wilderness education plan template · web view2012/09/16 · presentation about wilderness to...

[Insert Forest/District Name]Wilderness Education Plan

[insert Forest logo below]

Prepared by: Eric Giebelstein and Donna Kridelbaugh Fall 2016

SAWS Wilderness Education Specialists Date

Reviewed by:

District Recreation Program Manager Date

District Ranger Date

Forest Recreation Program Manager Date

Approved by:

Forest Supervisor (Required) Date

Table of Contents Abbreviations.............................................................................................................................p. X

User Guide................................................................................................................................p. X

Annual Wilderness Education Planning Process......................................................................p. X

Goal 1: Raise awareness of the value of Wilderness and its proper stewardship to internal audiences

and promote collaborative education efforts.

o Activity Selection Table p. X

o Internal Audiences, Messages and Delivery Methods ..................................................p. X

Goal 2: Raise general awareness of what Wilderness is to the public and reduce visitor-use impacts on

Wilderness character and natural resources.

o Summary of Identified Management Issues..................................................................p. X

o Activity Selection Tablep. X

o External Audiences, Messages and Delivery Methods p. X

Goal 3: Build capacity of the Forest Service and its partners to conduct Wilderness education and

stewardship.

o Activity Selection Table.................................................................................................p. X

Supporting Materials..............................................................see Supporting Materials file

S1. Wilderness Area Information Table

S2. Description of Issue Categories

S3. Activity Plan Template

S4. Guidance on Monitoring and Evaluation

S5. Education Resources and Support

S6. District Wilderness Information Sheets

Working Files (Excel spreadsheets)

A1. FY17 District Action Plans...............................................................................................p. X

A2. District Action Plan Template...........................................................................................p. X

A3. Annual Review Template................................................................................................ p. X

ABBREVIATIONS

ART – Authority of the Resource TechniqueAT – Appalachian TrailATC – Appalachian Trail ConservancyBCHA – Backcountry Horsemen of AmericaLEO – Law Enforcement OfficerLNT – Leave No TraceFAQ – Frequently Asked QuestionsFS – Forest ServiceFY – Fiscal YearMIST – Minimum Impact Suppression TechniquesNEPA – National Environmental Protection ActNNIS – Non-Native Invasive SpeciesNPS – National Park ServiceNRM – Natural Resource ManagerREAD – Resource AdvisorSAWS – Southern Appalachian Wilderness StewardsSCA – Student Conservation AssociationSO – Supervisor’s OfficeSWAG – Southern Wilderness Advisory GroupWSI – Wilderness Skills InstituteWSP – Wilderness Stewardship Performance

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USER GUIDE

Summary. Southern Appalachian Wilderness faces challenges from both a high number of visitors to scenic destination areas (e.g., water features, scenic overlooks, Appalachian Trail) and local encroachment issues in more remote areas, which stems from a pervasive lack of Wilderness awareness and the knowledge of the proper ethics needed to minimize human impacts. Education is an effective management tool that allows less reliance on regulations and resource-intensive approaches. Also, education is needed to inform visitors of the lack of rapid search and rescue response and related safety issues. Therefore, it is imperative to develop a communications strategy for education efforts to raise general awareness of the concept of Wilderness, mitigate and minimize impacts from Wilderness user groups and ensure consistent messaging to the public.

[Insert short summary paragraph with any information unique to the Forest/District Wilderness areas included in this plan that will help frame the focus of the education activities selected in the action plans]

Purpose, Goals and Objectives. The Wilderness Education Plan was developed in response to the Wilderness Stewardship Performance program. It is a planning and communications document that guides education efforts and provides a measurable framework toward accomplishing three primary education goals and related objectives: Goal 1. Raise awareness of the value of Wilderness and its proper stewardship to internal audiences and promote collaborative education efforts.

Objective 1.1. Raise awareness among internal audiences. Objective 1.2. Enhance collaboration within and across Forest Service units. Objective 1.3. Promote collaboration with other land and resource management agencies.

Goal 2. Raise general awareness of what Wilderness is to the public and reduce visitor-use impacts on Wilderness character and natural resources.

Objective 2.1. Raise awareness among external audiences and reduce visitor-use impacts. Objective 2.2. Address illegal uses and awareness of regulations. Objective 2.3. Reduce impacts on other natural resources and ecosystem features.

Goal 3. Build capacity of the Forest Service and its partners to conduct Wilderness education and stewardship.

Objective 3.1. Develop and organize volunteer and partnership capacity. Objective 3.2. Increase capacity for stewardship/education through training/workforce capacity. Objective 3.3. Increase availability of education resources and support.

Vision. The vision of the education plan is to develop an organized education effort that will: Create and augment a Wilderness land ethic to better inform decision-making in stewardship

efforts that are also compliant with Wilderness policy and law. Influence human attitudes and behavior to preserve Wilderness character for the future. Develop an informed constituency, both internal and external to the Forest Service, that values

the comprehensive benefits of federally designated Wilderness areas.

