online Level 1 learning experience and received a score of 80% or higher on the knowledge-based quiz.
Standard 1 Learner Development, Standard 2 Learning Differences, Standard 3 Learning Environments, Standard 8: Instructional Strategies.
This Level 1 badge acknowledges that the learner understands: - the U.S. laws that govern special education and the legal preference for the inclusion of students with disabilities. - the educational research evidencing positive outcomes of inclusion. - the historical timeline of special and inclusive education, including the importance of family advocacy and the ethics of inclusion. - the foundational instructional practices and collaboration necessary to implement inclusive special education. The learner completed the following training: - Listened to the “Think Inclusive” podcast. - Watched “The Evolution of Inclusion” video. - Watched “The Strengths and Challenges, Inclusion and Segregation” video. - Read “The Brief History of Special Education.” - Read “Understanding the Laws that Support Inclusion.” - Read “The Benefits of Inclusive Classrooms.” **Evidence and Assessment:** The learner was assessed using a 10-question Level 1 quiz on the foundational concepts of inclusive education, earning 80% or higher. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of offshore wind energy technology through completion of a short course sponsored by University of Maine’s Advanced Structures and Composites Center (ASCC) and the Maine College of Engineering and Computing (MCEC). The course focused on floating offshore wind technology developed at the ASCC and delivered a succinct introduction to floating offshore wind technology accessible to a general audience. The learner gained knowledge of basic engineering concepts and design strategies for creating floating offshore wind farms including wind turbine structures and floating support platforms. The learner also considered the environmental, social, and economic impacts of floating offshore wind farms from different perspectives. The learner was assessed with a multiple-choice exam aligned with the Department of Labor Engineering Competency Model.
The learner has knowledge of: - Engineering principles and key components of offshore wind farms. - Wind turbine parts and design considerations. - Design of floating hulls or platforms to support offshore wind turbines. - Environmental impacts of offshore wind farms. - Stakeholder engagement and conflicts in offshore wind projects. - Commercialization of floating offshore wind and future technologies. Evidence and Assessment - The learner: - Completed the ASCC and MCEC-sponsored offshore wind energy short course. - Earned a score of 80% or higher on the end-of-course exam. UMS faculty/staff tracked: - Attendance at the ASCC and MCEC-sponsored offshore wind short course. - Score of 80% or higher on the end-of-course exam. The learner was assessed using a multiple-choice exam to demonstrate knowledge of the material presented during the course. Acquisition of engineering and scientific knowledge tested in the exam aligns with the Department of Labor Engineering Competency Model Industry-Wide Technical Competency 4.1 Foundations of Engineering.
Fundamentals of Strain Gage Installation
This badge was issued in recognition of the learner’s ability to select and apply strain gages in an engineering test environment at the Advanced Structures and Composites Center (ASCC). The learner developed knowledge of different strain gage types and their utility in collecting data in different testing situations. The learner demonstrated competency via a practical exam by selecting and justifying the correct strain gage for a specific test setup, and properly applying the strain gage to the test specimen.
Strain gauges are devices employed to detect and quantify the strain in materials, assessing stress and the likelihood of structural failure.
ASTM E1237 Standard Guide for Installing Bonded Resistance Strain Gages.
The learner has knowledge of: - Types of strain gages and their circuitry differences. - Selection of strain gages for data collection requirements. - Soldering strain gage leads. - Best practices for strain gage installation. The learner is able to: - Select an appropriate strain gage for the test situation. - Properly apply the strain gage to the test specimen. The learner completed: - Critical reading of online training and reference materials. - ASCC Laboratory Operations strain gage installation and soldering training. - Strain gage installation and testing practical examination. **Evidence and Assessment** The learner submitted a: - Certificate of completion of ASCC Laboratory Operations strain gage installation and soldering training. - Signed rubric indicating that all criteria were met for practical examination. The learner was assessed using a rubric aligned with ASTM E1237 Standard Guide for Installing Bonded Resistance Strain Gages. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Mentoring the Next Generation of Teachers Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Mentoring the Next Generation of Teachers pathway (Levels 1, 2, and 3). The learner demonstrated competency in new teacher mentoring, from building foundational knowledge to application of skills. The learner reflected on their skill development and set individualized goals for further growth.
Mentoring involves providing guidance, knowledge, and emotional support to aid others in their personal or professional growth.
Coaching is a process that helps individuals reach their potential and accomplish objectives by providing customized assistance, feedback, and accountability.
Teacher training involves preparing individuals with necessary skills and knowledge for successful teaching, curriculum planning, and student assessment in educational environments.
Professional Mentoring is the practice of providing guidance, support, and knowledge transfer to foster the personal and professional growth of less experienced colleagues or mentees within a specific field.
New Teacher Center Mentor Practice Standards
The learner: - understands how new teachers develop. - can incorporate culturally responsive pedagogy into their mentoring practice. - understands what components are necessary for collaborative mentoring partnerships with novice educators and stakeholders. - meets the state, district, or university requirements for mentoring. - can outline a timeline for mentoring requirements within the school year . - has knowledge of new teacher development. - can prepare for and facilitate reflective conversations about classroom practice that include conversations about race, culture, diversity, and equity to support the success of every learner. - can facilitate the setting of the mentee’s professional goals. - can prepare for and provide professional feedback based on classroom observations and student work. - can facilitate a difficult conversation about equity, diversity. The learner completed the following: - A self-reflection using a mentoring rubric. - Readings and reading comprehension quizzes. - A mentoring agreement. - Read Chapters 3 and 4 from Loughran’s _Developing a Pedagogy of Teacher Education_. - Read an _Ecological Framework for Supervision in Teacher Education_. - Completed comprehension quizzes. - Conducted an Ecological Analysis. - Reflected on their tacit knowledge. - Submitted a mentoring dilemma. - Submitted a goal-setting document for personal growth and development. ## Evidence and Assessment **Level 1** The learner: - Completed reading comprehension quizzes and scored 80% or higher on each. - Created a coaching agreement reviewed for quality by the instructor. - Wrote a reflection on self-identity, mentee identity, and equity for personal developmental purposes. **Level 2** The learner: - Submitted a reflection, unpacking their tacit knowledge. - Conducted an ecological analysis of their mentoring context. - Completed comprehension questions and scored 80% or higher on each. The instructor reviewed the following assessment materials: - a video observation model. - an ecological analysis of their mentoring context. - preparation and reflection on lesson observation and 1:1 meeting between the mentor and novice. **Level 3** Two assignments were reviewed by instructors to ensure that the learner met the competencies set by the standard. - mentoring dilemma included preparation, video, and reflection. - goal-setting document. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Mentoring the Next Generation of Teachers Level 3
This badge was issued in recognition of the learner’s demonstrated competency in mentoring skills. The learner completed a goal-setting document and reflection on their personal identity and biases. The mentor video recorded a difficult conversation with a mentee and then wrote a reflection that addressed the mentee’s developmental trajectory and modeling behaviors, the observation, and the debrief conversation.
New Teacher Center (NTC) Mentor Practice Standards.
Adapted Standards 2.3, 3.0, 5.0, and 6.0.
The learner can: - facilitate the setting of the mentee’s professional goals. - prepare for and provide professional feedback based on classroom observations and student work. - facilitate a difficult conversation about equity, diversity. The learner: - previously earned Level 1 and Level 2 badges. - submitted a mentoring dilemma. - submitted a goal-setting document for personal growth and development. ## Evidence and Assessment Two assignments were reviewed by instructors to ensure that the learner met the competencies set by the standard. - mentoring dilemma included preparation, video, and reflection. - goal-setting document. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Mentoring the Next Generation of Teachers Level 2
This badge was issued in recognition of the learner’s skill development in meeting mentees’ developmental needs, modeling best practices, classroom observation strategies, facilitating difficult conversations, and providing feedback. The learner practiced these skills while completing either the pre-service mentoring pathway or the in-service mentoring pathway.
The learner: - met the state, district, or university requirements for mentoring. - can outline a timeline for mentoring requirements within the school year. - has knowledge of new teacher development. - can prepare for and facilitate reflective conversations about classroom practice that include conversations about race, culture, diversity, and equity to support the success of every learner. The learner: - previously earned a Level 1 badge. - read Chapters 3 and 4 from _Loughran’s Developing a Pedagogy of Teacher Education_. - read _An Ecological Framework for Supervision in Teacher Education._ - completed Comprehension Quizzes. - conducted an Ecological Analysis. - reflected on their tacit knowledge. ## Evidence and Assessment The learner: - submitted a reflection, unpacking their tacit knowledge. - conducted an ecological analysis of their mentoring context. - completed comprehension questions and scored 80% or higher. The instructor reviewed the following assessment materials: - a video observation model. - an ecological analysis of their mentoring context. - a preparation and reflection on lesson observation and 1:1 meeting between the mentor and novice. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Mentoring the Next Generation of Teachers Level 1
This badge was issued in recognition of the learner’s conceptual understanding of the teacher mentor role which includes understanding the stages of new teacher development, identity, and the needs in school systems through an equity lens. The role of mentor also includes goal setting, classroom observations, and facilitating reflective conversations after the observations of the new teacher. Foundational to mentoring is building relationships, communicating program and school expectations, and engaging reflectively about the learner’s own practice, schools, and students.
The learner: - understands how new teachers develop. - can incorporate culturally responsive pedagogy into their mentoring practice. - understands what components are necessary for collaborative mentoring partnerships with novice educators and stakeholders. The learner completed: - a self-reflection using a mentoring rubric. - readings and reading comprehension quizzes. - a mentoring agreement. ## Evidence and Assessment The learner: - completed reading comprehension quizzes and scored 80% or higher on each. - created a coaching agreement reviewed for quality by the instructor. - wrote a reflection on self-identity, mentee identity, and equity for personal developmental purposes. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Certified Clinical Medical Assistant Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Certified Clinical Medical Assistant pathway (Levels 1, 2, and 3 badges). The learner earned national certification awarded by the National Healthcareer Association (NHA) as a Certified Clinical Medical Assistant (CCMA) and met the learning competencies and/or standards set by the Accrediting Bureau of Health Education Schools (ABHES), Commission on Accreditation of Allied Health Education Programs (CAAHEP), Medical Assistant Education Review Board Competency Checklist, National Health Science standards, College and Career Readiness standards for Adult Education, and the Northstar Digital Literacy standards for Essential Computer Skills. The micro-credential culminated in a healthcare work experience at an approved externship site. The learner completed a skills-based practicum evaluation checklist and received positive feedback from a work experience mentor or supervisor. The micro-credential expires two years from date of issue. The learner will need to recertify as a Clinical Medical Assistant and submit verification of recertification in order for the micro-credential to be re-issued.
Certified Clinical Medical Assistant is a certification confirming an individual's ability to execute clinical duties, provide patient care, manage administrative tasks, and assist healthcare professionals in medical environments.
ABHES is a private, non-profit, independent, accrediting agency that is one of the two to which the National Healthcareer Association aligns its Certified Clinical Medical Assistant exam.
CAAHEP is the largest programmatic accreditor of the health sciences professions education that is one of the two to which the National Healthcareer Association aligns its Certified Clinical Medical Assistant exam.
he National Consortium for Health Science Education is a non-profit education organization that represents state education agency leaders responsible for middle school, secondary, and postsecondary career technical education (CTE) health science programs.
Northstar Digital Literacy Standards for Essential Computer Skills (course specific)
NDL is used to assess the basic skills a learner needs to use a computer and internet for employment.
College and Career Readiness Standards for Adult Education
The College and Career Readiness standards indicate learners are prepared to be successful with coursework at a Maine College and Careers Access level.
Medical Assisting Education Review Board Standards (course specific)
MAERB works collaboratively with CAAHEP to develop the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Medical Assisting. To guide the medical assisting programs accredited by CAAHEP, MAERB has created the MAERB Policies and Procedures Manual that works in conjunction with CAAHEP’s Policies and Procedures Manual.
The learner is able to: - Use of electrocardiogram (EKG) machine, correctly apply 12 lead-placement. - Perform Basic Life Support/Cardiopulmonary resuscitation (BLS/CPR) activities. - Demonstrate Medical Assisting Education Review Board (MAERB) CAAHEP-aligned Psychomotor & Affective Competencies: I Anatomy & Physiology, II Applied Mathematics, III Infection Control, IV Nutrition, V Concepts of Effective Communication, VI Administrative Functions, VII Basic Practice Finances, IX Procedural and Diagnostic Coding, X Legal Implications, XI Ethical Considerations, XII Protective Practices during an externship experience. - Self-reflect, connecting their learning to growth or change of actions. The learner has knowledge of: - Healthcare-contextualized: math, basic human anatomy and physiology, introductory medical terminology, basic digital literacy skills, and employability skills including but not limited to: ethics, time management, stress management, self-reflection, caregiver burnout, goal setting, and study skills. - Phlebotomy - Medical Assisting - P, Q, R, S, T wave forms - Billing and coding procedures - HIPAA and patient confidentiality - Electronic health records The learner: - Earned national certification as a clinical medical assistant through an accredited agency such as National Healthcareer Association (NHA). - Earned BLS/CPR certification issued by the American Heart Association. - Completed training in Digital Literacy for Healthcare Professionals at 85% proficiency or above and earned national Northstar Digital Literacy Essential Computer Skills certification in Basic Computer, Internet, Email, Social Media, Word, Windows, Excel, and Google. - Completed a minimum of 90 Foundational class hours, 100 Medical Assisting/ Phlebotomy classroom hours, 60 lab hours, and 80 - 160 externship hours of coursework. - Completed training in Healthcare Math, basic Human Anatomy and Physiology, Introductory Medical Terminology, and Healthcare Workshops Level 1 at 80% proficiency or above. - Demonstrated understanding and ongoing practice of employability skills program section at 80% or above proficiency. - Articulated understanding of and prevention methods for caregiver burnout and self-care. - Completed training in Phlebotomy and Medical Assisting course sections at 80% proficiency or above. - Applied their learning and completed an externship experience aligned to the Medical Assisting Education Review Board (MAERB) Psychomotor & Affective Competencies. Wrote, submitted, and received a passing grade on CCMA Post-Externship Self-Reflection Assignment. Evidence - The learner: - Received positive referrals from the RSU 25 and/or RSU 24 Adult Education evaluation team. - Was tracked by the RSU 25/RSU 24 Adult Education staff documenting grades and completion or documentation of prior learning. - Was tracked by RSU 25/RSU 24 Adult Education staff for the proctored CASAS post-test. - Was tracked by the RSU 25/RSU 24 Adult Education staff for completion of the Certified Clinical Medical Assistant Post-Externship Self-Reflection assignment. - Submitted signed log sheets, a copy of the practicum evaluations, a copy of their BLS/CPR certification (American Heart Association), a copy of their current national certification as a clinical medical assistant by an accredited agency (NHA), an RSU 25/RSU 24 Practicum Evaluation Checklist of skills and MAERB competency checklist. The learner was assessed using: - eCASAS pre and/or post test indicating learner is appropriate for Maine College and Career Access coursework. - RSU 25/RSU24 Adult Education’s CCMA Foundational Level Employability Skills Rubric. - RSU 25/RSU24 Adult Education’s CCMA Foundational Level Content Rubric. Northstar Digital Literacy national certification of Essential Computer Skills tests. - RSU 25/RSU24 Adult Education CCMA Level 2 Content Rubric. Lab Skills Performance Evaluations supervised and signed off by lab instructor(s). - BLS/CPR certification exam signed by currently qualified BLS/CPR instructor. - Clinical Medical Assistant Certification Exam awarded and verified through National Healthcareer Association. - RSU 25/RSU 24 Adult Education Medical Assisting Education Review Board (MAERB) Practicum Evaluation Competency Checklist. - CCMA Post-Externship Self-Reflection Assignment Rubric.
Certified Clinical Medical Assistant - Level 3
This badge was issued in recognition of the learner’s application of their Level 1 and Level 2 learning through an externship experience with an eligible healthcare facility or provider. The learner reached a level of applied competency using an approved competency checklist documenting skills observed by an approved employee serving in a supervisory capacity. The learner demonstrated that they can perform the duties of a Clinical Medical Assistant. The Level 3 expires two years from the date of issue. The learner must recertify as a Clinical Medical Assistant and submit recertification verification to have the badge re-issued.
certified clinical medical assistant training
Medical Assisting Education Review Board (MAERB) Psychomotor & Affective Competencies in the form of the RSU 25/RSU 24 Practicum Evaluation Checklist.
This competency checklist was used to assess Clinical Medical Assistant learners during their externship experience. It was revised by RSU 25/RSU 24 Adult Education and local healthcare partners (with permission) to meet local/state clinical medical assistant’s scope of practice. The checklist was signed by the learner’s supervisor(s) at the healthcare facility or physician’s office.
Practicum Evaluation of Competencies for an Externship.
Revised with permission specific to our program.
The learner is able to successfully demonstrate the Medical Assisting Education Review Board (MAERB) Psychomotor & Affective Competencies: - I Anatomy & Physiology - II Applied Mathematics - III Infection Control - IV Nutrition - V Concepts of Effective Communication - VI Administrative Functions - VII Basic Practice Finances - IX Procedural and Diagnostic Coding - X Legal Implications - XI Ethical Considerations - XII Protective Practices The learner: - Previously earned Level 1 (minimum of 90 class hours) and Level 2 (minimum of 100 class hours and 60 lab hours) Certified Clinical Medical Assistant badges. - Applied their training to an externship experience in a healthcare setting with a minimum of 80 hours and maximum of 160 hours. - Reflected on the externship experience, submitted the required written assignment, and earned a passing grade. Evidence - The learner: - Completed the RSU 25/RSU 24 Practicum Evaluation Checklist of skills during an externship experience. - Was tracked by the RSU 25 and/or RSU 24 Adult Education staff for successful completion of the Certified Clinical Medical Assistant Post-Externship Self-Reflection assignment. The learner was assessed using: - RSU 25/RSU 24 Practicum Evaluation Checklist signed off on by approved healthcare facility/provider staff member. Facility/provider must have an affiliation agreement with RSU 25 and/or RSU 24 Adult Education program(s). - RSU 25 and/or RSU 24 Post-externship Self-Reflection Assignment Rubric signed off by medical classroom instructor or the adult education partner site lab instructor and the RSU 25 or RSU 24 Adult Education director. These may vary with the hybrid model.
Certified Clinical Medical Assistant - Level 2
This badge was issued in recognition of the learner’s completion of Clinical Medical Assisting coursework and labs. This Level 2 badge earner built upon the Level 1 knowledge and gained additional knowledge and experience in Medical Assisting, Phlebotomy, Electrocardiogram (EKG), Electronic Health Records, and Billing and Coding in preparation for a real-world externship experience in Level 3. The learner earned the National Healthcareer Association’s (NHA) Clinical Medical Assistant national certification. The Level 2 badge expires two years from date of issue. The learner will need to recertify as a Clinical Medical Assistant and submit verification of recertification in order for the badge to be re-issued.
Accrediting Bureau of Health Education Schools (ABHES) competencies.
ABHES is a private, non-proft, independent, accrediting agency that is one of the two to which the National Healthcareer Association aligns its Certified Clinical Medical Assistant Exam.
Commission on Accreditation of Allied Health Education Programs (CAAHEP) competencies.
The learner created and updated patient medical files and demonstrated: - Application of foundational skills from Level 1 learning to complete Level 2 projects and engaged in supervised practice and performed lab exercises on classmates. - Phlebotomy knowledge and hands-on lab skills at 80% proficiency or above. For detailed list of ABHES competencies met specifically by this program click here ABHES competencies specific to program. - Medical Assisting knowledge and hands-on labs skills at 80% proficiency or above. For detailed list of CAAHEP competencies met specifically by this program click here CAAHEP Competencies specific to program. - Skills in correct use of EKG machine, appropriate 12-lead placement, and knowledge of P,Q,R,S,T heart function wave forms. - Knowledge of billing and coding procedures. - Knowledge of and hands-on lab practice measuring of vital signs and then recording of those vital signs, measuring and recording blood pressure, and other patient-care related to physician office visit. - Knowledge of electronic health records. - Knowledge of the Health Insurance Portability and Accountability Act (HIPAA) and patient confidentiality. - The ability to perform Basic Life Support/Cardiopulmonary Resuscitation (BLS/CPR) activities and achieved BLS/CPR certification. - Knowledge and skills to earn national certification as a Clinical Medical Assistant from the National Healthcareer Association. The learner: - Previously earned Level 1 badge in Certified Clinical Medical Assistant (minimum of 90 class hours). - Completed training in Phlebotomy and Medical Assisting. - Obtained or previously earned BLS/CPR certification issued by the American Heart Association. - Earned national certification as a Clinical Medical Assistant through the National Healthcareer Association (NHA). Evidence - The learner submitted a copy of their: - Log sheets documenting number of Venipuncture and Capillary sticks performed while supervised by and signed off by lab instructor. - Practicum evaluations completed during on-site labs. - BLS/CPR certification (American Heart Association). - Current national certification as a clinical medical assistant by an accredited agency (NHA). The learner was tracked by the RSU 25/RSU 24 Adult Education staff documenting Phlebotomy and Medical Assisting grades and completion. The learner was assessed using: - The RSU 25 and/or RSU 24 Adult Education CCMA Level 2 Content Rubric for Phlebotomy and Medical Assisting signed by the medical assisting instructor and program director. - Lab Skills Performance Evaluations signed by medical assisting and/or phlebotomy lab instructor(s) at partner program lab sites. The lab evaluation evaluation was submitted to the lead medical instructor and RSU 25/RSU 24 program director. - Course project (learners demonstrate application of Level 1 foundational skills). - BLS/CPR certification exam proctored and signed by a currently qualified BLS/CPR instructor. - Clinical Medical Assistant Certification Exam proctored and verified through the National Healthcareer Association. - An 80% proficiency level or above score with a minimum of 100 classroom hours and 60 lab hours in Phlebotomy and Medical Assisting training. - The signed Venipuncture and Capillary log sheets.
Certified Clinical Medical Assistant - Level 1
This badge was issued in recognition of the learner’s introductory learning in the healthcare field. The badge earner gained healthcare-contextualized knowledge in math, human anatomy and physiology, digital literacy, medical terminology, and employability skills pertinent to the clinical medical assistant profession. The learner was assessed using College and Career Readiness standards for Adult Education, the National Health Science standards, the NorthStar Digital Literacy Essential Computer Skills standards, and selected standards of the Accrediting Bureau of Health Education Schools (ABHES) and the Commission on Accreditation of Allied Health Education Programs (CAAHEP) competencies.
Commission on Accreditation of Allied Health Education Programs (CAAHEP).
National Consortium of Health Science Education (NCHSE)’s National Health Science Standards.
NCHSE standards represent core expectations that a worker in a healthcare profession needs to know and/or be able to do to contribute to safe, effective healthcare.
Northstar Digital Literacy (NDL) Standards for Essential Computer Skills.
NDL is used to assess the basic skills a learner needs to use a computer and internet for employment. Basic Computer, Internet, Windows, Email, Social Media, Word Windows, Excel, and Google are the assessments this program includes in its assessments through NDL.
Specific Standards and Competencies chosen by RSU 25/RSU 24 Adult Education for Level 1 from each of the above sites
This program uses eCASAS to assess College and Career Readiness standards that indicate learners are prepared to be successful with coursework at a Maine College and Careers Access level. Learners who do not meet this level have the option to receive tutoring until they reach the required level for this coursework.
The learner has knowledge of: - Healthcare-contextualized math. - Basic human anatomy and physiology. - Medical terminology and is able to identify and define parts of a medical term, symbols, signs, decodable and non-decodable terms, and singular and plural forms of terms. - Healthcare-contextualized knowledge of basic digital literacy skills. - Employability skills including but not limited to, ethics, time management, stress management, goal setting, and study skills. The learner is able to articulate understanding of and prevention methods for caregiver burnout and self-care and the learner demonstrated understanding and ongoing practice of Level 1 employability skills. The learner completed a minimum of 90 class hours at the foundational level: - Training in Healthcare Math. - Basic Human Anatomy and Physiology. - Introduction to Medical Terminology. - Training in Digital Literacy for Healthcare Professionals and earned the national Northstar Digital Literacy certification in Basic Computer, Internet, Email, Social Media, Word, Windows, Excel, and Google. Evidence - The learner: - Submitted a positive referral from the RSU 25/RSU 24 Adult Education evaluation team Skills Rubric. - Was tracked by the RSU 25/RSU 24 Adult Education staff documenting one’s grades and completion OR submitted documentation of prior learning (e.g., work experience or education) for assessment. - Received a positive referral for Level 2 of this Certified Clinical Medical Assistant program. - Submitted proof of receiving the Northstar Digital Literacy Essential Computer Skills Certification. The learner was assessed using the: - RSU 25/RSU 24 Adult Education Certified Clinical Medical Assistant (CCMA) Foundation Level Employability Skills Rubric, including the caregiver burnout and self-care workshop project and received a positive referral for advancement to Level 2 signed by RSU 25/RSU 24 instructor(s) and the program director. - RSU 25/RSU24 Adult Education CCMA Foundation Level Content Rubric and received a positive referral for advancement to Level 2 signed by RSU 25 and/or RSU 24 instructor(s) and the program director. - Northstar Digital Literacy Essential Computer Skills tests and met standards required to achieve national certification in Basic Computer, Internet, Windows, Email, Social Media, Word Windows, Excel, and Google, signed by the Northstar Digital Literacy proctor. - eCASAS, aligned to College and Career Readiness Standards for Adult Education. The learner met the standard on pre/post-tests and/or met the Maine College and Career Access guidelines score to advance to coursework at Level 2. The learner achieved 80% or above proficiency in each of the training segments and scored a minimum of 85% or above to receive national certification from Northstar Digital Literacy.
This badge was issued in recognition of the completion of Food Preserver training. The learner understands basic food preservation safety including preservation processes, maintenance and storage of preservation equipment, and techniques to prevent toxins in preserved foods. The learner understands and practices basic knife safety. The learner was assessed with a written test and visual knife safety assessment.
Food preparation consists of cleaning, slicing, seasoning, and combining food components according to recipes, utilizing different cooking methods while adhering to hygiene and safety protocols.
National Center for Home Food Preservation
The learner: - Understands the role of time, temperature, acidity, and moisture in food safety and food preservation. - Knows the conditions required to develop botulinum toxins and the impact on home food preservation techniques. - Understands proper technique for home food preservation processes of boiling water bath canning, pressure canning, dehydration, freezing, and winter storage. - Understands the proper maintenance and storage of equipment needed for home food preservation. - Understands and demonstrates proper knife safety. The learner participated in a 10 week Food Preserver workshop series. Evidence and Assessment - The learner: - Demonstrated proper knife safety techniques as visually assessed by UMaine Extension faculty or staff. - Completed a final exam assessing their knowledge of food preservation best practices, scoring 80% or higher. - Participated in at least 90% of the 10 week Food Preserver workshop series. Attendance records were maintained by UMaine Cooperative Extension staff.
This badge was issued in recognition of the learner’s completion of 3-4 hours of training in pollinator-friendly gardening. The learner understands how to support pollinators in their four basic needs: food, water, shelter, and habitat. The learner has the knowledge and skills to develop or guide the development of pollinator-friendly spaces. The learner was assessed using embedded quizzes and assignments. Standards for pollinator-friendly spaces were developed by faculty experts at the University of Maine Cooperative Extension.
Pollinator-Friendly Gardens standards (identified by the UMaine Cooperative Extension faculty and staff)
The learner: - Recognizes different types of pollinators. - Understands how to modify and adapt existing gardens to attract pollinators. - Can identify the four essential elements necessary to create a pollinator-friendly habitat. - Understands why biodiversity is important. - Understands that there are native and non-native plants, and that native plants support native pollinators. - Has a working vocabulary related to pollinator-friendly spaces. - Understands how to safeguard pollinator habitat. The learner completed 3-4 hours of training in Pollinator-Friendly Gardening through the University of Maine Cooperative Extension. ## Evidence and Assessment The learner: - Scored 80% or higher on each quiz. Quiz topics included demonstrating the ability to recognize different types of pollinators, ways to modify and adapt existing gardens to attract pollinators, identify the four essential elements necessary to create a pollinator-friendly habitat, and vocabulary related to pollinator-friendly gardening. - Scored 80% or higher on each embedded assessment. Assessments included interactive activities such as matching vocabulary words with definitions, identifying native and non-native species, and identification of actions that can be taken to advocate for and safeguard pollinator habitat. Each assessment must be completed before moving to the next section of the learning experience. Evidence was verified and approved by authorized University of Maine System faculty or staff.
This badge was issued in recognition of the learner’s competency in fabricating electrical connections for measurement systems. The learner reviewed online training and reference materials on soldering, connector types, and wiring and pinout diagrams, then completed hands-on training in soldering and connector fabrication. Competency in fabricating connectors was assessed with a practical exam where the learner met all criteria.
Fabrication refers to the manufacture of components or final goods by shaping, cutting, machining, and assembling raw materials.
National Fire Protection Association - NFPA 79 Electrical Standard for Industrial Machinery
The learner has knowledge of: - Best practices for electronic soldering. - Cable management considerations for assembling electronic components. - Creating connectors. - Reading and using wiring diagrams and pinout diagrams. The learner is able to: - Solder simple electrical components. - Use wiring and pinout diagrams to collect a Voltage measurement. - Fabricate electrically continuous connectors. Evidence and Assessment - The learner submitted: - A signed rubric indicating that all criteria were met for the practical exam. - An ASCC Laboratory Operations Solder Training certificate. The learner was assessed using a rubric aligned to: - National Fire Protection Association, NFPA 79 Electrical Standard for Industrial Machinery. - Department of Labor, Employment and Training Administration Engineering, Competency Model, Workplace Competency 3.7 Working with Tools & Technology.
Fundamentals of Hydraulic Instron Operation
This badge was issued in recognition of the learner’s ability to operate the servo-hydraulic Instron universal testing system in a mechanical testing environment. The learner has knowledge of the servo-hydraulic Instron console parts, safety, manual operation, and software learned through online modules and operation through hands-on training. The learner can use the servo-hydraulic Instron universal testing system equipment to set up a mechanical test, including installing fixtures, positioning the system, loading of specimens into the test frame, method set up in Wave Matrix or Blue Hill software, and connecting additional measuring tools to the system. Knowledge and operation of the electromechanical Instron universal test system was assessed with a multiple choice exam followed by a practical exam where learners demonstrated competency on all criteria.
Instron is a testing system designed to assess the mechanical properties, such as tensile strength and compression, of various materials and components.
ASTM D4762 Standard Guide for Testing Polymer Matrix Composite Materials
The learner has knowledge of: - Servo-hydraulic Instron console parts and safety mechanisms. - Adding instrumentation to the servo-hydraulic Instron universal testing system. - Creating test methods in WaveMatrix or BlueHill software. The learner is able to: - Install testing fixtures relevant to the ASTM standard. - Properly operate the servo-hydraulic Instron test frame positioning systems. - Set machine limits, balance load data, and protect specimens. - Load specimens into the test frame. - Add additional sensors to the test system to capture additional data. - Set and record analog out gain and offset values. - Prepare a testing method in WaveMatrix2 or Bluehill software with one step constant speed, for tension, compression or bending ASTM standard. - Prepare a testing method in WaveMatrix2 or Bluehill software that automatically balances the load channel before moving at a constant speed relative ramp that stops after a 40% decrease in load. The learner completed: - Online training modules and a multiple choice exam. - Hands-on Hydraulic Instron training assessed by a practical exam. **Evidence and Assessment** The learner: - Scored 80% or higher on the online training module exam. - Submitted a signed rubric indicating that all criteria were met for the practical examination. The learner was assessed using a rubric aligned to: - Instron Operators’ Manual. - ASTM D4762 Standard Guide for Testing Polymer Matrix Composite Materials. - Department of Labor Engineering Competency Model, Workplace Competency 3.7 Working with Tools and Technology.
Fundamentals of Electromechanical Instron Operation
This badge was issued in recognition of the learner’s ability to operate the electromechanical Instron universal testing system in a mechanical testing environment. The learner has knowledge of electromechanical Instron console parts, safety, manual operation, and software learned through online modules and operation through hands-on training. The learner can use the electromechanical Instron universal testing system equipment to set up a mechanical test, including installing fixtures, positioning the system, loading of specimens into the test frame, method set up in Bluehill software, and connecting additional measuring tools to the system. Knowledge and operation of the electromechanical Instron universal test system was assessed with a multiple choice exam followed by a practical exam where learners demonstrated competency on all criteria.
The learner has knowledge of: - Electromechanical Instron universal testing system console parts and safety mechanisms - Adding instrumentation to the electromechanical Instron universal testing system - Creating test methods BlueHill software The learner is able to: - Install testing fixtures relevant to the ASTM standard. - Properly operate the Instron test frame positioning systems. - Set machine limits, balance load data and protect specimens. - Load specimens into the test frame. - Add additional sensors to the test system to capture additional data. - Set and record analog out gain and offset values. - Prepare a testing method in Bluehill software with one step constant speed, for tension, compression or bending ASTM standard. - Prepare a testing method in Bluehill software that automatically balances the load channel before moving at a constant speed relative ramp that stops after a 40% decrease in load. The learner completed: - Online training modules and a multiple choice exam. - Hands-on Electromechanical Instron training assessed by a practical exam. Evidence and Assessment - The learner: - Scored 80% or higher on the online training module exam. - Submitted a signed rubric indicating that all criteria were met for the practical examination. The rubric was aligned with the: - Instron Operators’ Manual. - ASTM D4762 Standard Guide for Testing Polymer Matrix Composite Materials. - Department of Labor Engineering Competency Model, Workplace Competency 3.7 Working with Tools and Technology.
This badge was issued in recognition of the learner’s foundational knowledge of electrical circuits and circuit analysis. The learner completed online modules covering basic electrical circuits including Ohm’s Law, grounding, circuit types, and tools used to measure electrical data. The learner demonstrated competency by passing the Fundamentals of Electronics exam and demonstrating proper collection of electrical measurement data.
Electrical analysis is the systematic examination and interpretation of electrical systems and components to ensure proper function, efficiency, safety, and to troubleshoot faults.
Multimeters are devices for measuring electrical parameters, commonly incorporating voltage, current, and resistance measurement capabilities within a single unit.
Electronic Testing Handbook. John D. Lenk, McGraw-Hill
The learner has knowledge of: - Application of Ohm’s Law for circuit analysis. - Grounding techniques and best practices. - Analysis of series and parallel resistive circuits. - Tools used to measure voltage, current, and resistance in electrical circuits. The learner is able to: - Collect voltage, current, and resistance measurements in electrical circuits. - Check a circuit for electrical continuity. The learner completed: - Online training modules and critical review of reference materials. - Hands-on electrical measurements training. **Evidence and Assessment** The learner: - Scored 80% or higher on the online training module exam. - Submitted a signed rubric indicating that all criteria were met for practical examination. The learner was assessed using a rubric aligned to: - ASCC Fundamentals of Electronics Manual. - ‘Electronic Testing Handbook’ by John D Lenk published by McGraw-Hill Inc. - Department of Labor Engineering Competency Model, Workplace Competency 4.1 Foundations of Engineering.
This badge was issued in recognition of the learner’s preparation for an internship or other experiential learning opportunity. The learner completed pre-internship training and understands the importance of the eight National Association of Colleges and Employers (NACE) career-ready competencies for employment success. The learner completed a self-assessment of their strengths and career-readiness gaps that informed their internship learning objectives. All criteria were met for internship funds to be awarded.
Diversity and Inclusion management involves strategic efforts to create a workplace with varied backgrounds and an inclusive environment where employees experience a sense of belonging and equality.
Professionalism entails exhibiting integrity, competence, accountability, respect, and ethical principles consistently in one's work, displaying reliability and dedication to superiority.
Teamwork entails a collective endeavor of individuals to attain a shared objective, accomplished through effective communication, coordination, and reciprocal support.
IT Infrastructure encompasses the physical and virtual components facilitating data management and analysis within a company.
“Career readiness is a foundation from which to demonstrate requisite core competencies that broadly prepare the college-educated for success in the workplace and lifelong career management.”
This badge acknowledges that the learner is familiar with the eight NACE Career-Ready Competencies and understands their personal strength and gaps in these essential skills: - Career and Self-Development - Communication - Critical Thinking - Equity and Inclusion - Leadership - Professionalism - Teamwork - Technology The learner was able to use their NACE Career-Readiness self-assessment to write personalized learning objectives. The learner completed the following pre-internship/experiential learning training: - Watched NACE videos on Career Competencies. - Read Career-Readiness articles, including the yearly job outlook. - Learned about networking and career readiness. The learner submitted a/an: - Google Form through an Assignment in Brightspace to reflect on what they learned and to complete the UMS Pathways to Careers Internship application that included personalized learning objectives. - NACE Career-Readiness Competency self-assessment in Brightspace. - Final quiz to assess their knowledge of career competencies and internship readiness skills to verify their eligibility for funding. Evidence was tracked in Brightspace.
This badge was issued in recognition of the learner’s understanding of business planning for land- and sea-based producers. The learner developed this knowledge through completing the 20-hour Business Planning for Producers course from the University of Maine Cooperative Extension. The learner understands the basic requirements of business planning for land- and sea-based businesses and created a business plan. The learner was assessed using assignments. The badge earner qualifies for the USDA Farm Service Agency Borrower Training Credit.
The agriculture industry encompasses the cultivation, processing, and distribution of food, fiber, and other plant and animal-derived products for human consumption and profit.
Farm management entails the tactical and financial guidance of agricultural operations, comprising crop tending, animal husbandry, resource utilization, budgeting, and workforce direction, all aimed at fostering profitability and sustainability.
Business planning entails establishing objectives, outlining measures, and distributing resources to direct a company's development and financial soundness.
The learner understands the core concepts of business planning for land- and sea-based businesses including: - Market research - Marketing - Funding - Financial record keeping - Sustainability The learner: - Completed ten sessions (20 hours) of the Business Planning for Producers training from the University of Maine Cooperative Extension. - Drafted a survey to gather information about potential customers. - Developed a budget. - Created a business plan. - Attended a one-on-one meeting with a business coach. - Completed USDA Farm Service Agency course survey - Completed University of Maine Cooperative Extension end of course survey **Evidence and Assessment** The learner: - Attended all ten sessions and was tracked by UMaine Extension staff. - Developed and submitted a business plan. Business plan sections included: Executive Summary, Business Description, - Operations, Marketing Plan, Management and Organization, and Financial Plan. The business plan was assessed by University of Maine Cooperative Extension staff using a rubric and the learner met expectations in all required sections.
This badge was issued in recognition of the learner’s completion of foundational training in programming in National Instruments LabVIEW software. The learner completed online training pathways developed and assessed by National Instruments (NI) that provide an overview of coding practices and guidelines, development techniques in the LabVIEW environment for common engineering instrumentation tasks, and data acquisition hardware setup and programming using NI products.
The learner has knowledge of: - Fundamentals of LabVIEW environment and dataflow programming. - Common development techniques. - Acquiring, analyzing, visualizing, and logging data to file from NI and non-NI hardware. - Loops and State machine design patterns. - Debugging and troubleshooting broken VIs. - Using NI-DAQmx with LabVIEW. The learner completed: - NI Lesson: Recommended Coding Practices. - NI Learning Path: LabVIEW Core 1. - NI Learning Path: Data Acquisition Using NI-DAQmx and LabVIEW. **Evidence and Assessment** The learner submitted a: - Certificate of Completion- NI Lesson: Recommended Coding Practices. - Certificate of Completion- NI Learning Path: LabVIEW Core 1. - Certificate of Completion- NI Learning Path: Data Acquisition Using NI-DAQmx and LabVIEW. The learner was assessed with quizzes and assignments included in the NI learning pathways and lessons that are required to earn certificates of completion. NI trainings are found at the online NI Learning Center: https://learn.ni.com/
This badge was issued in recognition of the learner's ability to describe an emerging understanding of the impact of effective teachers and opportunities to transform lives within the field of education. The learner identified foundational knowledge in the organizational structure of schools and school districts, as well as key components of the legal and ethical responsibilities of teachers. The learner was assessed using a self-reflection and rubric.
Course learning outcomes (CLOs) for EDU 152: Introduction to Education at the University of Maine at Presque Isle
The learner met the three learning outcomes and can: - Describe the impact of great teachers and opportunities to transform lives within the field of education. - Describe the organizational structure of schools and school districts. - Summarize key components of the legal and ethical responsibilities of teachers. The learner completed the Future Teacher’s Academy one-day interactive boot camp with panel speakers, mini-workshops, roundtable discussions, and tours of educational facilities. **Evidence and Assessment** - The learner submitted a self-assessment, reflecting on how their knowledge regarding education as a career path was impacted by their learning experiences in the boot camp. A rubric was used to assess the three learning outcomes. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s proficiency in describing the evolution of the teaching profession and the identification of foundational learning process theories. The learner described current movements and trends in education, as well as considerations and strategies to support inclusivity and student well-being.
The learner demonstrated knowledge of: - The development of the teaching profession in the United States from both a historical and legal perspective. - Foundational concepts of critical learning process theories. - Current movements and trends in Education. - Considerations and strategies to support inclusivity and student well-being. The learner: - Previously earned a Level 1 Future Teachers Academy badge. - Completed the Level 2 asynchronous online training course. **Evidence and Assessment** - The learner passed all Level 2 quizzes with an 80% score or higher. Evidence was verified and approved by authorized UMS faculty, staff, or another relevant party.
This badge was issued in recognition of the completion of 20 hours of supervised field experience in a dedicated classroom. Field experience reflections included connections to content and skills from learning outcomes in the Level 2 module. This badge recognizes that the student met the EDU 152 course learning outcome: “Engage in field experience to conduct service learning; identify and reflect upon learner development; and gain insight into the teaching profession” and provides a mentored classroom experience.
The learner: - Analyzed and synthesized connections between course concepts and observations of learners. - Described the impact of great teachers and opportunities to transform lives within the field of education. - Demonstrated effective Professional Dispositions including attendance, punctuality, timeliness of submissions, and civility in conduct and communications. The learner: - Previously earned Level 1 and 2 badges in Future Teachers Academy. - Completed 20 hours of field experience. **Evidence and Assessment** The learner completed: - All field experience reflections/assessments with proficient (“3”) or exemplary (“4”) scores. - A field experience log. - Four Summative field experience reflections with proficient (“3”) or exemplary (“4”) scores. The learner was assessed using the Field Experience log scoring guide and Summative field experience reflections rubric. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Future Teachers Academy Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Future Teachers Academy pathway (Levels 1, 2, and 3 badges). The learner completed three levels of knowledge and skill demonstration, including both synchronous and asynchronous learning opportunities. Successful completion of this badge also represents 20 hours of field experience and includes the option to apply for 3 credits in the University of Maine at Presque Isle’s Introduction to Education (EDU 152) course.
Teacher Education consists of gaining essential teaching knowledge, competencies, and pedagogical techniques to prepare individuals for a teaching profession.
K-12 Education constitutes the educational program from kindergarten to 12th grade, encompassing students aged approximately 5 to 18.
Teaching strategies refer to the various methods and techniques employed by educators to promote student engagement, comprehension, and retention of subject matter.
Trauma Informed Approaches are methods that acknowledge and address the effects of traumatic stress on people, focusing on their safety and overall well-being.
Child Development examines the growth and changes in various aspects of children, including physical, cognitive, social, and emotional, from birth to late adolescence.
Education Theories encompass concepts explaining how people learn, process, and retain information through different teaching methods and learning approaches.
Reflective practices involve analyzing experiences and outcomes to enhance personal and professional growth through continuous self-evaluation and critical thinking.
The learner previously completed Level 1, Level 2 and Level 3 badges in Future Teachers Academy. Through an interactive, in-person bootcamp experience, the learner was able to: - Describe the impact of great teachers and opportunities to transform lives within the field of education. - Describe the organizational structure of schools and school districts. - Identify key components of the legal and ethical responsibilities of teachers. Through an asynchronous course, the learner was able to: - Describe the development of the teaching profession in the United States from both a historical and legal perspective. - Describe foundational concepts of critical learning process theories. - Describe current movements and trends in Education. - Describe considerations and strategies to support inclusivity and students’ well-being. Through field experience observation and reflection, the student was able to: - Analyze and synthesize connections between course concepts and observations of learners. - Demonstrate effective Professional Dispositions including attendance, punctuality, timeliness of submissions, and civility in conduct and communications. The learner was assessed using: - Self-assessment reflections. - Quizzes embedded in an asynchronous course. - Field experience logs and reflections. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s ability to develop a plan for a mechanical or material test to document information required for setting up, conducting, and collecting testing data at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner received training on ASTM standards and documentation requirements and ASCC test operations. The learner is able to select an appropriate ASTM standard that fits a specific test situation and write a Work Instruction outlining the steps necessary to complete the testing procedure.
