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Your Turn - Collaborative Decision Making

American Indian Religious Rights and Your Responsibility

Case-study introduction. As you know from your coursework, it is your responsibility as a FS or BLM employee to follow certain guidelines in making decisions related to public land use and American Indian rights to practice traditional religious beliefs in land considered sacred. Although there is not one clear answer for how to balance priorities for land use, and no clear law to follow, you must make your best effort to develop a plan that considers all interests involved, upholds historic treaties, follows FS and BLM policies, and respects the law.

Guidelines for solving the case. Your instructor will assign you to a small group of two to four students to consider the given case. The purpose of this exercise is to develop a recommended solution, but more importantly engage in a process of planning and decision making that takes into account all sides of the issue. You will work together with your group online through threaded discussion on the Discussion Board. Your instructor will monitor your discussion, and provide guidance and support as needed. When you have completed your plan, and have developed a solution, you will post your solution so that current and future students can read your posting. You will gain access to review postings after completing your assignment and posting it.

Support materials. Be sure to use the resources available to you including:

Level 1 Level 2 Level 3 In the News Expert's View Your Turn - Collaborative Decision Making Case Analysis - Colleague Feedback Personal Reflections	American Indian Rights and Claims Trust Responsibility and Expert Consultation
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	Your Turn - Collaborative Decision Making American Indian Religious Rights and Your Responsibility Case-study introduction. As you know from your coursework, it is your responsibility as a FS or BLM employee to follow certain guidelines in making decisions related to public land use and American Indian rights to practice traditional religious beliefs in land considered sacred. Although there is not one clear answer for how to balance priorities for land use, and no clear law to follow, you must make your best effort to develop a plan that considers all interests involved, upholds historic treaties, follows FS and BLM policies, and respects the law. Guidelines for solving the case. Your instructor will assign you to a small group of two to four students to consider the given case. The purpose of this exercise is to develop a recommended solution, but more importantly engage in a process of planning and decision making that takes into account all sides of the issue. You will work together with your group online through threaded discussion on the Discussion Board. Your instructor will monitor your discussion, and provide guidance and support as needed. When you have completed your plan, and have developed a solution, you will post your solution so that current and future students can read your posting. You will gain access to review postings after completing your assignment and posting it. Support materials. Be sure to use the resources available to you including: course content and case studies within this course; course resources that included laws, treaties, statutes and FS/BLM policies; recent local, state or Supreme Court cases related to topic; Expert's View videos that model Expert decision making processes; Professional colleagues; FS/BLM forms; tribal websites (that can be found in Resources); and all other sources that could support a sound solution
CLE Proposal Paper Design Document Prototype	Prototype Description - Your Turn "Your Turn " allows students, located in all parts of the country to build skills in decision making. The case study requires significant development of research and problem solving skills. Students are encouraged to develop a solution that models that of seasoned professionals they have observed and analyzed in "Expert's View". Collaboration not only provides students with support, but allows them to clarify and articulate their thought processes. Instructors monitor online discussions and provide guidance and scaffolding as needed. In Level 1 and 2, the instructor takes on a more prominent role in providing support. By Level 3, the instructor's involvement is usually limited as students' approach to decision making now more closely resembles that of the experts. Students use the Course Map, Glossary and Resources (see course navigation buttons) to easily access course content and course resources. Back \| Next
	Last modified: May 8, 2002 Questions: Contact Mary Kay Alegre