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Scope. The [insert Forest/District name] Wilderness Education Plan covers [insert number] Wilderness areas located on the [insert district names if applicable] districts. A Wilderness Information Table that outlines basic information about these areas is included in S1.

Plan Development. This plan was developed in collaboration with Region-, Forest- and District-level Wilderness staff, with input from a range of stakeholders, including partner groups and non-Wilderness agency staff (e.g., special uses, public affairs, wildlife biologists). Documentation of the background information gathered to inform this plan, including detailed notes on identified management issues and education needs, is located in S6.

Organizational Capacity. Due to limited resources and staff time at the district level to conduct Wilderness education, this plan was designed to prioritize activities that are attainable within the existing capacity and to empower partners to support education efforts. Therefore, an emphasis is placed on basic capacity-building activities and collaborative efforts to share Wilderness information with the public via existing outreach programs conducted by other Forest Service shops, nearby land/resource management agencies and partner groups.

Forest Role. It is the responsibility of the Forest-level Wilderness Program Manager to provide assistance to districts in implementation of the plan by connecting staff to the resources (e.g., funding, materials, staff) needed for Wilderness education. For this education plan to be effective, there must be an agency commitment to Wilderness education that involves all levels of management and a dedication of money and people; recognition that Wilderness needs to be managed with an interdisciplinary approach; and an emphasis that all values and characters of Wilderness, in addition to recreation, are important.

District Role. The District Recreation Program Manager (or other designee) will have primary responsibility for implementing and tracking education work, completing the annual review and developing an annual action plan based on the results from the previous year’s education efforts. This annual review should then be reviewed with the Forest-level Wilderness Program Manager.

Timeline. The timeline for the education plan is implementation of the selected education activities for five years (FY17–FY22), with modifications made annually based on fluctuating capacity and effectiveness of the prior year’s activities. A thorough re-assessment of the plan should be performed at the end of FY22 for its relevance with priority issues and education needs and a new plan developed at that time (if needed).

District Action Plan. This user guide is intended to guide districts through an annual education planning process to develop a tailored District Action Plan (see template in attachment A2) that outlines priority education activities to address the issues unique to each management unit. Priority activities need to be defined on a local district level focusing on activities that are implementable and realistic within the current capacity.

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FY17 District Action Plan. To help initiate the education plan in the first year, a FY17 District Action Plan has been prepared based on the identified education needs and current capacity of each district (see attachment A1). This initial set of activities includes a focus on continuing current efforts, raising internal awareness and capacity building to grow education efforts for the future. This initial action plan should then be reviewed and modified (as needed) on an annual basis.

Activity Selection Tables. The master lists of activities to be used to populate the District Action Plan are organized by the three primary goals of the plan and further divided into three categories of objectives that address the primary goal. To allow flexibility, districts can select additional or substitute activities on an annual basis from each goal/objective area that will address the unique needs of their Wilderness areas and based on their current issues and capacity. Collectively, these three sets of activities represent a baseline for an organized Wilderness education initiative to strive for in the future.

Implementation. Further preparation is required to plan and implement activities selected in the District Action Plan, especially activities focused on developing new materials or delivering education programs. An Activity Plan Template has been provided in S3 that can be used for planning out specific education programs and events. Additionally, S5 provides a comprehensive list of education resources and support available to districts to assist with implementation of plans.

Monitoring. For this plan, monitoring refers to documenting work that has been completed, and evaluation refers to a quick assessment of how well those activities worked toward meeting the desired outcomes. The Annual Review Template (see attachment A3) will streamline the documentation process for staff. It is recommended that the annual review documentation be updated at least quarterly throughout the year with activities conducted by both agency staff and partners.

Evaluation. Evaluation allows districts to adapt the education plan to increase effectiveness. If a specific desired outcome is not being reached, an activity can be modified to bring the education effort into alignment with the overall goals and objectives of the plan (see S4 for more guidance). After evaluation of the previous year’s education work, a modified action plan will need to be developed for the next fiscal year. Modifications to the action plan may include increasing efforts on an activity that has been successful or substituting potentially more effective activities. This adaptive approach will allow districts flexibility, while continually striving for excellence in its education efforts.

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Annual Wilderness Education Planning Process. The following process was used to develop the FY17 District Action Plan. This checklist can be used on an annual basis to modify or develop new action plans as deemed necessary. The information needed to complete each step in the education activity selection process is located in the subsequent sections of this user guide and organized by each primary education goal. Additional information that may be useful for education planning is located in the supporting materials and referenced in the appropriate steps below.

GOAL 1 ACTIVITY SELECTION: Identify priority needs for raising internal Wilderness awareness and collaboration with other units or

agencies. o Select activities from the “Goal 1 Activity Selection Table” that are specific to address

internal awareness or collaboration needs and within current capacity. o Utilize the “Internal Audiences, Messages and Delivery Methods” to help tailor activities for

specific needs.o Put selected activities into the District Action Plan and create a description of work.