ASTM International Standards consist of universally acknowledged, consensus-based specifications for materials, goods, systems, and services, aiming to guarantee quality, safety, and environmental as well as consumer safeguards.
Standard operating procedures are systematic guidelines set by an organization, defining repeatable tasks to ensure consistent, efficient performance and high-quality results.
The learner has knowledge of: - ASTM test standards - ASCC Work Instruction format - Documenting test parameters and data The learner is able to: - Select a project-appropriate ASTM standard. - Write a Work Instruction to conduct a test according to the selected ASTM standard. The learner completed: - Online Experimental Design modules and a quiz. - A written Work Instruction on an ASTM standard relevant to their research project. Evidence and Assessment - The learner: - Scored 80% or higher on the online training module quiz. - Submitted a signed Work Instruction rubric indicating that the completed Work Instruction met all criteria. The learner was assessed using a quiz and practical demonstrations aligned to ASTM standards and the Department of Labor Engineering competency model: - Workplace Competency 3.9 Checking, Examining, and Recording. - Industry-Wide Technical Competency: 4.4 Operations & Maintenance. - Industry-Wide Technical Competency: 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s ability to perform a mechanical or material test regimen and document test information as required at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner received training in ASTM standards and specimen documentation, including basic analysis methods for common engineering variables. The learner developed a datasheet to collect information required for reporting testing results according to a specified ASTM standard and successfully followed a Work Instruction outlining the steps necessary to complete the testing procedure. The learner also analyzed and interpreted the collected data according to the ASTM standard and the project requirements.
Data collection is the methodical process of obtaining, assessing, and interpreting both numerical and descriptive information to enhance understanding and decision-making in diverse areas.
Data analysis involves examining, cleaning, transforming, and modeling data to reveal valuable insights, inform decisions, and support conclusions.
The learner has knowledge of: - ASTM test standards - ASCC Work Instruction format - Documenting test parameters and data - Basic analysis and interpretation of test data The learner is able to: - Create a datasheet template to document all necessary specimen parameters, measurements, data collection, and analysis for the specified ASTM standard. - Follow a Work Instruction to conduct a test on provided sample materials according to the specified ASTM standard. The learner completed: - Online Experimental Documentation modules and a quiz. - A data sheet template to collect test parameters and data and show basic data analysis and interpretation. - A mechanical or material testing regimen using the appropriate Work Instruction and datasheet to collect and analyze data. Evidence and Assessment- The learner: - Scored 80% or higher on the online training module quiz. - Submitted a signed Datasheet rubric indicating that the developed datasheet met all criteria. - Submitted a signed Testing Conduct Practical Rubric indicating that all criteria were met during the performance of the testing regimen. The learner was assessed using a quiz and practical demonstrations aligned to ASTM standards and the Department of Labor Engineering competency model: - Workplace Competency 3.9 Checking, Examining, and Recording. - Industry-Wide Technical Competency: 4.4 Operations & Maintenance. - Industry-Wide Technical Competency: 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s engagement in foundational learning in geographic information systems (GIS). This badge earner developed an understanding of basic GIS concepts, cartographic principles, and fundamentals of map design, including the discovery of existing map data sources and an understanding of map types and conventions.
This badge acknowledges that the learner is able to demonstrate basic skills in: - Map design: including the recognition and application of cartographic conventions, scale, symbology, documentation, copyright/contributor acknowledgment, and accessibility considerations. - Understanding of map types and conventions: including skills in the discovery, research, and evaluation of existing map data sources and the creation of thematic maps. - Knowledge of spatial and attribute data types: including how they are integrated into spatial data layers. - Creating a static and interactive map using cartographic principles. - The application of basic heuristic problem-solving concepts and skills as applied to online mapping. - Publishing map products. - The application of appropriate uses of common coordinate systems, projections, datums, and geoids. - Utilizing online help and other technical resources. The learner completed a series of videos, a quiz, and a graded activity to demonstrate Level 1: Introduction to GIS Mapping skills. **Evidence and Assessment** - Map design knowledge and skill development were assessed through the completion of a small project demonstration provided by the learner’s submission of a URL for instructor review. - All other criteria were assessed with a quiz. The learner received a score of 80% or higher on the quiz.
This badge was issued in recognition of the learner’s engagement in Level 2 training designed for the learner to further geographic information systems (GIS) practices and develop competencies in preparation for success in a real-world project experience in Level 3. This Level 2 badge earner built upon the Level 1 competencies, adding skills in creating, editing and accessing map data; filtering and subsetting data sets; and issues related to aggregation.
This badge acknowledges that the learner built upon Level 1 competencies to demonstrate basic skills in: - Understanding vector data (points, lines, and polygons), including understanding of data creation and editing techniques. - Creating point layers from coordinate data and geocoding address data from various sources (e.g., spreadsheets). - Creating vector data, using digitizing techniques, including topological considerations, appropriate map scale. - Editing attributes in a vector data layer. - Familiarity with at least two sources of spatial data outside of the online mapping environment. - Connecting to external data sources (e.g. GIS servers), adhering to policies for sharing and receiving data. - Data quality assessment and assurance, through the completion of a quiz and creation of metadata. - Publishing spatial information on-line. - Documenting the design of a given map in light of its intended audience and purpose. - Filtering and subsetting data sets. The learner completed a series of videos, a quiz, and a graded activity to demonstrate Level 2: Introduction to GIS Mapping skills. **Evidence and Assessment** - Map design knowledge and skill development were assessed through the completion of a small project demonstration provided by the learner’s submission of a URL for instructor review. - All other criteria were assessed with a quiz. The learner received a score of 80% or higher on the quiz.
This badge was issued in recognition of the completion of an experiential learning project, demonstrating the ability to integrate geospatial technology skills, including basic skills in aligning project outcomes to stated goals, map critiquing, and map revision.
GIS mapping involves the use of Geographic Information Systems to create, manage, and analyze geographic data, allowing for visual interpretation and informed decision-making.
GIS software is a type of computer program that allows users to work with geographic information and spatial data, helping them understand geographic patterns and relationships.
ESRI GIS is a collection of software tools used for mapping, analyzing, and interpreting geographic data to identify patterns, relationships, and trends.
This badge acknowledges that the learner built upon Level 1 and 2 GIS competencies, at a basic level, to complete an approved novel project for a real-world application demonstrating: - The ability to integrate geospatial technology skills to complete a project. - Basic skills in aligning project outcomes to stated goals. - Basic skills in documenting and sharing map products, as appropriate to project goals and constraints. - Basic skills in map critique and revision. The learner completed a series of videos and a graded project to demonstrate Level 3: Introduction to GIS Mapping skills. **Evidence and Assessment** The learner submitted: - A completed a real-world project URL. - A self-reflection form. Evidence was verified and assessed by authorized UMS faculty or staff or another relevant party.
Introduction to GIS Mapping Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Maine Geospatial Institute pathway in Introduction to GIS Mapping (Levels 1, 2, and 3) in recognition of the learner’s engagement in basic and foundational learning in geographic information systems (GIS). This micro-credential earner developed an understanding of basic GIS concepts, cartographic principles, and fundamentals of map design; designing map layouts; creating, editing, and accessing map data, and geoprocessing. The learner also completed an application project, integrating map design, and data acquisition to produce an effective cartographic product.
This badge earner developed an understanding of basic GIS concepts, cartographic principles, and fundamentals of map design; designing map layouts; creating, editing, and accessing map data. The learner ultimately completed a real-world application, integrating map design and data acquisition skills to produce an effective cartographic product. This micro-credential acknowledges that the learner demonstrated basic skills in map design, understanding of map types and conventions, knowledge of spatial and attribute data types, creation and sharing of online maps, basic heuristic problem-solving concepts and skills as applied to online mapping. It further acknowledges that the learner demonstrated skills in the creation/ updating of metadata and vector data, geocoding data, map scaling, digitization, policies and procedures for sharing and receiving data, editing and updating attribute and spatial data geometry, the import/export of data from various sources, connectivity to external sources, quality assurance and quality control. Finally, this micro-credential acknowledges that the learner demonstrated the ability to integrate geospatial technology skills to complete and submit a real-world mapping project. The learner completed introductory training in: - Basic skills in Map design: including the recognition and application of cartographic conventions, scale, symbology, documentation, copyright/contributor acknowledgment, and accessibility considerations. - Understanding of map types and conventions: including skills in the discovery, research, and evaluation of existing map data sources and the creation of thematic maps. - Knowledge of spatial and attribute data types: including how they are integrated into spatial data layers. - Ability to create a static and interactive map using cartographic principles - The application of basic heuristic problem-solving concepts and skills as applied to online mapping. - Ability to publish map products. - Basic skills in the application of appropriate uses of common coordinate systems, projections, datums, and geoids. - Ability to utilize online help and other technical resources. - Creation of point layers from coordinate data and address data. - Editing attributes in a vector data layer. - Creating vector data layer. - Familiarity with at least two sources of spatial data - Connecting to external data sources. - Data quality assessment and assurance. - Filtering and subsetting data sets. - The ability to integrate geospatial technology skills to complete a novel project. - Basic skills in aligning project outcomes to stated goals. - Basic skills in documenting and sharing map products. - Basic skills in map critique and revision. - Understanding vector data (points, lines, and polygons), including understanding of data creation and editing techniques. - Creating point layers from coordinate data and geocoding address data from various sources (e.g., spreadsheets). - Creating vector data, using digitizing techniques, including topological considerations, appropriate map scale. - Editing attributes in a vector data layer. - Familiarity with at least two sources of spatial data outside of the online mapping environment. - Connecting to external data sources (e.g. GIS servers), adhering to policies for sharing and receiving data. - Data quality assessment and assurance, through the completion of a quiz (score of 80% or higher) and creation of metadata. - Publish spatial information online. - Document the design of a given map in light of its intended audience and purpose. - Filtering and subsetting data sets.
This badge was issued in recognition of the learner’s completion of the foundational requirements for working on engineering test instrumentation at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner earned the ASCC Safety & Security micro-badge which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers Career Readiness Competencies (NACE), which are assessed in the ASCC Student Evaluation. The learner completed 100 hours of work at the ASCC and gained introductory knowledge in electronics and electrical signals including measuring and calculating signals, preventing signal interference, and correctly connecting pieces of equipment. The learner was also introduced to data acquisition systems which included types of sensors and methods for ensuring high-quality data.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - NACE Career Readiness Competencies. - Basic electronics including signal measurement, Ohm’s law, grounding, types of connections and cables, shielding and interference, and safely using power supplies. - Basics of data acquisition systems including types of sensors, need for calibration and traceability, and measurement uncertainty, accuracy, and resolution. The learner completed: - Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Fundamentals of Electronics micro-badge. - Introduction to Data Acquisition online course modules. - 100 work hours at the ASCC. **Evidence and Assessment:** The learner scored 80% or greater on the Introduction to Data Acquisition course module quiz. The quiz was aligned to the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering. UMS faculty/staff tracked the earning of the micro-badges and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s completion of training to work on engineering test instrumentation to support research projects at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner completed the Fabrication for Measurement Systems micro-badge to demonstrate competency in creating electrical connections. The learner received training in linear calibration and verification of measurement devices aligned with the International Organization for Standardization (ISO) requirements for Testing Laboratories. To broaden their knowledge of instrumentation systems, the learner also completed a micro-badge in another instrumentation skill area such as universal testing frame operations, programming, digital image correlation, strain gage installation, or another approved area. The learner also focused on expanding their essential career skills by identifying an approved career competency micro-badge to bolster a National Association of College and Employers (NACE) Career Readiness Competency.
ISO17025 Testing and Calibration Laboratories
The learner has knowledge of: - Fabrication of cables and connectors. - Linear calibration and verification of commonly used instrumentation. - Knowledge of an advanced skill that fits their work path: Instron operation, LabVIEW, digital image correlation, strain gages, or other approved skill. The learner completed: - Level 1 Instrumentation badge. - Fabrication for Measurement Systems micro-badge. - Linear Calibration and Verification training and practical examination. - One of the following micro-badges: Fundamentals of Hydraulic or Electromechanical Instron Operation, Fundamentals of LabVIEW, Fundamentals of Digital Image Correlation, Fundamentals of Strain Gage Installation, or other approved skill. - Identification of an approved career competency micro-badge. - 200 work hours at the ASCC beyond Level 1 (minimum of 300 total hours). **Evidence & Assessment** The learner submitted a: - Signed Linear Calibration and Verification rubric indicating all criteria were met in the practical examination. - Registration for an approved career competency micro-badge. UMS faculty/staff tracked the earning of the micro-badges, registration for an approved career competency micro-badge and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner met all criteria in the Linear Calibration and Verification rubric which is aligned to International Standards Organization (ISO) accreditation ISO17025.
This badge was issued in recognition of the learner’s contribution to engineering research and testing projects through instrumentation systems at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner has knowledge of the process for designing and instrumenting an engineering test, including the role of environmental factors. The learner can participate in the physical set-up of instrumentation systems and collect high-quality data measurements for engineering tests. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - Instrumenting a test to help collect measurement data for a research application. - The effect of the environment on data collection methods for research application. - The learner also participated in a scientific communication experience. The learner completed: - Level 1 and Level 2 Instrumentation badges. - Test instrumentation practical experience. - Environmental considerations training - An approved career competency micro-badge. - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC beyond Levels 1 and 2 (minimum of 600 total hours). **Evidence and Assessment** The learner submitted: - A signed Project Instrumentation Plan Worksheet. - ASCC Student Evaluation signed by a supervisor indicating a minimum competency of “Solid” in all categories. - Evidence of participation in a scientific communication experience. The learner was assessed on their work performance by the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. UMS faculty/staff tracked the completion of the Project Instrumentation Plan Worksheet, micro-badge earned, participation in a scientific communication experience, and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment.
Instrumentation Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Instrumentation pathway (Levels 1, 2, and 3). The learner has the knowledge and skills, earned through 600 hours of work-experience, to contribute to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by assisting with Instrumentation systems. Given parameters from a project engineer, the learner can design the layout and assemble the instrumentation system to collect the specified engineering data. The learner earned the Lab Safety & Security micro-badge demonstrating knowledge of working practices to guard physical personal safety, information security, and physical asset security. To verify knowledge and skills of instrumentation systems, the learner also completed micro-badges in Fundamentals of Electronics, Fabrication for Measurement Systems, and another additional specialized instrumentation skill. The learner also received training in data acquisition, linear calibration and verification of instruments, and the impact of test environment on data collection and quality. Training consisted of a mix of online resources and hands-on experience with competency assessed via quizzes and practical demonstrations. The learner also demonstrated development of essential career skills by earning the Career Essentials micro-badge, an approved career competency micro-badge, obtaining a positive supervisor review of skills aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies, and participating in a scientific communication activity.
Laboratory instrumentation encompasses tools and machinery employed for measuring, examining, and handling specimens in scientific and medical laboratories.
The learner has: - Work experience in an engineering research facility. - Applied knowledge of electronics, data acquisition software and hardware, instrument calibration and verification, fabrication of connections. - Completed the instrumentation system for an engineering test. - Contributed to engineering research projects at the ASCC. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Fundamentals of Electronics micro-badge. - Introduction to Data Acquisition training. - Fabrication for Measurement Systems micro-badge. - Linear Calibration and Verification training. - A specialized instrumentation skill micro-badge. - Test instrumentation practical experience. - Environmental considerations training. - An approved career competency micro-badge. - 600 work hours at the ASCC. - A scientific communication experience. - An ASCC Student Evaluation. **Evidence and Assessment** The learner submitted: - A Linear Calibration and Verification practical exam rubric. - A signed Project Instrumentation Plan Worksheet. - An ASCC Student Evaluation signed by a supervisor indicating a minimum competency of Solid in all categories. - Evidence of participation in a scientific communication experience. The learner scored 80% or higher on the Introduction to Data Acquisition course module quiz. The quiz was aligned to the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering. The learner met all criteria in the Linear Calibration and Verification rubric which is aligned to International Standards Organization (ISO) accreditation ISO17025. The learner was assessed on their work performance by the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. UMS faculty/staff tracked the completion of the Project Instrumentation Plan Worksheet, micro-badges earned, participation in a scientific communication experience, and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s completion of foundational requirements for working in the Mechanical Testing Laboratory at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner earned the ASCC Safety & Security micro-badge which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers (NACE) Career Readiness Competencies, which are assessed in the ASCC Student Evaluation. The learner also completed the Measurement Systems micro-badge to demonstrate knowledge of measurement systems used at the ASCC and the correct use of handheld measurement tools used to gather engineering data.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - National Association of Colleges and Employers (NACE) Career Readiness Competencies. - Measurement systems principles and tools including units, tolerances, and ASTM standards. The learner is able to: - Work in the ASCC engineering laboratory environment. - Measure mechanical testing specimens using a digital caliper and micrometer. - Format a spreadsheet to complete basic calculations on collected data. The learner completed: - Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Measurement Systems micro-badge. - 100 work hours at the ASCC. **Evidence and Assessment:** UMS faculty/staff tracked the earning of the micro-badges and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competency 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s completion of training to work in the Mechanical Testing Laboratory at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner can set up and execute a specified ASTM mechanical test on a provided material sample. The learner earned the Fundamentals of Electronics micro-badge to verify their knowledge of electrical circuits and measurements, and either the Fundamentals of Hydraulic Instron Operation or Fundamentals of Electromechanical Instron Operation micro-badge to verify their ability to successfully operate the Instron universal testing system equipment and use the associated software to develop a testing procedure. The learner also completed the Experimental Design micro-badge which demonstrated competency in the selection of ASTM standards and writing Work Instructions to perform the test regimen. The learner completed the Experimental Documentation micro-badge which verified their ability to create a datasheet to document test information and competency in executing a mechanical test using the Instron universal testing system equipment and software.
ASTM Standards for mechanical testing in Tension, Compression or Bending
The learner has knowledge of: - Basic electronics including Ohm’s law, circuit analysis, and measurement of electrical signals. - Proper operation of either the servo-hydraulic or electromechanical Instron universal testing system. - WaveMatrix2, Bluehill Universal, or Bluehill2 software for the creation of testing procedures and defining and setting Instron machine limits. The learner is able to: - Collect electrical signal measurements. - Select an appropriate ASTM standard for the test situation. - Write an ASCC Work Instruction for performing an ASTM mechanical test. - Create a datasheet to document test parameters for an ASTM mechanical test. - Prepare a constant speed, one-step testing method in WaveMatrix2, Bluehill Universal, or Bluehill2 software to test a standard specimen in tension, compression, or bending. - Operate either the hydraulic or electromechanical Instron test system to load and test a specimen in tension, compression, or bending. - Attach sensors to the Instron test system to capture additional data. - Follow a Work Instruction to perform a mechanical testing regimen to collect, analyze, and interpret data according to the specified ASTM standard and project requirements. The learner completed: - Level 1 Mechanical Testing badge. - Fundamentals of Electronics micro-badge. - Fundamentals of Hydraulic Instron Operation or Fundamentals of Electromechanical Instron Operation micro-badge. - Experimental Design micro-badge. - Experimental Documentation micro-badge. - Hands-on training utilizing the Instron universal testing system to collect mechanical testing data. - Identification of an approved career competency micro-badge. - 200 work hours at the ASCC beyond Level 1 (minimum of 300 total hours). **Evidence & Assessment:** UMS faculty/staff tracked the earning of the micro-badges, registration for the EDL micro-badge, and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competency 4.10 Safety, Health, Security & Environment. Hands-on training in collecting mechanical test data was conducted according to ASTM standards and aligned with the Department of Labor, Employment, and Training Administration Engineering Competency Model: - Workplace Competency 3.7 Working with Tools & Technology. - Workplace Competency 3.9 Checking, Examining, and Recording. - Industry-Wide Technical Competency: 4.4 Operations & Maintenance. - Industry-Wide Technical Competency: 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s contribution to materials research by performing testing in the Mechanical Testing Laboratory at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner can independently prepare, document, and report on a testing regimen associated with an ASTM standard mechanical test. The testing regimen includes all aspects of testing including preparing documentation and specimens, creating the testing procedure in the appropriate software, operating the Instron universal testing system equipment, and collecting and analyzing data. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication experience.
The learner demonstrated: - Writing and following Work Instructions for documenting and conducting a mechanical test. - Dimensioning, labeling, and tracking specimens throughout the testing process. - Creation of a WaveMatrix2 or Bluehill method for a mechanical test. - Operation of the Instron universal testing system equipment to conduct a mechanical test. - Use of measurement devices and instrumentation to collect additional data. - Basic statistical analysis and graphical representation of data. - Presentation of data in a report, memo, or slide format to a client or supervisor. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and 2 Mechanical Testing badges. - A mechanical testing regimen on research specimens comprising either 40 specimens tested with a single ASTM standard, or 30 specimens tested with multiple ASTM standards. - An approved career competency micro-badge. - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC beyond Levels 1 and 2 (minimum of 600 total hours). **Evidence and Assessment** The learner submitted: - A signed Testing Regimen rubric indicating all criteria were met. - An ASCC Student Evaluation signed by a supervisor indicating a minimum competency of “Solid” in all categories. - Evidence of participation in a scientific communication experience. The Testing Regimen rubric is aligned to ASTM standards and the Department of Labor, Employment and Training Administration Engineering Competency model: - Workplace Competency 3.7 Working with Tools & Technology - Workplace Competency 3.9 Checking, Examining, and Recording - Industry-Wide Technical Competency: 4.4 Operations & Maintenance - Industry-Wide Technical Competency: 4.10 Safety, Health, Security & Environment The ASCC Student Evaluation is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. UMS faculty/staff tracked the earning of the micro-badge and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competency 4.10 Safety, Health, Security & Environment.
Mechanical Testing Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Mechanical Testing pathway (Levels 1, 2, and 3). The learner has the knowledge and skills, earned through 600 hours of work experience, to contribute to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by conducting mechanical testing of research material specimens. The learner independently developed and carried out a mechanical testing regimen on research samples and analyzed and communicated test results to relevant stakeholders. Competency in carrying out the testing regimen was verified with a rubric aligned to ASTM standards and the Department of Labor Engineering Competency model where all criteria were met. The learner earned technical skill micro-badges in Lab Safety & Security, Measurement Systems, Fundamentals of Hydraulic or Electromechanical Instron Operation, Fundamentals of Electronics and Experimental Documentation & Design to verify their knowledge of safety and security practices, measurement data collection, operation of the Instron universal testing system, working with electrical systems and circuits, and the processes for documenting experimental procedures and evidence. The learner also demonstrated the development of essential career skills by earning the Career Essentials micro-badge, an approved career competency micro-badge, obtaining a positive supervisor review of skills aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies, and participating in a scientific communication activity.
The learner has: - Work experience in an engineering research facility. - Contributed to engineering research projects at the ASCC. - Applied knowledge of mechanical testing procedures. - Designed experiments; operated Instron universal testing system equipment and software; and collected, documented, and analyzed data. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Measurement Systems micro-badge. - Career Essentials micro-badge. - Fundamentals of Electronics micro-badge. - Either Fundamentals of Hydraulic or Electromechanical Instron Operation micro-badge. - Experimental Design micro-badge. - Experimental Documentation micro-badge. - Mechanical testing practical experience. - An approved career competency micro-badge. - 600 work hours at the ASCC. - A scientific communication experience. - An ASCC Student Evaluation. **Evidence and Assessment** The learner submitted: - A signed Testing Regimen rubric indicating all criteria were met. - An ASCC Student Evaluation signed by a supervisor indicating a minimum competency of “Solid” in all categories. - Evidence of participation in a scientific communication experience The learner met all criteria in the Testing Regimen rubric which is aligned to ASTM standards and the Department of Labor, Employment and Training Administration Engineering Competency model: - Workplace Competency 3.7 Working with Tools & Technology - Workplace Competency 3.9 Checking, Examining, and Recording - Industry-Wide Technical Competency: 4.4 Operations & Maintenance - Industry-Wide Technical Competency: 4.10 Safety, Health, Security & Environment The learner was assessed on their work performance by the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. UMS faculty/staff tracked the earning of the micro-badge and hours of experiential work. Experiential learning hours were aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competency 4.10 Safety, Health, Security & Environment.
2D Instron AVE Digital Image Correlation
This badge was issued in recognition of the learner’s competency in operating the 2D Instron AVE system to collect digital image correlation (DIC) data at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner has knowledge of the system hardware and software and can set up, calibrate, and acquire data using these tools. The learner completed hands-on training and a practical exam aligned to the Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
Digital image correlation is an optical technique that utilizes tracking and image registration methods for precise measurements of image changes in 2D and 3D.
International Digital Image Correlation Society
The learner has knowledge of: - 2D Instron AVE DIC system hardware components and setup. - Calibrating a 2D Instron AVE DIC system. - Using Bluehill Universal for data acquisition. - The basic operation of DIC Replay. The learner is able to: - Set up and calibrate the 2D Instron AVE DIC system. - Acquire data using Bluehill Universal. The learner completed hands-on training for the 2D Instron AVE DIC system. **Evidence and Assessment** The learner: - Submitted a signed 2D Instron AVE rubric indicating that all criteria were met. - Was assessed with a practical demonstration of knowledge and skills aligned with the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
This badge was issued in recognition of the learner’s competency in operating the ARAMIS 3D system to collect digital image correlation (DIC) data at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner has knowledge of the system hardware and software and can set up, calibrate, acquire data, and check data quality using these tools. The learner completed hands-on training and a practical exam aligned to the Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
The learner has knowledge of: - ARAMIS 3D DIC system hardware components and setup. - Calibrating ARAMIS 3D DIC system. - GOM software for data acquisition. - Checking pattern quality and system noise in GOM software. - The basic operation of GOM software. The learner is able to: - Set up and calibrate the ARAMIS 3D DIC system. - Acquire data using GOM software. - Check pattern quality and system noise in GOM software. The learner completed hands-on training for the ARAMIS 3D DIC system. **Evidence and Assessment** The learner: - Submitted a signed ARAMIS 3D rubric indicating that all criteria were met. - Was assessed with a practical demonstration of knowledge and skills aligned with the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
ASCC In-House 3D Digital Image Correlation
This badge was issued in recognition of the learner’s competency in operating the In-house 3D system to collect digital image correlation (DIC) data at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner has knowledge of the system hardware and software and can set up, calibrate, acquire data, and check data quality using these tools. The learner completed hands-on training and a practical exam aligned to the Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
The learner has knowledge of: - In-house 3D DIC system hardware components and setup. - Calibrating in-house 3D DIC systems. - Using StreamPix and LabVIEW for data acquisition. - Checking pattern quality and system noise in GOM software. - The basic operation of GOM software. The learner is able to: - Set up and calibrate in-house 3D DIC system. - Acquire data using StreamPix and LabVIEW. - Check pattern quality and system noise in GOM software. The learner completed hands-on training for the ASCC In-House 3D DIC system. **Evidence and Assessment** The learner: - Submitted a signed ASCC In-House 3D rubric indicating that all criteria were met. - Was assessed with a practical demonstration of knowledge and skills aligned with the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
Fundamentals of Digital Image Correlation
This badge was issued in recognition of the learner's knowledge of digital image correlation (DIC) in the engineering research laboratory environment. The learner completed online modules covering the basic principles of DIC and the components, set-up, and calibration process for a DIC system. The learner also completed a walkthrough of DIC system set-up with Advanced Structures and Composites Center (ASCC) training staff. The learner was assessed on their knowledge with an exam.
The learner has knowledge of: - Basic principles of DIC. - Components of DIC systems. - Setting up and calibrating DIC hardware. - Characteristics of a good DIC pattern. - Reserving DIC equipment at the ASCC. The learner completed: - Online training modules and critical review of reference materials. - ASCC Instrumentation Fundamentals of Digital Image Correlation training. **Evidence and Assessment** The learner: - Completed the ASCC Instrumentation Fundamentals of Digital Image Correlation training to track their walkthrough of DIC system set-up with ASCS training staff. - Was assessed with a multiple-choice quiz and received a minimum score of 80% to verify knowledge. - The quiz was aligned with the International Digital Image Correlation Society’s “A Good Practices Guide for Digital Image Correlation” and the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering.
This badge was issued in recognition of the learner’s knowledge acquired in craft beer, including brewing basics, beer ingredients, beer styles, beer sensory evaluation, craft brewery operations & marketing, and laws that pertain to craft beer. This micro-badge earner participated in a learning experience that developed their skills and knowledge in craft beer through lectures, field trips, and tasting sessions.
The learner gained knowledge in the following areas: - Brewing Basics: Understand the brewing process, covering mashing, boiling, fermentation, and packaging, as well as the principles of recipe development and scaling. - Beer Ingredients: Understand the roles of each ingredient, including malt, hops, yeast, and water, in beer brewing processes, and know how each component contributes to flavor, aroma, and mouthfeel in beer. - Beer Styles: Can recognize various beer styles based on written information and their history, ingredients, and brewing techniques, from ales and lagers to specialty and experimental brews. - Sensory Evaluation: Through guided tastings, the learner acquired a systematic approach to beer sensory evaluation knowledge, enabling the learner to identify the diverse flavors and characteristics of different beer styles. - Brewery Operations & Marketing: Understand the operational aspects of a brewery, including equipment maintenance, sanitation, and safety protocols, as well as marketing strategies specific to the craft beer industry. - Law: Understand the legal and regulatory aspects of the craft beer industry, including labeling, licensing, and health and safety requirements. The learner also: - Attended a minimum of 75% of learning hours, including lectures and field trip sessions, as part of the Craft Beer course offered through the University of Southern Maine Professional Development Programs or another approved program. **Evidence and Assessment:** The learner was assessed using a knowledge-based quiz and earned a satisfactory grade of at least 80%. Completion of lectures and field trip sessions were tracked by authorized University of Maine System faculty or staff.
This badge was issued in recognition of the learner’s knowledge acquired in spirits and non-alcoholic beverages, including spirits basics, coffee basics and brewing methods, tea basics and brewing methods, other spirits and non-alcoholic beverages, tasting techniques and sensory evaluation, and cultural significance. This micro-badge earner participated in a learning experience that developed their knowledge of spirits and non-alcoholic beverages through lectures, field trips, and tasting sessions.
The learner developed knowledge in the following areas: - Spirits Basics: Understands the basics of spirits, including the distillation processes, origins, ingredients, and flavors of whiskey, rum, vodka, gin, tequila, and more. - Coffee Basics and Brewing Methods: Understands the basics of coffee, including the origins and cultivation of coffee beans, various growing regions and their impact on flavor profiles, the art of roasting and its influence on the taste and characteristics of coffee, and various coffee brewing methods. - Tea Basics and Brewing Methods: Understand the basics of tea, including tea cultivation and processing, various tea growing regions and varieties, and tea brewing techniques. - Other Spirits and Non-Alcoholic Beverages: Gained knowledge of other spirits and non-alcoholic beverages, including sake, soju, kombucha, and low-/non-alcoholic wine, beer, and spirits. - Tasting Techniques and Sensory Evaluation: Developed palate and sensory knowledge by learning how to evaluate spirits and non-alcoholic beverages and exploring the nuances of aroma, taste, texture, and appearance. - Cultural Significance: Gained knowledge of the cultural significance and rituals associated with beverages around the world. They understand the historical, social, and ceremonial aspects that make these beverages an integral part of various cultures. The learner attended a minimum of 75% of learning hours, including all lectures and field trip sessions, as part of the Spirits & Non-Alcoholic Beverage course offered through the University of Southern Maine Professional Development Programs or another approved program. **Evidence and Assessment:** The learner was assessed using a knowledge-based quiz and earned a satisfactory grade of at least 80%. Completion of all lectures and field trip sessions was tracked by authorized University of Maine System faculty or staff.
This badge was issued in recognition of the learner’s knowledge acquired in wine topics, including winemaking and viticulture, wine regions of the world, grape varietals, wine tasting, wine service, and pairing. This micro-badge earner participated in a learning experience that developed their knowledge of wine through lectures, field trips, and tasting sessions.
The learner developed knowledge in the following areas: - Wine Making and Viticulture: Acquired knowledge of the wine production process from vine to bottle, including techniques of viticulture, fermentation, aging, and bottling, and understanding how each step impacts the final product. - Wine Regions of the World: Acquired knowledge of renowned wine regions globally and can identify distinctive characteristics of wines from France, Italy, Spain, the New World (USA, Australia, South America, etc.), and other wine-producing areas. - Grape Varieties: Understands terroir and its influence on wine, including how different grape varieties express themselves in diverse regions around the world. - Wine Tasting: Developed sensory knowledge through the art of tasting wine, understanding the nuances of appearance, aroma, taste, and mouthfeel. - Wine Service and Pairing: Understands the principles of wine service and the art of food and wine pairing by exploring different flavors that complement or contrast with each other. The learner attended a minimum of 75% of learning hours, including all lectures and field trip sessions, as part of the Wine course offered through the University of Southern Maine Professional Development Programs or another approved program. **Evidence and Assessment:** The learner was assessed using a knowledge-based quiz and earned a satisfactory grade of at least 80%. Completion of lectures and field trip sessions were tracked by authorized University of Maine System faculty or staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Craft Beverage pathway (Levels 1, 2, and 3 badges). The learner completed craft beverage operations and management training and applied their learning in a real-world beverage operation and/or management setting. The learner developed the essential knowledge and skills necessary to excel in the craft beverage industry and gained a comprehensive understanding of the production process, from sourcing quality ingredients to fermentation and packaging. The learner developed sensory analysis proficiency to evaluate and appreciate the nuances of various craft beverages and acquired knowledge of industry regulations, sustainability practices, and marketing strategies specific to craft beverages. Evidence was verified and assessed by authorized UMS faculty or staff to ensure UMS micro-credential quality standards were met.
Food and Beverage Industry skills encompass the necessary knowledge and abilities for managing and carrying out the production, distribution, marketing, and service of food and drink products.
Espresso Beverages are expertly-made specialty drinks that combine concentrated coffee with steamed milk, foam, and flavorings, requiring skillful espresso machine operation.
Coffee brewing is the art of choosing, grinding, and mixing coffee grounds with water to produce diverse coffee drinks with distinct flavors.
Liquor License (Alcohol Law) refers to the legal permits and understanding needed to lawfully offer and provide alcoholic drinks, adhering to government rules and industry practices.
Wine education encompasses learning about wine production, regions, varieties, and tasting techniques to improve appreciation and decision-making in hospitality and sales.
The hospitality industry is a service-based sector centered around customer satisfaction, encompassing lodging, food and beverage, entertainment, and travel services.
Menu planning is the creation of a meal schedule, considering factors like nutrition, cost, and preferences for restaurants, events, or personal consumption.
Menu Costing is the analysis of financial effects of ingredient costs and item pricing on a restaurant's menu, aiming to maximize profitability and competitiveness.
The learner: - Understands legal and regulatory aspects of the beverage industry, including labeling, licensing, and health and safety requirements. - Understands legal and regulatory aspects of responsible drinking and serving. - Understands the standard three-tier structure of alcoholic beverage distribution in the - United States and can identify several state-specific and emerging exceptions to that standard structure. - Understands the alcoholic beverage distribution system in Maine. - Can identify various types of beverages, including both alcoholic and non-alcoholic beverages, in terms of basic ingredients, styles, fermentation, and/or distillation processes. - Understands the basics of craft beverages, including the production, origins, ingredients, styles, and flavors of craft beer, wine, coffee, tea, and other common beverages. - Developed palate and sensory skills, enabling them to use aroma, taste, texture, appearance, and mouthfeel to identify and evaluate the diverse flavors and characteristics of different beverage styles. - Understands the operational aspects of a craft beer brewery, including equipment maintenance, sanitation, and safety protocols, as well as marketing strategies specific to the craft beer industry. - Understands legal and regulatory aspects of the craft beer industry, including labeling, licensing, and health and safety requirements. - Acquired knowledge of renowned wine regions globally and can identify distinctive characteristics of wines from France, Italy, Spain, the New World (USA, Australia, South America, etc.), and other wine-producing areas. - Understand terroir and its influence on wine, including how different grape varieties express themselves in diverse regions worldwide. - Understands the principles of wine service and the art of food and wine pairing by exploring different flavors that complement or contrast with each other. - Can recognize common coffee and tea brewing methods. - Gained knowledge of the cultural significance and rituals associated with beverages around the world, understanding the historical, social, and ceremonial aspects that make these beverages an integral part of various cultures. - Applied knowledge and skills learned in Level 1 and Level 2 to address needs in a beverage industry or beverage-related industry business in which they are engaged through employment, internship, or other approved connections by developing an implementation plan. This badge acknowledges that the learner: - Successfully fulfilled all criteria in earning the Craft Beverage Micro-Credential (Level 1, Level 2, and Level 3) - Completed training in craft beverage and demonstrated application of their learning in their craft beverage operation and/or management. - Demonstrated competency in the use of the craft beverage skills and knowledge learned, meeting the high-quality standards set.
This Craft Beverage Level 3 Badge was issued in recognition of the learner’s knowledge of craft beverages at the application level. This badge earner demonstrated high levels of competency in applying knowledge of beverages acquired in Level 1 and Level 2 in the beverage or beverage-related industry.
The learner: - Earned the Craft Beverage Micro-Credential Level 1 and Level 2 badges. - Is able to identify the needs in a beverage industry or beverage-related industry business in which they are engaged through employment, internship, or other approved connections. - Can apply knowledge and skills learned in Level 1 and Level 2 to address needs by designing and developing an implementation plan. The learner: - Previously earned the Craft Beverage Micro-Credential Level 1 and Level 2 badges. - Identified needs in a beverage industry or beverage-related industry business in which they are engaged through employment, internship, or other approved connections. - Applied knowledge and skills learned in Level 1 and Level 2 to address the needs by developing a written implementation plan and delivering a 30-to-60 minute presentation on the implementation plan. - Received feedback on the implementation plan from teaching faculty or another relevant party. - Submitted a written reflection based on feedback received during the presentation. **Evidence and assessment:** The implementation plan, presentation, and reflection earned a passing grade of at least 80%. Evidence was tracked, verified, and approved by authorized UMS faculty or staff or another relevant party most familiar with their applied work and competency level.
The Craft Beverage Level 2 Badge was issued in recognition of the learner’s knowledge of craft beverages at the hands-on training and practice level. This badge earner participated in lectures and field trips, and completed the assessment in all of the three following Micro-Badges: Craft Beer Micro-Badge, Wine Micro-Badge, and Spirits & Non-Alcoholic Beverages Micro-Badge.
The learner: - Earned the Craft Beverage Micro-Credential Level 1 Badge. - Earned the Craft Beer Micro-Badge, Wine Micro-Badge, and Spirits & Non-Alcoholic Beverages Micro-Badge - Understands the basics of craft beverages, including the production, origins, ingredients, styles, and flavors of craft beer, wine, coffee, tea, and other common beverages. - Developed palate and sensory knowledge, enabling them to use aroma, taste, texture, appearance, and mouthfeel to identify and evaluate the diverse flavors and characteristics of different beverage styles. - Understands the operational aspects of a craft beer brewery, including equipment maintenance, sanitation, and safety protocols, as well as marketing strategies specific to the craft beer industry. - Understands legal and regulatory aspects of the craft beer industry, including labeling, licensing, and health and safety requirements. - Acquired knowledge of renowned wine regions globally and can identify distinctive characteristics of wines from France, Italy, Spain, the New World (USA, Australia, South America, etc.), and other wine-producing areas. - Understands terroir and its influence on wine, including how different grape varieties express themselves in diverse regions worldwide. - Understand the principles of wine service and the art of food and wine pairing by exploring different flavors that complement or contrast with each other. - Gained knowledge to describe the working mechanism of common coffee and tea brewing methods. - Gained knowledge of the cultural significance and rituals associated with beverages around the world, understanding the historical, social, and ceremonial aspects that make these beverages an integral part of various cultures. **Evidence and Assessment** The learner: - Completed all lectures and field trip sessions for the Craft Beer, Wine, and Spirits & Non-alcoholic Beverages courses offered through the University of Southern Maine Professional Development Programs or another approved program, which was tracked by authorized University of Maine System faculty or staff. - Was assessed using a knowledge-based quiz and earned a satisfactory grade of at least 80% in all three courses: Craft Beer, Wine, and Spirits & Non-alcoholic Beverages.
This Craft Beverage Level 1 Badge was issued in recognition of the learner’s knowledge of craft beverages at the introductory level. This badge earner participated and completed the online learning module exploring the topics of legal issues, distribution, and basic beverage types.
The learner understands: - Legal and regulatory aspects of the beverage industry, including labeling, licensing, and health and safety requirements. - Legal and regulatory aspects of responsible drinking and serving. - The standard three-tier structure of alcoholic beverage distribution in the United States, and can identify several state-specific, and emerging exceptions to that standard structure. - The alcoholic beverage distribution system in Maine. - Various types of beverages, including both alcoholic and non-alcoholic beverages, in terms of basic ingredients, styles, fermentation, and/or distillation processes. The learner completed the Craft Beverage Level 1 online learning module, including all videos and readings, as part of the Craft Beer, Wine, or Spirits & Non-alcoholic Beverages courses offered through the University of Southern Maine Professional Development Programs or another approved program. **Evidence and Assessment:** - The learning module was tracked by authorized University of Maine System faculty or staff. - The learner was assessed using a knowledge-based quiz and earned a satisfactory grade of at least 80%.
Digital Image Correlation Micro-Credential
Digital Image Correlation Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Digital Image Correlation pathway (Levels 1, 2, and 3). The learner has the knowledge and skills earned through 600 hours of work experience to contribute to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by assisting with digital image correlation (DIC) testing. In conjunction with DIC staff, the learner can assist with equipment requisitioning and setup, preparing specimens for testing, calibration of the DIC system, and data collection and analysis. The learner also demonstrated the development of essential career skills by earning career competency micro-badges, obtaining a positive supervisor review, and participating in a scientific communication activity.
The learner has: - Work experience in an engineering research facility. - Applied knowledge of DIC principles, system setup and operations, and data collection and analysis. - Assisted with all aspects of DIC for an engineering test. - Contributed to engineering research projects at the ASCC. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Fundamentals of Digital Image Correlation micro-badge. - Fundamentals of Instrumentation and DIC Equipment & Hardware training. - Design of DIC Measurement and Fundamentals of DIC Analysis training. - Patterning and Calibration hands-on training. - A specialized DIC system skill micro-badge. - DIC testing and data analysis practical experience. - An approved career competency micro-badge. - 600 work hours at the ASCC. - A scientific communication experience. - An ASCC Student Evaluation. **Evidence and Assessment:** Completion of the micro-badges, participation in a scientific communication experience, and 600 work hours were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or greater on the Fundamentals of Instrumentation, DIC Equipment & Hardware, Patterning, Design of DIC Measurement, and Fundamentals of DIC Analysis course module quizzes which were aligned to the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering. The learner met all rubric criteria in the Patterning and Calibration practical exams and DIC Testing & Analysis practicum. The assessment rubrics were aligned to the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s contribution to engineering research projects through assisting with digital image correlation (DIC) testing at the Advanced Structures and Composites Center (ASCC) at the University of Maine. Under direction from a DIC trained supervisor, the learner can operate a selected DIC system, including hardware and software, to collect, analyze, and apply DIC data for a specified research application. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - Use of a DIC system to collect full-field measurement data from a mechanical test in a research application. - Analysis of 3D DIC data using GOM Software or 2D DIC data using Bluehill Universal or DIC Replay. - Computation of engineering quantities of interest for a research application using DIC data. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and Level 2 Digital Image Correlation badges. - DIC testing and data analysis practical experience. - An approved career competency micro-badge - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC. **Evidence and Assessment:** Completion of the micro-badges, participation in a scientific communication experience, and 300 work hours (600 total) were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner met all rubric criteria in the DIC Testing & Analysis practicum. The assessment rubric was aligned with the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation, which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment.
This badge was issued in recognition of the learner’s ability to assist with digital image correlation (DIC) testing at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner can prepare specimens for testing and set up and operate a specific DIC system to collect data. The learner completed a micro-badge in one of the DIC systems used at ASCC to verify competency in system setup and operations. The learner also completed modules in Patterning, Design of DIC Measurement, and Fundamentals of DIC Analysis to demonstrate knowledge and competency in high-quality data collection methods, which were aligned to the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation. The learner also focused on expanding their essential career skills by identifying a career competency micro-badge to bolster a National Association of College and Employers (NACE) Career Readiness Competency.