GOAL 2 ACTIVITY SELECTION: Identify the priority needs for general Wilderness awareness and outreach to the public for each

Wilderness area based on management issues (see “Summary of Identified Management Issues” table and “District Information Sheets” in S6 for details).

o Select activities from the “Goal 2 Activity Selection Table” that are specific to address top management and awareness issues and within current capacity.

o Utilize the “External Audiences, Messages and Delivery Methods” table to help tailor activities for specific needs.

o Put selected activities into the District Action Plan and create a description of work.

GOAL 3 ACTIVITY SELECTION: Identify the priority capacity-building needs to develop resources required for education work.

o Select activities from the “Goal 3 Activity Selection Table” that are specific to address capacity-building needs.

o Put selected activities into the District Action Plan and create a description of work.

IMPLEMENTATION STEPS: Plan and schedule education activities for the year in a master calendar. Utilize the Activity Plan Template (see S3) to help develop specific education programs or events. Identify and secure resources needed (e.g., partners and materials).

ANNUAL REVIEW AND DOCUMENTATION STEPS: Conduct activities and document on a quarterly basis in the Annual Review template. Review education efforts on an annual basis and assess effectiveness. Develop a modified District Action Plan for the next fiscal year.

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Goal #1: Raise awareness of the value of Wilderness and its proper stewardship to internal audiences and promote collaborative education efforts.

This goal includes a series of objectives and associated activities toward raising general awareness of Wilderness among audiences in the Forest Service and adjacent lands managed by other Forest Service units or land/resource management agencies. Many of the activities focus on raising awareness of Wilderness to specific audiences (see Internal Audience Table for guidance) within the Forest Service to ensure that staff: understands designated Wilderness is a multidisciplinary resource; provides a consistent message to the public; and manages resources to preserve Wilderness character. Furthermore, activities that enhance collaboration across units with adjacent/shared Wilderness areas and other resource management agencies are included. Activities also promote the inclusion of Wilderness education messaging in other outreach efforts (e.g., Smokey Bear programs) to expand the capacity and reach of education. These activities are applicable to any Wilderness area within the Southern Appalachian mountain region.

Select priority activities from each objective below to populate the annual District Action Plan for Goal 1 (as applicable).

Goal #1 Activity Selection Table

Objective Activities1.1. Raise awareness among internal audiences

1.1a. Write articles related to Wilderness area updates and highlights of recent Wilderness projects for inclusion in internal newsletter and/or SWAG newsletter as information is available.1.1b. Circulate Wilderness information around the district office as new materials become available (e.g., bulletin board posts, SWAG newsletter).1.1c. Include a short module with Wilderness information on minimum tool standards and/or training exercise/scenario during the annual Fire Refresher training for Forest Service fire management team.1.1d. Conduct a Wilderness awareness session with new district employees and front line staff and distribute information card with regulations/FAQ (as needed).1.1e. Share information on Wilderness values, regulations, recent projects and other updates with district staff via safety meetings, one-on-one talks and/or field trips to Wilderness areas.1.1f. Train front line staff on proper terminology related to specific user groups (e.g., pack/saddle, rock climbers) to be prepared to address inquiries and correctly share information with these visitors.

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Objective Activities1.2. Enhance collaboration within and across Forest Service units

1.2a. Consult Region 8 Leave No Trace coordinator on opportunities for materials and events on an at least annual basis.

1.2b. Meet annually with special uses (including special uses from shared areas) to review groups/outfitters being permitted in Wilderness areas and education requirements in operating plans.1.2c. Reach out to other relevant Forest Service shops (e.g., Wildlife, Fire Prevention Team) to discuss issues/education needs and adding Wilderness information into their outreach work (e.g., Kids Fishing Days, Smokey Bear Programs).1.2d. Work with Forest Service biologists to develop education materials and messages that highlight unique ecosystems in Wilderness as a way to engage a variety of audiences and emphasize features of other value.1.2e. Hold an annual meeting with other districts on Wilderness issues and collaboration needs (e.g., WSP elements, consistent education messaging), especially for areas with shared management responsibilities.1.2f. Work across Region 8 to develop a standard Wilderness information board template and consistent interpretative messaging for kiosk template on values, regulations, uses and LNT.1.2g. Work across Region 8 to develop a traveling display with Wilderness information to be shared at outreach events across multiple units.1.2h. Meet with public affairs (and other relevant staff) regularly to develop a communications strategy to reach target audience(s), including non-traditional audiences, with relevant Wilderness messages; and discuss ways to potentially collaborate on education efforts.1.2i. Meet with LEO/District Ranger on periodic basis to discuss any new issues seen and review level of violations/incident reports to identify emerging issues.

1.3. Promote collaboration with other land and resource management agencies

1.3a. Meet annually with adjacent land management agency outlets (e.g., state park, NPS visitor center, ATC) to collaborate on sharing Wilderness information (e.g., brochures, maps, scenic byway signs), ensure correct Wilderness information distributed in agency’s materials (e.g., AT guidebooks, trail maps) and educate the agency’s employees on Wilderness.1.3b. Work with other land management agencies to ensure proper signage and information at any adjacent entry points into Wilderness boundaries (e.g., trail from state park, Appalachian Trail

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Objective Activitiesboundary).1.3c. Reach out annually to other resource management agencies (e.g., wildlife agency) to discuss regulations/issues and ensure adequate Wilderness information is being advertised to their audiences (e.g., website updates, annual hunting guide).

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Internal Audiences, Messages and Delivery Methods

Audience(s) Key Messages Delivery Methods

District office and SO frontline staff

How to talk about Wilderness and why it exists using language from the Act, what kinds of recreational opportunities exist (primitive, occasionally difficult to follow, high level of difficulty, safety, potential hazards and awareness of personal ability) need to be able to relate regulations and group size limits to visitors and Leave No Trace.

Presentation about Wilderness to staff, possible mock scenarios with “public”, provide with Wilderness FAQ, provide opportunities to experience Wilderness

Special Uses Wilderness awareness, including details on regulations and group size limits. Need for consistent policy on what groups to permit, encourage use of non-Wilderness areas if a valid substitute and educate groups on Wilderness values/LNT ethics. Encourage collaboration across FS units, especially for shared management areas, to coordinate permitting efforts.

One-on-one meetings, FAQ guide, district meetings, coordination with special uses coordinator for Forest

Public Affairs Wilderness awareness, including values and regulations. Need for communications to public to teach value of Wilderness and LNT ethics to reduce impacts to areas. Regular updates to public affairs on Wilderness issues, updates to regulations, project highlights/upcoming events, unique qualities/benefits of areas to provide potential content for media.

One-on-one meetings, district/leadership meetings, email updates

Forest Leadership (Forest Supervisor, District Rangers)

Wilderness awareness and interpret why the law was passed and how this translates on the ground. Management actions taken in Wilderness need to comply with the law. Ability to perform a Minimum Requirement Analysis. Knowledge of what is and isn’t allowed in Wilderness. Knowledge of search and rescue policies in Wilderness.

Carhart Training Courses, Wilderness presentation to district staff, presentation to Forest leadership team, participation in WSI when possible

Law Enforcement Officers

Wilderness awareness and knowledge prohibited activities in the Wilderness Act, specific area regulations and why those prohibitions exist. Law enforcement should be aware of encroachment issues and areas of concern in Wilderness.

One-on-one meetings with Forest and District staff and online Carhart courses.

Recreation Staff Wilderness Awareness. Wilderness is not only a recreation resource; it provides ecosystem services and a place where nature is allowed to be self-willed.

District Wilderness awareness talk; attendance at WSI

Fire Management Natural fire in Wilderness is a process that allows it to be self-willed. It can increase natural qualities and increase wildness. When fighting fire, it is important to use the minimum tool necessary. MIST techniques should be practiced when appropriate

Wilderness topic in a fire refresher, possible Wilderness scenario

Natural resources staff Wilderness provides habitat for a subset of threatened and endangered Wilderness awareness, NEPA studies

Summary of Identified Management Issues

This table includes a summary of management issues per Wilderness area in this Forest/District that were identified during development of this plan. A description of each issue type can be found in S2, and more specific details on the identified issues are listed in the district information sheets (see S6). This information can be used to select activities from the following Activity Selection Table for Goal 2 that will target issues inherent to each specific Wilderness area.

[insert Forest/District name]

WZ1

WZ2

WZ3

WZ4

WZ5

WZ6

ISSUESGeneral

Wilderness Awareness

Internal and External Awareness Regulations and Illegal

Uses

Mechanized and Motorized Equipment

Lack of Boundary Signage/Kiosks

Encroachment

Visitor-Use Impacts

Unprepared Visitors

User-Group Impacts

Other Impacts to Solitude

Natural Resources

Management

Wildlife Management

Invasive Species

Water and Air Quality

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Goal #2: Raise general awareness of what Wilderness is to the public and reduce impacts on Wilderness character and natural resources.

This goal includes a series of objectives and associated activities toward raising general awareness of Wilderness among various external audiences and to reduce visitor-use impacts to Wilderness character and natural resources. Education is a powerful management tool that can correct human behaviors associated with issues and is mandated as a primary means by which to manage impacts from Wilderness visitors. Many recommended activities are audience-driven; that is, they are focused on addressing specific audiences with messages that provide relevance to the group (see External Audience Table for guidance). Each Wilderness has unique management issues and audiences, and thus, an individualized approach to addressing these issues must be taken.