The learner has knowledge of: - Characteristics and techniques for patterning for DIC. - Calibration of 2D and 3D DIC systems. - A DIC system that can fit their work path: 2D Instron AVE DIC, ARAMIS 3D DIC, ASCC In-house 3D DIC. The learner is able to: - Apply a DIC speckle pattern. - Calibrate 2D and 3D DIC systems. - Set up an ASCC DIC system as instructed. The learner completed: - Level 1 Digital Image Correlation badge. - Online course modules in Patterning, Design of DIC Measurement, and Fundamentals of DIC Analysis. - One of the following micro-badges: 2D Instron AVE DIC, ARAMIS 3D DIC, ASCC In-house 3D DIC. - Hands-on DIC training in Patterning and Calibration. - Identification of an approved career competency micro-badge. - 200 work hours at the ASCC. **Evidence & Assessment:** Completion of the micro-badges, registration for a career competency micro-badge, and 200 work hours (300 total) were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or greater on the Patterning, Design of DIC Measurement, and Fundamentals of DIC Analysis course module quizzes, which were aligned to the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering. The learner met all rubric criteria in the Patterning and Calibration Practical Exams. The assessment rubrics are aligned to the International Digital Image Correlation Society’s A Good Practices Guide for Digital Image Correlation.
This badge was issued in recognition of the learner’s completion of the foundational requirements for assisting with digital image correlation (DIC) testing at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner earned the ASCC Safety & Security micro-badge, which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers Career (NACE) Readiness Competencies, which are assessed in the ASCC Student Evaluation. The learner also gained introductory knowledge of instrumentation, DIC technique principles, and DIC system components.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - National Association of Colleges and Employers (NACE) Career Readiness Competencies. - Basics of instrumentation, including data acquisition systems, measurement, calibration, signals, cables, and connectors. - Components of a digital image correlation system. - Basic principles of digital image correlation. The learner is able to: - Assist DIC-trained staff with basic DIC tasks. The learner completed: - Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Fundamentals of Digital Image Correlation micro-badge. - Online modules in Fundamentals of Instrumentation and DIC Equipment & Hardware. - 100 work hours at the ASCC. **Evidence and Assessment:** Completion of the micro-badges and 100 work hours were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or greater on the Fundamentals of Instrumentation and DIC Equipment & Hardware course module quizzes, which were aligned to the Department of Labor Engineering Competency Model, Industry-Wide Technical Competency 4.1 Foundations of Engineering.
Scanning Electron Microscopy Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Scanning Electron Microscopy pathway (Levels 1, 2, and 3 badges). Scanning Electron Microscopy is a technical skill that provides essential data in several scientific and technical fields. By completing this pathway, the learner demonstrated the understanding and ability to operate a scanning electron microscope and obtain and interpret high-quality data images. Evidence was assessed by University of Maine System faculty/staff to ensure the micro-credential standards were met.
Scanning electron microscopy is a method for generating detailed 3D images of surfaces by detecting secondary electrons emitted when a focused beam of electrons scans the surface.
Microscopy is the technique of utilizing microscopes to enlarge objects for examination and analysis at the cellular or molecular level, employed in various scientific disciplines.
AAC&U Value Inquiry and Analysis Rubrics
Portions of the AAC&U Value Inquiry and Analysis rubrics were applied as appropriate.
The learner: * Understands the theory of the operations of a scanning electron microscope. * Demonstrated competency in operating a scanning electron microscope. * Demonstrated expertise in the acquisition of data using an electron microscope. * Demonstrated the effective interpretation of the image data. The learner: * Completed the Level 1 knowledge course on Scanning Electron Microscopy. * Is certified in the safe operation of a Scanning Electron Microscope. * Completed 20 hours of image data collection using a scanning electron microscope. * Demonstrated effective analysis of scanning electron microscope data. * Reflected on their scanning electron microscope experience. **Evidence and assessment** The learner: * Scored 100% on each module quiz at Level 1. * Was assessed by a practical examination becoming certified in the safe operation of a scanning electron microscope by UMS faculty/staff at Level 2. * Completed a self-reflection and appropriate analysis and interpretation of the image data collected using the scanning electron microscope at Level 3. Evidence was verified and approved by authorized UMS faculty or staff.
Scanning Electron Microscopy Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated proficiency in operating the Scanning Electron Microscope (SEM), reaching the level of an Advanced SEM user. The learner spent at least 20 hours working with samples on the SEM, collecting and analyzing image data to address an experimental hypothesis. The SEM manager assessed the learner's written interpretation of the data.
The learner: * Has extensive experience documenting data obtained using the scanning electron microscope. * Collected scanning electron microscope data as evidence to address an experimental hypothesis. * Demonstrated an understanding of the limitations of scanning electron microscope data. * Previously earned Level 1 and Level 2 badges in scanning electron microscopy. The learner completed 20 hours of image data collection of the scanning electron microscope and reflected on the practical applications of the scanning electron microscope data collected, its applications, and limitations. **Evidence** The learner submitted: * Records documenting 20 or more hours on the scanning electron microscope. * An analysis showing the quality of their image data, the applications and limitations of their scanning electron microscope data collected, and its potential use in their future career. **Assessment** The scanning electron microscope manager verified the learner’s operational time on the scanning electron microscope via records kept in the ilab management software. The learner’s image analysis was assessed using a rubric that evaluated image quality, data analysis quality, and recognition of data analysis limitations. Evidence was verified and approved by authorized UMS faculty or staff.
Scanning Electron Microscopy Level 2 badge image
This badge was issued in recognition of the learner’s competency in operating a University of Maine System Scanning Electron Microscope (SEM) safely, as confirmed by the UMS manager. The learner previously earned a Level 1 badge in scanning electron microscopy and certified in the safe operation of a Scanning Electron Microscope.
The learner demonstrated that they can: * Load sample stubs safely into the sample chamber of the scanning electron microscope. * Select the optimal beam parameters, start the “gun,” and place the sample into the beam path. * Focus, destigmatize, and align the scanning electron microscope beam to create a focused image of the sample. * Take a series of images of a sample at different magnifications. * Change samples. * Safely turn off the “gun” and remove the samples. * Collect their image data onto a USB drive for further analysis. The learner: * Completed training on operating the Scanning Electron Microscope with the instrument manager. * Studied the Standard Operating Guide for that instrument. * Watched a demonstration given by the Instrument manager. * Used the instrument under the manager's guidance until the learner felt confident. The learner passed a practical certification test given by the Instrument manager. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Scanning Electron Microscopy Level 1 badge image
This badge was issued in recognition of the learner’s foundational knowledge of Scanning Electron Microscopy (SEM). The badge earner completed the 5-hour online course and assessments.
This badge acknowledges that the learner knows and understands: The different types and basic features of a scanning electron microscope (SEM): * SEM designs. * SEM filaments. * SEM detectors and the data each can collect. How to focus the beam and obtain a good image: * focusing overview of a scanning electron microscope. * correcting astigmatism. * aligning the SEM beam. * calibrating the image. * magnification and resolution. * vacuum quality and controlling contamination. * The effects of changing variables on image quality: operating voltage, spot size, working distance, and aperture size. Universal features of sample preparation for good imaging. The learner was also given a brief introduction to sample preparation for scanning electron microscopy and gained foundational knowledge in sputtercoating and rotary evaporation. The learner completed the online Scanning Electron Microscopy micro-credential Level 1 course in Brightspace. This course took about 5 hours to complete and covered the foundational knowledge that allowed the learner to operate the microscope and obtain high-quality images. The course consisted of three modules: * A scanning electron microscope, different types, and basic features. * How to focus the beam and obtain a good image. * Universal features of sample preparation for good imaging. The learner scored 100% on each module knowledge quiz. Evidence was verified and approved by authorized UMS faculty or staff.
Resume and Cover Letter Advising Skills badge image
This badge was issued in recognition of the learner’s competency in assisting their peers in developing resumes and cover letters, including demonstrating key interpersonal skills. Learners complete Peer Career Guide (PCG) Level 1 Training and are assessed through a knowledge-based quiz, as well as job shadowing and reverse job shadowing experiences.
Active listening is the skill of fully concentrating on, comprehending, and responding to spoken information, which enhances communication and shows engagement.
Interpersonal skills refer to the capacities to communicate efficiently, establish relationships, cooperate, demonstrate empathy, negotiate, and manage conflicts in both personal and professional settings.
The learner developed technology and interpersonal skills and is able to: * Create resumes and cover letters. * Tailor resumes and cover letters to specific jobs. * Format resumes to be reviewed by both humans and Applicant Tracking Systems. * Apply S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-bound) goals to resume/cover letter development. * Demonstrate active listening. * Communicate with students to identify skills and strengths. * Demonstrate diversity sensitivity. * Provide positive feedback. The learner completed: * Ten hours of Level 1 PCG training. * Six job shadowing appointments (current and post-shadowing appointments) * Three reverse job shadowing appointments (current and post-shadowing appointments. Or * Another approved training program. ## Evidence and Assessment: The learner scored 80% or better on a knowledge-based quiz and demonstrated proficiency in each of the technology and interpersonal skills criteria. Proficiency was determined and tracked during supervision and discussion meetings. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
RAS: Introduction to Biology and Behavior
This badge was issued in recognition of the learner’s understanding of and skill development in introductory biology and behavior for Recirculating Aquaculture Systems (RAS). The learner is able to develop and implement a husbandry plan and a Standard Operating Procedure (SOP) for animal care in RAS.
Animal husbandry consists of managing and breeding livestock, focusing on their health, welfare, and productivity, encompassing aspects like nutrition, housing, and disease control.
Maine Aquaculture Occupational Standards for Land-Based RAS
RAS fish culture management tasks for aquaculture technicians.
The learner has a basic level of knowledge of the science involved in aquaculture and aquatic animal husbandry, and understands: * Basic biology and reproduction of common aquaculture species. * Basic biological interactions with water quality parameters. * Ethics of working with animals. * Regulatory requirements for those working with animals. * Husbandry protocol differences at different animal life stages. * How husbandry of fish affects their mortality rate, stress levels, and quality. * Math skills required in land-based aquaculture environments that relate to organism biology. * Characteristics and behavior of healthy and diseased fish, including warning signs of disease and stress. The learner completed training in RAS: Introduction to Biology and Behavior from the University of Maine Cooperative Extension. This training includes topics identified by the Maine Aquaculture Association at the technician level. **Evidence and Assessment** The learner: * Completed a series of quizzes and passed all with 80% or higher. * Completed and submitted a reflection on each content section and was assessed for understanding. against a rubric by UMS staff and deemed satisfactory in all areas. * Developed and submitted a husbandry plan and SOP for an example RAS system. The husbandry plan and SOP were assessed using a rubric by UMS staff and were deemed satisfactory.
This badge was issued in recognition of the learner’s understanding of and skill development in introductory water quality management for Recirculating Aquaculture Systems (RAS). The learner is able to develop a water quality management plan and a Standard Operating Procedure (SOP) for water quality monitoring in RAS.
Water quality management tasks for aquaculture technicians.
The learner understands how to: * Follow protocols for RAS water treatment processes: water quality assessment, biofiltration, solid removal, oxygenation, pH control, temperature control, and biosecurity. * Follow SOPs and safety protocols. * Collect water quality samples. * Conduct basic water quality analyses. * Monitor and record water quality parameters. * Monitor and record water levels and flow rates. * Manage and interpret water quality data. The learner completed training in RAS: Introduction to Water Quality from the University of Maine Cooperative Extension. This training includes topics identified by the Maine Aquaculture Association as necessary for skills for aquaculture technicians. Through this training, the learner developed a full water quality management plan and SOP. **Evidence and Assessment** The learner: * Completed a series of quizzes and passed all with 80% or higher. * Completed and submitted a reflection on each content section and was assessed for understanding against a rubric by UMS staff and deemed satisfactory in all areas. * Developed and submitted a water quality monitoring plan and an SOP (Standard Operating Procedure) based on an example RAS. The water quality monitoring plan and SOP were assessed using a rubric by UMS staff and deemed satisfactory in all areas.
Recirculating Aquaculture Systems Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Recirculating Aquaculture Systems (RAS) pathway (Levels 1, 2, and 3). The learner has the knowledge and skills to successfully operate a RAS at the aquaculture technician level as described by the Maine Aquaculture Association. The learner demonstrated their skills both in an educational and in a workplace setting.
Fish Culture is the practice of breeding, rearing, and harvesting fish in controlled environments to optimize growth, health, and productivity for consumption, conservation, or ornamental purposes.
The learner has: * Work experience conducting water quality management and husbandry activities relevant to RAS. * Experience following relevant Standard Operating Procedures (SOPs) for water quality management and biology and husbandry. * Experience conducting routine RAS operations and maintenance. * Experience with basic troubleshooting of RAS. * Experience with basic data recording, management, and interpretation tasks. The learner successfully completed: * Introductory and advanced training in RAS * RAS: Introduction to Water Quality micro-badge * RAS: Introduction to Biology and Husbandry micro-badge * Over 400 hours of experience in the aquaculture industry **Evidence and Assessment** UMS faculty/staff tracked: * Successful completion of all learning experiences. * Completion of at least 400 hours of aquaculture industry experience. * Documentation of proficiency in at least 80% of RAS skills.
Recirculating Aquaculture Systems Level 3
This badge was issued in recognition of the learner’s application of their knowledge and skills in Recirculating Aquaculture Systems (RAS). The learner has experience in and is able to manage a RAS. The learner successfully completed 400 hours of an approved internship, apprenticeship, or on-the-job training experience in the RAS industry, demonstrated their skills, and received a positive performance review.
Aquatic Animals refers to the understanding of species inhabiting water environments, their behavior, physiology, and interactions, crucial for aquatic ecosystems' conservation, research, and management.
Skills for the Aquaculture Technician position
The learner is able to successfully run a Recirculating Aquaculture System (RAS) at the technician level and conduct water quality management and husbandry activities relevant to RAS, including: * Using and following Standard Operating Procedures (SOPs) in aquaculture. * Conducting routine RAS operations and maintenance. * Conducting basic troubleshooting of RAS. * Carrying out basic data recording, management, and interpretation tasks. This badge acknowledges that the learner: * Earned Level 1 and Level 2 RAS badges, including micro-badges in RAS: Intro to Biology and Behavior and RAS: Intro to Water Quality. * Applied their Level 2 skill development in the aquaculture industry by completing and submitting documentation of 400 hours in an internship, apprenticeship, or other applied learning experience. **Evidence and Assessment** The learner: * Earned and submitted a positive assessment documenting their skill performance using a provided skills checklist, with direct documentation of proficiency in at least 80% of the listed skills. * Reflected on their experience, skills, and future career plans. The skill assessment and reflection were reviewed by University of Maine Extension or Center for Cooperative Aquaculture Research (CCAR) staff.
Recirculating Aquaculture Systems Level 2
This badge was issued in recognition of the learner’s skills in managing a Recirculating Aquaculture System (RAS). The learner developed knowledge of and skills in Biology and Behavior, Water Quality, and RAS system management. The learner can complete aquaculture-related fish welfare and water quality management tasks at the level of a technician. These skills are recognized by the Maine Aquaculture Association as required for Land-Based Aquaculture Technicians.
The learner demonstrated skills in water quality, biology and husbandry, and system management related to Recirculating Aquaculture Systems (RAS). Specifically, the learner is able to do the following for RAS: * Create and follow Standard Operating Procedures (SOPs) for water quality and husbandry. * Conduct routine RAS operations and maintenance. * Complete fish handling and feed management tasks. * Manage and interpret data. * Make system adjustments as needed to maintain healthy water quality and aquatic animals. The learner: * Previously earned the Level 1 badge in Recirculating Aquaculture Systems. * Earned the RAS: Introduction to Biology and Behavior micro-badge. * Earned the RAS: Introduction to Water Quality micro-badge. * Completed Advanced Recirculating Aquaculture Systems training from the University of Maine Cooperative Extension, including completion of a hands-on skill development and assessment experience. **Evidence and Assessment** The learner: * Passed all quizzes within the Advanced Recirculating Aquaculture Systems learning experience with an 80% or higher score. * Completed all reflections in the Advanced Recirculating Aquaculture Systems learning experience and were assessed for understanding using a rubric by UMS staff and deemed satisfactory in all areas. * Attended and fully participated in a hands-on skill development and assessment experience and submitted a skills checklist. The checklist was reviewed by UMaine Extension or Center for Cooperative Aquaculture Research (CCAR) staff. The learner was found to be competent by the instructor in each area during hands-on demonstrations of skills in water quality assessment, use of Standard Operating Procedures (SOP), systems operation and maintenance, fish handling and feeding, and routine health checks. UMaine Extension or CCAR staff provided descriptions of how the learner demonstrated proficiency in each area. The learner’s completion of training and assessments were tracked by UMaine Extension or CCAR faculty or staff.
Recirculating Aquaculture Systems Level 1
Recirculating Aquaculture Systems Level 1 badge image
This badge was issued in recognition of the learner’s knowledge of the need for and opportunities in recirculating aquaculture. The learner completed an introductory level training in aquaculture and understands why aquaculture is needed to meet food demand, knows common misconceptions about aquaculture and the facts that contradict those misconceptions, and can identify career opportunities that exist in the growing field of aquaculture.
This badge acknowledges that the learner: * Knows why there is a need for aquaculture to meet growing food demands. * Understands common misconceptions about aquaculture and can articulate information that contradicts those misconceptions. * Can identify career opportunities in the field of aquaculture and the levels of education and training required for those careers. The learner completed one of the following: * The Introduction to Aquaculture and Recirculating Systems online learning experience from the University of Maine Cooperative Extension and Center for Cooperative Aquaculture Research (CCAR). * An approved introductory University of Maine System aquaculture course or workshop as determined by UMaine Extension, CCAR, Aquaculture Research Institute (ARI), University of Maine at Machias, or other approved University of Maine System faculty or staff. * The Youth Aquaculture Micro-Credential. ## Evidence and Assessment The learner: - Completed the Introduction to Aquaculture and Recirculating Systems online learning experience and scored 80% or higher on each quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher, **or** - Successfully completed an approved university-level introductory aquaculture course with a grade of a B- or higher, **or** - Completed a workshop or training with an approved subject matter expert and was deemed competent at an 80% level or higher in all criteria, **or** - Earned the Youth Aquaculture Micro-Credential.
Climate-Ready Community Engagement Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Climate-Ready Community Engagement pathway (Levels 1, 2, and 3 badges). The learner is able to develop a climate-ready engagement plan at a local or regional level to raise awareness about climate-change impacts and opportunities.
Civic Engagement refers to the active involvement of individuals in their community's public life, aiming to enhance conditions and influence the community's future.
Climate Resilience refers to the capability to predict, prepare for, and adjust to climate-related effects, reducing risks and preserving functionality amidst environmental shifts and severe weather occurrences.
Climate change refers to the sustained modification of temperature and usual weather patterns in a region, largely caused by human activities such as the burning of fossil fuels and deforestation.
Community Resilience refers to a group's ability to endure, adjust, and bounce back from challenging circumstances while preserving social unity and well-being over time.
Community engagement refers to the development and maintenance of beneficial connections between organizations and the communities they serve, promoting communication, cooperation, and shared advantages.
Climate Information encompasses the analysis and interpretation of weather patterns, atmospheric conditions, and climate changes to guide decision-making and policy development.
Climate Justice – Final Recommendations of the Equity Subcommittee of the Maine Climate Council
Final Recommendations of the Equity Subcommittee
Facilitation Skills – International Association of Facilitators Core Competencies
Strategy Area H: Engage with Maine People and Communities
The learner is able to: - Co-develop a community-based climate resilience engagement plan that builds on community assets and addresses social inequities and vulnerabilities. - Facilitate the engagement of community members in resilience planning in a way that honors community values and dignity, toward resolving conflicts and making collective decisions. The learner successfully completed: - Introductory and advanced training in Climate-Ready Community Engagement, including Serving with Dignity: How to engage communities experiencing change, conflict and scarcity, and Climate Justice training. - Facilitation training. - A practicum during which they co-developed a Climate-Ready Community Engagement plan for a community or community group. The learner also earned the Maine Community Resilience micro-badge and Level 1 Facilitation badges. ## Evidence and Assessment UMS faculty/staff tracked: - Successful completion of all learning experiences and scoring 80% or higher on all Climate-Ready Community, Climate Justice and Serving with Dignity quizzes. - Successful completion of a Climate-Ready Community Engagement plan. - Documentation of completion of the practicum and a positive assessment from their mentor at the community based organization. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Climate-Ready Community Engagement Level 3
This badge was issued in recognition of the learner’s application of their knowledge and skills in developing a climate-ready engagement plan. The learner has experience in and is able to equitably support and engage people at the local or regional level in building healthy and resilient communities.
Final Recommendations of the Equity Subcommittee of the Maine Climate Council
The learner applied their knowledge of climate-ready community engagement in a real-world context. The learner is able to recognize issues of climate injustice and inequity, facilitate the work of groups, and identify their own role in and approaches to effectively engaging with communities. The learner previously earned Climate-Ready Community Engagement Level 1 and Level 2 badges and completed a 20-hour practicum with a community-based organization in which they: - Co-developed a social vulnerability map tool for a group or community as a starting place to improve understanding of the needs of those at greatest risk of climate change impacts. - Applied their knowledge of community and social capital toward assessing the assets of the community. - Applied their knowledge of the forces that affect dignity to help guide their understanding of interactions in group settings to inform their design of a community engagement process, and identified their role in effectively engaging with community members to make collective decisions and resolve conflict. - Conducted a group assessment, designed a meeting using the facilitation road map, facilitated the meeting in accordance with the core values and the group’s working. agreements, toward enabling the group to achieve positive outcomes. - Reflected on their experience through these stages of the community engagement process, identifying what they learned, what they most appreciated, what they found most challenging, and what they might do differently in the future. ## Evidence and Assessment The learner submitted a community-based climate resilience engagement plan including: - A social vulnerability map. - An assessment of community and social capital. - A group assessment. - A meeting design. - A facilitator’s agenda. - A positive assessment and evaluation checklist from a mentor at the community-based organization. - A self-reflection. The engagement plan materials and mentor evaluation were assessed by the Climate-Ready Community Engagement instructional lead using a rubric and each was deemed satisfactory. The assessment was based on climate justice and facilitation skill standards, and aligned with Maine’s Climate Action Plan 2020: Strategy Area H: Engage with Maine People and Communities. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Climate-Ready Community Engagement Level 2
This badge was issued in recognition of the learner’s ability to equitably support and engage Maine people at the local and regional levels in building healthy and resilient communities. The learner can recognize issues of climate injustice and inequity, facilitate the work of groups, and identify their own role in and approaches for effectively engaging with communities.
The learner understands: - Marginalized people across the world have borne disproportionate burdens and impacts of climate change. - Climate justice seeks to change existing systems that perpetuate inequities. - The concepts of the facilitator’s role and core values, group assessment, working agreements, and the facilitation road map. - The concepts of community capitals, resilience, dignity and the forces that affect dignity. The learner is able to: - Apply mapping tools as a first step to help identify where people are subjected to disproportionate burdens and impacts of climate change. - Apply the facilitation roadmap to a group setting. - Identify their own role in effectively engaging with communities to make collective decisions and resolve conflict. The learner: - Previously earned the Climate-Ready Community Engagement Level 1 badge. - Earned the Facilitation Skills Level 1 badge from the University of Maine System or completed an equivalent training as approved by the Facilitation Skills Instructor. The learner successfully completed the following training (8-10 hours): - Serving with Dignity: How to engage communities experiencing change, conflict, and scarcity from the Sunrise County Economic Council or an equivalent basic community engagement training as approved by the Community Engagement Instructor. - Climate Justice Training focused on the disproportionate impacts borne by marginalized people. The training introduced the principles of climate justice and the concept of intersectionality and included perspectives of those experiencing climate injustice, including Black, Indigenous, and People of Color (BIPOC) and youth. ## Evidence and Assessment The learner: - Submitted evidence of earning the Facilitation Skills Level 1 badge. - Scored 80% or higher on the Climate Justice quiz. - Scored 80% or higher on the Serving with Dignity or an equivalent quiz. - Developed and submitted a map using a Social Vulnerability Index tool and was deemed proficient by the Climate-Ready Community Engagement instructional lead using a rubric. - Submitted a reflection that explores their role in effectively engaging with communities to make collective decisions and resolve conflict. The reflection was reviewed by the Climate-Ready Community Engagement instructional lead. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Climate-Ready Community Engagement Level 1
This badge was issued in recognition of the learner’s knowledge of the context of climate change adaptation and resilience in Maine. The learner completed introductory training in community resilience and is familiar with the resources and tools to support community action in the Maine Community Resilience Workbook, a framework and how-to guide developed by the University of Maine in collaboration with public, private, and nonprofit partners.
The learner earned the [Maine Community Resilience](https://ums.badgr.com/public/badges/5XmiMye8T6SwA1UIGjAiSA) badge by completing 8-10 hours of training and passing each of eight knowledge-based quizzes with a score of 80% or higher. ## Evidence and Assessment The learner submitted their Maine Community Resilience badge as evidence, which was verified by University of Maine System (UMS) faculty or staff or another relevant party.
Planning for Habitat Protection Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Planning for Habitat Protection pathway (Levels 1, 2, and 3). The learner has the knowledge and skills to successfully guide a community in conservation planning for habitat protection. The learner demonstrated their skills both in an educational and in a community setting.
Conservation Planning is the formulation of strategies for managing natural resources, with the goal of preserving ecosystems while addressing economic, social, and environmental concerns.
Maine Climate Council’s Strategy Area E: Protect the Environment & Promote Natural Climate Solutions (Protect Natural and Working Lands and Waters).
The learner has: - Knowledge of conservation planning principles. - The ability to integrate climate and natural resource-related topics into long-range planning. - The ability to identify and map areas of high biodiversity, undeveloped blocks, and areas of important land and water connectivity for protection. - Skill in the use of a variety of conservation planning tools and resources, including open space planning, ordinance tools, and financing habitat protection. The learner successfully completed: - Climate-Ready Community training. - Planning for Habitat Protection training. - A practicum with a community-based organization, municipality, employer, or classroom in which they developed habitat planning maps and recommendations. The learner also earned the [Maine Community Resilience](https://ums.badgr.com/public/badges/5XmiMye8T6SwA1UIGjAiSA) micro-badge. ## Evidence and Assessment UMS faculty/staff tracked: - Successful completion of all learning experiences, including scoring 80% or higher on all Climate-Ready Community and Planning for Habitat Protection quizzes. - Completion of a practicum for a target community that was deemed satisfactory in all sections against a rubric. - The recommendation from the practicum employer, mentor, or colleague expressing satisfaction with the submitted project.
This badge was issued in recognition of the learner’s demonstrated ability to apply tools and resources related to protecting and maintaining important natural lands and waters in Maine while completing a practicum. The learner worked with a community or set of communities to develop resources to aid the community in safeguarding their natural resources and reducing the impact of climate change. These resources were tailored to the needs of the individual community.
The badge earner is able to assist Maine communities in using conservation planning tools and resources that protect the environment and promote natural climate solutions. The learner demonstrated their ability to help a community: - Create map sets using the Beginning with Habitat interactive map and stream viewers. - Identify and use a variety of conservation planning tools and resources, including open space planning, ordinance tools, and financing habitat protection. - Understand and integrate climate and natural resource related topics into comprehensive plans. - Identify and use Stream Smart practices to maintain fish and wildlife habitat while protecting roads and public safety. The learner: - Previously earned the Planning for Habitat Protection Level 1 and Level 2 badges. - Completed a practicum with a community-based organization, municipality, employer, or classroom. - Applied their knowledge of conservation planning resources by developing or co-developing a set of recommendations appropriate for the community. - Reflected on their experience. ## Evidence and Assessment The learner submitted: - A set of recommendations for their target community that were tracked and scored by University of Southern Maine (USM) staff using a rubric and was deemed satisfactory in all sections. - A self-reflection showing evidence of growth through the learning process. - A letter from an employer, mentor, or colleague from the partnering community-based organization, municipality, employer, or classroom expressing satisfaction with the recommendations submitted. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s understanding of and ability to apply conservation planning tools and resources to aid in protecting and maintaining important natural lands and waters in Maine. The learner is able to support local communities’ efforts to protect the environment and promote natural climate solutions.
Using interactive habitat and stream maps and viewers and comprehensive and conservation planning resources, the learner is able to use helpful tools for community conservation planning to enhance community resilience. The learner engaged with real-world scenarios, gathered data, and considered challenges that communities may face in the process of becoming climate resilient. The learner understands: - Basic conservation planning principles. - How to integrate climate and natural resource related topics into long-range planning. The learner is able to: - Create map sets using the Beginning with Habitat interactive map and stream viewers. - Use Beginning with Habitat and Stream Smart interactive map and stream viewers to identify and map the conservation gaps related to high biodiversity areas, undeveloped blocks, and land and water connectivity. - Apply a variety of conservation planning tools and resources including open space planning, ordinance tools, and financing habitat protection using the Beginning with Habitat Toolbox. - Identify the values and benefits of using Stream Smart practices to maintain fish and wildlife habitat while protecting roads and public safety. The learner: - Previously earned the Planning for Habitat Protection Level 1 badge. - Completed the Planning for Coastal Habitat Protection online course. This 10-15 hour course focuses on developing the learner’s planning skills and proficiency in using planning resources commonly utilized in Maine. ## Evidence and Assessment The learner: - Scored 80% or higher on all quizzes in the Planning for Coastal Habitat Protection Training. - Demonstrated skill in the application of Beginning with Habitat (BwH) interactive map and stream viewers and other planning resources through the completion of a conservation planning exercise for a representative community. The exercise was tracked and scored by USM staff using a rubric and deemed satisfactory in all sections. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Polymers: Processing & Properties Micro-Credential
Polymers: Processing & Properties Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Polymers: Processing & Properties pathway (Levels 1, 2, and 3). The learner has the knowledge and skills earned through 600 hours of work experience to contribute to the University of Maine’s Advanced Structures and Composites Center (ASCC) research operations by performing polymer materials science research. The learner can participate in the operation of polymer manufacturing equipment and can independently perform material characterization tests according to ASTM standards, including data analysis and interpretation. The learner also demonstrated the development of essential career skills by earning career competency micro-badges, obtaining a positive supervisor review, and participating in a scientific communication activity.
Polymer Characterization entails analyzing and identifying a polymer's properties, structure, and composition to assess its performance, quality, and suitability for specific uses.
The learner has: - Work experience in an engineering research facility. - Applied knowledge of polymer manufacturing processes and materials characterization techniques. - Conducted materials characterization tests according to ASTM standards and analyzed and interpreted collected data. - Contributed to engineering research projects at the ASCC. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - ASCC Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Research skill training. - Polymer Structures & Properties and Polymer Manufacturing Processes micro-badges. - Experimental Documentation and Experimental Design micro-badges. - Polymer processing equipment and material characterization technique hands-on training. - A polymer materials science research project. - An approved career competency micro-badge. - 600 work hours at the ASCC. - A scientific communication experience. - An ASCC Student Evaluation. **Evidence and Assessment** Completion of the micro-badges, research skill training, hands-on equipment, and technique training, participation in a scientific communication experience, and 600 work hours were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation which is aligned to the National Association of Colleges & Employers Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Polymers: Processing & Properties Level 3
Polymers: Processing & Properties Level 3 badge image
This badge was issued in recognition of the learner’s contribution to polymer material science research projects at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner can operate polymer material characterization and processing equipment, make informed decisions, and troubleshoot processes based on material knowledge and process fundamentals. The learner can set up ASTM material testing, collect and interpret test data, and share test results with stakeholders. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - Operation of polymer processing and/or material characterization equipment to generate research data on a polymer materials science research project. - Analysis and interpretation of gathered research data. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and Level 2 Polymers: Processing & Properties badges. - A polymer materials science research project. - An approved career competency micro-badge. - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, ASCC tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation. - 300 work hours at the ASCC. **Evidence and Assessment** Completion of the micro-badges, participation in a scientific communication experience, and 300 work hours (600 total) were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation, which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Polymers: Processing & Properties Level 2
This badge was issued in recognition of the learner’s ability to assist with polymer materials characterization and processing projects at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner has knowledge of polymer manufacturing processes and material characterization equipment and can operate at least one type of processing equipment and carry out two distinct types of material characterization techniques. Competency in designing and documenting test data according to ASTM standards was demonstrated by earning the Experimental Design and Experimental Documentation micro-badges. The learner also focused on expanding their essential career skills by identifying an approved career competency micro-badge to bolster a National Association of College and Employers (NACE) Career Readiness Competency.
The learner has knowledge of: - Polymer manufacturing equipment and processes including: extrusion, injection molding, compression molding, additive manufacturing, and tape layup. The learner is able to: - Assist with operations of at least one type of polymer processing equipment. - Perform ASTM standard tests for at least two material characterization techniques. The learner completed: - Level 1 Polymers: Processing & Properties badge. - Experimental Documentation, Experimental Design, and Polymer Manufacturing Processes micro-badges. - Hands-on training on one of the following polymer manufacturing processes that best fit their research area: extrusion, injection molding, compression molding, additive manufacturing, or tape layup. - Hands-on training on two of the following polymer material characterization techniques that best fit their research area: Thermomechanical Analysis (TMA), - Dynamic Mechanical Analysis (DMA), and Differential Scanning Calorimetry (DSC). - Identification of an approved career competency micro-badge. - 200 work hours at the ASCC. **Evidence & Assessment** Completion of the micro-badges, registration for a career competency micro-badge, and 200 work hours (300 total) were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Polymers: Processing & Properties Level 1
Polymers: Processing & Properties Level 1 badge image
This badge was issued in recognition of the learner’s knowledge of the foundational requirements for working on polymer material characterization and processing projects at the Advanced Structures and Composites Center (ASCC) at the University of Maine. The learner earned the Lab Safety & Security micro-badge, which provided training on common safety practices to protect personal safety and methods to protect information and physical assets from unauthorized access. Also earned was the Career Essentials micro-badge that introduced learners to the National Association of College and Employers Career (NACE) Readiness Competencies, which are assessed in the ASCC Student Evaluation. The learner increased their knowledge of polymer materials by completing the Polymer Structures & Properties micro-badge and built research skills by attending a research training seminar.
The learner has knowledge of: - General lab safety and security practices required for student employees at the ASCC. - NACE Career Readiness Competencies. - Polymer classifications including thermoplastics, thermosets, copolymers, and blends. - The effect of additives on polymer composition and structure. - Thermal properties of polymer materials. - Techniques used in thermal characterization of polymer materials. - Reading and interpreting scientific literature. The learner is able to: - Identify different types of polymer materials. - Predict the effect of additives on polymer material properties. - Interpret thermal data to assess polymer structure and properties. - Select the appropriate characterization techniques to measure the thermal properties of polymers. The learner completed: - Lab Safety & Security micro-badge. - Career Essentials micro-badge. - Polymer Structures & Properties micro-badge. - Research training seminar provided by a UMS Library or other approved source. - 100 work hours at the ASCC. **Evidence and Assessment** Completion of the micro-badges, research training seminar, and 100 work hours were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Metrology pathway (Levels 1, 2, and 3). The learner has the knowledge and skills to contribute to scientific or technical research by planning and executing an experiment to collect and analyze high-quality data. The learner can select the appropriate measurement tools for the required specifications, write a standard operating procedure, and follow the procedure to collect high-quality data. The learner can analyze the collected data using the appropriate statistical tools and present the results and conclusion of the experiment to key project stakeholders. The learner also demonstrated the development of essential career skills by earning career competency micro-badges, obtaining a positive supervisor review, and participating in a scientific communication activity.
Metrology is the scientific discipline concerned with the principles and techniques of measurement, including accuracy, precision, and calibration of measurement instruments.
The learner has: - Work experience in a science or engineering research facility. - Applied knowledge of measurement design, data collection, and statistical analysis. - Contributed to a science or engineering research project. - Communicated about their research experiences to others. - Enhanced their Career Readiness Competencies. The learner completed: - Measurement Systems micro-badge. - Career Essentials-ASCC or other equivalent career skills micro-badge. - Data and Statistics Literacy and Technical Documentation Literacy online modules. - Linear Calibration and Verification, Statistical Data Tools, Measurement Uncertainty and Error, Geometric Dimensioning and Tolerance online modules. - A scientific or technical research project experience that included data collection and analysis. - An approved career competency micro-badge. - A scientific communication experience. - An Advanced Structures and Composites Center (ASCC) Student Evaluation or equivalent career skill evaluation. **Evidence and Assessment** Completion of the micro-badges, and participation in a scientific communication experience were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or higher on the Linear Calibration and Verification, Statistical Data Tools, Measurement Uncertainty and Error, Geometric Dimensioning and Tolerance online module quizzes and application assignments, which were aligned to the Department of Labor Engineering Competency Model, Academic Competency 2.3 Mathematics, Workplace Competency 3.7 Working with Tools & Technology, and Industry-Wide Technical Competency 4.1 Foundations of Engineering. The learner met all rubric criteria in the Metrology Project practicum. The assessment rubric was aligned with the Department of Labor, Employment and Training Administration Engineering Competency Model, Academic Competency 2.3 Mathematics, Workplace Competency 3.7 Working with Tools & Technology, and Industry-Wide Technical Competencies 4.9 Quality Control & Quality Assurance. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation which is aligned to the NACE Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s application of measurement science principles in the collection and analysis of data in a research or technical project. The learner can plan and carry out a data collection experiment using the proper measurement tools and with consideration of measurement uncertainty. The learner can successfully analyze data using the appropriate statistical tools and provide interpretation of the collected data to key stakeholders. The learner also completed an approved career competency micro-badge, received a positive supervisor review of their work, and participated in a scientific communication opportunity.
The learner demonstrated: - Planning and collection of high-quality research data. - Analysis and interpretation of gathered research data. The learner also participated in a scientific communication experience. The learner completed: - Level 1 and Level 2 Metrology badges. - A scientific or technical research project experience that included data collection and analysis. - An approved career competency micro-badge. - An approved scientific communication experience such as the UMaine Student Symposium, professional conference poster/presentation, Advanced Structures and Composites Center (ASCC) tour guide, Maine Science Festival, research sponsor program review, ASCC or departmental research presentation. - An ASCC Student Evaluation or equivalent career skill evaluation. **Evidence and Assessment** Completion of the micro-badges and participation in a scientific communication experience were tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner met all rubric criteria in the Metrology Project practicum. The assessment rubric was aligned with the Department of Labor, Employment and Training Administration Engineering Competency Model, Academic Competency 2.3 Mathematics, Workplace Competency 3.7 Working with Tools & Technology, and Industry-Wide Technical Competencies 4.9 Quality Control & Quality Assurance. The learner received a minimum competency of “Solid” in all work performance categories in the ASCC Student Evaluation, which is aligned to the National Association of Colleges and Employers (NACE) Career Readiness Competencies with technical performance aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model Industry-Wide Technical Competencies 4.4 Operations & Maintenance and 4.10 Safety, Health, Security & Environment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s enhanced knowledge of measurement science with an emphasis on collecting high-quality engineering data. Through completing online modules, the learner gained knowledge in linear calibration and verification of measurement tools, measurement uncertainty, geometric dimensioning and tolerance, and statistical tools for data analysis. The learner also focused on expanding their essential career skills by identifying an approved career competency micro-badge to bolster a National Association of College and Employers (NACE) Career Readiness Competency.
The learner has knowledge of: - Types of statistical tests for demonstrating the significance of normally distributed data. - Tools for performing statistical tests. - Linear calibration and verification of measurement tools. - Sources and methods of quantifying measurement uncertainty. The learner is able to: - Apply and interpret tests for statistical significance. - Calibrate a common measurement instrument. - Prepare an uncertainty budget from provided measurements. The learner completed: - The Level 1 Metrology badge. - Linear Calibration and Verification, Statistical Data Tools, Measurement Uncertainty and Error, and Geometric Dimensioning and Tolerance online modules. - Registration for an approved career competency micro-badge. **Evidence & Assessment** Registration for an approved career competency micro-badge was tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or higher on the Linear Calibration and Verification, Statistical Data Tools, Measurement Uncertainty and Error, Geometric Dimensioning and Tolerance online module quizzes and application assignments, which were aligned to the Department of Labor Engineering Competency Model, Academic Competency 2.3 Mathematics, Workplace Competency 3.7 Working with Tools & Technology, and Industry-Wide Technical Competency 4.1 Foundations of Engineering. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of the foundational requirements in measurement science with an emphasis on engineering data. The learner earned the Measurement Systems micro-badge, gaining introductory knowledge on collecting engineering measurement data. Basic data analysis skills were enhanced by completing the Data and Statistics Literacy online module. The learner also began developing essential research and career skills by completing the Technical Document Literacy online module and an introductory career-focused micro-badge.
The learner has knowledge of: - Measurement systems including units, tools, tolerance, and accuracy. - Types of data and common data distributions found in engineering. - Common types of data graphs. - Basic descriptive statistics including measures of central tendency and dispersion. - Basic tests for statistical significance. - National Association of Colleges and Employers (NACE) Career Readiness Competencies. - Reading and interpreting technical documentation such as technical standards, standard operating procedures, and data reports. The learner is able to: - Choose the correct measurement tool based on data specifications. - Choose the appropriate type of graph to display data. - Generate descriptive statistics for a data set. - Identify key information from technical documents. The learner completed: - The Measurement Systems micro-badge. - Career Essentials-ASCC or other equivalent career skills micro-badge. - Data and Statistics Literacy and Technical Documentation Literacy online modules. **Evidence and Assessment** Completion of the micro-badges was tracked by UMS faculty/staff. Experiential learning was aligned to the Department of Labor, Employment and Training Administration Engineering Competency Model, Industry-Wide Technical Competencies 4.10 Safety, Health, Security & Environment. The learner scored 80% or higher on the Data and Statistics Literacy and Technical Document Literacy course module quizzes, which were aligned to the Department of Labor Engineering Competency Model, Academic Competencies 2.1 Reading, and 2.3 Mathematics. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
Marine Touch Tank Technician Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Marine Touch Tank Technician pathway (Levels 1, 2, and 3 badges). The learner can successfully operate a Marine Touch Tank System at the technician level. The learner demonstrated their skills in husbandry, water quality management, and youth and public outreach in marine sciences.
Communications science investigates the generation, transmission, and reception of information across different mediums, analyzing its effects on individuals, societies, and cultures.
​​The learner is able to: - Conduct water quality management and husbandry activities relevant to touch tank systems. - Develop and follow relevant Standard Operating Procedures (SOPs). - Independently conduct routine touch tank systems operations and maintenance. - Conduct troubleshooting of touch tank systems. - Conduct basic data recording, management, and interpretation tasks. - Engage youth and the general public in marine science topics. The learner completed: - Introductory and advanced training in Marine Touch Tank Systems. - 4-H Volunteer Training. - Over 400 hours of experience engaging youth and the general public with Marine Touch Tank Systems. And earned the: - RAS: Introduction to Water Quality micro-badge. - RAS: Introduction to Biology and Husbandry micro-badge. **Evidence and assessment** UMS faculty/staff tracked: - Successful completion of all learning experiences. - Enrollment as a 4-H volunteer. - Completion of at least 400 hours of touch tank systems and outreach experience. - Documentation of proficiency in at least 80% of touch tank systems skills.
This badge was issued in recognition of the application of the learner’s knowledge and skills in Marine Touch Tank Systems. The learner successfully completed 400 hours of an approved internship, apprenticeship, or on-the-job training experience in education and outreach; demonstrated their skills in managing a touch tank and engaging youth and the general public with the system; and received a positive performance review. The learner has experience with and can manage a Marine Touch Tank at the technician level.
The learner is able to successfully run a touch tank system independently at the technician level and conduct water quality management, husbandry, and educational activities relevant to touch tanks, including: - Independently implementing a novel Standard Operating Procedures (SOPs) in touch tank systems. - Independently conducting routine touch tank system operations and maintenance. - Troubleshooting touch tank systems. - Carrying out basic data recording, management, and interpretation tasks. - Engaging youth and the general public with touch tank systems. - Sharing factual knowledge of marine invertebrates and marine science. The learner: - Earned Level 1 and Level 2 Marine Touch Tank Technician badges, including micro-badges in RAS: Introduction to Biology and Behavior and RAS: Introduction to Water Quality. - Applied their Level 2 skill development in the marine education and outreach field by completing an internship, apprenticeship, or another applied learning experience of the industry standard of 400 hours or more. **Evidence and assessment** The learner: - Documented at least 400 hours in an internship, apprenticeship, or other applied learning experience where they used touch tank systems to engage the public. - Submitted a skills checklist assessment receiving a proficiency evaluation of 80% or higher for the listed skills. - Reflected on their experience, skills, and future career plans. The skill assessment and reflection were reviewed by University of Maine Cooperative Extension or Center for Cooperative Aquaculture Research staff.