Objective Activities2.1. Raise awareness among external audiences and reduce visitor-use impacts

2.1a. Introduce the public to the concept of Wilderness through current outreach efforts ongoing on the district (e.g., Kids Fishing Days, Conservation Days) and outdoor appreciation events (e.g., National Public Lands Day) in collaboration with partner groups, with activities such as meet-the-ranger, crosscut saw demos, guided hikes and service projects.2.1b. Develop, regularly update and distribute a Wilderness FAQ guide to share with visitors and appropriate staff (e.g., frontliners, special uses) with information on Wilderness values, regulations, what can be done in Wilderness, safety precautions and trail conditions.2.1c. Include standard text about Wilderness values, regulations, LNT messages and education requirements in special use permit operating plan, and consider requiring LNT awareness training (in-person or online module) for priority permit holders.2.1d. Reach out to information outlets that post Wilderness trail reviews and maps (e.g., local retailers, trail review websites/apps, outdoor magazines, National Geographic maps) to encourage inclusion of stock messages on Wilderness values, regulations and LNT messages and to discourage over promotion of high-use areas.2.1e. Update Forest website and related Forest Service sites (e.g., recreation.gov) with correct information on Wilderness values, regulations, LNT messages and safety/preparedness tips.

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Objective Activities2.1f. Share information regularly with the public on Wilderness information, including regulations, LNT and recent projects, via social media, local newspaper and websites/blogs of the Forest Service, partner groups and other relevant information outlets for target audience.2.1g. Conduct Wilderness awareness workshops with local and urban community groups targeting groups identified as needing education (e.g., Boy Scout troop) and/or reaching the most people in target audience(s), and include LNT information to help reduce impacts.2.1h. Reach out to local horse outfitters and horse camps/campground hosts to share Wilderness awareness and proper pack/saddle LNT in collaboration with organized groups (e.g., Backcountry Horsemen of America).2.1i. Reach out to other specific user groups (e.g., rock climbers, hunters/anglers, boaters) to share Wilderness awareness and proper LNT practices in collaboration with organized groups (e.g., Access Fund, National Wild Turkey Federation, Trout Unlimited, American Whitewater) and local outfitters/retailers.2.1j. Conduct or facilitate a Wilderness awareness or other campfire program with place-specific Wilderness information at local campgrounds, visitor centers and state parks adjacent to Wilderness area, and include LNT information in the program.2.1k. Reach out to local outfitters/retailers to conduct Wilderness awareness workshops and train employees to be able to educate customers on proper backcountry practices.2.1l. Reach out to local county tourism boards and Chambers of Commerce to explore ways to share proper Wilderness awareness and LNT information with potential visitors, educate staff on regulations and discourage the promotion of high-use areas.2.1m. Incorporate the use of visual prompts to demonstrate the importance of reducing visitor-use impacts (e.g., educate visitors/permittees with picture album of impacted areas, include before/after pictures on info kiosks of high-use areas).2.1n. Ensure district ranger station and associated information outlets (e.g., visitor center) are regularly stocked with Wilderness-related information (e.g., bear safety handout, maps).2.1o. Collaborate with ongoing/existing diversity programs that target non-traditional audiences (e.g., Every Kid in a Park, Outdoor Explorers Mentoring Program) by serving as a field-trip location and/or serving as a guest speaker.

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Objective Activities2.1p. Host diversity/youth volunteers, interns and trail crews (e.g., youth crews, college groups) and/or hold tailgate or other info session to discuss concept and values of Wilderness.2.1q. Educate visitors on the ground in Wilderness areas on values, regulations and LNT ethics through direct personal interactions with district staff, Wilderness rangers and other volunteer personnel.

2.2. Address illegal uses and awareness of regulations

2.2a. Hold an annual meeting, presentation or training exercise with local search and rescue, including information on using minimal tools in Wilderness areas, how to contact Forest Service in the event of a rescue and updates on trail system maps and conditions.2.2b. Update and check accuracy of regulations in NRM and verify information is correctly posted on Wilderness.net.2.2c. Attend meetings annually where local stakeholders (e.g., local county officials, resource advisory committees, advocacy groups) are present to review Wilderness regulations, misperceptions and any related issues.2.2d. Update information kiosks biennially with updated regulations, permit requirements and LNT messaging, with an emphasis on authority of the resource messages and digestible language from the Wilderness Act, and ensure correct orientation or any repairs needed.2.2e. Work with public affairs to share information with local communities on Wilderness regulations via local media (e.g., newspapers) through press releases, trivia questions, etc.

2.3. Reduce impacts on other natural resources and ecosystem features

2.3a. Collaborate with wildlife biologists and local wildlife agencies to share information on bear safety, proper food storage/bear canisters and other wildlife management issues.2.3b. Include messages related to invasive species (e.g., safety issues from dead hemlocks, reduce disturbance of area to stop spread) on kiosk and related informational materials.2.3c. Develop and annually distribute a brochure for the Region/Forest/District related to the unique ecosystem features and benefits (e.g., air/water quality) that Wilderness areas provide to the public or at minimum emphasize these key messages in current outreach materials and programs.

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External Audiences, Messages and Delivery Methods*


General PublicPublic lands exist for everyone. Wilderness is a special type of public land that will be protected forever in its most natural state; it is an area where humans don’t control the environment. They provide clean air and water, habitat for threatened and endangered species and a place for people to experience nature in its most primitive form.

Social media; traditional media; outreach to schools and informal education programs, organized groups, health care institutions, retailers/businesses, etc.

Non-Traditional Audiences**

Message same as general public. Include focus on culturally relevant messages that tie Wilderness values to the values of the underrepresented groups.

Youth conservation corps and experiential education programs. Partnerships with programs that serve women, youth, people of color. Spanish translation services for Wilderness-related materials. Outreach to disabled hiking community, minority-serving higher education institutions, etc.

Urban CommunitiesMessage same as general public. Place emphasis on messages that remind visitors of why they seek out nature for rest and relaxation; tie to stewardship of Wilderness areas to preserve areas for solitude and natural experience. Share messages related to the non-use value of Wilderness and the knowledge that it just exists to protect ecosystems, plant/animal species, etc.

Outreach to urban communities: schools, after-school programs, urban retail/outfitter stores, community healthcare establishments, programs that connect people to public lands, outing clubs and meet-ups

Local/Rural Communities

Wilderness awareness; how Wilderness is different than other Forest Service lands; the importance of having a mosaic of land use; the potential benefits of Wilderness to the community (economic, clean air/water). Emphasis on what can be done in Wilderness (e.g., hunting)

Local newspapers/media with guest articles and press releases, Wilderness trivia and crosswords. Town council meetings. Advertise

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and storytelling to protect cultural heritage of areas. events in local community calendars.

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BusinessesWilderness benefits (e.g., unique outdoor recreation, clean air/water) and how these features benefit their particular business (e.g., protect supply chain and natural capital).

Direct contact, tie volunteer opportunities to corporate responsibility/service programs and team-building events

Outdoor Retailers/Outfitters

Wilderness awareness and the type of recreation opportunities that Wilderness provides. The importance of matching visitor abilities and expectations. How to educate people about Wilderness without overly promoting it. The importance of public lands, including Wilderness to draw people into the community for both tourism and business. Responsibility of business to properly educate customers in stewardship to protect areas for future use. Share messages related to specific customer groups.

Outdoor demo expos; train employees in LNT; hosted workshops at retail location; partner on/advertise service projects; distribute Wilderness-related materials; share correct info on websites/social media

County Tourism Boards, Chambers of Commerce

Same messages as Outdoor Retailers/Outfitters Chamber meetings, in-person contact at tourism/visitors center, partner outreach to provide Leave No Trace workshops at visitor center; share correct info on websites/social media

Local Search and Rescue/Emergency Response

Awareness of traditional tool use and minimum requirements to encourage non-use of motorized equipment; proper communication channels to alert FS of emergencies; updates on trail conditions and maps; encourage sharing of information with public on slow emergency response time and safety preparedness to reduce emergency costs to county

Annual presentation and/or training exercise; include Wilderness information in MOU if one exists; articles/press release in local papers that review safety preparedness information

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County Commissioners and Politicians

What the Forest Service’s role is (e.g., protect watersheds, provide for multiple uses) and awareness of Wilderness as one such use. What benefits Wilderness provides to the community (e.g., baseline data for scientific study, allows watersheds to recover and provides clean air/water). Clarify misconceptions about Wilderness (e.g., nobody is locked out, rescues are allowed, trails are maintained, hunting and fishing is allowed).

County meetings, one-on-one meetings, guest articles/letters to the editor in local newspapers

General Forest Visitors (e.g., developed recreation users, motor tourists)

Wilderness is a protected area within the National Forest where nature is allowed to be self-willed; it is an area where human influence should be largely unseen. It is natural, undeveloped, and has outstanding opportunities for solitude and primitive or unconfined recreation. For this reason, mechanized and motorized equipment is not allowed (e.g., carts, wheeled coolers). It provides clean air and water to surrounding communities. Help protect this area by practicing Leave No Trace ethics

Kiosks at campgrounds, signs at overlooks that provide vistas of Wilderness, campfire programs, readily available materials at nearby visitor centers

Wilderness VisitorsWilderness is a congressionally protected area of land within the larger public land spectrum. It is an area of federal land where nature is allowed to be self-willed and is untrammeled by humans. It is a place where humans are visitors. It is a place where visitors can experience solitude and unconfined recreation. Wilderness is a place that will be protected in perpetuity and it is important to recreate responsibly to protect it for future generations. The best way to do that is by practicing Leave No Trace ethics and respecting the regulations in the area.

Kiosk information, proper wilderness awareness training of people interacting with visitors (e.g., frontline staff, recreation technicians, ridge runners, Wilderness rangers). Inclusion of Wilderness information on recreation websites, FS websites, partner websites. Inclusion of Wilderness information in outdoor recreation magazines. Providing Wilderness information to outdoor

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retailers. Visitor education in the field.