This badge was issued in recognition of the learner’s skills in working with the public and managing a small recirculating aquaculture system in the form of a touch tank. The learner is enrolled as a 4-H volunteer and has knowledge of and skills in Biology and Behavior, Water Quality, Youth Development, and Public Engagement using touch tank systems. The learner is able to develop and facilitate learning opportunities using marine invertebrate species in a responsible and humane manner.
The learner demonstrated skills in water quality, biology and husbandry, and system management related to touch tank systems. Specifically, the learner is able to do the following: - With guidance, create and follow Standard Operating Procedures (SOPs) for water quality and husbandry. - Conduct routine touch tank operations and maintenance. - Complete marine invertebrate handling and feed management tasks. - Manage and interpret husbandry data. - Make system adjustments as needed to maintain water quality for healthy aquatic animals. - Engage the public safely with marine invertebrates. - Explain basic biological information about each phyla and species. - Understand the 4-H Youth Development model and how 4-H volunteers provide experiential learning experiences that engage youth and the general public. The learner: - Previously earned the Level 1 Marine Touch Tank Technician badge. - Earned the RAS: Introduction to Biology and Behavior micro-badge. - Earned the RAS: Introduction to Water Quality micro-badge. - Completed training in experiential learning and positive youth development and became an enrolled Maine 4-H volunteer. - Completed Advanced Marine Touch Tank System training from the University of Maine Cooperative Extension (UMaine Extension) including completion of a hands-on skill development experience. - Completed at least 20 hours of supervised touch tank system public outreach experiences. **Evidence and Assessment** The learner was tracked by University of Maine System faculty/staff and: - Completed all husbandry tasks in the Advanced Marine Touch Tank Technician learning experience and was assessed for skills using a rubric by UMS staff and deemed satisfactory in all areas. - Provided evidence of 4-H volunteer training completion and enrollment. - Demonstrated their public engagement skills and marine invertebrate knowledge by leading supervised touch tank experiences. The learner was evaluated using a checklist reviewed by UMaine Extension or the Center for Cooperative Aquaculture Research staff and was deemed competent by the instructor in public engagement and husbandry activities during hands-on demonstrations of skills. - Submitted documentation of completion of 20 hours of outreach events signed by a UMS staff member.
This badge was issued in recognition of the learner’s knowledge of the opportunities to educate the public using marine touch tank systems. The learner completed an introductory-level training on the value of using touch tanks in marine outreach. The learner knows what touch tank systems are, how they are used, and why they are important for science communication and environmental education.
This badge acknowledges that the learner: - Understands common uses of touch tank systems. - Understands the types of touch tank systems used for different organisms and educational settings. - Can identify common marine organisms and their classification used in touch tank systems. - Can articulate the value of touch tank systems in science communication and environmental education. The learner completed one of the following: - The Marine Touch Tank System introductory learning experience from the University of Maine Cooperative Extension (UMaine Extension). - An introductory touch tank system course or workshop approved by UMaine Extension, Center for Cooperative Aquaculture Research (CCAR), Aquaculture Research Institute (ARI), University of Maine at Machias, or Maine State Aquarium staff. **Evidence and Assessment** The learner scored 80% or higher on all quizzes in the Marine Touch Tank System introductory learning experience or in another approved course or workshop. The learning experience was approved and tracked by UMS faculty or staff.
Community Preparedness for Flooding, Sea Level Rise, and Storm Surge Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Community Preparedness for Flooding, Sea Level Rise, and Storm Surge pathway (Levels 1, 2, and 3 badges). The learner has the knowledge and skills to successfully guide a community in the development of flooding, sea level rise, and storm surge risk assessments. The learner is capable of outlining possible measures to enhance community resilience in the face of these potential hazards. These skills were demonstrated in educational or community settings.
Flood Risk Assessments evaluate potential flood hazards, probabilities, and impacts, informing strategies for mitigation, emergency response, and land-use planning to reduce risks.
Climate Change Mitigation involves implementing strategies to decrease greenhouse gas emissions and enhance carbon sinks, aiming to avert severe consequences of climate change.
reference: Strategy Area F: Build Healthy & Resilient Communities; Reduce Flood Risk; Strengthen Public Health
The learner is able to assist Maine communities in determining flooding, sea level rise, and storm surge risk assessment, and in outlining possible measures to enhance community resilience in the face of these potential hazards. The learner can: - Use mapping tools to determine flooding, sea level rise, and storm surge risks. - Determine the status of a community's existing vulnerability assessments, strategic plans, or ongoing efforts to develop resilience to sea level rise and storm surge. - Apply the Maine Flood Resilience Checklist to a community and understand the community’s results. - Recommend the use of municipal ordinances to improve community resilience to flooding and sea level rise. The learner completed: - Climate-Ready Community training. - Community Preparedness for Flooding, Sea Level Rise, and Storm Surge training. - A work experience, internship, or volunteer service term focused on community preparedness with a community-based organization, municipality, employer, or classroom in which they developed an information portfolio for community risk for flooding, sea level rise, and storm surge, along with drafted measures to build resilience for a target community. ## Evidence and Assessment University of Maine System faculty or staff and/or an approved educator tracked: - Successful completion of all learning experiences, including scoring 80% or higher on all quizzes and passing all exercises. - Completion of a risk portfolio and recommendations for a target community that was deemed satisfactory in all sections using a rubric. - A recommendation from the employer, mentor, or colleague expressing satisfaction with the submitted project.
Community Preparedness for Flooding, Sea Level Rise, and Storm Surge Level 3
This badge was issued in recognition of the learner’s ability to assess the risk of flooding, sea level rise, and storm surge in Maine communities and suggest solutions and engagement strategies for a targeted geographic area. The learner applied their learning through a work experience, internship or through volunteer service to a community.
The learner: - Is able to develop a portfolio of risk information for flooding, sea level rise, and storm surge and outline possible measures to build community resilience. - Is able to use the Maine Flood Checklist and other relevant tools to assess flood risk. - Can produce a portfolio of flood and sea level rise risk information for specific communities. - Can suggest risk-reducing solutions for a targeted geographic area. The learner: - Previously earned Level 1 and Level 2 badges in Community Preparedness for Flooding, Sea Level Rise, and Storm Surge. - Completed a work experience, internship or volunteer service term focused on community preparedness with a community-based organization, municipality, employer, or classroom. - Developed an informational portfolio for community risk for flooding, sea level rise, and storm surge, along with drafted measures to build resilience for a target community. - Reflected on their experience. ## Evidence and Assessment The learner submitted a portfolio of flood risk, sea level rise risk, and storm surge risk information for a specific city or municipality, including: - A draft Maine Flood Resilience Checklist for a specific community and/or a draft action plan for the community to complete the Maine Flood Resilience Checklist. - An initial list of community-specific recommendations for flood resilience, sea level rise resilience, and storm surge resilience based upon tools and guidance resources identified in Level 1 and Level 2 Training. - A self-reflection showing evidence of growth through the learning process. - A letter from an employer, mentor, or colleague from the partnering community expressing satisfaction with the recommendations submitted. The portfolio was assessed and scored by University of Maine Cooperative Extension staff or an approved educator using a rubric and was deemed satisfactory in all sections.
Community Preparedness for Flooding, Sea Level Rise, and Storm Surge Level 2
This badge was issued in recognition of the learner’s foundational exploration and understanding of tools and resources related to flood resilience for coastal communities in Maine. Through the use of decision-support tools and maps, the learner is skilled at assessing flood risks, developing resilience strategies, and understanding the importance of interventions to enhance community resilience.
The learner: - Understands the use of floodzone map viewers to identify areas at risk for sea level rise, storm surge, and flooding in a specific community. - Can describe scenarios where the floodzone map viewer can be used to inform community-based consulting projects related to flood mitigation. - Understands the concept of risk tolerance for different types of infrastructure or buildings in the planning for flood zones. - Understands the different layers of information available on the sea level rise and storm surge map viewer and how they can be utilized to assess the potential impact of sea level rise and storm surge. - Can investigate whether a selected community has existing vulnerability assessments, strategic plans, or ongoing efforts to develop resilience to sea level rise and storm surge. - Understands and is able to apply the key components of the Maine Flood Resilience Checklist (or a comparable resource), gather the necessary data and communicate results with stakeholders. - Understands the challenges a community may face when using the Maine Flood Resilience Checklist (or comparable resource) and can address these challenges based on the investigation of a specific community's circumstances. - Understands how ordinances and/or zoning can improve the resilience of coastal communities and can describe which ordinances could be implemented to improve community resilience - Can outline the steps involved in successfully implementing one or more coastal resilience ordinances in a community, including reaching out to public officials where appropriate. The learner: - Previously earned Level 1 badge in Community Preparedness for Flooding, Sea Level Rise, and Storm Surge. - Completed Community Preparedness for Flooding, Sea Level Rise, and Storm Surge Training. - Participated in learning exercises using the Maine Climate Dashboard Flood Hazard Area Viewer, Maine Geological Survey Sea Level Rise and Storm Surge Map, Maine Flood Resilience Checklist, and Municipal Guidance for Coastal Resilience, or comparable resources as determined by the instructor. - Engaged in scenario-based activities to apply the knowledge and skills related to flood risk assessment, community-based consulting projects, risk tolerance, vulnerability assessments, strategic planning, and ordinance implementation, or generated a report supporting those discussions for a specific community(s). - Spent approximately 20 hours on training sessions, workshops, and self-study materials to develop their knowledge and skills. ## Evidence and Assessment The learner: - Scored 80% or higher on all quizzes in the Community Preparedness for Flooding, Sea Level Rise, and Storm Surge training. - Successfully completed all exercises in the Community Preparedness for Flooding, Sea Level Rise, and Storm Surge training as scored using a pass/fail rubric. - Developed an introductory report based on scenario-specific activities to apply the knowledge and skills related to flood risk assessment. Exercises were tracked and scored by University of Maine Cooperative Extension staff and/or an approved educator using a rubric and deemed satisfactory in all sections.
Community Preparedness for Flooding, Sea Level Rise, and Storm Surge Level 1
This badge was issued in recognition of the learner's knowledge and understanding of flooding and sea level rise impacts in Maine, gained through study of the "Scientific Assessment of Climate Change and Its Effects in Maine 2024 Update." The learner completed introductory training focused on these coastal hazards and their implications for Maine communities, demonstrating familiarity with current scientific data and projections regarding sea level rise and flooding risks.
Scientific Assessment of Climate Change and Its Effects in Maine 2024 Update
A report from the Maine Climate Council’s Scientific and Technical Subcommittee, produced by more than 50 scientists from around the State representing Scientific and Technical Subcommittee members, other co-authors, and contributors. This report is part of the 2020 Maine Climate Action Plan, updated in 2024. The report summarizes how climate change has already impacted Maine and how it might continue affecting our State in the future.
This badge acknowledges that the learner can: - Describe current and projected sea level rise trends in Maine based on review of Maine Climate Council's Scientific Assessment reports. - Articulate increasing precipitation patterns and their relationship to flood risk in Maine communities using data from state climate science reports. - Explain how flooding risks are expected to increase due to the combined effects of sea level rise and changing precipitation patterns. - Communicate key findings from Maine's climate science reports regarding coastal flooding hazards to diverse audiences. The learner successfully completed a review of the "Scientific Assessment of Climate Change and Its Effects in Maine 2024 Update" report, spending approximately 8-10 hours studying and comprehending the scientific data and projections regarding sea level rise, flooding patterns, and coastal impacts in Maine communities. ## Evidence and Assessment The learner scored 80 % or higher on all quizzes. Evidence was verified and approved by authorized University of Maine Cooperative Extension staff and/or an approved educator.
Sustainable Building Sciences Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Sustainable Building Sciences pathway ( Levels, 1, 2, and 3 badges). The learner completed training in building sciences and applied their learning in a professional setting for a minimum of 150 hours.
Building science is a multidisciplinary area of study that examines the various physical factors impacting buildings, encompassing aspects such as comfort, durability, efficiency, and indoor environmental quality.
Green Building refers to the construction and design of buildings that prioritize ecological sensitivity and efficient resource utilization throughout their entire life span.
Organizational skills refer to the capabilities of individuals to effectively manage tasks, allocate resources, and prioritize responsibilities for the successful completion of goals.
An Energy Efficient Building is a structure designed and built to minimize energy consumption through advanced insulation, sustainable materials, and technology integration for environmental sustainability and cost-effectiveness.
Built Environment refers to the design, construction, and management of sustainable, functional, and aesthetically pleasing human-made spaces, such as buildings, infrastructure, and landscapes.
International Code Council: International Green Construction Code
A whole systems approach to the design, construction and operation of buildings. A model code that is not required to be followed in the US, but provides key information into understanding where increased efficiencies should be targeted, as well as the implications of each decision.
Outlines holistic requirements across climate, health and equity with the goal of setting up projects for significant reductions of emissions, high performance, improved indoor air quality, healthier and sustainable materials.
A standard that works to set key categories that designers, engineers, building owners, and operators should meet or exceed in order to achieve healthy, highly efficient, and cost-saving green buildings that offer environmental, social, and governmental benefits.
American Association of Colleges and Universities Value Rubrics
Value rubrics used in an internally developed rubric that focuses on the application of building sciences and knowledge gained through the offering of this micro-credential: Quantitative Literacy, Foundations and Skills for Lifelong Learning, Integrative Learning, Critical Thinking.
The learner: - Demonstrated foundational knowledge of buildings and building systems, including their importance and how to define a building envelope. - Exhibited a basic level of understanding of air, moisture, and heat flow and their interaction within a controlled climate. - Developed an understanding of the principles and practices used in retrofit and mass buildings. - Demonstrated knowledge of the durability of building systems. - Understands the importance of energy efficiency in the building sector. - Applied their training and skill development in a real-world setting in the building science industry. The learner: - Completed training on modeling building elements. - Completed work-experience in an approved building science industry. - Reflected on completed work experience. - Reflected on their understanding of fundamental elements of building science in relation with everyday experiences. **Evidence and Assessment** The learner: - Submitted self reflection exercises. - Completed knowledge-based quizzes. - Received positive feedback from their employer after completing their work experience. The learner: - Was assessed using a reflection rubric, requiring a 3 out of 4 in each category and signed by their work-based supervisor. - Score of 80% or higher on each knowledge-based quiz. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s application of their learning and skills in the field of sustainable building science. The learner successfully completed an approved internship, apprenticeship, on-the-job training, or work experience in the building science industry and received a positive performance review from a supervisor.
This badge acknowledges that the learner: - Understands how building sciences apply to industry and real-world settings. - Demonstrated an understanding of building standards, applications of building sciences, and the human component of buildings. The learner: - Previously earned Level 1 and Level 2 Sustainable Building Sciences badges. - Applied their training and skill development in a real-world setting in the building science industry. - Received positive feedback from a supervisor. - Completed a knowledge-based quiz. - Reflected on their demonstrated competencies and knowledge gained in working in the building science industry. **Evidence and Assessment** The learner: - Completed a knowledge-based quiz. - Submitted a reflection form. - Submitted a performance evaluation rubric signed by their supervisor. - Completed a self-assessment. The learner: - Was assessed using the Sustainable Building Sciences Work Experience Rubric, completed and signed by the supervisor. The learner received an average score of 3 out of 4 on all categories. - Scored 80% or higher on a knowledge-based quiz. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge gained in the field of sustainable building science through online modules developed by faculty within the University of Maine School of Forest Resources, Mechanical Engineering, and Construction Engineering Technology. The learner demonstrated knowledge of sustainable building material selection, interior climatic conditions, durability and energy efficiency, and retrofit systems.
This badge acknowledges that the learner: - Previously earned a Level 1 Sustainable Building Sciences badge. - Developed an understanding of the principles and practices used in retrofit and mass buildings. - Demonstrated knowledge of the durability of building systems. - Understands the importance of energy efficiency in the building sector. The learner completed online modules in materials selection, interior climatic conditions, durability and energy efficiency, and retrofit systems. Topics align with building standards and specifications outlined in the International Code Council: International Green Construction Code (IgCC). **Evidence and Assessment** The learner completed two knowledge-based quizzes and received a score of 80% or higher on each quiz. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s completion of the foundational requirements and understanding of sustainable building sciences. The learner demonstrated knowledge and competency in building systems, sustainable practices, systems thinking, and heat, air, and moisture flow through the completion of online course modules and assessments. The learner can define a building system, determine the location of continuous air barrier applications, and describe heat loss mechanisms and sources within a building.
This badge acknowledges that the learner demonstrated: - Foundational knowledge of buildings and building systems, including their importance and how to define a building envelope. - A basic level of understanding of air, moisture, and heat flow and their interaction within a controlled climate. - An understanding of the impacts of climate, indoor environmental quality, and a systems-thinking approach on the built environment. The learner completed online modules in building systems, moisture management, the human interaction with their environment, and sustainability through 5 hours of lectures developed through a collaboration of University of Maine faculty in the School of Forest Resources, Mechanical Engineering, and Construction Engineering Technology. **Evidence and Assessment** The learner submitted a reflection form and was assessed using two knowledge-based quizzes, scoring 80% or higher on each quiz. Evidence was verified and approved by authorized University of Maine System faculty or staff.
This badge was issued in recognition of the learner’s understanding of basic financial management concepts for small businesses. The badge earner knows the core components of financial management and is able to recognize and understand the purpose and structure of key financial statements. The learner completed the two-hour Finances in a Flash training from the Maine Business School and University of Maine Cooperative Extension and was assessed using embedded interactive assignments and quizzes.
Finances in a Flash is based on U.S. Department of Housing and Urban Development (HUD) financial management curriculum.
Budgeting refers to the process of planning and managing finances, predicting income and expenditures, and directing spending to effectively accomplish financial goals.
Financial statements are organized reports that detail an entity's financial transactions, conveying its financial status and results to interested parties during a specific period.
Financial planning entails developing strategies and managing assets to attain long-term fiscal objectives and maintain financial well-being for individuals or organizations.
Cash flow management is the monitoring, assessment, and enhancement of a business's cash inflows and outflows to maintain financial health and prevent bankruptcy.
The learner: - Is able to identify the core components of financial management including budgeting, financial statements, and cash flow management. - Understands the purpose and structure of key financial statements such as the balance sheet, income statement, and cash flow statement. - Recognizes the importance of cash flow in maintaining business operations and financial health. The learner successfully completed all six modules of “Finances in a Flash” training from the Maine Business School and the University of Maine Cooperative Extension. This two-hour training covered the following financial topics: - Introduction to and importance of effective financial management. - Budgeting. - Key financial statements. - Cash flow management. - Practical application of finance tools. - Importance of financial management for business success. ## Evidence & Assessment The learner scored 80% or higher on each quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
This badge was issued in recognition of the learner’s understanding of and ability to diagnose common plant diseases of the Northeast U.S. The learner is able to differentiate between healthy and unhealthy plants and identify common bacterial, viral, fungal, and environmental plant problems. The learner completed six hours of training conducted by the University of Maine Cooperative Extension, preparing learners to recognize the full plant disease diagnostic process through a combination of teaching videos, written resources, formative knowledge assessments, and interactive exercises.
Agrios, G. N. 2005. Plant Pathology (5th edition). Elsevier-Academic Press. San Diego, CA.
The learner is able to: - Recognize signs of biotic diseases and symptoms of abiotic and biotic diseases. - Recognize the potential for pathogen spread. - Identify common insect vectors. - Identify cultural/environmental factors conducive to bacterial, fungal, and viral disease development. - Contrast common fungal, bacterial, and viral disease symptoms for proper identification. - Analyze and interpret the components of the disease triangle, understanding its importance in disease management strategies. - Identify the information needed and samples required for submission to a plant disease diagnostic laboratory. - Understand the proper procedures for collecting and submitting samples to a laboratory for diagnosis. The learner successfully completed all eight modules of the Plant Disease Diagnostics course from the University of Maine Cooperative Extension. This six-hour training prepares learners to recognize the full plant disease diagnostic process through a combination of teaching videos, written resources, formative knowledge assessments, and interactive exercises. **Evidence and Assessment** The learner was tracked by UMS faculty/staff and scored 80% or higher on each Plant Disease Diagnostics course formative assessment, quiz, and interactive element.
Accessible Digital Content Micro-Credential
Accessible Digital Content Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Accessible Digital Content pathway (Levels 1, 2, and 3 badges). The learner demonstrated a progression from foundational knowledge of digital accessibility standards to real-world application in creating, auditing, and remediating digital content in alignment with Web Content Accessibility Guidelines (WCAG) across various content types.
The World Wide Web Consortium Web Accessibility Initiative (W3C WAI)’s Web Content Accessibility Guidelines
Content in the Accessible Digital Content Micro-credential is aligned with applicable standards of The World Wide Web Consortium Web Accessibility Initiative (W3C WAI)’s Web Content Accessibility Guidelines and the Accessible Digital Content Level 3 assessment rubric. This micro-credential is designed to provide an overview of digital accessibility best practices and key guidelines, but it does not cover all Web Content Accessibility Guidelines (WCAG) or offer legal protection. Our goal is to equip learners with foundational knowledge and skills; however, continued learning and regular consultation of the latest standards and legal requirements are essential for ensuring comprehensive accessibility.
Web accessibility refers to the design and development of websites that are usable by all individuals, including those with disabilities.
Web Accessibility Testing involves assessing online content to guarantee effortless navigation and comprehension for users with disabilities, adhering to standards such as the WCAG.
Web Content Accessibility Guidelines are a set of international standards aimed at making web content more accessible to people with disabilities, improving usability for everyone and enhancing overall user experience.
Web Accessibility Standards are guidelines that ensure websites can be used by individuals with different abilities, such as visual, auditory, physical, speech, cognitive, and neurological disabilities.
Digital Inclusion refers to the efforts made to ensure that everyone has equal access to technology and digital resources, regardless of their socioeconomic status, abilities, or geographical location.
The learner: - Understands key accessibility legislation, including the Americans with Disabilities Act (ADA) and Section 508, and the ethical importance of creating inclusive digital content. - Has knowledge of the Web Content Accessibility Guidelines (WCAG) standards and their application across various digital formats (e.g., text, images, videos, documents). - Is able to conduct comprehensive accessibility audits to identify and remediate issues in digital content. - Demonstrates proficiency in creating and modifying accessible content, including alt-text, color contrast, descriptive link text, and structured content organization. - Is able to use both manual and automated tools to evaluate digital content for accessibility compliance, understanding when each approach is most effective. - Has developed skills in documenting accessibility processes, including tracking improvements made to achieve compliance and communicating findings to stakeholders. The learner: - Completed approximately 20 hours of training in accessible digital content creation, covering key accessibility legislation, WCAG, and foundational skills in digital accessibility. - Participated in practical exercises to apply accessibility standards to various content formats, including text, images, videos, and documents. - Completed an applied learning experience where they assessed, remediated, and created real-world digital content that meets current WCAG. - Reflected on their skill development and growth throughout the program, analyzing their experience and identifying areas for future improvement in accessibility practices. ## Evidence and Assessment Across Levels 1-3, the learner: - Completed knowledge-based quizzes on the knowledge and application of WCAG standards, accessibility tools, and digital content design techniques. - Engaged with practical assignments where they created and modified digital content (e.g., text, images, documents, videos) to align with WCAG. - Submitted documentation of an accessibility audit process, including identified issues, remediation steps taken, and compliance outcomes. - Submitted correctly formatted digital content from a variety of categories representing their skills and knowledge in applying WCAG standards to real-world digital content. - Submitted a reflection evaluating their proficiency and detailing their experience, growth, and insights in applying WCAG standards to real-world digital content. The learner was assessed using a variety of methods across Levels 1-3, including: - Knowledge-based quizzes to evaluate their understanding of accessibility legislation, WCAG, and foundational concepts in digital accessibility. - Practical assignment rubrics to assess their ability to create and modify accessible digital content. - Reflection on insights into personal growth, proficiency, and reflective practice in digital accessibility. Evidence was verified and approved by authorized (University of Maine System ) UMS faculty or staff or another relevant party.
Accessible Digital Content Level 3 badge image
This badge was issued in recognition of the learner’s successful application of digital accessibility skills in an applied learning experience, demonstrating competence in creating, auditing, and remediating digital content to meet Web Content Accessibility Guidelines (WCAG). The learner conducted an accessibility audit, made necessary improvements, and documented their process. The badge signifies the learner's ability to implement digital accessibility best practices in a professional context.
Content in Level 3 is aligned with applicable standards of The World Wide Web Consortium Web Accessibility Initiative (W3C WAI)’s Web Content Accessibility Guidelines and the Accessible Digital Content Level 3 assessment rubric. This micro-credential is designed to provide an overview of digital accessibility best practices and key guidelines, but it does not cover all Web Content Accessibility Guidelines (WCAG) or offer legal protection. Our goal is to equip learners with foundational knowledge and skills; however, continued learning and regular consultation of the latest standards and legal requirements are essential for ensuring comprehensive accessibility.
This badge acknowledges that the learner: - Is able to conduct a comprehensive accessibility audit and identify effective techniques to ensure compliance with Web Content Accessibility Guidelines (WCAG) standards, using both manual testing and automated testing tools. - Is able to implement techniques for creating and remediating accessible digital content across multiple formats (e.g., text, images, documents, videos). - Is able to document accessibility improvements clearly and communicate findings and recommendations to stakeholders. - Has developed skills in reflective practice, analyzing their own work to identify growth in accessibility practices and areas for future improvement. The learner: - Previously earned Level 1 and Level 2 badges in Accessible Digital Content. - Conducted a comprehensive accessibility audit on selected digital content, identifying areas for improvement based on WCAG standards. - Remediated accessibility issues in the digital content to achieve full compliance, applying advanced techniques and tools. - Created new digital content that complies with WCAG. - Documented the audit, remediation, and content creation process, including accessibility improvements made and rationale for each adjustment. - Reflected on their skill development and experiences throughout the applied learning project, identifying areas of growth and strategies for ongoing improvement in digital accessibility practices. ## Evidence and Assessment The learner submitted: - Documentation of the accessibility audit process, including identified issues, remediation steps taken, and compliance outcomes. - Correctly formatted digital content from a variety of categories representing their skills and knowledge in applying WCAG standards to real-world digital content. - A reflection evaluating their proficiency and detailing their experience, growth, and insights in applying WCAG standards to real-world digital content. The learner was assessed by the Accessible Digital Content micro-credential team with the following methods: - A reflection rubric to evaluate proficiency in applying WCAG standards, focusing on their ability to analyze personal growth, articulate insights, and demonstrate reflective practice regarding their real-world experience. - Audit documentation was reviewed using a rubric to ensure comprehensive identification and remediation of accessibility issues, verifying the learner’s ability to conduct a detailed audit, apply accessibility improvements effectively, and achieve full compliance. - Multiple digital content samples were reviewed to confirm the accurate and consistent application of WCAG. The assessment focused on the learner’s skill in formatting diverse content types to meet accessibility requirements and demonstrate applied knowledge in producing compliant, inclusive digital materials. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
Accessible Digital Content Level 2 badge image
This badge was issued in recognition of the learner’s development of practical skills in applying digital accessibility standards to create and remediate content. Through hands-on practice, the learner has refined their ability to independently apply techniques for creating, assessing, and remediating digital content to align with Web Content Accessibility Guidelines (WCAG).
Content in Level 2 is aligned with applicable standards of The World Wide Web Consortium Web Accessibility Initiative (W3C WAI)’s Web Content Accessibility Guidelines and the Accessible Digital Content Level 3 assessment rubric. This micro-credential is designed to provide an overview of digital accessibility best practices and key guidelines, but it does not cover all Web Content Accessibility Guidelines (WCAG) or offer legal protection. Our goal is to equip learners with foundational knowledge and skills; however, continued learning and regular consultation with the latest standards and legal requirements are essential for ensuring comprehensive accessibility.
The learner: - Previously earned Level 1 badge in Accessible Digital Content. - Demonstrated skills in using Web Content Accessibility Guidelines (WCAG) for creating and editing accessible digital content, including documents, images, video, and audio. - Is able to evaluate and modify digital content for compliance with accessibility standards. - Is able to use accessibility tools for assessing digital accessibility compliance, including color contrast, alt-text, headings, and descriptive link text. - Has knowledge of how to integrate accessibility checks into the digital content creation process and make necessary content adjustments. This badge acknowledges that the learner completed training within the University of Maine System’s (UMS) Accessible Digital Content micro-credential program. The training included approximately 10 hours of workshops, guided exercises, and independent practice on implementing WCAG standards across various content types. Through this training, the learner engaged in hands-on activities to assess, modify, and create accessible digital content, ensuring alignment with WCAG. ## Evidence and Assessment The learner: - Engaged with practical assignments where they created and modified digital content (e.g., text, images, documents, videos) to align with WCAG. - Received a score of 80% or higher on knowledge- and skill-based quizzes assessing their understanding of the application of WCAG, accessibility tools, and best practices in digital content design. The quizzes measured the learner’s comprehension of accessibility principles and their ability to recognize compliant and non-compliant content, ensuring the learner could consistently apply accessibility tools and techniques to produce compliant content. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner's foundational understanding of digital accessibility principles, legal requirements, and practical techniques for creating inclusive digital content. The learner is familiar with key accessibility legislation, applicable Web Content Accessibility Guidelines (WCAG), the importance of accessible content for individuals with disabilities, and essential knowledge of digital accessibility best practices for digital content creation.
Content in Level 1 is aligned with applicable standards of The World Wide Web Consortium Web Accessibility Initiative (W3C WAI)’s Web Content Accessibility Guidelines and the Accessible Digital Content Level 3 assessment rubric. The content within this badge did not cover all Web Content Accessibility Guidelines (WCAG) and the earning of the badge does not offer legal protection. Our goal is to equip learners with foundational knowledge and skills; however, continued learning and regular consultation of the latest standards and legal requirements are essential for ensuring comprehensive accessibility.
The learner has knowledge of: - The legal and ethical implications surrounding digital accessibility. - Types of disabilities and assistive technologies, and how people with disabilities use assistive technologies to navigate digital content. - The moral imperative to make digital content inclusive and accessible to all individuals, regardless of their abilities. - Web Content Accessibility Guidelines (WCAG) and its foundation components for digital content creation as applicable to current law. - Best practices around accessible design such as alternative text, color contrast, links, captions, plain language, and headings/structure. - Best practices for video and audio accessibility requirements. - Tools and techniques for testing and remediating content. This badge acknowledges that the learner completed the University of Maine System (UMS) Accessible Digital Content Level 1 online training course, or another approved program, and assessment. This training required a minimum of 10 hours to complete. ## Evidence and Assessment The learner: - Completed knowledge-based quizzes on the topics pertaining to creating accessible digital content. - Received a score of 80% or higher on each quiz. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Nursing Education pathway (Levels 1, 2, and 3 badges). The learner is able to: model the role of the nurse educator; apply nurse educator competencies in classroom, experiential learning, and clinical settings; design, implement, and evaluate teaching strategies; and establish a professional nurse educator presence and identity.
Nurse Education signifies the instructional process of cultivating nurses' clinical expertise, skills, and proficiency to elevate patient care and foster professional growth.
Student Assessment is the systematic evaluation of a student's learning, skills, and achievement through various methods to inform instruction, measure progress, and guide educational decisions.
National League of Nursing’s Novice Academic Nurse Educator Competencies
The scope of practice for academic nurse educators and academic clinical nurse educators (3rd ed.)
Christensen, L. S. & Simmons, L. E. (Eds.). (2019). The scope of practice for academic nurse educators and academic clinical nurse educators (3rd ed.). National League for Nursing.
**Level 1: Foundation of Nursing Education (NUR 636)** The learner knows: - Role of the Nurse Educator. - Trends related to higher education and nursing education. - Educational theories. - Student-centered learning. The learner is able to: - Design a student-centered learning activity. - Write a contextually-informed personal philosophy of teaching. - Demonstrate scholarly written and oral communication skills. **Level 2: Nursing Education: Assessment and Evaluation (NUR 635)** The learner knows: - Difference between formative and summative evaluation. - Principles of developing assessment and evaluation methods, including test questions, rubrics, writing assignments, and observed clinical encounters. - Effective methods for providing student feedback. The learner is able to: - Use a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains. - Implement evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals. - Use assessment and evaluation data to enhance the teaching-learning process. - Provide timely, constructive, and thoughtful feedback to learners. - Demonstrate skill in the design and use of tools for assessing clinical practice. **Level 2: Nursing Education: Curriculum Development (NUR 637)** The learner knows: - Universal design for learning. - Teaching technologies. - Curriculum mapping. - Classroom teaching strategies. - Experiential teaching strategies. - Clinical teaching strategies. The learner is able to: - Develop context-based lesson plans for classroom, experiential, and clinical settings. - Provide feedback to peers. **Level 3: Academic Nurse Educator Practicum (NUR 638)** The learner knows: - Foundations of nursing education. - The professional role of the nurse educator. - Strategies of curricular design. - Methods for assessing and evaluating nursing education. The learner is able to: - Model the role of the nurse educator. - Apply nurse educator competencies. - Design, implement, and evaluate teaching strategies. - Establish a professional nurse educator presence and identity. The learner received a B- (80%) or higher in the following courses at the University of Southern Maine (USM): NUR 636, NUR 635, NUR 637, and a 135-hour practicum course in NUR 638. **Evidence and Assessment** The learner submitted the following assignments: **Level 1:** - Designing a Learning Activity Assignment. - Philosophy of Teaching Paper with Application. - Dissemination: Philosophy of Teaching. **Level 2 (NUR 635)** - Developed a Test Blueprint. - Psychometric Properties of Exam. - Observed Standardized Clinical Encounters (OSCE). - Checklist and Rubric for Evaluation of Student Performance. **Level 2 (NUR 637)** - Classroom Lesson Plan. - Simulation/Lab Lesson Plan. - Clinical Lesson Plan. - Peer Review of Lesson Plan . **Level 3 (NUR 638)** - Completed and presented the final Teaching Plan assignment. - Completed the Nurse Educator Professional Presence Assignment. - Was evaluated by their practicum preceptor using the Preceptor Evaluation of Student form. - Completed the Final Reflection Assignment. The learner was assessed using instructor-designed rubrics and assignments, receiving a score of 80% or higher on each. Evidence was tracked by USM faculty/staff using the Brightspace learning management system.
This Level 3 badge was issued in recognition of the learner's demonstrated competency in modeling the role of the nurse educator; applying nurse educator competencies; designing, implementing, and evaluating teaching strategies; and establishing a professional nurse educator presence and identity during a University of Southern Maine (USM) 135-hour practicum course, NUR 638 - Academic Nursing Education Practicum.
National League for Nursing’s Novice Academic Nurse Educator Competencies. Christensen, L. S. & Simmons, L. E. (Eds.). (2019). The scope of practice for academic nurse educators and academic clinical nurse educators (3rd ed.). National League for Nursing.
National League for Nursing’s Novice Academic Nurse Educator Competencies
The learner knows: - Foundations of nursing education. - The professional role of the nurse educator. - Strategies of curricular design. - Methods for assessing and evaluating nursing education. The learner is able to: - Model the role of the nurse educator. - Apply nurse educator competencies. - Design, implement, and evaluate teaching strategies. - Establish a professional nurse educator presence and identity. The learner previously earned Level 1 and Level 2 Nursing Education badges. **Evidence and Assessment** The learner met the knowledge and skills criteria by completing the following assignments in NUR 638: * Completed and presented their *Teaching Plan* final assignment. * Completed the *Nurse Educator Professional Presence* assignment. * Completed the *Final Reflection* assignment, reflecting on their teaching philosophy, their development of the nurse educator competencies, and their professional identity as a nurse educator. The learner passed the practicum course and received an 80% or higher score on each assignment. Course faculty used the *Teaching Plan Rubric* and the *Presentation of the Teaching Plan Rubric* to assess the learner. The learner was also evaluated by their preceptor using the *Preceptor Evaluation of Student* form and met the standard in all categories. The *Final Reflection Assignment* was evaluated by the course faculty member using an instructor-designed rubric and met all elements outlined in the rubric. Evidence was verified and approved by authorized USM faculty.
This Level 2 badge was issued in recognition of the learner’s competency in assessment and evaluation strategies in nursing education and in developing teaching strategies. The learner gained knowledge and skills in the following topics: Using evidence-based strategies, enhancing teaching with data, and effective assessment tool design. The learner met the assessment criteria while taking two courses: NUR 635 - Evaluation & Measurement in Nursing Education and NUR 637 - Methods of Education in Nursing, totaling six credit hours. The courses were 7-week online, asynchronous graduate-level courses taught by University of Southern Maine (USM) faculty members.
The learner completed *NUR 635 Evaluation and Measurement in Nursing Education* at USM and knows: * The difference between formative and summative evaluation. * The principles of developing assessment and evaluation methods, including test questions, rubrics, writing assignments, and observed clinical encounters. * The effective methods for providing student feedback. The learner is able to: * Use a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and affective domains. * Implement evidence-based assessment and evaluation strategies that are appropriate to the learner and to learning goals. * Use assessment and evaluation data to enhance the teaching-learning process. * Provide timely, constructive, and thoughtful feedback to learners. * Demonstrate skill in the design and use of tools for assessing clinical practice. The learner also completed *NUR 637 Methods of Education in Nursing* at USM and knows: * Universal design for learning. * Teaching technologies. * Curriculum mapping. * Classroom teaching strategies. * Experiential teaching strategies. * Clinical teaching strategies. The learner is able to: * Develop context-based lesson plans for classroom, experiential, and clinical settings. * Provide feedback to peers. The learner previously earned a Level 1 Nursing Education badge. **Evidence and Assessment** The learner received a grade of B- (80%) or higher in NUR 635, meeting the knowledge and skills competency criteria by completing the following assignments in the course: * The development of a Test Blueprint. * Psychometric Properties of an Exam. * Observed Standardized Clinical Encounters (OSCE). * A Checklist and Rubric for the Evaluation of Student Performance. The learner was assessed through the use of an instructor-developed rubric and received a grade of B- (80%) or higher in NUR 637. Knowledge and skills criteria were met by completing the following assignments in NUR 637: * Classroom Lesson Plan. * Simulation/Lab Lesson Plan. * Clinical Lesson Plan. * Peer Review of Lesson Plan. Evidence was verified and approved by authorized USM faculty.
This Level 1 badge was issued in recognition of the learner’s demonstrated understanding of factors influencing nursing education. The learner used knowledge of nursing education theory, concepts, and the role of the Nurse Educator to develop and present a professional teaching philosophy. The learner met the assessment criteria while taking the 3-credit-hour NUR 636—Foundations of Nursing Education course. The course was a 7-week online, asynchronous graduate-level course taught by a University of Southern Maine (USM) faculty member.
This badge acknowledges that the learner knows: - The role of the nurse educator. - Trends related to higher education and nursing education. - Educational theories. - Student-centered learning. The learner is able to: - Design a student-centered learning activity. - Write a contextually-informed personal philosophy of teaching. - Demonstrate scholarly written and oral communication skills. **Evidence and Assessment** The learner met the knowledge and skill standards by: * Developing a learning activity in the *Designing a Learning Activity* assignment and received a score of 80% or higher. * Constructing a contextually-informed personal philosophy of teaching and demonstrated scholarly written and oral communication skills in two assignments, 1) the *Philosophy of Teaching Paper with Application* and 2) the *Dissemination: Philosophy of Teaching* and received a score of 80% or higher on each assignment. The learner received a B- (80%) or higher in *NUR 636 Foundations of Nursing Education* at USM. Evidence was verified and approved by authorized USM faculty.
4-H Foundations of Maple Sugaring Enterprise Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) 4-H Foundations of Maple Sugaring Enterprise pathway (Levels 1, 2, and 3 badges). The learner understands the 4-H youth development program and the maple products industry at a foundational level. The learner is able to produce commercial-grade maple products during a maple sugaring season. The learner also understands how skills and traits gained during work in the industry are transferable to other workplace situations.
Small Business Management refers to the effective organization and administration of resources, processes, and strategies to efficiently run and expand a company with limited staff and revenue scale.
Small Business Development entails planning and overseeing the establishment and expansion of a fledgling or limited-scale venture, emphasizing market analysis, financing approaches, and client acquisition.
Food Product Development entails the creation and enhancement of food items through recipe formulation, testing, sensory evaluation, and scaling up for manufacturing.
Maine Department of Agriculture, Conservation and Forestry (2021a)
Agriculture, Food and Natural Resources Content Standards: Career Ready Practices
National Council for Agricultural Education (2024)
United States Department of Agriculture Farm Service Agency (2024b)
U.S. Department of Agriculture Farm Service Agency (2024c)
United States Standards for Grades of Maple Syrup
U.S. Department of Agriculture (March 2, 2015)
**This micro-credential acknowledges that the learner:** * Understands the values of 4-H. * Can gather, record, and analyze daily and seasonal data about sap flow. * Collected and gathered maple sap for short and long-term production. * Properly handled and analyzed sap for storage. * Created a commercial-grade maple syrup. * Bottled and stored maple syrup for sale or distribution. * Created a maple sugar-based value-added food product for commercial sale. * Articulated how their experiences relate to transferable workforce skills through reflection. **The learner:** * Completed an approved applied learning experience in a maple syrup production and sales environment and completed all maple product production tasks independently. * Reflected on their learning and the connections between their 4-H experience, their applied maple production experience, and related workforce skills. **Evidence and Assessment:** The learner was assessed using quizzes and through demonstrations of skills in the work environment. They passed each quiz with an 80% or higher, and was deemed proficient in each skill by their supervisor. The learner received a positive letter of recommendation from their supervisor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
4-H Foundations of Maple Sugaring Enterprise Level 3
This badge was issued in recognition of the learner’s demonstrated competency in commercial-grade maple syrup production during a maple sugaring season. The learner worked with an approved educator, volunteer, or sugarhouse owner and gained the ability to independently complete all of the basic processes needed to create maple syrup and value-added products for a maple sugaring enterprise.
**The learner is able to independently:** * Use necessary equipment for collecting maple sap for production. * Gather, record, and analyze daily and seasonal data about sap flow. * Collect and gather maple sap for short and long-term production. * Properly handle and analyze sap for storage. * Use an evaporator, reverse osmosis, and filters to process sap to create commercial-grade maple syrup. * Bottle and store maple syrup for sale and sale or distribution. * Identify and describe a commercial-grade maple syrup. * Gather, record, and analyze daily and seasonal data about maple syrup production. * Create a maple sugar-based value-added food product for commercial sale. **The learner:** * Previously earned Level 1 and Level 2 badges in *4-H Foundations of Maple Sugaring Enterprise.* * Completed an independent experience working in a sugarhouse and reached proficiency on each skill. * Received a positive recommendation from their supervisor. * Reflected on their experience, including how their developed skills are transferable to other industries. **Evidence and Assessment:** The learner was assessed by their internship supervisor using an evaluation rubric. The learner independently met the standard and was found to be proficient (able to complete the task) on each item. The learner also submitted a letter of recommendation from their supervisor and a completed reflection activity. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
4-H Foundations of Maple Sugaring Enterprise Level 2
This badge was issued in recognition of the learner’s skill development in maple sugar production and associated data collection. The learner is able to collect sap using standard practices, safely operate sugarhouse equipment with assistance, and has experience in creating both syrup and value-added products for sales. The learner was observed by an instructor and assessed using a rubric.
**The learner is able to complete the following with guidance and assistance:** * Identify maple trees and other deciduous trees commonly found in maple forests. * Use equipment necessary for collecting maple sap for production. * Gather, record, and analyze daily and seasonal data about sap flow. * Collect and gather maple sap for short and long-term production. * Properly handle and analyze sap for storage. * Use an evaporator, reverse osmosis, and filters to process sap to create commercial-grade maple syrup. * Bottle and store maple syrup for sale and distribution. * Identify and describe a commercial-grade maple syrup. * Gather, record, and analyze daily and seasonal data about maple syrup production. * Create a maple sugar-based value-added food product for commercial sale. The learner completed the *Foundations of Maple Syrup Enterprise: From Sap to Syrup to Sales* Level 2 training from the University of Maine Cooperative Extension (UMaine Extension)/4-H or an equivalent as approved by UMaine Extension faculty/staff. This training included at least three hours of supervised experiential learning in the field and sugarhouse. **Evidence and Assessment** The learner: * Previously earned the Level 1 badge in *4-H Foundations of Maple Sugaring Enterprise*. * Was determined to be proficient in each task using a performance rubric completed by a supervisor. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
4-H Foundations of Maple Sugaring Enterprise Level 1
This badge was issued in recognition of the learner’s foundational understanding of both the 4-H program and the maple sugar industry. The learner understands the history of maple sugaring, can identify sugar maple trees, understands how to use relevant equipment, and can create a sap storage and transport plan. The learner also is able to identify workplace traits and skills that are transferable from maple sugarhouse operations to other industries. The learner is a 4-H participant and knows basic information about the 4-H youth development program. The learner was assessed with a knowledge-based quiz.