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Organized Groups (e.g., Boy Scouts, Adventure Camps)

Wilderness is an area of federal land where nature is allowed to be self-willed and is untrammeled by humans. It is a place where humans are visitors. It is a place where visitors can experience solitude and unconfined recreation; large groups can take away from a person’s solitude (group size limits). Wilderness is a place that will be protected in perpetuity and it is important to recreate responsibly to protect it for future generations. The best way to do that is by practicing Leave No Trace ethics and respecting the regulations in the area. Tie messages to values of the organized group (e.g., Boy Scout principles).

Permit and operating plan language, in-person meeting with group leaders, outreach from staff and partners (e.g., workshops, letters). Visitor education in the field.

Appalachian Trail (AT) users

A good portion of the AT goes through designated Wilderness with different regulations; understanding that shelters and blazes are an exception on the AT and not in lines with Wilderness character; share Wilderness Leave No Trace tips

Posters in shelters; information included in AT guidebooks and online sites; proper training of ridgerunners and shelter caretakers on Wilderness awareness and regulations, etc. Visitor education in the field.

Other long distance trail users

Some long distance trails go through designated Wilderness. The trails are not blazed in Wilderness and signs are not reliably present because they reduce the primitive experience that Wilderness offers. Map and compass skills are required and the trail may be overgrown in areas. Bear canisters may be required in some areas. Share Leave No Trace practices.

Kiosks at road crossings; presenting Wilderness information in guidebooks and online guides. Visitor education in the field.

Hunting/angling community

Knowledge of what Wilderness is, that hunting and fishing is allowed within state law, and that it allows for a more primitive hunting/fishing experience. Wilderness is part of mosaic of Forest uses. Knowledge of regulations of Wilderness (no mechanized or motorized equipment,

Outreach to local organized groups; collaboration with state fish and wildlife agencies to include Wilderness information in annual fishing/hunting

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including wheeled carts), rules on temporary structures (e.g., deer stands are allowed within state law) and that hunters can do their part in protecting wildlife habitat by practicing hunting and angling Leave No Trace. Messages related to restoration of native species (e.g., brook trout restoration) and other habitat features that support game species.

regulations; outreach to backcountry hunter and angler groups to give presentations on Wilderness. Visitor education in the field.

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Pack/Saddle users Wilderness awareness. Equestrian use is encouraged/only allowed on certain trails in certain Wildernesses. Plan ahead and prepare to know what trails allow for equestrian use. Be sure to hobble horses or set up a high line for stock when camping and use certified weed-free feed. Mechanized and motorized equipment (e.g., chainsaws) is not allowed in Wilderness.

Train BCHA partners in Wilderness awareness and Leave No Trace so they can be trail ambassadors. Where possible, ensure horse camp hosts are trained in Leave No Trace. Ensure trailer parking lots that access Wilderness have accurate information about equestrian use on kiosks. Visitor education in the field.

Rock Climbers Wilderness awareness. Plan ahead and prepare routes to stay on system trails. Understand challenges/safety concerns in Wilderness areas. How to minimize impacts with proper gear usage and practice Leave No Trace ethics.

Outreach to local climbing clubs, groups and outfitters in the community and at colleges. Visitor education in the field.

Boaters Wilderness awareness. Plan ahead and prepare to locate proper put-in locations and if permit is required. Understand challenges/safety concerns in Wilderness areas. Natural resources messages related to cleaning boats to avoid transporting NNIS and not removing large woody debris or disturbing aquatic habitat.

Outreach to local boating clubs, groups and outfitters in the community and at colleges. Share info on whitewater-related websites.

Naturalist/Citizen-Science Community

Wilderness is an area that is self-willed and allowed to exist with minimal influence by humans. This allows for a unique habitat that supports biodiversity, such as rare animal and plant species. Also reason for designation of Wilderness relates to environmental quality factors, such as protecting headwaters for improved water quality.

Outreach/talks to local naturalist groups, college groups and other organized groups with a focus on conservation and natural resources.

Partners/Volunteers Wilderness awareness and trail work requires minimum tools in Partner meetings and training events,

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(trail work) Wilderness (e.g., no power tools in boundary). Be aware of the effects on someone’s Wilderness experience (e.g., protect the wilderness soundscape) when working in an area adjacent to Wilderness. Reminder of potential education role they provide when working in field by explaining to visitors who ask why using traditional tools, etc.

tailgate safety talks, work/volunteer days

Partners/Volunteers (visitor education) (e.g., ATC ridgerunners, trail ambassadors, volunteer rangers)

Wilderness awareness including benefits, specific information about the wilderness they are working in, including regulations, history of the area and trail conditions/safety hazards.

Partner meetings and training events, online Wilderness/LNT training materials, authority of the resource techniques, etc.

Campground Hosts, Recreation Volunteers (e.g., visitor center staff)

General Wilderness awareness with information on what Wilderness is, its values, regulations, etc. Understanding of location of Wilderness boundaries adjacent to recreation sites. Leave No Trace awareness information to educate frontcountry visitors who may visit Wilderness.