**The learner understands:** * The values of 4-H. * The history of maple sugaring in the United States. * The relationship between weather and sap harvest. * Sustainable agricultural practices for maple production. * The relationship between maple sugar production and workforce skills, traits, and opportunities. * The parts and processes of significant equipment for commercial processing of maple sap and syrup. * The density and measurements for creating a maple syrup product. * Safety practices for working in a sugarhouse. * How to prepare and store equipment for dormancy between seasons. * The relationship between commercial maple sugar production and workforce skills, traits, and opportunities. * How to plan for starting a sustainable maple sugaring business with value-added food products. * How to access continuing education opportunities for evidence-based maple sugaring agricultural and business practices. This badge acknowledges that the learner completed the *Foundations of Maple Syrup Enterprise: From Sap to Syrup to Sales* Level 1 training from the University of Maine Cooperative Extension (UMaine Extension)/4-H or an equivalent as approved by UMaine Extension faculty/staff. This training included three hours of face-to-face online sessions, a half-day visit to a sugarhouse, and homework. **Evidence and Assessment** The learner was assessed using a knowledge-based quiz and scored 80% or higher. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
UMS Career & Self-Development badge image
This badge was issued in recognition of the learner’s proactive development of oneself and one’s career through continued personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and outside of one’s organization.
NACE Career Competency: Career and Self-Development
National Association of Colleges and Employers (NACE) Career Readiness: Competencies for a Career-Ready Workforce. Competency: Career and Self-Development
Competencies achieved: * Is aware of their strengths and challenges related to career goals and designed a plan to find the learning experiences needed to move toward career goals *(Awareness of Strengths and Challenges)*. * Sought out a professional development opportunity to achieve their career goals *(Professional Development)*. * Used networks to build new relationships and pathways that align with their career goals *(Networking)*. The learner: * Completed career preparation training within a University of Maine System (UMS) academic course or approved career program. * Completed an approved self-assessment and a [National Association of Colleges and Employers (NACE) Career and Self-Development student assessment.](https://drive.google.com/file/d/1_0pkQdnlXPvwbWF863wahmq_bBGwNyrD/view?usp=sharing) * Developed a Career Plan. * Set a Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goal related to career self-development and acted on it. * Completed a professional development experience to achieve a career goal. * Created a LinkedIn profile, joined a professional association related to their career choice, and/or participated in a networking event. * Networked within LinkedIn or performed other networking activities to establish professional relationships that align with their career goals. **Evidence and Assessment:** The learner: * Scored themselves as 3 or 4 on each competency on the NACE Career and Self-Development assessment and reflected on their scores. * Submitted appropriate evidence or completed course assignments. * Wrote a reflection that addressed their self-assessment scores/results, S.M.A.R.T goal attainment, Career Plan, networking, and professional development experiences. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s understanding and demonstration of effective work habits and acting in the interest of the larger community and workplace.
National Association of Colleges and Employers (NACE) Career Readiness: Competencies for a Career-Ready Workforce. Competency: Professionalism
Competencies achieved: * Acted with integrity in the workplace *(Act With Integrity)*. * Acted as a dependable, diligent member of a work environment *(Demonstrate Dependability)*. * Achieved goals in the workplace by prioritizing and completing tasks *(Achieve Goals)*. The learner: * Completed professionalism training within a University of Maine System (UMS) academic course or approved career program. * Completed a supervised career-related opportunity. * Completed the [National Association of Colleges and Employers (NACE) Professionalism student assessment.](https://drive.google.com/file/d/14FvzZH1QfZQDTSB6XbOwFVoWz1i59fJb/view?usp=sharing) * Set a Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goal related to professionalism in the workplace (e.g., prioritizing and completing tasks) and acted on it. **Evidence and Assessment:** The learner: * Received a score of 3 or 4 from their supervisor or instructor in each of the competencies on the [NACE Professionalism observer rubric](https://drive.google.com/file/d/1PqPN3VzAQJDbJZIKsL-FBCHc7k3BoZUO/view?usp=drive_link). * Scored themselves as 3 or 4 on each competency on the NACE Professionalism assessment and reflected on their scores. * Submitted appropriate evidence or completed course assignments. * Reflected on their S.M.A.R.T goal attainment, career opportunity, feedback from their supervisor/instructor, and Professionalism self-assessment. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s understanding and ethical leveraging of technologies to enhance efficiencies, complete tasks, and accomplish goals.
National Association of Colleges and Employers (NACE) Career Readiness: Competencies for a Career-Ready Workforce. Competency: Technology
Competencies achieved: * Used appropriate technology to improve efficiency and productivity in locating career opportunities *(Leverage Career Technology)*. * Developed and used the knowledge and skills that are needed to adapt to new workplace/career-related technologies *(Adapt to New Technologies).* * Ensured the ethical use of career-related technology, including establishing and following processes for using emerging technologies responsibly and protecting personal information *(Use Technology Ethically)*. The learner: * Completed training in the appropriate, ethical, and effective use of career technology in a University of Maine System (UMS) academic course or approved career program. * Completed the [National Association of Colleges and Employers (NACE) Technology student assessment](https://drive.google.com/file/d/16CRN0A3nAGz1cKlzKWff7v2Za5Tnxrf1/view?usp=drive_link). * Set a Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goal related to career technology and acted on it. **Evidence and Assessment:** The learner: * Scored themselves as 3 or4 on each competency on the NACE Technology assessment and reflected on their scores. * Submitted appropriate evidence or completed course assignments. * Reflected on their S.M.A.R.T goal attainment and the ethical/effective use of career-related technologies to locate career opportunities. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s introduction to career exploration and the University of Maine System (UMS) career service resources and events. The learner registered for a job board and completed self-assessments, including the National Association of Colleges and Employers (NACE) Career Competency assessments in Career and Self-Development and Technology.
Competencies achieved: - Is aware of their strengths and challenges related to career goals and designed a plan to find the learning experiences needed to move toward career goals (Awareness of Strengths and Challenges). - Can register for an appropriate job board (e.g., Career Link). - Used appropriate technology to improve efficiency and productivity in locating career opportunities (Leverage Career Technology). - Has knowledge of career service resources and can use career exploration tools. The learner: - Completed career preparation training within a UMS academic course or approved career program, familiarizing themselves with career resources, technologies, and career exploration tools available. The training included the appropriate, ethical, and effective use of career technology, including job board registration. - Completed an approved self-assessment (e.g., Myers-Briggs Type Indicator, StrengthsFinder, WOWI, etc.). - Completed the National Association of Colleges and Employers (NACE) [Career and Self-Development student assessment](https://drive.google.com/file/d/1_0pkQdnlXPvwbWF863wahmq_bBGwNyrD/view?usp=sharing). - Completed the National Association of Colleges and Employers (NACE) [Technology student assessment](https://drive.google.com/file/d/16CRN0A3nAGz1cKlzKWff7v2Za5Tnxrf1/view?usp=drive_link). ## Evidence and Assessment The learner: - Scored themselves as 3 or 4 on each competency on the NACE Career and Self-Development assessment and reflected on their scores. - Scored themselves as 3 or 4 on each competency on the NACE Technology assessment and reflected on their scores. - Submitted the self-assessment assignment. - Registered for an appropriate job board and submitted a URL or screenshot (UMS Career Technology). - Wrote a reflection that addressed their strengths and challenges related to their self-assessment scores/results and use of career exploration tools and technologies. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved faculty/instructor or staff.
This badge was issued in recognition of the learner's attainment of National Association of Colleges and Employers (NACE) career readiness competency standards in Career and Self-Development and Technology, and demonstrated knowledge of NACE professionalism standards. The learner developed a career plan, set goals, wrote their resume, and participated in networking and professional development opportunities. The learner also used career-related technologies effectively.
Competencies achieved: - Is aware of their strengths and challenges in writing their career plan to locate relevant learning experiences _(Awareness of Strengths and Challenges)._ - Can write Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goals related to career technology, professionalism, and self-development. - Sought out and acted on a professional development opportunity to help in achieving a career goal _(Professional Development)._ - Used networks to build new relationships and pathways that align with their career goals _(Networking)._ - Basic resume writing. - Career technology use (e.g., Career Link use, LinkedIn if applicable, Internship search, etc.). - Developed and used knowledge and skills that were needed to adapt to new workplace/career-related technologies and reflected on them _(Adapt to New Technologies)._ - Ensured the ethical use of career-related technology, including establishing and following processes for using emerging technologies responsibly and protecting personal information, and reflected on it _(Use Technology Ethically)._ - Has knowledge of NACE career readiness competencies in professionalism. The learner: - Previously earned a Level 1 Career Prepared badge. - Earned the [UMS Career and Self-Development](https://ums.badgr.com/public/badges/nBllugpNS6GlvDMMkgLeWw) and [UMS Career Technology](https://ums.badgr.com/public/badges/dakgGaS_QQ2g47woCiHV7Q) badges. - Completed an approved training that includes instruction on the Level 2 competencies. - Completed the [NACE Professionalism student assessment](https://drive.google.com/file/d/14FvzZH1QfZQDTSB6XbOwFVoWz1i59fJb/view?usp=sharing). - Wrote an effective resume and uploaded it to a Job Board (e.g., Career Link). - Wrote a Career Action Plan or similar preparation plan. - Wrote and acted on S.M.A.R.T goals related to career and self-development, career technology, and professionalism. - Began their career-related or internship search using appropriate search technology and resources; identified internships or other work experiences in preparation for Level 3 _(Career Technology)._ - Created a LinkedIn profile, joined a professional association related to their career choice, and/or participated in a networking event. - Networked within LinkedIn or performed other networking activities to establish professional relationships that align with their career goals. - Wrote a reflection that addressed their Career Plan and S.M.A.R.T goal attainment, the ethical/effective use of career-related technologies to locate career opportunities, adapting to new workplace/career-related technologies, their networking, and professional development experiences. ## Evidence and Assessment The learner: - Completed Level 2 training. - Scored themselves as 3 or 4 on each competency on the NACE Professionalism assessment and reflected on their scores. - Submitted their resume and a URL or screenshot of it uploaded to a Job Board. - Submitted their Career Action Plan or similar preparation plan with S.M.A.R.T goals related to career self-development, professionalism, and career technology. - Submitted the Career Prepared Level 2 reflection form or another approved reflection that addressed their Career Plan and S.M.A.R.T goal attainment in career and self-development, career technology, and professional development, the ethical/effective use of career-related technologies to locate career opportunities, adapting to new workplace/career-related technologies, their networking and professional development experiences. Evidence was verified and approved by a University of Maine System (UMS) Career Center Counselor, Internship Coordinator, or approved faculty/instructor or staff.
This badge was issued in recognition of the learner’s attainment of National Association of Colleges and Employers (NACE) career readiness competency standards in Professionalism. The learner acted on a professionalism goal, indicating continued active engagement in career development. Through a supervised career-related applied experience, the learner demonstrated effective work habits, including dependability, integrity, and the ability to prioritize and complete tasks.
Competencies achieved in professionalism: - Acted with integrity in the workplace (Act With Integrity). - Acted as a dependable, diligent member of a work environment (Demonstrate Dependability). - Achieved goals in the workplace by prioritizing and completing tasks (Achieve Goals). The learner: - Previously earned the Levels 1 and 2 Career Prepared badges, the UMS Career and Self-Development badge, and the UMS Career Technology badges. - Earned a [UMS Professionalism](https://ums.badgr.com/public/badges/J8tN9mBVRuaIGt1uyuUcmA) badge. - Completed a supervised career-related applied experience (e.g., career-related internship, employment opportunity, or other approved career-related experience). - Acted on a Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goal related to professionalism in the workplace (e.g., prioritizing and completing tasks). ## Evidence and Assessment The learner: - Received a favorable performance evaluation/appraisal from a supervisor or other approved staff, scoring a 3 or 4 from their supervisor or instructor in each of the competencies on the [NACE Professionalism observer rubric](https://drive.google.com/file/d/1PqPN3VzAQJDbJZIKsL-FBCHc7k3BoZUO/view?usp=drive_link). - Reflected on their Career Action plan activity and S.M.A.R.T goal attainment in professionalism, the application of their learning and career opportunity, performance appraisal/feedback from their supervisor/instructor, impact of their training and applied learning experience/internship on their career development and professionalism. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved faculty/instructor or staff.
Career Prepared Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Career Prepared pathway (Levels 1, 2, and 3 badges). The learner demonstrated proficiency in career readiness and professionalism skills through a series of learning activities, self-assessments, and a supervised, career-related applied experience. The learner met the National Association of Colleges and Employers (NACE) career readiness competency standards in Career and Self-Development, Career Technology, and Professionalism.
Competencies achieved: - Awareness of personal strengths and challenges related to career goals. - Ability to create a comprehensive career plan, including the use of career service resources and exploration tools. - Skill in writing and acting on Specific, Measurable, Achievable, Relevant, and Time-bound (S.M.A.R.T) goals for career development. - Ability to write a basic, professional resume. - Effective and ethical use of career-related technology, such as job boards and professional networking platforms (e.g., LinkedIn). - Proficiency in locating and adapting to new workplace technologies to improve efficiency and productivity. - Initiative in seeking out and acting on professional development opportunities. - Ability to build new relationships and professional networks that align with career goals. - Demonstration of core professionalism skills, including acting with integrity, showing dependability, and prioritizing tasks to achieve goals. - Demonstration of effective work habits. The learner: - Completed career preparation training within a UMS academic course or approved career program. - Completed self-assessments, including the National Association of Colleges and Employers (NACE) student assessments for Career and Self-Development, Career Technology, and Professionalism. - Wrote a Career Action Plan or similar preparation plan. - Wrote and acted on S.M.A.R.T goals related to career and self-development, career technology, and professionalism. - Wrote an effective resume and uploaded it to a job board. - Engaged in a career-related or internship search using appropriate technologies. - Participated in professional networking activities, such as creating a LinkedIn profile, joining a professional association, or attending networking events. - Sought out and acted on professional development opportunities. - Completed a supervised career-related applied experience (e.g., career-related internship, employment opportunity, or other approved career-related experience). - Wrote a reflection that addressed their Career Plan and S.M.A.R.T goal attainment, the ethical/effective use of career-related technologies to locate career opportunities, adapting to new workplace/career-related technologies, their networking, and professional development experiences. - Earned the [UMS Career and Self-Development](https://ums.badgr.com/public/badges/nBllugpNS6GlvDMMkgLeWw), [UMS Career Technology](https://ums.badgr.com/public/badges/dakgGaS_QQ2g47woCiHV7Q), and [UMS Professionalism](https://ums.badgr.com/public/badges/J8tN9mBVRuaIGt1uyuUcmA) micro-badges. ## Evidence and Assessment The learner: - Scored a 3 or 4 on each competency of the NACE Career and Self-Development, Technology, and Professionalism self-assessments. - Registered for an appropriate job board and uploaded their resume, and submitted a URL or screenshot. - Submitted their Career Action Plan or similar preparation plan with S.M.A.R.T goals related to career self-development, professionalism, and career technology. - Received a favorable performance evaluation/appraisal from a supervisor or other approved staff, scoring a 3 or 4 in each of the competencies on the NACE Professionalism observer rubric. - Reflected on their self-assessments, career plan, S.M.A.R.T. goal attainment, networking, and the impact of their training and applied learning experiences. Evidence was verified and approved by a UMS Career Center Counselor, Internship Coordinator, or approved faculty/instructor or staff.
Business Resilience in a Flash badge image
This badge was issued in recognition of the learner’s understanding of strategies for building resilient businesses. The badge earner demonstrated the ability to identify potential business disruptions and their impacts, understands operational processes that enhance business resilience, knows the role of mentorship in fostering business resilience, and knows the components of an effective business crisis response plan. The learner completed the two-hour “Business Resilience in a Flash” training from the Maine Business School and University of Maine Cooperative Extension and was assessed using embedded interactive assignments and quizzes.
Maine DECD Resources for Resilient Maine Communities
Maine Department of Economic and Community Development Resources for Resilient Maine Communities
Resilience Planning entails creating strategies to prepare for, adjust to, and recover from unexpected disruptions, ensuring continuous operations and quick reactions during challenging situations.
Supply chain risk management is the process of identifying, evaluating, and addressing potential risks in the supply chain to maintain continuity, minimize expenses, and safeguard a company's reputation.
The learner understands: - How to identify common challenges faced by entrepreneurs in Maine. - The key attributes of resilient businesses. - How contingency plans can address identified risks. - Why structured risk assessments for a business should be developed. - The importance of strengthening supply chain relationships and creating contingency strategies. - How to identify financial risks and implement strategies for financial stability. - How to identify available business support networks and funding sources. - How to implement communication strategies during business crises. - How to learn from past disruptions to improve future business resilience. The learner completed all five modules of “Business Resilience in a Flash” training from the Maine Business School and University of Maine Cooperative Extension. This two-hour training covered: - Understanding Business Resilience - Identifying and Mitigating Risks - Building Resilient Systems - Leveraging Resources and Mentorship - Crisis Management and Recovery ## Evidence and Assessment: The learner scored 80% or higher on each quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Foundational Computer Skills for College Success
This badge was issued in recognition of the learner’s development of computer skills needed to navigate college computer programs and applications. The learner understands how to use a computer, is familiar with computer terminology, and understands the difference between local and cloud-based programs and documents. The learner completed the “Building Computer Skills for College Success” course developed by the University of Maine Division of Lifelong Learning (UMaine DLL) and was assessed using embedded interactive assignments and quizzes.
Digital literacy encompasses the skills required to effectively locate, assess, utilize, disseminate, and produce digital content using technology and the internet.
Northstar Digital Literacy Assessment v2.0
The learner met the basic computer skills standards as defined by Northstar, a program of Literacy Minnesota.
The learner knows: * how to turn on, log into, and shut down a computer and monitor. * the function of different keys on a keyboard (Enter, Shift, Control, Backspace, Delete, Arrow Keys, Tab, Caps Lock, Number Lock). * the difference between different types of devices and can identify specific computer hardware. * how to delete and retrieve items using the trash or recycle bin. * how to determine whether or not a device is connected to the internet. * how to create and manage files, including uploading and downloading files, and converting between file types. The learner understands: * that there are different mechanisms for storing files. * that devices can use a microphone and camera for audio recording and communication. * that it is possible to customize a computer for increased accessibility. * the importance of upgrading a device’s software to fix bugs and improve security, and that different versions may be installed on different computers. * the difference between cloud-based and local programs. The learner recognizes: * types of input devices, including the computer mouse and touchpads. * common controls for screen interactions and drag-and-drop functions. Knows where to access and control audio output on a computer. The learner can identify: * mouse pointer shapes and the functions they represent, and select the appropriate mouse click for a given task. * icons on a desktop. This badge acknowledges that the learner has completed the two-hour “Building Your Computer Skills for College Success” training, which introduced basic computer concepts and skills necessary for success in a college course. The training included six required modules and supplemental resources. ## Evidence and Assessment The learner was assessed using knowledge-based quizzes and interactive assessments and scored 80% or higher on each. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff.
This badge was issued in recognition of the learner’s proven ability to lead youth in safe, developmentally appropriate activities within outdoor environments. Through a 50-hour specialized training in youth safety and risk management developed and delivered by the University of Maine Cooperative Extension, the learner acquired the essential knowledge and hands-on skills to create secure, engaging experiences in camp and outdoor settings. Competency was verified through direct observation and evaluation by qualified instructors and on-site supervisors.
Outdoor Education is a teaching method that takes place in natural settings, focusing on personal development and environmental consciousness through direct exposure to nature.
Child Safeguarding denotes proactively ensuring children's safety and well-being, protecting them from abuse, neglect, and exploitation.
University of Maine Cooperative Extension Staff and Volunteer Policies
State of Maine Youth Camps Rule 10-144 Code of Maine Rules, Chapter 208
Maine Department of Health and Human Services and Maine Center for Disease Control and Prevention's Youth Camps Rule 10-144 Code of Maine Rules, Chapter 208: General Staff Requirements (Section 9 ); Programs and Program Staff Requirements (Section 10).
The learner knows how to: - Lead teambuilding activities. - Create a supportive group learning environment. - Identify and manage potential risks in outdoor activities. - Minimize risks for youth participants. - Keep youth safe in outdoor and camp-related activities. - Identify when a youth participant needs additional support. The learner completed specialized on-site training in outdoor education and safety. This 50-hour comprehensive training was delivered by University of Maine Cooperative Extension Human Resources and 4-H Camp and Learning Center Staff or another approved educator. The training included a combination of online and in-person experiential learning. These sessions included practice and demonstration of skills in the following areas: - Risk management. - Group dynamics and teambuilding. - Outdoor safety, including activity planning and preparation. - Managing youth emotions, including homesickness. ## Evidence and Assessment The learner: - Participated in all training sessions and completed all tasks and assignments. - Met all relevant basic Youth Camp staff training requirements per the Maine Department of Health and Human Services and University of Maine 4-H policies. Competency was verified by qualified instructors and on-site supervisors through direct observation during experiential training sessions using a skills checklist.
Remotely Operated Vehicle Surveys Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Remotely Operated Vehicle Surveys pathway (Levels 1, 2, and 3 badges). The learner possesses the knowledge and skills necessary to successfully operate and maintain a remotely operated vehicle (ROV) and has demonstrated the ability to develop and execute an aquatic survey using a ROV. The learner effectively communicated their results and demonstrated their skills both in an educational and a field setting.
Marine science is an interdisciplinary field that investigates oceans through the study of marine biology, ecology, oceanography, and environmental science to better comprehend and protect marine ecosystems and life.
Survey methodology encompasses the techniques, strategies, and rules employed in designing, executing, and evaluating surveys to guarantee the precision, consistency, and credibility of the gathered information from different sample groups.
Scientific writing entails the precise and unambiguous recording of scientific research and results, intended for publication in scholarly publications and communication among scientists.
Electronics components are fundamental devices, such as resistors, capacitors, and transistors, utilized in electronic circuits to regulate and alter electric signals.
Biological field surveys refer to the organized gathering and examination of information on flora, fauna, and ecosystems in their habitats, aiming to evaluate biodiversity and ecological well-being.
International Marine Contractors Association (IMCA)
International Marine Contractors Association (IMCA) Requirements for IMCA-approved ROV introductory training courses
The learner: - Understands the advantages and challenges of using a ROV as a survey methodology. - Is knowledgeable about different sensors and instrumentation used on ROVs. - Is capable of performing basic maintenance on a ROV and has a basic understanding of the electrical components, networking, and communication of an ROV. - Is able to effectively design and carry out ROV surveys in a marine environment. - Can effectively use ROV video to collect and analyze data. - Is able to effectively communicate the results of a ROV survey. The learner: - Completed online learning modules. - Attended and fully participated in a hands-on skill development and assessment experience of ROV operations and maintenance. - Completed a capstone project, internship, or on-the-job training that includes ROV survey methodology. The application provided the learner experience at all stages of a project, from survey design through to communicating results. - Submitted a written report of the results of the ROV survey and presented them (either with a poster or oral presentation). - Reflected on their experience, skills, and future career paths. ## Evidence and Assessment The learner: - Completed four knowledge-based quizzes and scored 80% or higher on each one. - Submitted checklists of ROV operation/maintenance/troubleshooting skills from both a hands-on skill development experience and from an individual capstone project, internship, or on-the-job training, and received a positive assessment with direct documentation of proficiency in at least 80% of the skills on all checklists. - Submitted a written report of the results of their completed ROV survey and presented the results, receiving positive assessments using a rubric by University of Maine System (UMS) staff. - Submitted a reflection on the learning experience, skills, and future career paths. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
Remotely Operated Vehicle Surveys Level 3
This badge was issued in recognition of the learner’s application of their knowledge and skills in Remotely Operated Vehicle (ROV) operation. The learner has experience operating a ROV to conduct scientific surveys. The learner demonstrated their skills through a capstone project, internship, or on-the-job training, where they designed a survey, conducted it using a ROV, and effectively communicated the results.
Requirements for IMCA-approved ROV introductory training courses: 7.1 Course Facilities – In-Person and Hybrid Courses
The learner: - Is knowledgeable in all basic aspects of conducting surveys using a Remotely Operated Vehicle (ROV). - Designed the methodology of a ROV survey. - Conducted a ROV survey using standard operating procedures in an aquatic environment. - Performed basic maintenance and troubleshooting of a ROV. - Collected and analyzed data from ROV video and other instrumentation. - Gained knowledge and experience in working with the ROV electrical components, as well as networking and communication between instrumentation and ROV software. - Is able to effectively communicate, both orally and in writing, the results of a ROV survey. The learner: - Previously earned Level 1 and Level 2 badges in Remotely Operated Vehicle Surveys. - Completed a capstone project, internship, or on-the-job training that includes ROV survey methodology. All stages of a project, from survey design through to communicating results, were conducted. - Is able to operate a ROV independently or lead a team to operate a ROV as conditions of a survey require. - Reflected on their experience, skills, and future career paths. ## Evidence and Assessment The learner: - Submitted a written report of the results of the ROV survey and was scored satisfactory or excellent on each component (abstract, methods, results, discussion, references) using a rubric by University of Maine System (UMS) staff. - Presented the results (either with a poster or oral presentation) and was scored satisfactory or excellent for visuals, preparedness, and content using a rubric by UMS staff. - Demonstrated proficiency in ROV operation, maintenance, and troubleshooting skills used throughout their project. The learner was observed and assessed for proficiency, documenting competency (marked “yes”) in at least 80% of skills using a checklist based on conducting ROV surveys. - Submitted a reflection on the learning experience, skills, and future career goals. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
Remotely Operated Vehicle Surveys Level 2
This badge was issued in recognition of the learner’s demonstration of effective operation of a Remotely Operated Vehicle (ROV) in a supervised environment and understanding of the components of survey design. The learner received training at the University of Maine’s Darling Marine Center and practiced standard operating procedures and basic maintenance in preparation for success in a real-world ROV survey project experience in Level 3.
Requirements for IMCA-approved ROV introductory training courses: 6.1 Learning Objectives
The learner: - Gained competence in operating a Remotely Operated Vehicle (ROV) in an aquatic environment. - Gained competence in performing standard maintenance on a ROV. - Understands the basic operating principles of different sensors and instrumentation. - Understands basic elements of how to design a survey using an ROV. The learner: - Previously earned Level 1 badge in Remotely Operated Vehicle Surveys. - Completed a series of videos and readings. - Attended and participated in a 6-hour, in-person, hands-on skill development and assessment experience of ROV operations and maintenance in both a field and laboratory environment. ## Evidence and Assessment The learner: - Completed three knowledge-based quizzes assessing the learner’s understanding of the basic operating principles of different sensors and instrumentation, and the basic elements of how to design a survey using an ROV. The learner scored 80% or higher on each one. - Demonstrated proficiency in ROV operation skills in a field environment and maintenance skills in a laboratory environment during the hands-on learning experience. The learner was observed and assessed for proficiency, with competency (marked “yes”) documented in at least 80% of skills using a checklist based on hands-on experience. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
Remotely Operated Vehicle Surveys Level 1
This badge was issued in recognition of the learner’s knowledge of the technology behind a remotely operated vehicle (ROV) and its uses in conducting underwater surveys. The learner completed an introductory level training at the University of Maine’s Darling Marine Center on how and why a ROV can be used, principles of ROV design, and types of instrumentation commonly used with ROVs and the data they can collect.
The learner: - Understands the advantages of using a remotely operated vehicle (ROV) compared to other sampling methods. - Knows the basic principles behind ROV design and operation. - Can identify challenges posed by a marine environment to ROV operations and surveys. - Is able to analyze ROV video to collect data and summarize findings, including calculating area surveyed and population density/percent cover of benthic organisms. The learner completed an introductory-level online ROV training (approximately 3 hours) that included: - A series of videos and readings. - A data analysis project based on videos from ROV surveys. ## Evidence and Assessment The learner: - Completed a knowledge-based quiz and scored 80% or higher. - Submitted the results of their ROV video analysis project and was scored satisfactory or excellent on each video analysis, calculation, and summary components of the project using a rubric completed by University of Maine System (UMS) staff. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
Foundational Brightspace Skills for College Success
This badge was issued in recognition of the learner’s skills needed to navigate and use Brightspace Learning Management System (LMS) tools. The badge earner demonstrated the ability to use LMS components related to a college course, including locating resources and communicating with the instructor. The learner completed the “Introduction to Brightspace” learning experience developed by the University of Maine Division of Lifelong Learning (UMaine DLL) and UMaine Online or an approved equivalent. A combination of quizzes and interactive assignments determined competency.
Learning Management System is a software platform used to manage and deliver educational content, track progress, and facilitate learning and development initiatives.
Brightspace Learner Documentation (Higher Ed)
Sections for Assignments, Discussions, Quizzes/Assignments, Check Grades, and Email.
The learner understands how to: - Navigate the Brightspace LMS to locate the course syllabus, course materials, and assignments. - Submit assignments. - Join discussions. - Complete assessments. - Email the instructor from the LMS. - Check grades. This badge acknowledges that the learner completed the interactive “Introduction to Brightspace,” a guided online learning experience within the Brightspace LMS. This training covered how to navigate the LMS, communicate with the instructor and other students, complete assignments, create a discussion post, and take a quiz. ## Evidence and Assessment The learner was assessed using knowledge-based quizzes and interactive assessments, scoring 80% or higher on each. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Resilient Sugarbush Management Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Resilient Sugarbush Management pathway (Levels 1, 2, and 3 badges). The learner is proficient in creating site-specific sugarbush action plans designed for climate resilience.
Forest Management is the practice of overseeing and maintaining the health and productivity of forests through scientific, economic, and social principles for sustainable resource use and conservation.
Forest Ecology encompasses the examination of interactions among forest organisms and their surroundings, focusing on the relationships between them.
Forest Planning refers to the strategic management of forest resources to achieve sustainable ecological, economic, and social goals through informed decision-making and long-term conservation strategies.
Sustainable Forest Management is the practice of managing forests to maintain their ecological integrity and provide benefits to society while ensuring long-term environmental sustainability.
Maine Department of Agriculture, Conservation and Forestry WoodsWISE Manual
Maine Department of Agriculture, Conservation and Forestry WoodsWISE Manual Section VII: Woodland Resource Action Plan, January 2021
USDA Conservation Planning Activity - Forest Management Plan
U.S. Department of Agriculture Conservation Planning Activity - Forest Management Plan, October 2021
The learner: - Understands the relationship between weather, climate, maple forest function, and sap production, including demonstrated understanding of tree physiology, current climate change data, how to access local and regional data, and the effects of climate change on maple trees and syrup production. - Can identify specific climate-related challenges facing sugarbushes. - Understands forest management practices, recognizes the importance of developing and implementing forest action plans, and is able to access reliable and relevant data necessary to develop a sugarbush action plan. - Is able to create and implement a site-specific sugarbush action plan that aligns with USDA Forest Management Plan criteria, incorporates planning and adaptation management practices to enhance resilience, includes action strategies to address threats and establishes monitoring protocols. The learner: - Completed Resilient Sugarbush Management Level 1 and Level 2 training from the University of Maine Cooperative Extension, University of Maine School of Forest Resources, and University of Vermont Extension. - Developed a comprehensive sugarbush action plan for a specific site. - Reflected on their learning and skill development. ## Evidence and Assessment The learner submitted: - Quizzes and interactive assessments. - A worksheet documenting site-specific data collection. - An assessment consisting of short-answer and essay questions. - A site-specific sugarbush management plan. - A self-reflection form. Short answer questions, essay assignments, and each component of the Sugarbush Action Plan were assessed by a maple or forestry expert using standardized rubrics. The learner achieved a score of 80% or higher on all assessments.
This badge was awarded in recognition of the learner’s demonstrated proficiency in applying climate-informed management data and strategies to develop a comprehensive sugarbush action plan for a specific site. The learner assessed site-specific vulnerabilities to climate change and other stressors and used local data to establish a monitoring protocol for their site. The plan was assessed by a maple or forestry expert using a standardized rubric.
This badge acknowledges that the learner applied skills developed in Level 1 and 2 of Resilient Sugarbush Management to create and implement a site-specific sugarbush action plan that aligns with USDA Forest Management Plan criteria and: - Incorporates planning and adaptation management practices to enhance resilience. - Establishes monitoring protocols. - Includes action strategies to address threats. The learner: - Previously earned Level 1 and Level 2 badges in Resilient Sugarbush Management. - Completed an action plan for a specific sugarbush, including developing site-specific assessments and monitoring protocols. - Reflected on their learning process. ## Evidence and Assessment The learner developed a comprehensive, site-specific action plan aligned with USDA Forest Management Plan criteria and designed to enhance the resilience and adaptive capacity of a sugarbush and the maple syrup industry in response to climate change and other forest stressors. The learner’s sugarbush action plan was assessed by a maple or forestry expert using a standardized rubric. The learner received a score of at least 80% on each component of the plan. The learner also submitted a self-refection that was reviewed by University of Maine System or University of Vermont faculty or staff . Evidence was verified and approved by authorized University of Maine System or University of Vermont Extension faculty or staff.
This badge was issued in recognition of the learner’s development of skills in assessing site-specific vulnerabilities to climate change and other environmental stressors in sugarbushes. The learner successfully completed the “Resilient Sugarbush Management: Level 2” training, developed and delivered by the University of Maine Cooperative Extension, University of Maine School of Forest Resources, and University of Vermont Extension. The learner is proficient in accessing and interpreting environmental data relevant to their region, is able to gather the necessary information to evaluate site-specific vulnerabilities of sugarbushes, and has knowledge of forest management practices that address vulnerabilities.
The learner understands forest management practices, recognizes the importance of developing and implementing forest action plans aligned with USDA Forest Management Plan criteria, and is able to: - Locate, access, and interpret site-specific data for their area. - Evaluate the reliability and relevance of various data sources. - Interpret climate projection models and their relevance to local maple production areas. - List site-specific vulnerabilities to climate and other stressors. - Analyze the potential economic implications of climate change on the maple syrup business/operations. The learner: - Previously earned Level 1 badge in Resilient Sugarbush Management. - Completed “Resilient Sugarbush Management: Level 2” training through a cohort-based program offered by faculty and staff in the University of Maine Cooperative Extension, University of Maine School of Forest Resources, and University of Vermont Extension. This training integrated case studies and real-world scenarios to explore the key components of a sustainable and climate-resilient sugarbush. Through this program, the learner developed the skills necessary to assess site- and stand-specific vulnerabilities to climate change and other stressors. ## Evidence and Assessment The learner submitted a worksheet documenting site-specific data collection and completed an assessment consisting of short-answer and essay questions. The worksheet and assessment were evaluated by an approved forestry or maple specialist using a standardized rubric, with the learner achieving a minimum score of 80% in all evaluated categories. Evidence was verified and approved by authorized University of Maine System or University of Vermont Extension faculty or staff.
This badge was issued in recognition of the learner’s demonstrated knowledge of climate change impacts on maple tree ecosystems and maple syrup production. The recipient has shown understanding of climate effects at both tree and forest scales, and is able to locate local and regional climate data. The learner completed “Resilient Sugarbush Management: Level 1” training from the University of Maine Cooperative Extension, the University of Maine School of Forest Resources, and the University of Vermont Extension. The learner was assessed through interactive assignments and quizzes embedded in the course.
The learner understands the relationship between weather, climate, maple forest function, and sap production, including demonstrated understanding of: - The difference between weather and climate. - Current climate change data and projections. - How to access local and regional data. - Tree physiology including photosynthesis, sap sugars, carbon sequestration and storage, flow of sap and diameter growth, response to stress, and influences on non-conductive wood, and influences on tapping. - Current and projected effects of climate change on maple trees and syrup production, including tree and stand vulnerability issues and changes in sap timing, flow, and volume. The learner can identify specific climate-related challenges facing sugarbushes, including: - Shorter tapping seasons. - Earlier bud break and increased risk of frost damage. - Increased prevalence of pests and diseases. - Changes in soil conditions and snowpack. - Other potential threats to maples. The learner completed “Resilient Sugarbush Management: Level 1” online training from the University of Maine Cooperative Extension, University of Maine School of Forest Resources, and University of Vermont Extension. This four-hour training consists of eight modules, and covers the following topics: - Basics of climate change with a forest focus. - Basics of identifying reliable data sources on regional climate change projections and forest effects. - Maple tree physiology. - Projected effects of climate change on maple trees and syrup production. ## Evidence and Assessment The learner was assessed using knowledge-based quizzes and interactive assessments and scored 80% or higher on each. Evidence was verified and approved by authorized University of Maine System or University of Vermont Extension faculty or staff.
Audiology Assistant Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Audiology Assistant pathway (Levels 1, 2, and 3 badges) that is aligned with the American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants. The learner demonstrated knowledge in ethics, client confidentiality, infection control, the auditory system, audiologic assessment and intervention procedures, and amplification. The learner demonstrated clinical competence through the successful completion of work-based experience under the supervision of an ASHA-certified audiologist.
ASHA Scope of Practice for Audiology Assistants
American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants
HIPAA is a United States legislation mandating the safeguarding and confidential treatment of personal health data by healthcare organizations, insurers, and their business partners.
The learner demonstrated: - Knowledge of how to apply safe and ethical practices for audiology assistants. - Knowledge in the anatomical, physiological, acoustical, psychological, and cultural linguistic bases of the auditory system and related disorders across the lifespan. - Knowledge of basic audiological assessment and intervention procedures. - Skills in performing maintenance of hearing devices. - Skills in participating in client care within the [ASHA Scope of Practice for Audiology Assistants](https://www.asha.org/policy/scope-of-practice-for-audiology-assistants/?srsltid=AfmBOooJTyUKSr4AxByj4mhdW0d-sabVSpqKXt47ucobeu_lYI-NYQjr), which includes performing nondiagnostic otoscopy and audiological testing as well as assisting with intervention and client education. - Skills in maintaining the communications, equipment, inventory, and infection control within an audiology clinic or service setting. The learner completed lessons in content related to the ASHA Scope of Practice for Audiology Assistants and completed a work-based experience under the supervision of an ASHA-certified audiologist. ## Evidence and Assessment The learner: - Scored 80% or higher on each summative knowledge-based assessment in Levels 1 and 2. - Received a score of at least 3 out of 5 on each item in the evaluation rubric completed and signed by the learner’s ASHA-certified supervisor in Level 3. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s demonstrated competency in performing maintenance of hearing devices and participating in client care within the American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants. Competencies include performing nondiagnostic otoscopy and audiological testing, assisting with intervention and client education, and maintaining client communication, equipment, inventory, and infection control within an audiology clinic or service setting. The learner successfully completed clinical work under the supervision of an ASHA-certified audiologist, and the supervisor evaluated the learner’s knowledge, skills, and competencies using a standardized rubric. The skills in this badge are essential for best practices in client care, performing hearing device maintenance, and maintaining a clinic setting. The work-based experience obtained in Level 3 is aligned with ASHA’s fieldwork requirement to obtain audiology assistant certification.
The learner demonstrated competency in: - Maintaining hearing devices. - Client care within the [ASHA Scope of Practice for Audiology Assistants](https://www.asha.org/policy/scope-of-practice-for-audiology-assistants/?srsltid=AfmBOooJTyUKSr4AxByj4mhdW0d-sabVSpqKXt47ucobeu_lYI-NYQjr), including performing nondiagnostic otoscopy, audiological testing, and assisting with intervention and patient education. - Maintaining communication, equipment, inventory, and infection control within an audiology clinic or service setting. This badge acknowledges that the learner previously earned the Level 1 and Level 2 Audiology Assistant Micro-Credential badges and completed a work-based experience under the supervision of an ASHA-certified audiologist: - Learners with a Bachelor’s degree in Communication Sciences and Disorders (CSD) from an accredited institution completed a minimum of 500 hours of client services within the ASHA Scope of Practice for Audiology Assistants. - Learners holding a Bachelor’s degree in a non-CSD field, a high school diploma, or high school equivalency from an accredited institution, completed a minimum of 1,000 hours of client services within the ASHA Scope of Practice for Audiology Assistants. ## Evidence and Assessment: The learner was assessed by their ASHA-certified supervisor using a rubric aligned with the ASHA Scope of Practice for Audiology Assistants. The learner submitted the signed rubric and received a score of at least 3 out of 5 on each item in the rubric, demonstrating competency. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s foundational knowledge of hearing health care. The learner successfully completed one of two pathways, achieving scores of 80% or higher on all summative assessments. By completing this badge, the learner demonstrated knowledge related to Sections A.4-13, B.1-8, and C.2 of the American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants.
American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants, Sections A.4-13, B.1-8, and C.2.
The learner demonstrated knowledge of the following: - anatomical, physiological, acoustical, psychological, and cultural-linguistic bases of the auditory system and related disorders across the lifespan. - audiologic assessment. - intervention procedures and amplification. This badge acknowledges that the learner completed one of two pathways: - **Pathway 1:** The learner completed 4 modules containing a total of 22 online asynchronous training lessons taking approximately 22-25 hours to complete. - **Pathway 2:** The learner completed CSD 201 Introduction to Audiology (one 15-week semester offered in-person at the University of Maine) and 3 modules containing a total of 13 online asynchronous training lessons taking approximately 13-15 hours to complete. ## Evidence and Assessment: - **Pathway 1:** The learner scored 80% or higher on each online module quiz. - **Pathway 2:** The learner scored 80% or higher on each online module quiz and the CSD 201 comprehensive final exam, and earned an overall course grade of B- or better. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s demonstrated knowledge in safe and ethical practices of an audiology assistant. The learner completed online asynchronous modules related to Sections A.1-3 and D.1-4 of the American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants and aligned with ASHA’s prerequisite courses in ethics, universal safety precautions, and patient confidentiality. The learner scored 80% or higher on each module.
American Speech, Language, and Hearing Association (ASHA) Scope of Practice for Audiology Assistants, Sections A.1-3 and D.1-4.
This badge acknowledges that the learner demonstrated knowledge in ethics, client confidentiality, infection control, and the role of the audiology assistant. The learner completed four modules containing a total of 20 brief online asynchronous training lessons in safe and ethical practices of the audiology assistant (approximately 4 hours to complete all modules). ## Evidence and Assessment: The learner was assessed using a knowledge-based quiz after each module and scored 80% or higher on each quiz. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
SustainME: Sustainable Business Model Innovation Micro-Credential
SustainME: Sustainable Business Model Innovation Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) SustainME: Sustainable Business Model Innovation pathway (Levels 1, 2, and 3). The learner earning this micro-credential has demonstrated foundational knowledge of sustainability concepts and frameworks applied to business, has applied established tools and frameworks to evaluate business practices and innovate new adaptations to these practices for greater sustainability, and has evidenced the ability to implement sustainable innovations to change their business model for people, planet, and profit. To complete this credential, the learner has engaged in approximately 30 hours of learning and coaching from faculty and academic staff affiliated with the Maine Business School, an Association to Advance Collegiate Schools of Business (AACSB) -accredited unit of the University of Maine (UMaine), and UMaine Cooperative Extension to develop proficiency in the knowledge, skills, and application of core concepts, tools, and frameworks for sustainable business model innovation.
The standard for this micro-credential was developed by Maine Business School faculty, in alignment with Doughnut Economics Action Lab's Doughnut Design for Business.
The standard for this micro-credential was developed by Maine Business School faculty, in alignment with the Value Proposition Canvas tool.
The standard for this micro-credential was developed by Maine Business School faculty, in alignment with Joyce, A.; Paquin, R. & Pigneur, Y. (2015): The triple layered business model canvas: a tool to design more sustainable business models, ARTEM Organizational Creativity International Conference, 26-27 March 2015, Nancy, France.
The standard for this micro-credential was developed by Maine Business School faculty, in alignment with Maplebloom's Sustainable Innovation Canvas.
Sustainable Business refers to the practice of managing commercial activities while balancing economic, social, and environmental responsibilities for long-term viability and reduced ecological impact.
Circular Economy is a sustainable economic approach focused on reducing waste by reusing, refurbishing, and recycling materials throughout a product's lifecycle, while preserving environmental health and resource efficiency.
Systems thinking is a methodical approach to comprehend the relationships between individual components within a broader system, aiming to forecast and impact intricate results.
Diversity Awareness involves recognizing and appreciating differences in race, ethnicity, gender, age, religion, disability, and sexual orientation, as well as respecting diverse viewpoints.
Business Model Innovation signifies the development, modification, or reinvention of business models to augment competitive edge, maximize value generation, and adapt to market shifts or technological breakthroughs.