Online Wilderness/LNT training materials, information in campground host/volunteer orientation, one-on-one LNT awareness session

*To develop a more targeted approach for outreach efforts, consider doing a visitor profile survey (e.g., exit monitoring, survey outfitters) and/or consult public affairs to understand where groups are coming from, what organized groups are using the area and how they are getting their information to inform what information outlets to target.

**This section also includes nontraditional audiences as an audience type, especially for activities focused on connecting diverse groups to public lands and designed with cultural relevance in mind. Districts will need to identify who their non-traditional audiences (i.e., groups underrepresented in the visitor profile) are for specific Wilderness areas, which may include both rural and urban populations. Based on the most recent National Visitor Use Monitoring Data for all five Forests in the Southern Appalachian Mountains of Region 8, Wilderness visitors

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were a majority of white males in the age range of 20–59 years old. Resources related to reaching nontraditional audiences, such as existing diversity programs to tap into and national outdoor diversity organizations, are located in S5.

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Goal #3: Build capacity of the Forest Service and its partners to conduct Wilderness education and stewardship.

This goal includes objectives and associated activities to equip Forest Service staff and partners with the necessary resources and skills to conduct Wilderness education and stewardship. It was noted in preparation of the plan that districts are limited in their capacity for Wilderness education due to constrained resources and time. Capacity building is defined as expanding resources available (e.g., partners, funding) and organizing information to prepare for education efforts, which are important efficiency measures. Thus, a major goal of this plan is to facilitate capacity building to work toward the development of an organized Wilderness education program by creating a baseline effort during the five years of this plan. The objectives in this section are related to partnership and volunteer development; training and workforce capacity of Forest Service staff and partners; and other education resources and support, including potential funding sources and systems for documenting and sharing education resources.



Objective Activities3.1. Develop and organize volunteer and partnership capacity

3.1a. Share information on volunteer opportunities through various media outlets (e.g., partner/volunteer groups, online volunteer websites, Forest Service website, Wilderness.net, community calendars and radio announcements).3.1b. Host an annual stakeholder meeting with potential and existing partners/volunteer groups to discuss their role and capacity for education and develop a work plan.3.1c. Create and annually update a list of potential and existing partners/volunteer groups with contact information, websites/social media accounts and type of support they can provide.3.1d. Explore potential of creating a partner/volunteer coalition across adjacent districts with a lead partner to coordinate volunteer work with other groups (e.g., shared calendar, collaborate on projects).3.1e. Apply for an intern through existing programs (e.g., VetWorks, SCA, AmeriCorps) to serve as a partner and volunteer coordinator.3.1f. Reach out to local colleges in outdoor recreation, natural resources, service-learning and education departments to identify potential volunteers for education work.3.1g. Reach out to local naturalist, conservation/environmental education and citizen-science groups

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Objective Activitiesto identify potential education and outreach volunteers.3.1h. Reach out to local businesses with employee volunteer programs to recruit potential volunteers.

3.2. Increase capacity for stewardship and education through training and workforce capacity

3.2a. Advertise and provide opportunities for employees and volunteers to attend local training opportunities for education and traditional tools (e.g., Wilderness Skills Institute, Leave No Trace training) each year.3.2b. Annually review training programs of partner groups/volunteers (e.g., ATC ridgerunners, trail crews) for adequate Wilderness information and assist with training as needed.3.2c. Ensure all line officers and other relevant staff attend the Regional Wilderness Stewardship Training through the Carhart Center by the end of the WSP (FY2024).3.2d. Host a Forest-wide crosscut training once a year and rotate through district locations (if possible).3.2e. Provide opportunities for the district recreation program manager or other relevant staff to obtain advanced training in Wilderness management (e.g., Wilderness READ training, online Carhart training courses).3.2f. Provide Wilderness awareness, ART and LNT training to partner/volunteer Wilderness rangers who provide visitor education and monitor areas.3.2g. Conduct Wilderness awareness and LNT training with volunteers and relevant staff who regularly interact with Forest visitors (e.g., campground hosts, front line staff/volunteers).

3.3. Increase availability of education resources and support

3.3a. Keep a Wilderness education and information toolkit on hand and regularly stocked for conducting Wilderness and LNT workshops.3.3b. Create and annually update a list of potential and existing information outlets (e.g., recreation sites, district office, visitor centers, online platforms, local outfitters/retailers) where information about Wilderness can be distributed to the public.3.3c. Create and annually update a list of local community groups (e.g., schools, civic clubs, after-school programs) and local events where information sessions related to LNT and Wilderness awareness can be conducted.3.3d. Hold an annual meeting with the Forest-level Wilderness program manager to discuss work

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Objective Activitiesplan/needs for partner groups, volunteers and interns.3.3e. Supply Wilderness rangers and other on-the-ground volunteers with necessary education materials (e.g., LNT hang tags, stickers).3.3f. Stay updated on Forest Service conservation education programs and upcoming opportunities (e.g., sign up for Region email listserv, review NatureWatch website).3.3g. Discuss and apply for funding opportunities for Wilderness/environmental education programs through partners or friends groups.

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