Sustainability Planning consists of creating strategies and implementing practices to guarantee an organization's activities and expansion are consistent with environmental protection, social accountability, and economic feasibility, fostering long-term durability.
Ideation represents the inventive procedure of conceiving, nurturing, and expressing novel concepts, covering the entire spectrum from inception to implementation.
Business development entails the strategic pursuit of new opportunities to increase a company's revenue and growth through identification, cultivation, and acquisition.
The learner: - Understands how sustainability thinking in business has evolved and how this evolution influences sustainable innovation today. - Understands the role of business in addressing sustainability challenges through frameworks such as Triple Bottom Line, Circular Economy, and Doughnut Economics. - Knows the components of a business model using the Business Model Canvas framework. - Understands how businesses create, deliver, and capture value through their business models, including environmental and social dimensions. - Understands the value of ideation and innovation in developing sustainable business models, including the use of the 10 Types of Innovation framework. - Knows how to use structured tools, such as stimulus mining, the YellowCard framework, and the Value Proposition Canvas to evaluate and refine business ideas. - Understands how to utilize the Doughnut Design for Business framework to assess their business and demonstrates aptitude in applying the Sustainable Business Model framework to adapt their business practices. - Can identify and refine transformative ideas for business model innovation towards greater sustainability through ideation tools like stimulus mining, yellow cards, and the value proposition canvas. - Is able to develop a plan to implement change within their business practices to achieve greater sustainability and prioritize and refine ideas through structured ideation, selecting the most promising opportunities and outlining concrete steps for sustainable business model innovation. - Demonstrated competency in identifying, pursuing, and implementing innovative and transformative adaptations to their business model that institute more sustainable practices and demonstrated the ability to garner resources for sustainable adaptations of their business. - Is able to develop a clear, actionable implementation plan for their sustainable innovation. - Knows how to effectively access resources to implement sustainable change in their business. - Is able to build networks useful to sustainable businesses for success. - Is able to communicate sustainable business adaptations to persuade others to support implementation. - Is able to reflect on and evaluate other means of innovating business models for greater sustainability. - Is able to align strategies with long-term business and sustainability goals. The learner: - Completed Sustain:ME Sustainable Business Model Innovation training levels 1, 2, and 3 to build knowledge of sustainable business concepts, including core concepts in sustainability, business model mapping, innovation and ideation, “doughnut design” to evaluate business sustainability gaps, and sustainable project implementation. - Engaged in coaching sessions with subject matter experts and peers to build knowledge, skills, and networks useful in leading sustainable innovation and implementing sustainable adaptations to business practices. - Assessed their business practices to identify gaps and opportunities for sustainable growth, created a portfolio including an innovative and sustainable model for their business, and designed and implemented an implementation and adaptation plan that improves profitability while fostering positive connections with people and the planet. - Assessed their learning and reflected upon how new knowledge and skill developed can be leveraged beyond the credential activities to continue sustainable business growth in the future. ## Evidence and Assessment The learner: - Completed all required knowledge-based quizzes and scored 80% or higher on each. - Created a portfolio including a Doughnut Design for Business, Value Proposition, Sustainable Business Model, a Project Canvas, and a video presentation of their implementation and project in the form of a video pitch. Each element of the learner’s portfolio was assessed using a rubric, and the learner scored 80% or higher on each metric. - Actively engaged in three hours of coaching on sustainable business model innovation implementation. The learner’s coaching session engagement was assessed in real time with verbal feedback on progress using the Sustainable Business Model and Project Implementation canvases (i.e., a within-learner standard). Success was benchmarked to pass/fail completion of three progress coaching sessions. - Completed a self-assessment on validated competency standards using a post-pre framework after each Level. All assessments were conducted by faculty and academic staff affiliated with the Maine Business School and UMaine Cooperative Extension.
SustainME: Sustainable Business Model Innovation Level 3
SustainME: Sustainable Business Model Innovation Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in identifying, pursuing, and planning innovative and transformative adaptations to their business model that institute sustainable practices. The learner completed three hours of coaching on implementing sustainable business model planning and innovation, and applied their learning to adapt and diversify their business model through sustainable innovations such as forming local partnerships, incorporating alternative materials, or developing new offerings aligned with environmental and community values. The learner reflected on how these adaptations enhance both their business resilience and their positive impact on the local environment.
The learner: - Is able to develop a clear, actionable implementation plan for their sustainable innovation. - Knows how to effectively access resources to implement sustainable change in their business. - Is able to build networks useful to sustainable businesses for success. - Is able to communicate sustainable business adaptations to persuade others to support implementation. - Is able to reflect on and evaluate other means of innovating business models for greater sustainability. - Is able to align strategies with long-term business and sustainability goals. The learner: - Previously earned Level 1 and Level 2 badges in SustainME. - Completed 3 hours of coaching session check-ins with learning facilitators and peers to discuss and document implementation progress and address challenges faced in their real-world business applications of SustainME tools and frameworks. - Completed a pitch-style event where they communicated their journey of innovating their real-world business model toward greater sustainability. - Reflected on how they will utilize skills and knowledge to improve other aspects of their business practices, the impact of tools and frameworks on their business, and communities. - Submitted an implementation plan to pursue opportunities that impact people, planet, and profit. - Submitted a self-reflection of learning using a validated competency scale as a framework. Responses in self-reflection receive feedback on learner growth paths using an internally developed rubric. ## Evidence and Assessment The learner: - Fully participated in required coaching sessions. The learner’s coaching session engagement was assessed in real time with verbal feedback on progress using the Sustainable Business Model and Project Implementation canvases (i.e., a within-learner standard). Success was benchmarked to pass/fail completion of three progress coaching sessions. - Submitted a portfolio, including a project implementation plan and video pitch, that was evaluated using assessment standards developed by Maine Business School faculty and academic staff based on The Project Canvas and Sustainable Innovation Canvas. The portfolio was assessed for both completeness and depth of application, and the learner achieved a score of at least 80% to meet the passing standard. - Completed a self-assessment of learning using a validated competency scale, with responses evaluated using an internally developed rubric designed to support feedback. All assessments were conducted by faculty and academic staff affiliated with the Maine Business School, an AACSB (Association to Advance Collegiate Schools of Business)-accredited unit of the University of Maine, and UMaine Cooperative Extension.
SustainME: Sustainable Business Model Innovation Level 2
SustainME: Sustainable Business Model Innovation Level 2 badge image
This badge was issued in recognition of the learner’s developed skill in assessing bottlenecks, gaps, and opportunities relevant to business sustainability using established tools and frameworks; applying analysis to innovate adaptations to their business model towards greater sustainability; and using tools and frameworks to create an implementation plan for these changes. The learner is able to apply sustainable business model frameworks and innovation tools to map their own business model and identify opportunities for innovation that drive sustainability. The learner completed SustainME Level 2 training developed by faculty and academic staff affiliated with the Maine Business School and University of Maine (UMaine) Cooperative Extension. This course consists of approximately 8 hours of synchronous workshop-based learning. The learner’s skills were assessed based on completion of a Doughnut Design for Business Canvas, a Value Proposition Canvas, and a Sustainable Business Model Canvas, as well as through self-reflection using an established competency framework.
The learner: - Knows how to utilize the Doughnut Design for Business framework to assess their business. - Demonstrated aptitude in applying the Sustainable Business Model Canvas framework to adapt their business practices. - Can identify and refine transformative ideas for business model innovation toward greater sustainability through ideation tools like stimulus mining, yellow cards, and the value proposition canvas. - Is able to prioritize and refine ideas through structured ideation, selecting the most promising opportunities, and outlining concrete steps for sustainable business model innovation. The learner completed approximately 8 hours of facilitated synchronous training and demonstrated skill in applying tools and frameworks in the context of their business/industry to assess sustainable opportunity, adapt business practices, and develop a plan to implement sustainable change. Curriculum, learning materials, and assessments were designed, implemented, and evaluated by faculty and academic staff affiliated with the Maine Business School, an Association to Advance Collegiate Schools of Business (AACSB)-accredited unit of the University of Maine, and UMaine Cooperative Extension. The learner also engaged in community building through peer/collaborative coaching and previously earned the Level 1 badge in SustainME. ## Evidence and Assessment The learner: - Submitted a portfolio that was evaluated using assessment standards developed by Maine Business School faculty and academic staff. The standards were based on Doughnut Design for Business Canvas, Value Proposition Canvas, and Sustainable Business Model Canvas. The portfolio was assessed for both completeness and depth of application, and the learner achieved a score of at least 80% to meet the passing standard. - Submitted a self-reflection of learning using a validated competency scale as a framework. Responses in self-reflection receive feedback on learner growth paths using an internally developed rubric. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
SustainME: Sustainable Business Model Innovation Level 1
This badge was issued in recognition of the learner’s demonstrated foundational knowledge of sustainability concepts and frameworks applied to business, the role of sustainability in business success and resiliency, and the use of tools and concepts to innovate business models for greater sustainability. Emphasis is on sustainability principles and innovative thinking. The learner understands why sustainability matters in business, and can distinguish between conventional and sustainable business models. The learner completed the SustainME Level 1 course developed by the Maine Business School and University of Maine (UMaine) Cooperative Extension and was assessed through embedded quizzes.
This badge acknowledges that the learner understands: - The role of business in addressing sustainability challenges through frameworks such as Triple Bottom Line, Circular Economy, and Doughnut Economics. - How sustainability thinking in business has evolved and how this evolution influences sustainable innovation today. - The components of a business model using the Business Model Canvas framework. - The difference between traditional and sustainable business models. - How businesses create, deliver, and capture value through their business models, including environmental and social dimensions. - The value of ideation and innovation in developing sustainable business models, including the use of the 10 Types of Innovation framework. - How to use structured tools, such as stimulus mining, the YellowCard framework, and the Value Proposition Canvas to evaluate and refine business ideas. The learner completed approximately 8 hours of online asynchronous training, building foundational knowledge of sustainability, business models, and innovation through the SustainME Level 1 course. Curriculum, learning materials, and assessments were designed by faculty and academic staff affiliated with the Maine Business School, an Association to Advance Collegiate Schools of Business (AACSB)-accredited unit of the University of Maine, and UMaine Cooperative Extension. ## Evidence and Assessment The learner: - Completed knowledge-based quizzes within each module of Level 1 and scored 80% or higher on each one. - Submitted a self-reflection of learning using a validated competency scale as a framework. Responses in the self-reflection received feedback on learner growth paths using an internally developed rubric. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
Creating Inclusive Individualized Education Programs Micro-Credential
Creating Inclusive Individualized Education Programs Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Creating Inclusive Individualized Education Programs (IEPs) pathway (Levels 1, 2, and 3 badges). The learner demonstrated intermediate skills related to applying a student-centered process to collaborate with families and educators in creating a standards-aligned Individualized Education Program (IEP) that prioritizes access to the general curriculum and fosters a strong sense of belonging in general education environments. The learner has intermediate knowledge of how to leverage Universal Design for Learning (UDL) to develop relevant, specially designed instruction that can be delivered within an integrated Multi-Tiered System of Support (MTSS).
Advanced Special Education Preparation Standards
Council for Exceptional Children (CEC) Advanced Special Education Preparation Standards
Maine State Inclusive Education Framework
Individualized Education Program (IEP) is a tailored educational plan crafted to address the distinctive learning requirements and goals of students with disabilities, ensuring participation in public education.
The learner has knowledge of: - The definition of integrated MTSS. - The relationship between core instruction, intervention, and specially designed instruction and how they support progress in the general curriculum. - Federal and state requirements for IEPs. - What it means to have access to the general curriculum and a sense of belonging in the general education environment. - A rationale that supports the development of an inclusive IEP. - What grade level standards are, and how to find them. - UDL guidelines and considerations. - Key aspects of an inclusive, standards-aligned IEP. - Roles and responsibilities of an inclusive IEP team. - A student-centered and collaborative team approach to gathering information for an inclusive IEP. - Task analysis of grade-level expectations and how the use of UDL provides accessible learning opportunities for all. - Standards-aligned IEP goals that support access to and progress in the general curriculum and a sense of belonging in general education environments. - Examples of least intrusive to the most intrusive supports that align with student needs. - What it looks like to document necessary supplementary aids and services and ensure all team members have the skills and resources needed to implement the inclusive IEP. - A student-centered and collaborative team approach to developing the IEP, including plans for transition. The learner knows how to: - Utilize universal screening data, benchmarks, and formative assessments to identify areas of need. - Identify assessments that provide robust information for Present Levels and serve as baseline data and progress monitoring measures that inform intervention decisions. - Evaluate present levels and provide recommendations to ensure they document a child’s strengths, knowledge, and skills in relation to relevant grade-level expectations. - Evaluate and revise IEP goals to ensure they are standards-aligned, relevant, competency-based, and aligned with assessment data, to provide access to grade-level instruction and age-appropriate skills that honor student and family dreams. - Evaluate service delivery in an IEP and make recommendations for embedding IEP goals in the general curriculum and general education environments. - Evaluate and provide recommendations for documenting collaborative service delivery. - Use key questions that support learners to be a central and active part of the IEP process. - Identify and recommend resources that assist a team to communicate effectively about creating and implementing a student’s inclusive IEP. The learner: - completed a total of fifteen modules with embedded videos, activities, and an exploration of curated resources and materials designed to take about 20 hours to complete. This training was developed by an interdisciplinary team from the Special Education Department at the University of Maine at Farmington and the Department of Psychology at the University of Maine. - used an inclusive IEP checklist to evaluate a sample IEP or a redacted IEP from their own caseload and made recommendations that align with an inclusive IEP process. ## Evidence and Assessment The learner: - Received a score of 80% or higher on a quiz, demonstrating foundational knowledge of inclusive education and the key aspects of an inclusive IEP. - Completed scenarios using an inclusive IEP checklist and revisited responses to scenarios until achieving a score of 100%. - Completed an analysis of a sample or redacted IEP using an IEP checklist and provided recommendations for improving the inclusivity of the IEP. UMS faculty acknowledged completion of this task and provided feedback based on the checklist criteria. Evidence was verified and approved by authorized UMS faculty.
Creating Inclusive Individualized Education Programs Level 3
Creating Inclusive Individualized Education Programs Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in using an Inclusive Individualized Education Program (IEP) Checklist to evaluate a sample or a real, redacted IEP. Five online modules, each with practice and assessment activities, were completed in approximately 8 hours. The learner met the Council for Exceptional Children (CEC) Advanced Preparation Standards and the Maine State Inclusion Framework indicators.
Advanced Preparation Standard 2: Curricular Content Knowledge
System Processes 10: Data Analysis to Inform Instruction & Intervention; Schedule & Structure 2: Special Education as a Service; Family Community Engagement 4: Transparency in System Processes; Instructional Practice Academic 2: Shared Responsibility for Students; Instruction Practice Academic 6: Scaffold, differentiate, adapt instruction using data; Instructional Practice SEL/Behavior 4: Individualized and compassionate behavioral supports.
The learner is able to: - Utilize universal screening data, benchmarks, and formative assessments to identify areas of need. - Identify assessments that provide robust information for Present Levels and serve as baseline data and progress monitoring measures that inform intervention decisions. - Evaluate Present Levels and provide recommendations to ensure they document a child’s strengths, knowledge, and skills in relation to relevant grade-level expectations. - Evaluate and revise IEP goals to ensure they are standards-aligned, relevant, competency-based, and aligned with assessment data, to provide access to grade-level instruction and age-appropriate skills that honor student and family dreams. - Evaluate service delivery in an IEP and make recommendations for embedding IEP goals in the general curriculum and general education environments. - Evaluate and provide recommendations for documenting collaborative service delivery. - Use key questions that support learners to be a central and active part of the IEP process. - Identify and recommend resources that assist a team to communicate effectively about creating and implementing a student’s inclusive IEP. The learner: - Previously earned Level 1 and Level 2 badges in Creating Inclusive IEPs. - Completed five online modules, each with practice and assessment activities, that took approximately 8 hours and were aligned with CEC Advanced Preparation Standards and indicators in the Maine State Inclusion Framework indicators. This training was developed by an interdisciplinary team from the Special Education Department at the University of Maine at Farmington and the Department of Psychology at the University of Maine. - Examined a sample of a real, redacted IEP and completed an analysis that described evidence of inclusive IEP components and made suggestions for improvements. ## Evidence and Assessment The learner completed an analysis of a sample IEP and was assessed by University of Maine System faculty using an Inclusive IEP checklist and rubric. The learner received a score of at least 12.5 points (80%), demonstrating competency. The learner met the CEC’s Advanced Special Education Preparation Standard 2, and Indicators SP10, SS2, FCE4, IPA2, IPA6, IPB4 from the Maine State Inclusion Framework.
Creating Inclusive Individualized Education Programs Level 2
Creating Inclusive Individualized Education Programs Level 2 badge image
This badge was issued in recognition of the learner’s skill development in identifying grade-level expectations, necessary and targeted supports, and relevant assessments within an Individualized Education Program (IEP). The learner also demonstrated the knowledge needed to collaborate meaningfully with an inclusive IEP team in developing key aspects of the IEP document. Online modules were completed, and knowledge was assessed through a scenario-based quiz.
Advanced Preparation Standard 2: Curricular Content Knowledge; Advanced Preparation Standard 3: Programs, Services, & Outcomes; Advanced Preparation Standard 7: Collaboration.
System Processes 7: SDI Aligned with General Curriculum Delivered Inclusively; System Processes 8: Clear Proactive Expectations for SEL and Behavior Supports; Schedule and Structure 2: Special Education as a Service; Family Community Engagement 5: Families as co-equal partners; Instructional Practice Academic 4: Appropriate, aligned interventions and supports; Instructional Practice Academic 7: Natural supports; Instructional Practice SEL/Behavior 7: Proactive and UDL-aligned practices and supports; Instructional Practice SEL/Behavior 3: Facilitate peer relationships.
The learner has knowledge of: - A student-centered and collaborative team approach to gathering information for and developing an inclusive IEP. - How to work within a collaborative IEP team to either participate in or facilitate an inclusive IEP meeting. - Task analysis of grade-level expectations and how the use of Universal Design for Learning (UDL) provides accessible learning opportunities for all. - Standards-aligned IEP goals that support access to and progress in the general curriculum and a sense of belonging in general education environments. - Examples of the least intrusive to the most intrusive supports that align with student needs. - What it looks like to document necessary supplementary aids and services and ensure all team members have the skills and resources needed to implement the inclusive IEP. The learner: - Previously earned the Level 1 badge for Creating Inclusive Individualized Education Programs. - Completed five online modules, with practice-based scenarios, designed to take about 6 hours to complete. In the modules, the learner reviewed key resources that demonstrated the application of a student-centered and collaborative team-driven process for creating inclusive IEPs. The learner incorporated foundational knowledge about using UDL and task analysis to access grade-level standards through standards-aligned goals, and how to identify the least intrusive supports, supplementary aids, and services that center student learning and belonging. This training was developed by an interdisciplinary team from the Special Education Department at the University of Maine at Farmington and the Department of Psychology at the University of Maine. ## Evidence and Assessment The learner was assessed using scenario-based assessment tied to an IEP checklist, aligned with the Council for Exceptional Children (CEC) [Advanced Special Education Preparation Standards](https://exceptionalchildren.org/standards/advanced-special-education-preparation-standards). The scenario-based assessments were automatically graded with pre-written responsive feedback aligned to the IEP checklist for each scenario. The learner had unlimited attempts to revisit scenarios and reach a score of 100%. Evidence was verified and approved by authorized University of Maine System (UMS) faculty.
Creating Inclusive Individualized Education Programs Level 1
Creating Inclusive Individualized Education Programs Level 1 badge image
This badge was issued in recognition of the learner’s foundational knowledge of inclusive practices, including an integrated multi-tiered system of supports (MTSS), Universal Design for Learning (UDL), federal and state requirements, and key indicators of Individualized Education Programs (IEPs). The learner completed online modules and received a score of 80% or higher on a knowledge-based quiz.
Advanced Preparation Standard 2.0: Curricular Content Knowledge; Advanced Preparation Standard 3.0: Programs, Services & Outcomes.
System Processes 7 - SDI Aligned with General Curriculum Delivered Inclusively; Family Community Engagement 4: Transparency in implementation of system processes; Instructional Practices Academics 1: High expectations for all learners are evident; Instructional Practices-SEL/Behavior 6: Collaborative success plans.
This badge acknowledges that the learner understands the following concepts: - The definition of an integrated MTSS. - The relationship between core instruction, intervention, and specially designed instruction, and how they support progress in the general curriculum. - Federal and state requirements for IEPs. - What it means to have access to the general curriculum and a sense of belonging in the general education environment. - A rationale that supports the development of an inclusive IEP. - What grade level standards are, and how to find them. - UDL guidelines and considerations. - Key aspects of an inclusive, standards-aligned IEP. - Roles and responsibilities of an inclusive IEP team. The learner completed five online modules, designed to be completed in 6 hours, on the key foundational features of inclusive practice and Individualized Education Programs, developed by an interdisciplinary team from the Special Education Department at the University of Maine at Farmington and the Department of Psychology at the University of Maine. ## Evidence and Assessment The learner scored 80% or higher on a knowledge-based quiz. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff.
Effective Reading Instruction Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Effective Reading Instruction pathway (Levels 1, 2, and 3 badges). The learner moved from a foundation knowledge-level in effective reading instruction including the science of reading at Level 1 to an intermediate level in Levels 2 and 3 in this micro-credential. A total of 30 hours of training was completed.
Teaching reading encompasses the creation and execution of methods that help students develop comprehension, interpretation, and analysis skills for written text.
Knowledge and Practice Standards for Teachers of Reading, Standard 4
Knowledge and Practice Standards for Teachers of Reading, Standard 4: Structured Literacy Instruction. This standard is from the International Dyslexia Association, but these are broad standards for any teacher teaching ready to any student with or without dyslexia.
The learner: - Understands the core components of the Big 5 of reading instruction. - Understands the science of reading, a comprehensive, interdisciplinary body of research describing effective literacy instructional practice, and its application. - Can identify areas of their instruction that align with the science of reading and made actionable changes where gaps were found. The learner: - Completed 30 hours of training on reading, developed at the University of Maine, including the Big 5 core components of reading instruction and the science of reading. - Reflected on their instructional practices. - Modified their instruction to align it to the science of reading. - Developed an action plan for additional modifications or additions to their reading instruction. ## Evidence and Assessment The learner: - Completed knowledge-based quizzes at Level 1 and 2 on the “Big 5” of Reading, spelling, and the science of reading and scored 80% or higher on a 20-question cumulative quiz. The learner could use resources and had the opportunity to repeat the quiz as many times as needed to achieve 80% accuracy. - Completed a 10-15 item self-instructional assessment taken from Standard 1 and 4, Knowledge and Practice Standards for Teachers of Reading (International Dyslexia Association) and met the competency standard using a rubric (Level 2). - Completed the [Reading League’s reading curriculum assessment](https://www.thereadingleague.org/curriculum-evaluation-guidelines/) or an approved alternative rubric and met the competency standard using a rubric (Level 2). - Submitted a reflection of how best to align their instruction to the science of reading and scored at least 8 out of 10 points (Level 2). - Submitted a lesson plan, delivered the lesson, and reflected on the lesson presented. The learner was assessed using a rubric and scored at least 8 out of 10 points (Level 3). - Completed an action plan that included a self-assessment on future instructional adaptations to align those to the science of reading. The learner was assessed using a rubric tied to Standard 4, Knowledge and Practice Standards for Teachers of Reading, International Dyslexia Association and the Reading League’s curriculum evaluation guide and scored at least 8 out of 10 points (Level 3). Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
The Level 3 badge was issued in recognition of the learner's demonstrated competency in the application of the science of reading. The learner completed 10 hours of training developed at the University of Maine and aligned their instruction with the science of reading principles for effective reading instruction and assessment.
This badge acknowledges that the learner was able to apply the science of reading to instruction. The learner demonstrated competencies in Structured Literacy Instruction, Standard 4 of the International Dyslexia Association's _Knowledge and Practice Standards for Teachers of Reading_. The learner: - Previously earned Level 1 and Level 2 badges for Effective Reading Instruction. - Implemented and reflected on at least one lesson aligned to the science of reading. - Applied their knowledge and developed a plan for future instruction aligned to the science of reading. - Completed 10 hours of training on the science of reading, beyond Levels 1 and 2. ## Evidence and Assessment The learner: - Submitted at least one lesson plan, delivered the lesson, and reflected on the lesson presented. The learner was assessed using a rubric and scored at least 8 out of 10 points. - Completed an action plan that included a self-assessment on future instructional adaptations to align those to the science of reading. The learner was assessed using a rubric tied to International Dyslexia Association's _Knowledge and Practice Standards for Teachers of Reading, Standard 4_ and the [Reading League’s curriculum evaluation guide](https://www.thereadingleague.org/curriculum-evaluation-guidelines/) and scored at least 8 out of 10 points. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
The Level 2 badge was issued in recognition of the learner’s deep understanding of the science of reading, a comprehensive, interdisciplinary body of research describing effective literacy instructional practices, and reflection on their strengths and areas of need in reading instruction. The learner completed 10 hours of the science of reading modules, developed at the University of Maine, beyond Level 1. The learner demonstrated competencies in Structured Literacy Instruction, Standard 4 of the International Dyslexia Association's Knowledge and Practice Standards for Teachers of Reading.
The learner: - Developed knowledge of the science of reading, beyond Level 1 learning. - Reflected on their instructional practices and reading curriculum. - Identified areas of strength and growth to align their reading instruction to the science of reading. This badge acknowledges that the learner completed 10 hours of online training and instructional practices of reading, beyond Level 1. Level 2 focused on the science of reading, including reflection on their instructional practices and curriculum to identify areas that align or that do not align with effective instructional practices on reading. ## Evidence and Assessment The learner: - Completed a 5-6 question quiz on the science of reading with no more than one question incorrect; the learner could retake the quiz as many times as needed and use resources. - Completed a 10-15 item self-instructional assessment taken from Standard 1 and 4, _Knowledge and Practice Standards for Teachers of Reading_ (International Dyslexia Association) and met the competency standard using a rubric. - Completed the [Reading League’s reading curriculum assessment](https://www.thereadingleague.org/curriculum-evaluation-guidelines/) or an approved alternative rubric and met the competency standard using a rubric. - Submitted a reflection of how best to align their instruction to the science of reading and scored at least 8 out of 10 points. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s demonstrated understanding of reading instructional practices. The learner completed approximately 8 to 10 hours of online training modules developed at the University of Maine and was assessed with a knowledge-based quiz.
The learner has knowledge of: - The “Big 5” (phonological awareness, phonics and decoding, fluency, comprehension, vocabulary) of reading plus spelling. - Foundational information on the science of reading. - Broad instructional practices for reading, including explicit instruction. The learner completed 8-10 hours of online foundational training modules on each of the “Big 5” of reading (phonological awareness, phonics and decoding, fluency, comprehension, vocabulary) and spelling, the science of reading, and broad instructional practices, including explicit instruction for effective reading instruction. The modules were aligned with the science of reading, a comprehensive, interdisciplinary body of research describing effective literacy instructional practices. ## Evidence and Assessment The learner completed a 20-question, cumulative knowledge-based quiz and scored 80% or higher. The learner was able to use resources and repeat the quiz as many times as needed to achieve the required score (18 out of 20 correct). Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of horticulture. The learner has demonstrated understanding of sustainable edible and ornamental gardening. The learner completed the 18-week Maine Gardener Training, was assessed using embedded quizzes, and met the Horticulture Learning Standards developed by the University of Maine Cooperative Extension.
Maine Horticulture Learning Standards developed by the University of Maine Cooperative Extension
The learner has knowledge of: - Horticulture resources for Maine gardeners. - Key concepts in ecology, botany, plant propagation, soils, and composting as they relate to horticulture. - Best practices for food production, including vegetables, tree fruits, and small fruits, as well as garden maintenance and food safety. - Prevention, identification, and management strategies for common garden pests and diseases, including safe pesticide use. - Plant selection, landscape design, and sustainable maintenance for Maine’s climate. The learner completed the Maine Gardener training offered by the University of Maine Cooperative Extension. This comprehensive 18-week program consisted of approximately 4 to 6 hours of engagement per week and included five modules of online coursework, reading and reflection assignments, and knowledge assessments. ## Evidence and Assessment The learner was assessed using five knowledge-based quizzes, one per module, and scored 80% or higher on each quiz. Evidence was verified and approved by authorized University of Maine Cooperative Extension faculty or staff or another relevant party.
Maine Master Gardener Volunteer badge image
This badge was issued in recognition of the learner’s knowledge of horticulture and volunteerism. The learner demonstrated an understanding of sustainable edible and ornamental gardening, the principles of volunteerism, and issues and data related to food security. The learner completed the 18-week Maine Master Gardener Volunteer Training and a 40-hour volunteer internship. The learner was assessed using embedded quizzes and met the Horticulture Learning Standards developed by the University of Maine Cooperative Extension.
The learner has knowledge of: - Volunteerism, including risk management, and the impacts of food insecurity in Maine. - Key concepts in ecology, botany, plant propagation, soils, and composting as they relate to horticulture. - Best practices for food production, including vegetables, tree fruits, and small fruits, as well as garden maintenance and food safety. - Prevention, identification, and management strategies for common garden pests and diseases, including safe pesticide use. - Plant selection, landscape design, and sustainable maintenance for Maine’s climate. The learner completed the Maine Master Gardener Volunteer training offered by the University of Maine Cooperative Extension. This comprehensive 18-week program consisted of approximately 4 to 6 hours of engagement per week and included five modules of online coursework, reading and reflection assignments, and knowledge assessments. The learner also completed a 40-hour volunteer internship with an approved Maine Master Gardener Volunteer Project. ## Evidence and Assessment The learner was assessed using five knowledge-based quizzes, one per module, and scored 80% or higher on each quiz. The learner submitted documentation of at least 40 hours volunteered for an approved Maine Master Gardener Volunteer Project and reported associated impacts. Evidence was verified and approved by authorized University of Maine Cooperative Extension faculty or staff or another relevant party.
Electrical Systems 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Electrical Systems 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in electrical systems over a minimum of 134 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Electrical Systems 1 credential, ensuring industry relevance and recognition. The learner earned SACA Electrical Systems 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Electrical Systems 1 Micro-Credential (Gold)
SACA Credential C-201 prepares individuals to connect, adjust, operate, troubleshoot, and analyze electrical circuits using basic electrical components: resistors, capacitors, inductors, DC motors, solenoids, manual switches, relays, fuses, circuit breakers, transformers, and indicators. Other key skills include: adhering to electrical safety rules, reading electrical circuit diagrams, applying Ohm’s Law and Kirchhoff’s Law, using digital multimeters, interpreting series/parallel circuits, and assessing power/circuit protection.
Electrical systems encompass the interconnected network of components designed for generating, transmitting, and utilizing electric power, including power generation, distribution, wiring, circuitry, and associated equipment and devices.
Schematic reading is the skill of deciphering and comprehending diagrams that depict the design and operation of electrical, mechanical, or architectural systems and their parts.
Circuit analysis involves studying electronic circuits using mathematical models and simulation tools to assess functionality, detect issues, and optimize performance.
Digital multimeters are handheld devices that combine multiple measurement functions, such as voltage, current, and resistance, into a single, user-friendly tool.
Industry 4.0 is the incorporation of digital technology into manufacturing processes, characterized by interconnectivity, automation, machine learning, and real-time data for improved efficiency and decision-making.
The learner knows the basic principles of electricity, including Ohm’s Law and Kirchhoff’s Law, and is able to: - Apply electrical system safety _(Standard 201.01)._ - Connect and operate basic electrical circuits _(Standard 201.02)._ - Interpret electrical schematics and diagrams _(Standard 201.03)._ - Use a digital multimeter (DMM) to make electrical measurements _(Standard 201.04)._ - Analyze basic load circuits _(Standard 201.05)._ - Test and replace/reset fuses and circuit breakers _(Standard 201.06)._ - Connect and operate basic reactive components _(Standard 201.07)._ - Analyze basic combination circuits _(Standard 201.08)._ - Troubleshoot basic series and parallel electrical circuits _(Standard 201.09)._ - Connect and operate single-phase transformer circuits _(Standard 201.10)._ - Analyze Inductive Circuits _(Standard 201.11)._ - Analyze Capacitive Circuits _(Standard 201.12)._ Through the AMC B.O.T. Loft or another approved training site, the learner completed: - structured training on foundational electrical systems including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 12-16 hours. - in-person, lab-based training focused on practical electrical system skills, with an estimated time commitment of 32 hours. - a minimum of 90 hours of applied experience in a qualifying industrial or simulated work environment. - a self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Electrical Systems 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Electrical Systems 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical Systems 1 Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in electrical system operations, including the ability to manage circuits, perform diagnostics, and optimize system function. Through applied experience over a minimum of 90 hours, the learner successfully implemented electrical tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
This badge acknowledges that the learner is able to: - Apply electrical system safety _(Standard 201.01)._ - Connect and operate basic electrical circuits _(Standard 201.02)._ - Interpret electrical schematics and diagrams _(Standard 201.03)._ - Use a digital multimeter (DMM) to make electrical measurements _(Standard 201.04)._ - Analyze basic load circuits _(Standard 201.05)._ - Test and replace/reset fuses and circuit breakers _(Standard 201.06)._ - Connect and operate basic reactive components _(Standard 201.07)._ - Analyze basic combination circuits _(Standard 201.08)._ - Troubleshoot basic series and parallel electrical circuits _(Standard 201.09)._ - Connect and operate single-phase transformer circuits _(Standard 201.10)._ - Analyze Inductive Circuits _(Standard 201.11)._ - Analyze Capacitive Circuits _(Standard 201.12)._ The learner: - Applied electrical diagnostic and testing skills in a qualifying work or simulated setting for a minimum of 90 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Electrical Systems 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Electrical Systems 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Electrical Systems 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of electrical system operation skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical Systems 1 Level 2 badge image
This badge was issued in recognition of the learner’s intermediate-level skills in electrical system operation, diagnostics, and circuit configuration. The learner developed and demonstrated skills in wiring, testing, and analyzing circuits in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Electrical Systems 1.
In a structured lab environment, the learner is able to: - Apply electrical system safety _(Standard 201.01)._ - Connect and operate basic electrical circuits _(Standard 201.02)._ - Interpret electrical schematics and diagrams _(Standard 201.03)._ - Use a digital multimeter (DMM) to make electrical measurements _(Standard 201.04)._ - Analyze basic load circuits _(Standard 201.05)._ - Test and replace/reset fuses and circuit breakers _(Standard 201.06)._ - Connect and operate basic reactive components _(Standard 201.07)._ - Analyze basic combination circuits _(Standard 201.08)._ - Troubleshoot basic series and parallel electrical circuits _(Standard 201.09)._ - Connect and operate single-phase transformer circuits _(Standard 201.10)._ - Analyze Inductive Circuits _(Standard 201.11)._ - Analyze Capacitive Circuits _(Standard 201.12)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical electrical system skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility utilizing Amatrol hands-on skills or another approved curriculum, with an estimated time commitment of 32 hours. The learner previously earned the Electrical Systems 1 Level 1 badge and the SACA Silver Credential for Electrical Systems 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Electrical Systems 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical Systems 1 Level 1 badge image
This badge was issued in recognition of the learner’s demonstrated understanding of foundational electrical systems, including theoretical knowledge in electrical safety, components, circuit analysis, and diagnostic tools. The learner completed the C-201 Electrical Systems 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Electrical Systems 1.
Smart Automation Certification Alliance (SACA) Electrical Systems 1 Micro-Credential (Silver)
Electrical safety encompasses the precautionary measures and guidelines aimed at avoiding workplace accidents and injuries caused by electrical hazards.
This badge acknowledges that the learner: - Knows the basic principles of electricity, including Ohm’s Law and Kirchhoff’s Law. - Understands how to safely connect, measure, and analyze electrical circuits. - Is able to identify and explain the function of core electrical components, including resistors, capacitors, switches, fuses, and transformers. This badge acknowledges that the learner completed a structured training on foundational electrical systems through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft, or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 12-16 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Electrical Systems 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electric Motor Control Systems 1 Micro-Credential
Electric Motor Control Systems 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Electric Motor Control Systems 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in electric motor control systems over a minimum of 138 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Electric Motor Control Systems 1 credential, ensuring industry relevance and recognition. The learner earned SACA Electric Motor Control Systems 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Electric Motor Control Systems 1 Micro-credential (Gold)
SACA Certification C-202 prepares individuals to connect, adjust, and operate electrical motor control circuits using these electrical components: 3-phase AC motors, reversing magnetic motor starters with overloads, drum switches, control relays, timer relays, pushbutton switches, selector switches, limit switches, pressure switches, and float switches. Other key skills include: adhering to motor control safety rules, reading ladder logic circuit diagrams, checking for proper ground connections, wiring motors for high and low voltage, and interpreting common motor control application circuits.
Safety Compliance is the act of following established rules, standards, and practices to protect the health and safety of people and the environment, reducing risks and preventing accidents.
Motor controls refer to the systems and components responsible for regulating the operation and performance of electric motors, including functions such as starting, stopping, adjusting speed, and changing direction.
Industrial control systems are computerized networks and equipment that oversee industrial operations and machinery to ensure stability, efficiency, and safety in manufacturing and critical infrastructure.
The learner knows the basic components of electric motor control circuits and their functions, and is able to: - Apply approved safety practices for electric motor control systems _(Standard 202.01)._ - Interpret Ladder logic Schematics _(Standard 202.02)._ - Make proper electrical ground connections _(Standard 202.03)._ - Connect and operate a 3-phase motor _(Standard 202.04)._ - Connect and operate a manual motor control circuit _(Standard 202.05)._ - Select and install a control transformer _(Standard 202.06)._ - Connect and operate a basic ladder logic control circuit _(Standard 202.07)._ - Connect and operate a 2/3 wire magnetic motor starter circuit _(Standard 202.08)._ - Connect and operate a reversing motor control circuit _(Standard 202.09)._ - Connect and operate a hands-off-auto motor control circuit _(Standard 202.10)._ - Connect and operate automatic input devices _(Standard 202.11)._ - Connect and operate basic timer control circuits _(Standard 202.12)._ Through the AMC B.O.T. Loft or another approved training site, the learner completed: - Structured training on foundational electric motor control systems, including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 16-20 hours. - In-person, lab-based training focused on practical electric motor control systems skills, with an estimated time commitment of 32 hours. - A minimum of 90 hours of applied experience in a qualifying industrial or simulated work environment. - A self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Electric Motor Control Systems 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Electric Motor Control Systems 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electric Motor Control Systems 1 Level 3
Electric Motor Control Systems 1 Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in electric motor control system operations, including the ability to manage circuits, perform diagnostics, and optimize system function. Through applied experience over a minimum of 90 hours, the learner successfully implemented electric motor control tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
This badge acknowledges that the learner is able to: - Apply approved safety practices for electric motor control systems _(Standard 202.01)._ - Interpret Ladder logic Schematics _(Standard 202.02)._ - Make proper electrical ground connections _(Standard 202.03)._ - Connect and operate a 3-phase motor _(Standard 202.04)._ - Connect and operate a manual motor control circuit _(Standard 202.05)._ - Select and install a control transformer _(Standard 202.06)._ - Connect and operate a basic ladder logic control circuit _(Standard 202.07)._ - Connect and operate a 2/3 wire magnetic motor starter circuit _(Standard 202.08)._ - Connect and operate a reversing motor control circuit _(Standard 202.09)._ - Connect and operate a hands-off-auto motor control circuit _(Standard 202.10)._ - Connect and operate automatic input devices _(Standard 202.11)._ - Connect and operate basic timer control circuits _(Standard 202.12)._ The learner: - Applied electric motor control diagnostic and testing skills in a qualifying work or simulated setting for a minimum of 90 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Electric Motor Control Systems 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Electric Motor Control Systems 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Electric Motor Control Systems 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of electric motor control system operation skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electric Motor Control Systems 1 Level 2
Electric Motor Control Systems 1 Level 2 badge image
This badge was issued in recognition of the learner’s intermediate-level skills in electric motor control system configuration and diagnostics. The learner developed and demonstrated skills in building and testing control circuits, applying safety protocols, and operating three-phase and manual motor systems in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Electric Motor Control Systems 1.
In a structured lab environment, the learner is able to: - Apply approved safety practices for electric motor control systems _(Standard 202.01)._ - Interpret Ladder logic Schematics _(Standard 202.02)._ - Make proper electrical ground connections _(Standard 202.03)._ - Connect and operate a 3-phase motor _(Standard 202.04)._ - Connect and operate a manual motor control circuit _(Standard 202.05)._ - Select and install a control transformer _(Standard 202.06)._ - Connect and operate a basic ladder logic control circuit _(Standard 202.07)._ - Connect and operate a 2/3 wire magnetic motor starter circuit _(Standard 202.08)._ - Connect and operate a reversing motor control circuit _(Standard 202.09)._ - Connect and operate a hands-off-auto motor control circuit _(Standard 202.10)._ - Connect and operate automatic input devices _(Standard 202.11)._ - Connect and operate basic timer control circuits _(Standard 202.12)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical electric motor system skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility, utilizing Amatrol hands-on skills or another approved curriculum, with an estimated time commitment of 32 hours. The learner previously earned the electric motor control systems Level 1 badge and the SACA Silver Credential for Electric Motor Control Systems 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Electric Motor Control Systems 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electric Motor Control Systems 1 Level 1
Electric Motor Control Systems 1 Level 1 badge image
This badge was issued in recognition of the learner’s demonstrated understanding of electric motor control system fundamentals, including theoretical knowledge in motor control components, ladder logic interpretation, grounding procedures, and motor wiring configurations. The learner completed the C-202 Electric Motor Control Systems 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Electric Motor Control Systems 1.
Smart Automation Certification Alliance (SACA) Electric Motor Control Systems 1 Micro-credential (Silver)
Ladder Logic is a PLC programming language that mimics electrical relay logic, using symbols and ladder-like diagrams for industrial automation applications.
This badge acknowledges that the learner: - Knows the components of electric motor control circuits and their functions. - Understands the principles of ladder logic, ground connection requirements, and control circuit design. - Is able to identify and describe applications of three-phase alternating current motors, magnetic starters, control relays, switches, and common input/output devices. This badge acknowledges that the learner completed a structured training on foundational electric motor control systems through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft, or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 16-20 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Electric Motor Control Systems 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Variable Frequency Drive Systems 1 Micro-Credential
Variable Frequency Drive Systems 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Variable Frequency Drive Systems 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in variable frequency drive systems over a minimum of 132 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Variable Frequency Drive Systems 1 credential, ensuring industry relevance and recognition. The learner earned SACA Variable Frequency Drive Systems 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Variable Frequency Drive Systems 1 Micro-credential (Gold)
SACA Certification C-203 prepares individuals to connect, configure, adjust, and operate AC variable frequency motor drives using basic volts per hertz mode. Key skills include: adhering to VFD safety rules, operating VFD in manual mode using the keypad, performing normal VFD startup and shutdown, performing emergency shutdown, viewing and editing parameters, changing speed with potentiometer, interfacing/configurating external discrete I/O, interpreting error codes, resetting drive errors, and configurating for acceleration, deceleration, and braking.
Variable-frequency drives are electronic devices that regulate the speed of electric motors by adjusting the frequency and voltage of their power supply.
Industrial automation refers to the application of automated systems, including computers and robots, to operate and oversee industrial machinery and processes, minimizing human involvement.
Control systems are designed to manage and regulate the behavior and output of machines or processes through feedback loops and automation, aiming to achieve desired performance.
The learner knows core components and operating principles of AC VFD systems, and is able to: - Use a keypad to operate an alternating current variable frequency drive (VFD) _(Standard 203.01)._ - View and edit basic VFD parameters _(Standard 203.02)._ - Interpret a programmable logic controller (PLC) program that controls two- or three-wire VFD operation _(Standard 203.03)._ - Operate and monitor a VFD _(Standard 203.04)._ - Reset a VFD after an error occurs _(Standard 203.05)._ - Program and operate a VFD for multi-speed operation _(Standard 203.06)._ - Program and operate a VFD for acceleration, deceleration, and braking _(Standard 203.07)._ Through the University of Maine AMC B.O.T. Loft or another approved training site, the learner completed: - Structured training on foundational variable frequency drive systems, including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 8-12 hours. - In-person, lab-based training focused on practical variable frequency drive system skills, with an estimated time commitment of 24 hours. - A minimum of 100 hours of applied experience in a qualifying industrial or simulated work environment. - A self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Variable Frequency Drive Systems 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Variable Frequency Drive Systems 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Variable Frequency Drive Systems 1 Level 3
Variable Frequency Drive Systems 1 Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in alternating current (AC) variable frequency drive (VFD) system operations, including the ability to configure drive parameters, operate and monitor drive systems, interpret faults, recover from errors, and optimize system function. Through applied experience over a minimum of 100 hours, the learner successfully implemented variable frequency drive tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
This badge acknowledges that the learner is able to: - Use a keypad to operate an alternating current variable frequency drive (VFD) _(Standard 203.01)._ - View and edit basic VFD parameters _(Standard 203.02)._ - Interpret a programmable logic controller (PLC) program that controls two- or three-wire VFD operation _(Standard 203.03)._ - Operate and monitor a VFD _(Standard 203.04)._ - Reset a VFD after an error occurs _(Standard 203.05)._ - Program and operate a VFD for multi-speed operation _(Standard 203.06)._ - Program and operate a VFD for acceleration, deceleration, and braking _(Standard 203.07)._ The learner: - Applied variable frequency drive configuration, operation, monitoring, and troubleshooting skills in a qualifying work or simulated setting for a minimum of 100 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Variable Frequency Drive Systems 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Variable Frequency Drive Systems 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Variable Frequency Drive Systems 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of variable frequency drive system operation skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Variable Frequency Drive Systems 1 Level 2
Variable Frequency Drive Systems 1 Level 2 badge image
This badge was issued in recognition of the learner’s intermediate-level skills in alternating current (AC) variable frequency drive (VFD) system configuration, operation, and diagnostics. The learner developed and demonstrated skills in operating drives, viewing and editing parameters, interpreting programmable logic controller (PLC) control programs, resetting drive errors, and configuring multi-speed, acceleration, deceleration, and braking functions in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Variable Frequency Drive Systems 1.
In a structured lab environment, the learner is able to: - Use a keypad to operate an alternating current variable frequency drive (VFD) _(Standard 203.01)._ - View and edit basic VFD parameters _(Standard 203.02)._ - Interpret a programmable logic controller (PLC) program that controls two- or three-wire VFD operation _(Standard 203.03)._ - Operate and monitor a VFD _(Standard 203.04)._ - Reset a VFD after an error occurs _(Standard 203.05)._ - Program and operate a VFD for multi-speed operation _(Standard 203.06)._ - Program and operate a VFD for acceleration, deceleration, and braking _(Standard 203.07)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical variable frequency drive system skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility utilizing Amatrol hands-on skills or another approved curriculum, with an estimated time commitment of 24 hours. The learner previously earned the Variable Frequency Drive Systems 1 Level 1 badge and the SACA Silver Credential for Variable Frequency Drive Systems 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Variable Frequency Drive Systems 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Variable Frequency Drive Systems 1 Level 1
Variable Frequency Drive Systems 1 Level 1 badge image
This badge was issued in recognition of the learner’s demonstrated understanding of alternating current (AC) variable frequency drive (VFD) system fundamentals, including theoretical knowledge in drive operation, parameter configuration, control modes, and safety procedures. The learner completed the C-203 Variable Frequency Drive Systems 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Variable Frequency Drive Systems 1.
Smart Automation Certification Alliance (SACA) Variable Frequency Drive Systems 1 Micro-credential (Silver)
This badge acknowledges that the learner: - Knows the core components and operating principles of AC VFD systems. - Understands VFD control modes, parameter configuration, error codes, and safety protocols. - Is able to identify and describe VFD keypad operation, basic parameter editing, and common motor drive applications. This badge acknowledges that the learner completed a structured training on foundational variable frequency drive systems through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft, or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 8-12 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Variable Frequency Drive Systems 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Motor Control Troubleshooting 1 Micro-Credential
Motor Control Troubleshooting 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Motor Control Troubleshooting 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in motor control troubleshooting over a minimum of 130 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Motor Control Troubleshooting 1 credential, ensuring industry relevance and recognition. The learner earned SACA Motor Control Troubleshooting 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Motor Control Troubleshooting 1 Micro-credential (Gold)
SACA Certification C-204 prepares individuals to troubleshoot and remedy faults in electric motor control circuits and AC variable frequency drives. Skills include: adhering to troubleshooting safety rules, systems troubleshooting, component testing, and using digital multimeters, clamp-on ammeters, and PLC status indicators. Components include: AC VFD drives with volts per hertz capability, 3-phase AC motors, reversing magnetic motor starters with overloads, drum switches, control relays, timer relays, manual switches, limit switches, pressure switches, and float switches.
Electrical System Troubleshooting is the ability to detect, analyze, and fix electrical system problems using expert knowledge and specialized tools to ensure optimal operation.
The learner knows the principles of motor control troubleshooting and is able to: - Troubleshoot motor control components _(Standard 204.1)._ - Use a clamp-on ammeter to measure motor current _(Standard 204.2)._ - Troubleshoot 2/3-wire motor control circuits _(Standard 204.3)._ - Troubleshoot reversing motor control circuits _(Standard 204.4)._ - Troubleshoot motor control circuits with automatic input devices _(Standard 204.5)._ - Troubleshoot timer control circuits _(Standard 204.6)._ - Troubleshoot an AC VFD motor control system _(Standard 204.7)._ Through the AMC B.O.T. Loft or another approved training site, the learner completed: - Structured training on foundational motor control troubleshooting including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 6-10 hours. - In-person, lab-based training focused on practical motor control troubleshooting skills, with an estimated time commitment of 24 hours. - A minimum of 100 hours of applied experience in a qualifying industrial or simulated work environment. - A self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Motor Control Troubleshooting 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Motor Control Troubleshooting 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Motor Control Troubleshooting 1 Level 3 badge image
This badge was issued in recognition of the learner’s demonstrated competency in motor control troubleshooting operations, including diagnosing and correcting motor control system faults, evaluating industrial control components, and applying systematic troubleshooting procedures. Through applied experience over a minimum of 100 hours, the learner successfully implemented motor control troubleshooting tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
SACA Credential C-204 prepares individuals to troubleshoot and remedy faults in electric motor control circuits and AC variable frequency drives. Skills include: adhering to troubleshooting safety rules, systems troubleshooting, component testing, and using digital multimeters, clamp-on ammeters, and PLC status indicators. Components include: AC VFD drives with volts per hertz capability, 3-phase AC motors, reversing magnetic motor starters with overloads, drum switches, control relays, timer relays, manual switches, limit switches, pressure switches, and float switches.
This badge acknowledges that the learner is able to: - Troubleshoot motor control components _(Standard 204.1)._ - Use a clamp-on ammeter to measure motor current _(Standard 204.2)._ - Troubleshoot 2/3-wire motor control circuits _(Standard 204.3)._ - Troubleshoot reversing motor control circuits _(Standard 204.4)._ - Troubleshoot motor control circuits with automatic input devices _(Standard 204.5)._ - Troubleshoot timer control circuits _(Standard 204.6)._ - Troubleshoot an AC VFD motor control system _(Standard 204.7)._ The learner: - Applied motor control troubleshooting and diagnostic skills in a qualifying work or simulated setting for a minimum of 100 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Motor Control Troubleshooting 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Motor Control Troubleshooting 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Motor Control Troubleshooting 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of motor control troubleshooting skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Motor Control Troubleshooting 1 Level 2 badge image
This badge was issued in recognition of the learner’s intermediate-level skills in motor control troubleshooting, electrical testing equipment, and industrial control system diagnostics. The learner developed and demonstrated skills in diagnosing, troubleshooting, and repairing circuits in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Motor Control Troubleshooting 1.
In a structured lab environment, the learner is able to: - Troubleshoot motor control components _(Standard 204.1)._ - Use a clamp-on ammeter to measure motor current _(Standard 204.2)._ - Troubleshoot 2/3-wire motor control circuits _(Standard 204.3)._ - Troubleshoot reversing motor control circuits _(Standard 204.4)_ - Troubleshoot motor control circuits with automatic input devices _(Standard 204.5)._ - Troubleshoot timer control circuits _(Standard 204.6)._ - Troubleshoot an AC VFD motor control system _(Standard 204.7)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical motor control troubleshooting skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility utilizing Amatrol Hands-on Skills or another approved curriculum, with an estimated time commitment of 24 hours. The learner previously earned the Motor Control Troubleshooting Level 1 badge and the SACA Silver Credential for Motor Control Troubleshooting 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Motor Control Troubleshooting 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Motor Control Troubleshooting 1 Level 1 badge image
This badge was issued in recognition of the learner’s demonstrated understanding of foundational motor control troubleshooting, including knowledge of motor control troubleshooting, electrical testing equipment, industrial motor control components, and variable frequency drives (VFDs). The learner completed the C-204 Motor Control Troubleshooting 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Motor Control Troubleshooting 1.
Smart Automation Certification Alliance (SACA) Motor Control Troubleshooting 1 Micro-credential (Silver)
This badge acknowledges that the learner: - Understands the fundamentals of programmable controller (PLC) systems and their role in industrial automation and machine control. - Knows the purpose and function of PLC system components, including processors, input/output modules, communication interfaces, sensors, actuators, and human-machine interfaces (HMIs). - Is able to interpret basic PLC concepts and programming elements, including ladder logic, contacts, coils, timers, counters, and discrete input/output operations. This badge acknowledges that the learner completed a structured training on Motor Control Troubleshooting through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft, or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 6-10 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Motor Control Troubleshooting 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Teaching Elementary Mathematics Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Teaching Elementary Mathematics pathway (Levels 1, 2, and 3 badges). The learner moved from a foundation knowledge-level in effective mathematics instruction at Level 1 to an intermediate level in Levels 2 and 3 in this micro-credential. A total of 18-30 hours of training, developed at the University of Maine, was completed.
Elementary education encompasses the instruction and development of essential abilities and understanding in young learners, generally spanning from kindergarten to fifth or sixth grade.
Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. Standards 4: Content Knowledge; Standard 6: Assessment; Standard 7: Instructional Planning.
The learner has knowledge of: - Principles and Standards for teaching mathematics. - Teaching to characteristics of learners. - Procedural and conceptual understanding. - Contemporary assessment practices. - Problem-solving approaches to mathematics. - Broad instructional practices for mathematics, including direct instruction and inquiry oriented instruction. - Specific mathematical topics, including number sense, counting, basic facts, the operations of addition, subtraction, and multiplication and division. - Learner comprehension from grades K-5. The learner demonstrated developing competency in content knowledge (Standard 4), assessment (Standard 6), and instructional planning (Standard 7) in alignment with the Interstate Teacher and Assessment Support Consortium (InTASC) Core Teaching Standards. The learner: - completed 18-30 hours of training learning about key ideas of mathematical content, assessment, and lesson design for Elementary Mathematics. - created and implemented two lessons in a K-5 classroom. - reflected on the implementation of lessons. ## Evidence and Assessment The learner: - was assessed using fact and theory quizzes and scored 80% or higher on each one. - completed application tasks including lesson design and lesson implementation with a score of “level 2” or higher on the appropriate rubric. - submitted a reflection on the implementation of the lessons. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner's demonstrated competency in the application of Teaching Elementary Mathematics. The learner completed training and aligned their instruction with the Interstate Teacher and Assessment Support Consortium (InTASC) Core Teaching Standards.
This badge acknowledges that the learner was able to apply the ideas of Teaching Elementary mathematics to lesson planning and instruction. The learner demonstrated competencies in InTASC Standards 4, 6, and 7 by applying the knowledge gained developing these competencies during Level 2 and applying them in practice in Level 3. The learner: - Previously earned Level 1 and Level 2 badges. - Applied their knowledge by creating two full lessons. - Applied their knowledge by implementing two lessons in a K-5 classroom of their choice. - Reflected on the implementation of lessons. ## Evidence and Assessment The learner completed: - A ten question fact quiz and scored 80% or higher. - A ten question theoretical quiz and scored 80% or higher. - Created two lessons, scoring a 2 or higher with a rubric, which is expected of teacher candidates. - Implemented two lessons, scoring a 2 or higher with a rubric, which is expected of teacher candidates. - Submitted a reflection on the implementation of the lessons. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
The Level 2 badge was issued in recognition of the learner’s deep understanding of teaching K-5 mathematics and application of their knowledge of the fundamental ideas. The learning will synthesize factual knowledge from Level 1 into a coherent model of teaching. The learner completed 8 hours of the Teaching Mathematics modules developed at the University of Maine, beyond Level 1. The learner demonstrated competencies in Standards 4, 6 and 7 of the Interstate Teacher and Assessment Support Consortium (InTASC) Model Core Teaching Standards.
The learner: - Developed knowledge of teaching mathematics at the K-5 level beyond Level 1 learning. - Reflected on their instructional practices as outlined for level 2 achievement in the InTASC, which is the expectation for teacher candidates. - Analyzed student comprehension in elementary mathematics. This badge acknowledges that the learner completed 8 hours of online training and instructional practices of mathematics, beyond Level 1. Level 2 focused on the specific mathematical topics, including number sense, counting, basic facts, the operations of addition, subtraction, multiplication and division, as well as learner comprehension from grades K-5. ## Evidence and Assessment The learner: - Completed a 5-6 question quiz on teaching mathematics with no more than one question incorrect; the learner could retake the quiz as many times as needed and use resources. - Completed a 5-10 item self-instructional assessment and scored 80% or higher. - Submitted an original design for instruction of a K-5 mathematical topic that included both procedural and conceptual underpinnings, as well as direct instruction and inquiry instruction. - Submitted sample student work, analysis of responses, and feedback. - The learner met criteria on InTASC aligned rubric, scoring a 2 or higher on Standards 4, 6 and 7, which is expected of teacher candidates. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge is issued in recognition of the learner’s foundational knowledge of mathematics instructional practices. The learner completed approximately 8 to 10 hours of online training modules developed at the University of Maine and was assessed with a knowledge-based quiz.
The learner has knowledge of: - Principles and Standards for teaching mathematics. - Teaching to characteristics of learners. - Procedural and conceptual understanding. - Contemporary assessment practices. - Problem-solving approaches to mathematics. - Broad instructional practices for mathematics, including direct instruction and inquiry oriented instruction. This badge acknowledges that the learner completed 8-10 hours of online foundational training on mathematics instructional practices by completing modules on principles and standards, teaching to learners’ needs, and the combination of procedural and conceptual understanding of mathematical ideas. ## Evidence and Assessment The learner: - Completed a knowledge-based quiz on each of the topics in the modules. - Scored 80% or higher on a 25-question cumulative quiz. The learner was able to use resources and had the opportunity to repeat the quiz as many times as needed to achieve at least an 80% (20 out of 25 correct). Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge acknowledges that the learner: - Can articulate examples of climate change adaptation and resilience. - Is able to identify some best practices, data, resources, and decision-support tools to advance climate resilience in Maine. - Understands how to incorporate climate change science and long-term resilience planning into existing community activities. - Is aware of the breadth of organizations, funding, and technical assistance resources for climate resilience in Maine. The learner completed 8-10 hours of online training and used the resources and tools in the Maine Community Resilience Workbook. ## Evidence & Assessment The learner completed the Maine Community Resilience online training and passed each of eight knowledge-based quizzes with a score of 80% or higher. Evidence was verified and approved by authorized University of Maine System (UMS) faculty or staff or another relevant party.
Introduction to Special Education Micro-Credential
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Introduction to Special Education pathway (Levels 1, 2, and 3 badges). The learner progressed from a foundational knowledge level in basic knowledge and skills of special education paraprofessionals at Level 1 to an intermediate level in Levels 2 and 3 within this micro-credential. A total of 30 hours of training was completed.
Core Competencies for Special Education Paraeducators
The learner developed knowledge aligned with the seven Core Competencies for Special Education Paraprofessionals, developed by the Council for Exceptional Children, the largest international professional organization dedicated to youth with disabilities, and the premier association for special education professionals.
This badge is issued in recognition of the learner’s (paraprofessional) demonstrated understanding of the history of special education, prominent education/disability laws governing special education practices, individualized education programs and eligibility, universal design, cultural responsiveness, collaboration, high-leverage practices, social-emotional and behavioral support, and confidentiality. The learner: - Completed 30 hours of training, developed at the University of Maine, on the core competencies for special education paraprofessionals (CCSEP). - Reflected on knowledge, understanding, and skill development. - Modified and accommodated instruction and behavioral support to align it to the CCSEP. - Demonstrated understanding of confidentiality regarding students, families, and staff. - Assessed own strengths and areas of growth linked to completing the three modules, and created an action plan for further training based on their needs. ## Evidence and Assessment The learner: - Completed knowledge-based quizzes at Level 1 and 2 with a score of 80% or higher on each. - Completed application-based case study assignments with a score of 80% or higher on each. - Demonstrated understanding of confidentiality regarding students, families, and staff. - Documented and reflected on their experience completing five routine paraprofessional special education experiences. - Assessed current strengths and areas of growth linked to completing the three modules, and create an action plan for further training based on their needs. All assessments were based on the Core Competencies for Special Education Paraprofessionals. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
Introduction to Special Education Level 3
The Level 3 badge was issued in recognition of the learner's demonstrated competency in the application of basic paraprofessional skills. The learner completed ten hours of training developed the University of Maine and aligned their instruction with the principles of making appropriate accommodations and modifications for effective teaching based on individual student needs.
This Level 3 badge was issued in recognition of the learner’s application of knowledge and skills aligned with the seven Core Competencies for Special Education Paraeducators developed by the Council for Exceptional Children (CEC). The learner: - Previously earned Level 1 and Level 2 badges. - Completed approximately ten hours of online modules beyond Level 2. - Developed modifications and accommodations for four case studies. - Developed strategies to address social-behavioral incidents for two case studies. - Reflected on ethical practices and the protection and confidentiality of students, families, and staff members in three case studies. - Assessed current strengths and areas for growth related to completing the modules from all three levels, and created a plan for further training tailored to their needs. ## Evidence and Assessment The learner submitted: - Three assignments demonstrating their application of knowledge and skills to case studies. The assignments were scored using a rubric aligned to CEC’s [Core Competencies for Special Education Paraeducators](https://exceptionalchildren.org/paraeducators/core-competencies-special-education-paraeducators); the learner earned a minimum of 4 out of 5 points on each case study and a total of 80% or higher on each assignment. - A self-assessment of their current strengths and areas for growth, including an action plan for further training tailored to their needs. The learner was assessed using a rubric and scored at least 8 out of 10 points. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
Introduction to Special Education Level 2
This badge was issued in recognition of the learner’s demonstration of knowledge and understanding of the special education services covered in Level 2, as demonstrated by observation and written reflections in their school setting. The learner completed 8-10 hours of online modules developed at the University of Maine. The learner demonstrated competencies from all seven Core Competencies for Special Education Paraprofessionals.
The learner developed knowledge aligned with the seven Core Competencies for Special Education Paraprofessionals, developed by the Council for Exceptional Children, the largest international professional organization dedicated to youth with disabilities, and the premier association for special education professionals. Core Competency Area 5- Instructional Supports and Strategies: Knowledge K 5.1; Skills S1.4, S1.5, S1.6, S.9. Core Competency Area 6- Social, Emotional, and Behavioral Supports: Knowledge K6.1, K6.3, K6.5; Skills S6.1, S6.3, S6.4, S6.5, S6.6.
The learner further developed their introductory knowledge of Special Education topics, including: - Strategies to Promote Academic Learning. - Strategies to Promote Social, Emotional, and Behavioral Growth. - High-Leverage Practices. - Professional and Ethical Practices. - Differentiated Instructional Supports and Instruction. The learner completed 8-10 hours of online modules beyond Level 1 and reflected on their observations of special education practices in their school setting. The learner previously earned a Level 1 badge. ## Evidence and Assessment The learner completed: - A 15-question quiz and scored 80% or higher on the information covered in the modules. The learner was allowed to use resources and had the opportunity to repeat the quiz as many times as needed to achieve the 80% or higher standard (12 out of 15 points). - Completed three observation/reflection assignments on topics related to Core Competencies for Special Education Paraprofessionals from Council for Exceptional Children and met the assignment standard using a rubric. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
Introduction to Special Education Level 1
This badge is issued in recognition of the learner’s demonstrated understanding of the history of special education, prominent education/disability laws governing special education practices, individualized education programs and eligibility, universal design, cultural responsiveness, and collaboration. The learner completed approximately 10 to 12 hours of online training modules developed at the University of Maine and was assessed with a knowledge-based quiz.
The learner developed knowledge aligned with the seven Core Competencies for Special Education Paraprofessionals, developed by the Council for Exceptional Children, the largest international professional organization dedicated to youth with disabilities, and the premier association for special education professionals. Competency Area 1- Professional Learning and Ethical Practice: Knowledge K 1.1, K1.2, & K1.3; Skills: S1.1, S1.3, S1.5, & S1.13. Competency Area 2- Learner Development and Individual Learning Differences: Knowledge: K2.2, K2.4, K2.5, K2.6, & K2.7; Skills: S2.3. Core Competency Area- Special Education Services and Supports in the Learning Environment: Knowledge: K3.1, K3.2, K3.3, & K3.4; Skills: S3.1, S3.2, S3. Core Competency Area- Collaboration with Team Members: Knowledge: K7.1; Skills 7.1.
This badge acknowledges that the learner has foundational knowledge of: - The history of special education. - Prominent education/disability laws governing special education practices. - Disability categories under the Individuals with Disabilities Education Act (IDEA). - Individualized education programs and eligibility. - Inclusion. - Cultural responsiveness. - Universal Design for Learning. - Collaboration. This badge acknowledges that the learner completed 10-12 hours of online foundational training, providing an introduction to special education services. The learner completed 10 modules on the core requirements and procedures for providing such services to eligible students with disabilities. The modules were aligned with state and federal regulations and evidence-based special education practices. ## Evidence and Assessment The learner completed a 16-question cumulative knowledge-based quiz and scored 80% or higher on the information covered in the eight modules. The learner was allowed to use resources and had the opportunity to repeat the quiz as many times as needed to achieve the 80% or higher standard (16 out of 20 points). Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s foundational knowledge of the business acquisition process. The badge earner can identify the legal steps involved in purchasing an existing business, including assessing their readiness to be a business owner, evaluating the purchase price, structuring a deal to suit their best interests, obtaining financing, and setting up a smooth ownership transition. The learner completed the two-hour Buy ME a Business training, offered by the Maine Business School and the University of Maine Cooperative Extension, and was assessed using embedded interactive assignments and quizzes.
Maine Small Business Development Centers (SBDC)
The Maine SBDC is a program of the U.S. Small Business Administration, the Maine Department of Economic and Community Development and the University of Southern Maine.
SCORE’s mission is to foster vibrant small business communities through mentoring and education.
Proprietor is a membership community where current and prospective business owners can find the expertise, peer connections, tools and support they need to prepare for, acquire, transfer and operate their small business.
Headquartered in Bangor, Maine, Trinity Business Brokers empowers entrepreneurs to unleash their business potential and reach their financial goals.
The learner has foundational knowledge of: - How to assess personal readiness for ownership by clarifying motivation, mindset, and the differences between being an employee and a business owner. - The fundamentals of business valuation, including tangible and intangible assets, and the critical role of independent valuations and business brokers. - The importance of confidentiality and clear communication during the buying process. - The due diligence process, including what to review and how to spot red flags. - Financing options for business acquisition, including Small Business Administration (SBA) and Finance Authority of Maine (FAME) programs. - What is needed for a smooth operational transition, including systems setup, legal and financial documents, vendor and employee handovers, and access to digital assets. - Legal and post-sale planning essentials, such as Letters of Intent, Purchase & Sale Agreements, and a clear 30-day transition plan for new ownership. The learner completed the six modules of “Buy ME a Business” foundational training. This two-hour training covered the foundational knowledge needed for business acquisition. ## Evidence and Assessment The learner was assessed using knowledge-based quizzes and interactive assessments within each module. The learner scored an 80% or higher on each quiz and completed the course with an overall score of 80% or higher on all assessments. Evidence was verified and approved by authorized University of Maine System faculty or staff.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Small Boat Operations pathway (Levels 1, 2, and 3 badges). The learner has the knowledge and skills to independently operate multiple small vessel types in a variety of conditions and environments. The learner demonstrated the skills to safely carry out operations and respond effectively in an emergency. The learner demonstrated their skills both in an educational and in a field setting.
This training is recognized by the U.S. Coast Guard and approved by the National Association of State Boating Law and the Maine Department of Inland Fisheries & Wildlife.
United States Coast Guard Amalgamated Navigation Rules, International & U.S. Inland.
Boating Safety refers to the responsible handling of boats in compliance with maritime regulations and safety guidelines, aimed at preventing accidents and ensuring waterway safety.
Very high frequency radios are communication devices operating in the 30 MHz to 300 MHz frequency range, commonly used in aviation, marine, and emergency services.
The learner: - Has knowledge of basic navigation, safety equipment on small boats and practices, dangers of alcohol and boating, and basic firefighting techniques relevant to boating. - Can effectively tie knots for a variety of purposes. - Understands the requirements expected of boaters on the water, including the “right of way” system. - Knows what to do when encountering commercial vessels or vessels engaged in fishing and diving, as well as law enforcement personnel on the water. - Knows how to use charts to safely navigate in unfamiliar waters. - Can effectively dock, fuel, and anchor a small boat. - Is able to properly use a marine radio and effectively communicate. - Is able to safely operate multiple vessel types (e.g., skiffs, center-console) in a variety of weather and sea conditions. - Is familiar with and can effectively use safety and emergency equipment to respond to emergency situations. - Is familiar with how to provide vessel support for diving operations. The learner: - Completed the BoatUS Foundation’s Online Boating Safety Class. - Attended and participated in a 6-hour, in-person, hands-on skill development and assessment experience of small boat safety and operations at the University of Maine's Darling Marine Center. - Completed a capstone project, internship, or on-the-job training that includes small boat operations. The experience documented at least 10 days of operating a vessel on the water. - Has operated a small boat independently in various conditions and environments. - Reflected on their learning experience and skill development, and identified specific areas for future growth. ## Evidence and Assessment The learner: - Submitted the results of BoatUS Foundation’s online test with a score of 80% or higher. - Completed knowledge-based quizzes, with scores of 80% or higher on each. - Received a positive assessment documenting their hands-on skill performance, scoring 80% or higher on the checklist. - Submitted a checklist of small boat operations skills for at least three vessels. - Submitted float plans and brief reports for at least 10 days of vessel use. - Received a positive assessment documenting their small boat operations skills for at least three vessels, with a score of 80% or higher on the skills on the checklist, and earned a positive assessment on all reports submitted with each float plan. - Submitted a reflection on their learning experience and skill development, including specific areas for future growth. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s demonstrated competency in small boat operations. The learner is capable of operating a vessel in unfamiliar waters and inclement weather conditions. The learner demonstrated their skills in the safe operations of at least three types of vessels in varying conditions to be able to conduct research or other vessel-based tasks.
The learner is able to: - Safely operate multiple vessel types (e.g., skiffs, center-console, aluminum v-hull). - Properly assess weather conditions to ensure safe vessel operations. - Properly use a marine radio and effectively communicate. The learner knows how to: - Operate a vessel at night. - Navigate a vessel in limited visibility. - Safely operate a vessel in inclement weather conditions up to a small craft warning. - Implement emergency procedures in adverse conditions. - Provide vessel support for diving operations. The learner: - Previously earned Level 1 and Level 2 badges in Small Boat Operations. - Completed an exam and received a score of 80% or higher. - Completed a capstone project, internship, or on-the-job training that included small boat operations. The experience documented at least 10 days of operating a vessel on the water. - Has operated a small boat independently in various conditions and environments. - Reflected on their learning experience and skill development, and identified specific areas for future growth. ## Evidence and Assessment The learner submitted: - A checklist of small boat operations skills for at least three vessels. The learner was observed and assessed for proficiency, with competency (marked “yes”) documented in at least 80% of skills on the checklist. - Float plans and brief reports for at least 10 days of vessel use and received a positive assessment on all reports submitted with each float plan. - A reflection on their learning experience and skill development, including specific areas for future growth. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s engagement in training of small boat operations at the University of Maine’s Darling Marine Center, including the “right of way” system, knot tying, navigation, and chart reading. The learner demonstrated proficiency in operating a vessel in a supervised environment and has experience operating a vessel independently in familiar waters.
The learner understands: - The “right of way” system and how to apply it. - How to read charts and use them to safely navigate. - How to anchor a vessel and the requirements in different conditions. The learner is able to: - Effectively dock and fuel a small boat. - Effectively tie knots for a variety of purposes. - Use safety and emergency equipment. The learner: - Previously earned a Level 1 badge in Small Boat Operations. - Attended and participated in a 6-hour, in-person, hands-on skill development and assessment experience of small boat safety and operations at the Darling Marine Center. ## Evidence and Assessment The learner: - Completed an exam, and received a score of 80% or higher. - Submitted a skills checklist based on the hands-on experience, receiving direct documentation of proficiency in 80% or more of the skills on the checklist. Evidence was verified and approved by authorized Darling Marine Center faculty or staff or another relevant party.
This badge was issued in recognition of the learner’s knowledge of foundational components of boating safety. The learner completed and passed the Maine Department of Inland Fisheries & Wildlife-approved BoatUS Foundation's Boating Safety online course. The learner has knowledge of basic navigation, safety equipment on small boats and practices, dangers of alcohol and boating, and basic firefighting techniques relevant to boating.
The learner knows: - The requirements expected of boaters on the water. - What to do when encountering commercial vessels or vessels engaged in fishing and diving. - How to respond to emergencies. - How to respond to law enforcement personnel on the water. The learner completed the 4 - 8 hour BoatUS Foundation’s Online Boating Safety course. This six-lesson course is approved by the Maine Department of Inland Fisheries & Wildlife and the National Association of State Boating Law Administrators (NASBLA), and is recognized by the U.S. Coast Guard. ## Evidence and Assessment The learner completed the Maine Department of Inland Fisheries & Wildlife-approved BoatUS Foundation's Boating safety online course, passed six lesson quizzes, and received an 80% or higher score on the 60-question BoatUS online final exam. The learner received a certificate of completion and submitted it as evidence of passing. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Nursing Administration pathway (Levels 1, 2, and 3 badges). The learner demonstrated competency in the core skills for nursing administration, including leadership, human resources and financial management, organizational assessment, and healthcare improvement planning. The learner completed four graduate-level nursing courses at the University of Southern Maine (USM) and demonstrated the knowledge and skills required of an effective interprofessional leader within complex healthcare administrative environments.
Nursing administration encompasses the management and leadership of nursing services, including staff oversight, budget management, policy implementation, and maintaining quality patient care in healthcare settings.
Healthcare Compliance refers to the adherence to laws, regulations, and ethical standards in healthcare, ensuring legal and quality care delivery while protecting patient privacy and institutional integrity.
Healthcare Strategy refers to the development and implementation of long-term objectives aimed at enhancing patient care, fostering organizational growth, and responding efficiently to shifts in the healthcare sector.
Healthcare operations refer to the essential administrative and management tasks conducted within healthcare facilities to ensure effective service delivery, encompassing staffing, regulatory compliance, scheduling, financial planning, and workflow improvement.
Nursing ethics encompass essential moral values directing nurses to deliver empathetic, skilled, and ethical care while upholding patient rights, dignity, and privacy across various healthcare environments.
Healthcare management entails the administration and leadership of healthcare systems, focusing on efficient operation, quality patient care, and adherence to regulations through strategic planning and resource allocation.
American Association of Colleges of Nursing. The Essentials: Core Competencies for Professional Nursing Education, 2021.
American Organization for Nursing Leadership. Nurse Leader Core Competencies, 2025.
AONL Nurse Leader Competencies: Core Competencies For Nurse Leadership
Hughes, R., Meadow, M.T., and Begley, R. (2022). AONL Nurse Leader Competencies: Core Competencies For Nurse Leadership. Nurse Leader, 20(5), pp 437-443.
The learner has knowledge of: - The professional role of the nurse administrator. - Core nursing leadership practices and their application within complex healthcare environments. - The role of social and emotional intelligence and self-awareness in influencing team, workplace culture, and patient outcomes. - Effective communication and relationship management techniques for resolving conflicts and fostering collaboration. - How to apply the 5-Step Design Thinking Model to generate an innovative solution for a healthcare-related problem or challenge. - Budgeting, reimbursement models, and budgetary variances in healthcare. - Organizational, professional, regulatory, and ethical compliance in healthcare systems. The learner is able to: - Lead interprofessional teams. - Assess personal nurse leadership competencies. - Effectively collaborate with team members to generate innovative solutions to complex healthcare challenges. - Communicate professionally using oral and written methods. - Manage conflict. - Complete a break-even analysis. - Develop a staffing matrix for a nursing unit. - Create a nursing unit budget. - Read a financial analysis and identify variances. - Develop a business plan for a capital improvement, develop an executive summary, and present the plan. - Ensure organizational, professional, regulatory, and ethical compliance in healthcare systems. - Perform an organizational assessment. - Develop a healthcare improvement plan and outcome measures. The learner completed four graduate-level nursing courses taught by USM faculty, totaling 12 credits: - NUR 614 - Leadership in Advanced Nursing Practice - NUR 629 - Health Care Operations: Human Resources, Law, and Ethics - NUR 633 - Health Care Finance, Budgeting, and Planning - NUR 662 - Leading Change in Complex Healthcare Environments, a 135-hour practicum. ## Evidence and Assessment The learner: - Met the knowledge and skills criteria by completing the assignments within each of the four courses and received a B- (80%) or higher on each assignment. Assignments included discussions, papers, presentations, analyses, reflections, and a matrix. Rubrics were used to assess the learner’s competencies. - Was evaluated by their practicum preceptor using the Preceptor Evaluation of Student form and met the standard in all categories. - Received a B- (80%) or higher in each of the four courses. Evidence was verified and approved by authorized USM nursing faculty or another relevant party.
This badge was issued in recognition of the learner's demonstrated competency in modeling the role of the nurse administrator, applying nursing leadership strategies, conducting an organizational assessment, developing a healthcare improvement plan, presenting the improvement plan, and developing a leadership development plan during the University of Southern Maine (USM) 3-credit course NUR 662 - Leading Change in Complex Healthcare Environments. The course is a 135-hour graduate-level practicum taught by USM faculty members.
The learner knows: - The professional role of the nurse administrator. - Leadership strategies. - Communication and relationship management. - The healthcare environment. - Business skills and principles. The learner is able to: - Assess personal nurse leadership competencies. - Perform an organizational assessment. - Develop a healthcare improvement plan and outcome measures. - Lead interprofessional teams. - Communicate professionally using oral and written methods. The learner previously earned Level 1 and Level 2 badges in Nursing Administration. ## Evidence and Assessment The learner: - Met the knowledge and skills criteria by completing the assignments in NUR 662 and received a B- (80%) or higher on each assignment. Rubrics were used to assess the learner’s competencies. - Submitted a Final Reflection Assignment, which was assessed by the course faculty member using an instructor-designed rubric and met all elements outlined in the rubric. - Was evaluated by their preceptor using the Preceptor Evaluation of Student form and met the standard in all categories. - Received a B- (80%) or higher in the course. Evidence was verified and approved by authorized USM nursing faculty or another relevant party.
This badge was issued in recognition of the learner’s understanding of healthcare operations, finance, budgeting, and planning. The learner developed skills in creating a nursing unit staffing matrix and budget, conducting risk analyses and implementing risk mitigation strategies, setting strategic and operational goals, and delivering a business plan for a capital improvement. The learner met the assessment criteria by completing courses: NUR 629 - Health Care Operations: Human Resources, Law, and Ethics, and NUR 633 - Health Care Finance, Budgeting, and Planning, at the University of Southern Maine (USM), totaling six credit hours. The courses were 7-week online, asynchronous graduate-level courses taught by USM faculty members.
The learner completed assignments in NUR 629 and: - Understands legal and ethical principles necessary to ensure organizational, professional, regulatory, and ethical compliance in healthcare systems. - Understands how ethical frameworks influence decision-making processes in healthcare systems. - Applies organizational theories. - Employs a safe and healthful work environment, promoting self-care and empowerment. - Manages conflict. - Applies risk management, safety, and ethics decision-making tools. - Conducts risk analysis. - Develops risk mitigation strategies. - Develops strategic and operational goals that promote optimal workforce management and organizational performance. - Can assess organizational strengths, weaknesses, opportunities, and threats for providing high-quality and value-based healthcare services. - Communicates to advocate for the nursing profession. The learner also completed assignments in NUR 633 and: - Knows how an organization impacts financial planning. - Understands how care is reimbursed. - Can complete a break-even analysis. - Can develop a staffing matrix for a nursing unit. - Demonstrated ability to develop a nursing unit budget. - Understands how to read a financial analysis and identify variances. - Demonstrated skills in developing a business plan for a capital improvement, developing an executive summary, and presenting the plan. The learner previously earned a Level 1 Nursing Administration badge. ## Evidence and Assessment The learner received a grade of B- (80%) or higher on each assignment in both courses. Assignments included papers, presentations, analyses, and a matrix. Each assignment was assessed using a rubric. The learner also received a grade of B- (80%) or higher in NUR 629 and NUR 633. Evidence was verified and approved by authorized USM nursing faculty.
This badge was issued to recognize the learner’s demonstrated understanding of factors influencing nursing administration. The learner applied knowledge of leadership theories and nursing administration concepts to assess their personal leadership behaviors, enhance collaboration, and develop innovative solutions to healthcare challenges. The learner met the assessment criteria while completing the 3-credit NUR 614 - Leadership in Advanced Nursing Practice course at the University of Southern Maine (USM). The course aligned with the knowledge and skills required of an effective interprofessional leader within complex healthcare administrative environments. The course was a 7-week online, asynchronous graduate-level course taught by a USM faculty member.
This badge acknowledges that the learner knows: - Core nursing leadership practices and their application within complex healthcare environments. - The role of social and emotional intelligence and self-awareness in influencing team, workplace culture, and patient outcomes. - Effective communication techniques for conflict resolution and collaboration. - How to apply the 5-Step Design Thinking Model to generate an innovative solution for a healthcare-related problem or challenge. This badge acknowledges that the learner demonstrated the knowledge and skills listed by completing NUR 614 at the University of Southern Maine (USM). Within this course, the learner: - Analyzed and reflected on case studies, strengthening their reflection and communication skills. - Effectively collaborated with team members, producing a team charter, and used a 5-Step Design Thinking Model to generate innovative solutions to a - complex healthcare challenge. - Demonstrated written and oral communication skills through assignments and presentations, including a Situation, Background, Assessment, and - Recommendation (SBAR framework) communication. - Assessed and reflected on team diversity and their personal strengths, identifying personal goals for growth using Brene Brown’s _Dare to Lead_ workbook. ## Evidence and Assessment The learner: - Submitted seven assignments, one for each course module, and received a score of 80% or higher. - Completed seven assessed discussions demonstrating understanding of fundamental nursing administration concepts and received a grade of B- or better on each one. - Received a grade of B- (80%) or higher in NUR 614. Evidence was verified and approved by authorized USM nursing faculty.
This badge was issued in recognition of the learner’s understanding of basic marketing concepts for small businesses. The badge earner demonstrated knowledge of the core components of marketing, including customer persona development and the 4 Ps (Product, Price, Place, and Promotion). The learner understands, at a foundational level, how to create a marketing strategy that optimizes each of the 4 Ps for their business. The learner also has a foundational understanding of how to adapt a marketing strategy to changing conditions using the framework of the 4 Ps and how to use key performance indicators (KPIs) to track marketing metrics to determine whether their strategy is successful. The learner completed the two-hour online “Marketing in a Flash” training from the Maine Business School and University of Maine Cooperative Extension and was assessed using embedded interactive assignments and quizzes.
American Marketing Association: The Four Ps of Marketing
Marketing is a systematic approach to developing, promoting, and delivering valuable products or services to customers and stakeholders.
A marketing strategy is a detailed approach designed to accomplish business objectives by effectively conveying the worth of offerings to a specific consumer group, utilizing market analysis and branding methods.
Marketing planning is a strategic process that involves researching, analyzing, setting goals, and outlining steps to promote a company's products or services to reach its target audience efficiently.
The learner understands: - The foundational concepts of the 4Ps (Product, Price, Place, and Promotion) and their interconnected roles in strategic marketing. - How customer personas are developed and used to drive marketing strategy decisions. - How to align product design, differentiation, and value with customer needs. - Pricing approaches and their implications for customer perception, market positioning, and profitability. - The effectiveness of diverse distribution channels in reaching target audiences and achieving organizational goals. - The difference between advertising, public relations, sales promotions, and digital marketing as promotional tools and strategies. - The importance of setting KPIs and of using them to evaluate a marketing strategy. The learner successfully completed eight modules of “Marketing in a Flash” training. This two-hour training covered the following marketing topics: - Introduction to Customer Personas. - Fundamentals of the 4Ps of Marketing. - Analyzing Product Positioning and Differentiation. - Developing Pricing Strategies Aligned with Market Goals. - Selection of Effective Distribution Channels. - Understanding the Promotional Mix. - Adapting and Evaluating a Marketing Strategy. ## Evidence and Assessment: The learner scored 80% or higher on each quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Military Workplace Cultural Awareness badge image
This badge was issued in recognition of the learner's demonstrated proficiency in understanding military culture across the five branches of the United States Armed Forces, identifying common transition challenges veterans face when entering civilian workplaces, and implementing best practices for recruiting, hiring, onboarding, and retaining veteran employees. The learner acquired critical cultural competency skills and practical strategies to create inclusive workplace environments in which military experience is valued and veterans can thrive professionally. The learner completed the comprehensive, evidence-based training program on supporting veterans in civilian workplace environments through the Veteran Workforce Integration Workshop, developed by subject matter experts at the University of Southern Maine (USM) in partnership with Maine Hire, Maine Bureau of Veterans Services, and Veterans Affairs (VA) Maine Healthcare System.
Employer Guide to Hiring Veterans. United States Department of Labor, Veterans Employment and Training Service (VETS), July 2025.
The learner: - Understands the core values, organizational structures, and cultural distinctions of the five branches of the United States Armed Forces (Army, Navy, Air Force, Marine Corps, and Coast Guard). - Knows key military terminology, including veteran status definitions, rank structures, active duty versus National Guard and Reserve components, and service-connected disability classifications. - Understands the significant identity, community, and cultural adjustment challenges veterans face when transitioning from military to civilian workplaces. - Has knowledge of mental health conditions that may affect some veterans, including Post-Traumatic Stress Disorder (PTSD), depression, anxiety, and adjustment disorders, and understands appropriate workplace accommodations and support strategies. - Knows common physical health challenges and service-connected disabilities among veterans and understands the Americans with Disabilities Act (ADA) accommodation process. - Understands the fundamental differences between military and civilian workplace cultures, including communication styles, leadership approaches, organizational structure, and recognition systems. - Is able to translate military occupational specialties, ranks, and experience into civilian job equivalents and identify transferable skills. - Understands the core elements of conducting effective behavioral interviews with veteran candidates that appropriately explore military experience without asking inappropriate or potentially traumatic questions. - Understands the core elements of designing and implementing veteran-friendly onboarding programs that provide clear structure, explicit expectations, and appropriate cultural orientation. - Is able to apply communication strategies that bridge military directness and civilian relationship-building approaches in workplace settings. - Understands how to create inclusive workplace policies and practices that support veteran employees, including flexible scheduling for medical appointments, mental health resources, and Reserve or National Guard obligations. - Is able to recognize signs of transition challenges or mental health concerns and respond supportively with appropriate resources and referrals. - Understands the unique circumstances of student veterans balancing education, work, and family responsibilities, and is able to identify supportive workplace practices. - Has knowledge of federal, state, and community resources available to support veterans, including Veterans Affairs benefits, veteran service organizations, and employment assistance programs. This badge acknowledges that the learner completed the Veteran Workforce Integration Workshop, a comprehensive professional development program. The training equipped learners with evidence-based knowledge and practical skills necessary to aid in successful integration of veterans into civilian work environments. Through this structured workshop series, the learner engaged with four core modules: 1. Military personnel and branches of service, 2. Common pitfalls for veterans in civilian transition, 3. Veterans and university life, and 4. Bridging the gap between civilian and military cultures. The curriculum included comprehensive reference materials, case studies, applied/real-world scenarios, and learning activities, and practical implementation strategies supported by appendices containing military-to-civilian job translation guides, veteran resource organizations, and military terminology glossaries. ## Evidence and Assessment: The learner: - was assessed with four knowledge-based quizzes (one after each module) and scored 80% or higher on each, demonstrating comprehension of military culture, veteran transition challenges, student veteran experiences, and workplace integration strategies. - submitted a post-workshop reflection form documenting their understanding of key concepts, planned implementation strategies for creating veteran-inclusive workplace policies and practices, and commitment to applying cultural competency skills and communication strategies in their professional role. The learner received a score of at least 4 out of 5 on a rubric, meeting the competency standard. Evidence was verified and approved by authorized University of Southern Maine faculty or staff.
Leadership in the High North badge image
This badge was issued in recognition of the learner’s demonstrated understanding of Maine’s evolving role in Arctic leadership and policy. The learner developed knowledge of Arctic research, economic development, diplomacy, and security through presentations from scholars, policymakers, and other subject-matter experts. The learner attended the April 2026 symposium Leadership in the High North: Advancing Maine’s Role in the Arctic, convened by the University of Maine’s School of Policy and International Affairs, the Maine International Trade Center, and the World Affairs Council of Maine and applied their knowledge through a written assessment.
Leadership in the High North Competency Framework
Conveners from the University of Maine’s School of Policy and International Affairs, the Maine International Trade Center, and the World Affairs Council of Maine determined the standards and organizations that inform the mission of the symposium as well as the knowledge and skills that attendees develop from attending.
The learner is able to synthesize their knowledge to: - Explain the role of Maine academic institutions in Arctic research, policy, and interdisciplinary problem-solving. _(Research & Stewardship Integration)_ - Describe how economic power, entrepreneurship, and industry development shape Arctic engagement. _(Trade & Entrepreneurship Development)_ - Articulate how diplomacy and multilateral governance shape Arctic cooperation and conflict prevention. _(Diplomacy & Multilateral Engagement)_ - Identify operational and security challenges in the Arctic, including emergency response and strategic adaptation. _(Preparedness & Strategic Security Coordination)_ - Integrate academic, economic, diplomatic, and security perspectives to inform Maine’s strategic Arctic position. _(Integrated Arctic Leadership)_ The learner attended 7-8 hours of Leadership in the High North symposium presentations, panel discussions, and networking sessions. ## Evidence and Assessment: The learner was assessed through a short-answer quiz and received a score of 4 or 5 out of 5 in each category on a rubric aligned to the competency standard. The learner’s attendance was documented through attendance logs. Evidence was verified and approved by the symposium planning committee.
Starting a Home-Based Food Business: Basics
Starting a Home-Based Food Business: Basics badge image
This badge was issued in recognition of the learner’s foundational knowledge of key requirements for starting a home-based food business, including licensing, regulations, food safety practices, and product testing. The learner understands that different food products may require distinct licensing and safety processes, and that additional training or regulatory steps may be necessary depending on the product. The learner demonstrated an understanding of safe food handling, packaging, and labeling practices, as well as how to prepare and submit food samples to a food process authority for testing. The learner completed Recipe to Market: Basics training offered by the University of Maine Cooperative Extension and was assessed using embedded interactive assignments and quizzes.
The criteria in this course aligns with the safe food handling practices referenced by the Maine Department of Agriculture, Conservation and Forestry (MDACF) Home Food License Requirements.
U.S. Food & Drug Administration Good Manufacturing Practices, Time and Temperature Control for Safety Foods
U.S. Department of Agriculture’s Food Safety and Inspection Service (FSIS) Food Safety Basics
The learner understands the basic regulatory requirements and exceptions to starting a home-based food business, and knows how to: - Identify and define key terms in home food business regulations. - Define food sovereignty and cottage food laws, and identify sources to determine if, how, and where these laws apply in their state. - Describe kitchen inspection requirements and protocols for home food businesses in Maine, and demonstrate the ability to research and find inspection requirements for other states. - Locate appropriate resources for regulatory compliance based on location, local ordinances, and food product type. - Distinguish between home and commercial food licenses and explain what each allows. - Standardize recipes for consistent product quality and regulatory compliance. - Define potentially hazardous foods and shelf-stable foods, and explain their significance in home food business regulation. Identify which products require food testing. - Describe how to find a process authority for product testing and outline the steps to submit products for safety review, as required for certain shelf-stable or canned foods. - Describe basic sanitation and good manufacturing practices in the home kitchen, including safe food handling and understanding of the temperature danger zone. - Describe safe processing, packaging and labeling techniques for home-produced foods. The learner completed all eight modules of the _Recipe to Market: Basics_ training. This three-hour course covered essential considerations for launching a home-based food business, including requirements related to: - Licensing. - Regulations. - Food product development. - Safety and sanitation. - Proper handling and processing of food products for commercial sale. ## Evidence and Assessment The learner scored 80% or higher on each module quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Sensor Logic Systems 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Sensor Logic Systems 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in sensor logic systems over a minimum of 136 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Sensor Logic Systems 1 credential, ensuring industry relevance and recognition. The learner earned SACA Sensor Logic Systems 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Sensor Logic Systems 1 Micro-Credential (Gold)
SACA Certification C-205 prepares individuals to connect, adjust, and operate discrete on/off electronic sensors and relay control sequence circuits using inductive sensors, capacitive sensors, magnetic reed sensors, photoelectric sensors, hall-effect sensors, limit switches, control relays, timer relays, manual switches, direct current motors, indicators, electro-pneumatic solenoid directional control valves, and pneumatic actuators. Other key skills include selecting sensor types for applications, reading ladder logic circuit diagrams, and interpreting common relay-control sequence application circuits.
The learner knows the operating principles of discrete electronic sensors, relay logic, sensor-based control circuits, and electro-pneumatic control applications and is able to: - Identify and select an electronic sensor for an application _(Standard 205.01)._ - Connect and test an inductive proximity sensor _(Standard 205.02)._ - Connect and test a capacitive proximity sensor _(Standard 205.03)._ - Connect and test a magnetic reed switch _(Standard 205.04)._ - Connect and test a hall-effect sensor _(Standard 205.05)._ - Connect and test a photoelectric sensor _(Standard 205.06)._ - Interpret basic electrical control schematics _(Standard 205.07)._ - Connect and test electro-pneumatic power circuits _(Standard 205.08)._ - Connect and test electric-relay sequence control circuits _(Standard 205.09)._ - Connect and test relay sequence circuits that use electronic sensors _(Standard 205.10)._ Through the AMC B.O.T. Loft or another approved training site, the learner completed: - Structured training on foundational sensor logic systems including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 14-18 hours. - In-person, lab-based training focused on practical sensor logic system skills, with an estimated time commitment of 32 hours. - A minimum of 90 hours of applied experience in a qualifying industrial or simulated work environment. - A self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Sensor Logic Systems 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Sensor Logic Systems 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
This badge was issued in recognition of the learner’s demonstrated competency in sensor logic system operations, including the ability to select sensors, validate control circuits, interpret schematics, troubleshoot relay sequence applications, and optimize system function. Through applied experience over a minimum of 90 hours, the learner successfully implemented sensor logic tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
Relay Logic is a control system approach that utilizes electromechanical relays to implement sequential or combination logic in industrial and manufacturing process controls.
Control circuits are systems composed of electrical components designed to regulate, control, and manage the functioning of machinery or electronic devices by distributing power or signals.
Advanced Manufacturing refers to the integration of cutting-edge technology to optimize production and elevate product quality, boosting efficiency and productivity within a sophisticated industrial setting.
Troubleshooting is a methodical approach to identifying, analyzing, and fixing problems in equipment, systems, or software, with the goal of restoring proper functioning.
Electronic sensors are devices that detect and respond to electrical, optical, or thermal changes, enabling the measurement, monitoring, or processing of data related to the environment, position, or motion.
This badge acknowledges that the learner is able to: - Identify and select an electronic sensor for an application _(Standard 205.01)._ - Connect and test an inductive proximity sensor _(Standard 205.02)._ - Connect and test a capacitive proximity sensor _(Standard 205.03)._ - Connect and test a magnetic reed switch _(Standard 205.04)._ - Connect and test a hall-effect sensor _(Standard 205.05)._ - Connect and test a photoelectric sensor _(Standard 205.06)._ - Interpret basic electrical control schematics _(Standard 205.07)._ - Connect and test electro-pneumatic power circuits _(Standard 205.08)._ - Connect and test electric-relay sequence control circuits _(Standard 205.09)._ - Connect and test relay sequence circuits that use electronic sensors _(Standard 205.10)._ The learner: - Applied sensor selection, circuit testing, relay sequence operation, and troubleshooting skills in a qualifying work or simulated setting for a minimum of 90 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Sensor Logic Systems 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Sensor Logic Systems 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Sensor Logic Systems 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of sensor logic system operation skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Sensor Logic Systems 1 Level 2 badge image
This badge was issued in recognition of the learner’s intermediate-level skills in sensor logic system configuration, operation, and diagnostics. The learner developed and demonstrated skills in selecting, connecting, testing, and troubleshooting electronic sensors, electro-pneumatic power circuits, and relay sequence control circuits in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Sensor Logic Systems 1.
In a structured lab environment, the learner is able to: - Identify and select an electronic sensor for an application _(Standard 205.01)._ - Connect and test an inductive proximity sensor _(Standard 205.02)._ - Connect and test a capacitive proximity sensor _(Standard 205.03)._ - Connect and test a magnetic reed switch _(Standard 205.04)._ - Connect and test a hall-effect sensor _(Standard 205.05)._ - Connect and test a photoelectric sensor _(Standard 205.06)._ - Interpret basic electrical control schematics _(Standard 205.07)._ - Connect and test electro-pneumatic power circuits _(Standard 205.08)._ - Connect and test electric-relay sequence control circuits _(Standard 205.09)._ - Connect and test relay sequence circuits that use electronic sensors _(Standard 205.10)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical sensor logic system skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility utilizing Amatrol hands-on skills or another approved curriculum, with an estimated time commitment of 32 hours. The learner previously earned the Sensor Logic Systems 1 Level 1 badge and the SACA Silver Credential for Sensor Logic Systems 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Sensor Logic Systems 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
This badge was issued in recognition of the learner’s demonstrated understanding of sensor logic system fundamentals, including theoretical knowledge in discrete electronic sensors, relay logic, ladder diagram interpretation, and sensor selection principles. The learner completed the C-205 Sensor Logic Systems 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Sensor Logic Systems 1.
Smart Automation Certification Alliance (SACA) Sensor Logic Systems 1 Micro-Credential (Silver))
This badge acknowledges that the learner: - Knows the operating principles and applications of discrete electronic sensors. - Understands ladder logic diagrams, relay-control sequence concepts, and sensor selection principles. - Is able to identify and describe common sensor types, control components, and relay sequence applications. This badge acknowledges that the learner completed a structured training on foundational sensor logic systems through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 14-18 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Sensor Logic Systems 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Planning for College Success badge image
This badge was issued in recognition of the learner’s knowledge of planning tools and resources to help them succeed in college. The learner understands the benefits of a growth mindset and resilience and is familiar with techniques to build these skills. The learner knows how personal values shape decision-making and how planning ahead can remove stress when faced with unexpected challenges. The learner also is knowledgeable about basic planning and organizational tools for time management. The learner completed the online “Planning for College Success” course developed by the University of Maine Division of Lifelong Learning (DLL) and was assessed using embedded interactive assignments and quizzes.
National Association of Colleges and Employers (NACE) Career Readiness: Competencies for a Career-Ready Workforce. Competency: Career and Self-Development. By earning this badge, learners partially meet the standard. Career and Self-Development competencies are not directly assessed through the learning experience; rather, it prepares learners to demonstrate competency in the future.
ASCA Mindset and Behaviors for Student Success
American School Counselor Association (ASCA) Mindset and Behaviors for Student Success. Adapted for application to adult learner college readiness and aligned with the following standards: Mindset 3, 4; Behavior- Learning Strategies 1, 3, 7; Behavior- Self-Management Skills 6, 10; Behavior- Social Skills 3, 8. To earn this badge, learners are assessed on their knowledge of the standards.
Time management is the capacity to organize and plan tasks, prioritize responsibilities, and allocate time efficiently to increase productivity and accomplish objectives.
Growth Mindedness is a persistent pursuit of learning and betterment, involving the acceptance of challenges, perseverance through obstacles, and seeing effort as a means to mastery and competence.
The learner knows: - The benefits of a growth mindset and strategies for shifting mindset. - The definition of resilience and how to build resilience skills. - The influence of personal values on decision making. - How to use scenarios to develop plans for future obstacles. - How to build positive relationships and communicate effectively with professors. - Where to find resources on campus to assist with academic or life challenges. - The steps in developing a personal strategic plan to reach a long-term goal. - Basic planning and organizational tools such as SMART (Specific, Measurable, Attainable, Realistic, Time-Bound) goals, milestones, and calendars. This badge acknowledges that the learner completed the two hour "Planning for College Success" online course. The course includes four content modules: - Mindset - Resilience - Planning for the Unexpected - Planning Tools ## Evidence and Assessment The learner scored 80% or higher on each module quiz. The learner also completed interactive assessments within each module and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Electrical System Installation 1 Micro-Credential
Electrical System Installation 1 Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Electrical System Installation 1 pathway (Levels 1, 2, and 3 badges). Through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training site, the learner completed training and demonstrated foundational knowledge, skill development, and applied learning in electrical system installation over a minimum of 134 hours. This achievement aligns with the Smart Automation Certification Alliance (SACA) Electrical System Installation 1 credential, ensuring industry relevance and recognition. The learner earned SACA Electrical System Installation 1 Silver and Gold Credentials.
Smart Automation Certification Alliance (SACA) Electrical System Installation 1 Micro-Credential (Gold)
SACA Certification C-206 prepares individuals to install and test/commission electrical motor control circuits using these electrical components: control cabinet enclosures, 3-phase AC motors, reversing magnetic motor starters with overloads, control relays, timer relays, pushbutton switches, selector switches, limit switches, pressure switches, indicators, electro-pneumatic solenoid valves, safety disconnect switches, and circuit protection. Key skills include: adhering to motor control installation safety rules, using proper PPE, reading electrical wiring installation diagrams, sizing circuit protection, installing components on DIN rails and cabinet panels, installing and testing ground systems, wiring motors for high and low voltage, selecting and preparing wire for installation, attaching of wire to terminal strips and components/motors, and routing of wire with raceways/conduits.
The learner knows the principles of electrical system installation and is able to: - Apply industrial electrical wiring safety procedures _(Standard 206.1)._ - Interpret electrical prints for wiring installation _(Standard 206.2)._ - Install wires and terminal blocks in electrical panels _(Standard 206.3)._ - Install grounding in an electrical panel _(Standard 206.4)._ - Size and install circuit protection for an industrial electrical panel _(Standard 206.5)._ - Install wires between electrical panels _(Standard 206.6)._ - Install electrical panel wiring to external control devices _(Standard 206.7)._ - Install electrical panel wiring to electric motors _(Standard 206.8)._ Through the AMC B.O.T. Loft or another approved training site, the learner completed: - Structured training on foundational electrical system installation including core principles, virtual simulations, and interactive modules, with an estimated time commitment of 14-18 hours. - In-person, lab-based training focused on practical electrical system installation skills, with an estimated time commitment of 40 hours. - A minimum of 80 hours of applied experience in a qualifying industrial or simulated work environment. - A self-reflection on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. ## Evidence and Assessment The learner earned the SACA Electrical System Installation 1 Silver and Gold Credentials by meeting a passing standard on knowledge-based quizzes and the SACA Personal Hands-On Assessment. At Level 3, the learner was assessed by their supervisor or instructor using a rubric aligned to the SACA Electrical System Installation 1 Credential. The verification rubric was evaluated by AMC B.O.T. Loft trainers or other authorized personnel, and met the standard of 80% or higher. The reflection activity was assessed by the learner’s instructor using an evaluation rubric and scored 80% or higher. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical System Installation 1 Level 3
This badge was issued in recognition of the learner’s demonstrated competency in electrical system installation operations, including interpreting electrical diagrams, identifying industrial components, and applying electrical safety procedures. Through applied experience over a minimum of 80 hours, the learner successfully implemented electrical system installation tasks in a qualifying industrial or simulated work environment. The learner also reflected on their learning experience and skill development and set goals for future professional growth.
Electrical maintenance entails regularly checking, testing, and fixing electrical systems and components to guarantee safety, efficiency, and proper functioning in various environments.
Electrical installation involves the installation of electrical equipment, wiring, and fixtures in compliance with safety standards and regulations.
This badge acknowledges that the learner is able to: - Apply industrial electrical wiring safety procedures _(Standard 206.1)._ - Interpret electrical prints for wiring installation _(Standard 206.2)._ - Install wires and terminal blocks in electrical panels _(Standard 206.3)._ - Install grounding in an electrical panel _(Standard 206.4)._ - Size and install circuit protection for an industrial electrical panel _(Standard 206.5)._ - Install wires between electrical panels _(Standard 206.6)._ - Install electrical panel wiring to external control devices _(Standard 206.7)._ - Install electrical panel wiring to electric motors _(Standard 206.8)._ The learner: - Applied electrical system installation diagnostic and testing skills in a qualifying work or simulated setting for a minimum of 80 hours. - Reflected on the impact of their training, development and application of knowledge and skills, and credential attainment throughout the learning experience. Through structured reflection, the learner articulated the value to self and to their employer/program, as well as goals for future professional growth. The learner previously earned the Electrical System Installation 1 Level 1 and Level 2 badges and the Smart Automation Certification Alliance (SACA) Silver and Gold Credentials for Electrical System Installation 1. ## Evidence and Assessment The learner: - Was assessed by their supervisor or instructor using a rubric aligned to the SACA Electrical System Installation 1 Credential. The verification rubric was evaluated by Advanced Manufacturing Center (AMC) B.O.T. Loft trainers or other authorized personnel and met the standard of 80% or higher. - Submitted/performed a reflection activity (written reflection statement, oral presentation, or another approved activity) detailing their application of electrical system installation skills and examples of successfully implemented hands-on skills. The learner scored 80% or higher using an evaluation rubric signed by the learner’s instructor. - Submitted documentation that they met the minimum hours for the applied experience, as verified by their supervisor or instructor. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical System Installation 1 Level 2
This badge was issued in recognition of the learner’s intermediate-level skills in electrical system installation. The learner developed and demonstrated skills in installing, wiring, assembling, and testing industrial electrical systems and components, including motor control devices, circuit protection, grounding systems, and electrical wiring installations, in a physical lab environment. The learner completed hands-on training, conducted in person at the University of Maine’s Advanced Manufacturing Center (AMC) B.O.T. Loft or another approved training facility, and earned Smart Automation Certification Alliance (SACA) Gold Credential in Electrical System Installation 1.
In a structured lab environment, the learner is able to: - Apply industrial electrical wiring safety procedures _(Standard 206.1)._ - Interpret electrical prints for wiring installation _(Standard 206.2)._ - Install wires and terminal blocks in electrical panels _(Standard 206.3)._ - Install grounding in an electrical panel _(Standard 206.4)._ - Size and install circuit protection for an industrial electrical panel _(Standard 206.5)._ - Install wires between electrical panels _(Standard 206.6)._ - Install electrical panel wiring to external control devices _(Standard 206.7)._ - Install electrical panel wiring to electric motors _(Standard 206.8)._ This badge acknowledges that the learner completed a structured, lab-based training focused on practical electrical system installation skills. The in-person training was completed at the AMC B.O.T. Loft or another approved training facility utilizing Amatrol Hands-on Skills or another approved curriculum, with an estimated time commitment of 40 hours. The learner previously earned the Electrical System Installation Level 1 badge and the SACA Silver Credential for Electrical System Installation 1. ## Evidence and Assessment The learner: - Was observed and scored by a certified trainer, completing the SACA Personal Hands-On Assessment. - Met the SACA Electrical System Installation 1 Gold standard and received the SACA credential. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Electrical System Installation 1 Level 1
This badge was issued in recognition of the learner’s demonstrated understanding of foundational electrical system installation, including knowledge in electrical component installation safety, understanding electrical wiring installation diagrams, and circuit protection methods. The learner completed the C-206 Electrical System Installation 1 course, developed by Amatrol or another approved content provider, and earned the Smart Automation Certification Alliance (SACA) Silver Credential in Electrical System Installation 1.
Smart Automation Certification Alliance (SACA) Electrical System Installation 1 Micro-Credential (Silver)
This badge acknowledges that the learner: - Understands electrical system installation safety practices, including proper PPE and electrical safety procedures. - Knows how to interpret electrical wiring and motor control installation diagrams. - Is able to identify the function and application of industrial motor control components, wiring methods, and circuit protection devices. This badge acknowledges that the learner completed a structured training on Electrical System Installation through the University of Maine Advanced Manufacturing Center (AMC) B.O.T. Loft, or another equivalent approved training. The training included core principles, virtual simulations, and interactive modules, with an estimated time commitment of 14-18 hours. ## Evidence and Assessment The learner: - Completed the required training, including meeting a passing standard on any embedded quizzes or knowledge checks. - Passed the SACA Electrical System Installation 1 Silver Credential exam, meeting the SACA standard, and submitted their certificate. Evidence was verified and approved by authorized AMC B.O.T. Loft trainers or another relevant party.
Introduction to Quality Management Systems Micro-Credential
Introduction to Quality Management Systems Micro-Credential badge image
This micro-credential recognizes and validates the learner’s successful completion of the University of Maine System (UMS) Introduction to Quality Management Systems pathway (Levels 1, 2, and 3 badges). The learner advanced from foundational knowledge of quality management systems to demonstrated competency, completing 10-16 hours of training developed by UMS subject-matter experts. Through a University of Southern Maine (USM) lab environment or an approved workplace, the learner completed a mentored, structured practicum experience over four weeks, applying their skills and knowledge to independently gather, calculate, and display measurement system analysis (MSA) and statistical process control (SPC) data to a gallery of their peers.
International Organization for Standardization (ISO) 9000 & ISO 9001
The International Organization for Standardization (ISO) 9000 family consists of the world's best known standard for quality management systems (QMS), ISO 9001, along with a set of supporting standards on quality management, all published by ISO Technical Committee 176 and its subcommittees.
ASTM Standard Guide for Measurement Systems Analysis (MSA) E2782-17
ASTM International, formerly known as American Society for Testing and Materials, is a standards organization that develops and publishes voluntary consensus technical international standards for a wide range of materials, products, systems and services. Many types of measurements are made routinely in research organizations, business and industry, and government and academic agencies. Typically, data are generated from experimental effort or as observational studies. The term “measurement systems analysis” or MSA study, is used to describe the several methods used to characterize the measurement process.
ASTM Standard Practice for Use of Control Charts in Statistical Process Control (SPC) E2587-16
ASTM International, formerly known as American Society for Testing and Materials, is a standards organization that develops and publishes voluntary consensus technical international standards for a wide range of materials, products, systems and services. This practice describes the use of control charts as a tool for use in statistical process control (SPC). A certain amount of variability will exist in all process outputs regardless of how well the process is designed or maintained. A process operating with only this inherent variability is said to be in a state of statistical control, with its output variability subject only to chance, or common, causes.
This badge acknowledges that the learner is able to: - Explain the foundational requirements, components, and vocabulary of industry-standard quality management systems. - Apply MSA principles, analyze the five components of data variation, and evaluate uncertainty using Gage Repeatability and Reproducibility methodologies. - Execute SPC techniques, interpret Western Electric rules, establish baseline processes, and build statistical control charts. - Independently gather, calculate, and visualize MSA and SPC data. - Defend findings, methodologies, and compliance with ASTM and International Organization for Standardization (ISO) standards via a data portfolio presentation delivered to a gallery of peers. The learner completed approximately 10-16 hours of training, which was developed jointly through the USM Department of Engineering; the Composite Engineering Research Laboratory (CERL), a collaboration between the Maine Composites Alliance and USM; and the University of Maine Department of Mechanical Engineering. The learner also completed a mentored, structured practicum experience in an approved workplace or USM lab environment, totaling an estimated 40-80 hours over four weeks. The experience culminated in the learner’s presentation of their data portfolio to a gallery of their peers. ## Evidence and Assessment At Level 1, the learner was assessed through: - Three knowledge-based quizzes, and scored 80% or higher on each. - A written reflection, and scored at least 8 out of 10 using a rubric aligned to the competency standards. At Level 2, the learner was assessed through: - Two competency-based quizzes, and scored 80% or higher on each. - Two visualization worksheet assignments, and scored at least 4 out of 5 using a rubric aligned to the competency standards. At Level 3, the learner presented their data portfolio and was assessed by their supervisor or instructor using a rubric aligned to the competency standards, scoring at least 8 out of 10 to meet the performance standard. Evidence was verified and approved by authorized UMS faculty or staff.
Introduction to Quality Management Systems Level 3
This badge was issued in recognition of the learner’s demonstrated competency in the principles of quality management systems (QMS), measurement system analysis (MSA), and statistical process control (SPC) using real-world data. Through an approved four-week practicum experience, the learner applied skills and knowledge to independently gather, calculate, and display MSA and SPC data to a gallery of their peers.
Quality Management Systems are structured approaches used by organizations to ensure they meet customer and regulatory needs, while continuously enhancing their effectiveness and efficiency.
Engineering quality assurance is a structured method of verifying that engineering goods and procedures adhere to established criteria, ensuring dependability, uniformity, and safety in design and implementation.
Manufacturing Process Management involves supervising the production process to maximize efficiency, maintain product quality, and handle resources effectively in a manufacturing setting.
Manufacturing Quality Control refers to the systematic inspection of goods to confirm compliance with standards, detecting and rectifying flaws to maintain uniformity in production.
Measurement Systems Analysis is a statistical method to evaluate the precision and accuracy of measurement systems, ensuring data reliability and identifying variation sources.
Statistical process control utilizes statistical techniques to oversee and regulate a process, ensuring it functions optimally to generate consistent, conforming products.
This badge acknowledges that the learner applied knowledge and skills developed in Levels 1 and 2 of Introduction to Quality Management Systems to build a data portfolio detailing: - Methods of data gathering, - Calculations, - Findings of real-world data results. The learner completed a mentored, structured practicum experience in an approved workplace or University of Southern Maine (USM) lab environment, totaling an estimated 40-80 hours over four weeks. The experience culminated in the learner’s presentation of their data portfolio to a gallery of their peers. The learner previously earned the Introduction to Quality Management Systems Level 1 and Level 2 badges. ## Evidence and Assessment The learner presented their data portfolio and was assessed by their supervisor or instructor using a rubric aligned to the competency standards, scoring at least 8 out of 10 to meet the performance standard. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Introduction to Quality Management Systems Level 2
This badge was issued in recognition of the learner’s deep understanding of measurement system analysis (MSA) and statistical process control (SPC) for quality management systems. The learner used hypothetical data to demonstrate proficiency in data analysis and visualization in an industry-relevant presentation format. The learner completed 6-8 hours of training developed by subject-matter experts at the University of Maine System (UMS).
This badge acknowledges that the learner understands: - The five components of MSA data variation analysis and how they are applied in quality management systems. - The Western Electric rules of SPC charting and how they are applied in quality management systems. The learner is able to: - Calculate the variation in the example measurements and organize the results in the provided spreadsheet, including the associated uncertainty. - Develop professional statistical control charts in a provided spreadsheet using the example process data. The learner completed 6-8 hours of training, broken into four modules, delivered online or in person at an approved site. The training was developed jointly through the University of Southern Maine (USM) Department of Engineering; the Composite Engineering Research Laboratory (CERL), a collaboration between the Maine Composites Alliance and USM; and the University of Maine Department of Mechanical Engineering. The learner previously earned the Introduction to Quality Management Systems Level 1 badge. ## Evidence and Assessment The learner was assessed through: - Two competency-based quizzes, after modules 1 and 2, and scored 80% or higher on each. - Two visualization worksheet assignments, after modules 3 and 4, and scored at least 4 out of 5 using a rubric aligned to the competency standards. Evidence was verified and approved by authorized UMS faculty or staff.
Introduction to Quality Management Systems Level 1
This badge was issued in recognition of the learner’s foundational knowledge of quality management systems (QMS). The learner understands QMS terminology and the need for QMS in the workplace, and can describe the components of a quality management system and how they are assembled. The learner completed 4-8 hours of training developed by subject-matter experts at the University of Maine System (UMS).
This badge acknowledges that the learner: - Has a broad understanding of the need and requirements for implementing and maintaining quality management systems in industry. - Is able to describe the components of common systems. - Is knowledgeable of the fundamental need and terminology associated with measurement system analysis (MSA) and the role it plays in quality management systems. - Is knowledgeable of the fundamental need and terminology associated with statistical process control (SPC) and the role it plays in quality management systems. - Can describe the implementation of MSA and SPC principles to a hypothetical customer requirement and company process, demonstrating understanding of the quality management system. The learner completed three online training modules consisting of core learning areas: - **Module 1 Title PLACEHOLDER** - Gage Repeatability and Reproducibility - Process Baselining The 4-6 hour training was developed jointly through the University of Southern Maine (USM) Department of Engineering; the Composite Engineering Research Laboratory (CERL), a collaboration between the Maine Composites Alliance and USM; and the University of Maine Department of Mechanical Engineering. ## Evidence and Assessment The learner was assessed through: - A knowledge-based quiz after each module, and scored 80% or higher on each. - A written reflection, and scored at least 8 out of 10 using a rubric aligned to the competency standards. Evidence was verified and approved by authorized UMS faculty or staff.
Advanced Safe Tractor and Machinery Operation
Advanced Safe Tractor and Machinery Operation badge image
This badge was issued in recognition of the learner’s applied skills in safe tractor and machinery operation, aligned with the National Safe Tractor and Machinery Operation Program. The learner demonstrated essential practices for safely operating a tractor, including pre-operational inspection, safe driving, backing up, attaching implements, and tractor shut-off procedures, and completed a comprehensive written examination. The learner completed an advanced safe tractor and machinery operations course from the University of Maine Cooperative Extension. Earners ages 14 and 15 met the U.S. Department of Labor Requirement to legally operate a tractor or other specific machinery through the National Safe Tractor and Machinery Operation Program.
National Safe Tractor and Machinery Operation Program
The National Safe Tractor and Machinery Operation Program (NSTMOP) was collaboratively developed by Penn State University, The Ohio State University, and the agricultural division of the National Safety Council. The program was funded by the U.S. Department of Agriculture (USDA) to establish a standardized curriculum that meets the Youth Farm Safety Education and Certification Regulations administered by the U.S. Department of Labor.
The learner is able to: - Complete pre-operation checks. - Demonstrate safe tractor entry. - Conduct driving activities through the approved course without running over cones/barriers. - Drive with an attached implement. - Back up safely. - Demonstrate safe tractor shut-off and exit. - Properly hitch and unhitch implements. The learner: - Previously earned the Foundations of Safe Tractor and Machinery Operations badge, **and** Completed the National Safe Tractor and Machinery Operation Program written and live operational assessment. **or** - Completed the five-week in-person Farm Tractor Safety Certification Course from the University of Maine Cooperative Extension, including successful completion of the National Safe Tractor and Machinery Operation Program's written and live operational assessments. ## Evidence and Assessment The learner: - Scored 80% or higher on a standardized written test. - Passed an operation and driving skills assessment on an approved driving test route with an 80% or higher on a skills checklist aligned with the competency standard. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Foundations of Safe Tractor and Machinery Operation
This badge was issued in recognition of the learner’s foundational knowledge of safe tractor and machinery operation. The learner demonstrated an understanding of essential practices for safely operating a tractor, including basic pre-operational inspection, hazard identification, emergency preparedness, and the use of implements. The learner completed the University of Maine Cooperative Extension’s Foundations of Safe Tractor and Machinery Operation training, either online or in person, and was assessed using quizzes and interactive assessments.
The National Safe Tractor and Machinery Operation Program (NSTMOP) was collaboratively developed by Penn State University, The Ohio State University, and the agricultural division of the National Safety Council. The program was funded by the U.S. Department of Agriculture (USDA) to establish a standardized curriculum that meets the Youth Farm Safety Education and Certification Regulations administered by the U.S. Department of Labor (U.S. DOL). For youth ages 14 and 15, completion of this micro-badge indicates that the learner partially meets the U.S. DOL requirement to legally operate a tractor or other specific machinery through NSTMOP. Youth learners seeking the U. S. DOL certification must also complete the University of Maine System Advanced Safe Tractor and Machinery Operations micro-badge.
Agricultural tractors are robust vehicles engineered for various farming tasks, such as plowing, tilling, and planting, while also powering agricultural equipment and providing vital assistance in farm operations.
Situational Awareness is the ability to perceive and understand environmental factors and events, and predict their impact on goals and actions.
Farm tractors are multi-purpose machines designed for various agricultural tasks, such as plowing, tilling, and planting, providing power and adaptability for diverse farming needs.
Equipment inspections involve the thorough examination of machinery and tools to guarantee their safety, compliance with regulations, and proper functioning.
Workplace safety refers to the implementation of rules and procedures to minimize risks, avoid incidents, and create a safe atmosphere for employees.
The learner: - Understands that the operator is responsible for minimizing risk to self, to others, and to equipment. - Is able to identify the most common risks related to tractor operation. - Is able to identify key parts of a tractor. - Is able to describe how tractor safety systems work. - Is able to identify and describe all tasks required to complete a pre-operational safety inspection. - Is able to differentiate between safe and unsafe driving techniques. - Is able to identify common operational and agricultural hazards. - Understands best practices for dealing with emergency situations in an agricultural setting. The learner completed the Foundations of Safe Tractor and Machinery Operation training offered by the University of Maine Cooperative Extension. The training covered the following six topics: 1. Tractor Components 2. Pre-Operation Practice 3. Safe Operation Practice 4. Emergencies 5. Hazard Recognition and Accident Prevention 6. Tractor Implements and Maintenance ## Evidence and Assessment The learner: - Scored 80% or higher on each topic quiz. - Completed interactive assessments within each topic area and received an overall learning experience assessment score of 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff.
Healthcare Simulation Micro-Credential badge image
This micro-credential recognizes and validates the learner's successful completion of the University of Maine System (UMS) Healthcare Simulation pathway (Levels 1, 2, and 3 badges). This comprehensive pathway prepared the learner to independently facilitate simulation-based education experiences that embody psychological safety, align with institutional outcomes, and reflect International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice. Through training developed at the University of Maine at Augusta, the learner progressed from foundational knowledge in Level 1, to rigorous skill development and practice in Level 2, and to demonstrated competency in real-world simulation facilitation in Level 3.
INACSL Healthcare Simulation Standards Of Best Practice
International Nursing Association for Clinical Simulation and Learning (INACSL) is a global organization dedicated to advancing the science of healthcare simulation through education, practice, and research. The mission of INACSL is to be the global leader in the art and science of healthcare simulation by providing excellence in nursing education, practice, and research. This micro-credential is based on the INACSL Healthcare Simulation Standards of Best Practice.
The learner knows and understands: - Psychological safety in the context of simulation-based education, and can explain its importance for effective simulation learning. - The INACSL Standards of Best Practice (Professional Integrity, Prebriefing, Facilitation, and Debriefing) and can apply these standards within simulation experiences aligned with program outcomes. - Adult learning theory, and can utilize these principles to shape inclusive and intentional facilitation practices. - Simulation facilitation frameworks, including the use of frames to interpret learner actions and the _Preview, Advocacy1 (I saw), Advocacy2 (I think), Inquiry, and Listen (PAAIL)_, and _Debriefing with Good Judgment (DWGJ)_ frameworks for prebriefing and debriefing. - Formative and summative assessment methods used in simulation-based education. The learner is able to: - Identify and describe different types of simulation modalities (e.g., manikin-based, standardized patients, zones) and their characteristics and applications. - Implement psychological safety strategies, including the use of inclusive language and behaviors to reduce learner anxiety and techniques to address and repair breaches in psychological safety in real-time. - Design and deliver pre- and post-briefing activities using framing techniques, PAAIL, and DWGJ frameworks to interpret learner actions and promote growth. - Choose and adapt simulation modalities based on learner needs and context. - Independently facilitate full simulation sessions, including orientation, prebrief, scenario execution, and structured debrief. - Use framing, advocacy-inquiry, and developmental models (e.g., PAAIL, DWGJ) to structure facilitation and promote learner reflection and insight. - Deliver simulation experiences that promote deep learning. - Adapt simulation plans to align with institutional curriculum outcomes using INACSL Standards of Best Practice guidelines. - Reflect on simulation educator identity, examining the shift from content expert to facilitator of transformative learning, and can apply reflective practice models to evaluate and improve facilitation practice. - Demonstrate professional identity as a simulation educator through leading simulation activities independently. The learner: - Completed approximately 6–8 hours of Level 1 asynchronous modules, knowledge checks, and a graded quiz to develop foundational knowledge in simulation-based education. - Completed approximately 8 hours of Level 2 asynchronous modules, written assignments, practice activities, and a graded quiz to develop competencies in applying simulation principles. - Completed a Level 3 performance-based assessment by facilitating a minimum of 10 simulations comprising at least two different simulation scenarios, including Zone 2 simulations (and Zone 3 if applicable). - Engaged in self-reflection post-observation, rating themselves on the [Debriefing Assessment for Simulation in Healthcare (DASH)-Rater](https://harvardmedsim.org/wp-content/uploads/2018/07/DASH-RV-Long-Scoresheet-EN-2018.pdf) tool and reviewing [Simulation Effectiveness Tool- Modified (SET-M)](https://www.healthysimulation.com/wp-content/uploads/2025/02/Simulation-Effectiveness-Tool-Modified-SET-M-CC-License-121825.pdf) evaluations. - Reflected on the transition from expert clinician/educator to simulation educator and on their evolving simulation educator identity throughout all three levels. ## Evidence & Assessment - At Level 1, knowledge was assessed using graded feedback and a comprehensive quiz with a score of 80% or higher. - At Level 2, the learner scored 80% or higher on a comprehensive quiz and earned a mastery score on written assignments and in simulation practice activities using rubrics. - At Level 3, the learner facilitated a minimum of 6 simulations across at least two different scenarios, including Zone 2 simulations (and Zone 3 if applicable), and received a mastery score using performance documentation. The learner also received a minimum score of 4 out of 7 in every element of the DASH-Rater tool and achieved competency using the SET-M for evaluation. A self-reflection (oral or written) was submitted post-observation, and the learner rated themselves using the DASH-Rater Tool and by reading the SET-M evaluations. The instructor documented successful completion of student performance or provided remediation and a plan to reassess performance. Evidence was verified and approved by authorized UMS faculty or staff or another relevant party.
This badge was issued in recognition of the learner's assessed competency as a simulation facilitator in real-world application of the International Nursing Association for Clinical Simulation and Learning (INACSL) Core 4 Standards of Best Practice: Professional Integrity, Prebriefing, Facilitation, and Debriefing. The learner facilitated six simulations, conducted a self-assessment, and reflected on their professional journey toward the Simulation Facilitator role.
Clinical simulations are controlled, interactive learning experiences that imitate real-life medical situations for training, assessment, and problem-solving in a safe environment.
Health simulations are methods or tools that replicate medical situations for training, research, or improving healthcare systems' efficiency.
Training Facilitation is the process of guiding and enhancing learning experiences by organizing, leading, and supporting training sessions to ensure effective knowledge transfer and skill development.
This badge acknowledges that the learner successfully demonstrated: - The ability to integrate simulation-based education skills to independently facilitate simulation sessions, including orientation, prebrief, scenario execution, and structured debrief. - Basic skills in implementing psychological safety principles across the simulation experience and creating a learning environment that fosters trust, inclusion, and vulnerability. - Basic skills in executing simulations aligned with the INACSL Standards of Best Practice, including professional integrity, learning objectives, facilitation, and debriefing. - Basic skills in using framing, advocacy-inquiry, and developmental models, including: _Preview, Advocacy1 (I saw), Advocacy2 (I think), Inquiry, and Listen (PAAIL)_; and _Debriefing with Good Judgment (DWGJ)_ frameworks to structure facilitation and promote learner reflection and insight. - Basic skills in independently running simulations across modalities and adapting settings to suit evolving instructional needs. - Basic skills in demonstrating professional identity as a simulation educator through leading simulation activities and using reflective models to evaluate and improve facilitation practice. The learner facilitated six simulations, each at the SimZone level of 2 or 3, across two different scenarios and was observed by a faculty assessor. The learner reviewed and reflected on facilitation participant evaluations, completed a self-assessment using the [Debriefing Assessment for Simulation in Healthcare (DASH)-Rater](https://harvardmedsim.org/wp-content/uploads/2018/07/DASH-RV-Long-Scoresheet-EN-2018.pdf) tool, and reflected on their professional journey toward the Simulation Facilitator role. ## Evidence & Assessment The learner: - Was observed by a faculty assessor facilitating six simulations across two different scenarios, each at the SimZone level of 2 or 3. The learner scored at least 4 out of 7 in each of the six simulation elements using the DASH-Rater tool. - Completed and submitted a self-evaluation using the DASH-Rater tool. - With their faculty assessor, reviewed and reflected on the [Simulation Effectiveness Tool- Modified (SET-M)](https://www.healthysimulation.com/wp-content/uploads/2025/02/Simulation-Effectiveness-Tool-Modified-SET-M-CC-License-121825.pdf) participant evaluations. - Completed a reflection outlining their professional journey toward the Simulation Facilitator role, scoring at least 4 out of a 5 on the associated rubric. Evidence was verified and assessed by authorized University of Maine System micro-credential faculty or staff or another relevant party.
This badge was issued in recognition of the learner's skill development in simulation-based education. Demonstrated skills include implementation of psychological safety strategies, application of the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice, design of prebriefing and debriefing activities, and adaptation of simulation modalities to meet learner needs. The learner completed approximately 8 hours of training developed at the University of Maine at Augusta.
This badge acknowledges that the learner built upon Level 1 novice competency to demonstrate the skills listed below in Level 2: - Implemented psychological safety strategies, including the use of inclusive language and behaviors to reduce learner anxiety, and techniques to address and repair breaches in psychological safety in real-time. - Applied International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice, including professional integrity, participant objectives, facilitation, and debriefing within simulation experiences aligned with program outcomes. - Utilized theoretical principles, including adult learning theory, to shape inclusive and intentional facilitation practices. - Implemented prebriefing and debriefing strategies using framing techniques to interpret learner actions and promote growth, including the use of _Preview, Advocacy1 (I saw), Advocacy2 (I think), Inquiry, and Listen (PAAIL)_ and _Debriefing with Good Judgment (DWGJ)_ frameworks. - Chose and adapted simulation modalities, selecting appropriate simulation modalities (e.g., manikin-based, standardized patients, immersive zones) based on learner needs and context. - Reflected on simulation educator identity, examining the shift from content expert to facilitator of transformative learning, and applying reflective practice models to assess one's facilitation style. - Demonstrated engagement with and application of simulation concepts through activities and assignments such as formulating PAAIL questions, brainstorming participant frames using DWGJ, evaluating prebriefing components, and assessing debriefing effectiveness. The learner completed approximately 8 hours of training consisting of a series of asynchronous modules, written assignments, practice activities, and a graded quiz. ## Evidence and Assessment The learner was assessed through: - Written assignments using rubrics or automated feedback programs, and scored of 80% or higher. - A comprehensive knowledge-based quiz aligned to the competency standard, and scored 80% or higher. Evidence was verified and assessed by authorized University of Maine System faculty or staff or another relevant party.
This badge is issued in recognition of the learner’s demonstrated understanding of simulation-based education aligned with the International Nursing Association of Clinical Simulation and Learning (INACSL) Core Standards, including Professional Integrity, Prebriefing, Facilitation, and Debriefing. Additional supporting concepts learned include psychological safety, teaching and learning theory, assessment strategies, and foundational principles of simulation design, including simulation modalities and facilitation frameworks. The learner completed 6-8 hours of training developed at the University of Maine at Augusta.
The learner has knowledge and understanding of: - Psychological safety in simulation, including the ability to define psychological safety in the context of simulation-based education and explain its importance for effective simulation learning. - INACSL Standards of Best Practice, including skills in identifying the core domains. - Theories that guide learning in simulation and methods used for formative and summative assessment. - Simulation facilitation frameworks, including an introduction to utilizing frames to understand learner actions. - Use of the _Preview, Advocacy1 (I saw), Advocacy2 (I think), Inquiry, and Listen (PAAIL)_ and _Debriefing with Good Judgment (DWGJ)_ frameworks for discussing simulation scenarios. - Simulation methodologies and modalities, including the ability to identify different types of simulation modalities (e.g., manikin-based, standardized patients, zones) and describe their characteristics and applications. - Key vocabulary and foundational concepts relevant to simulation-based education. The learner completed 6-8 hours of online training modules. ## Evidence and Assessment The learner was assessed through: - Graded feedback throughout the experience. - A comprehensive knowledge-based quiz aligned to the competency standard, and scored 80% or higher. Evidence was verified and approved by authorized University of Maine System faculty or staff or another relevant party.