Energy and environmental workforce : supply and demand in Georgia

Energy and Environmental Workforce Educational Needs: Supply and Demand in Georgia

Energy and Environmental
Workforce
Supply and Demand in Georgia

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Prepared for the Office of Economic Development, Board of Regents, University System of Georgia September, 2008

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Table of Contents

EXECUTIVE SUMMARY

1

SUMMARY OF FINDINGS

1

RECOMMENDATIONS

2

STUDY TEAM AND ACKNOWLEDGEMENTS

3

STUDY TEAM

3

ACKNOWLEDGEMENTS

3

CHAPTER 1. INTRODUCTION

4

DEFINITION OF ENERGY AND ENVIRONMENTAL CLUSTER

5

HISTORY AND APPROACH

6

OBJECTIVES

6

METHOD AND REPORT ORGANIZATION

7

INDUSTRY ANALYSIS

7

CURRENT DEMAND

7

ACADEMIC SUPPLY

7

PROJECTED DEMAND AND SHORTFALL ANALYSIS

7

INTERVIEWS AND RECOMMENDATIONS

7

CHAPTER 2. INDUSTRY ANALYSIS OF THE ENERGY AND ENVIRONMENTAL CLUSTER

9

OVERVIEW

9

ENERGY AND ENVIRONMENTAL INDUSTRY IN GEORGIA

9

FUTURE ENERGY AND ENVIRONMENTAL INDUSTRIES

14

CHAPTER 3. CURRENT DEMAND

19

MEASURING CURRENT DEMAND

19

EDUCATIONAL LEVEL

19

MAJOR AREA

20

CERTIFICATION REQUIREMENTS

21

EXPERIENCE REQUIREMENTS

21

CHAPTER 4. ACADEMIC SUPPLY

23

INTRODUCTION

23

ENERGY AND ENVIRONMENTAL EDUCATIONAL PROGRAMS

23

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GEORGIA'S RELATIVE POSITION

27

CHAPTER 5. DEMAND AND SUPPLY FOR ENERGY AND ENVIRONMENTAL OCCUPATIONS 34

WHAT IS AN ENERGY AND ENVIRONMENTAL CLUSTER OCCUPATION?

35

LONG-TERM DEMAND

37

SHORTFALL ANALYSIS

38

CHAPTER 6. QUALITATIVE INTERVIEWS

42

BACKGROUND

42

THEMATIC FINDINGS

42

CHAPTER 7. RECOMMENDATIONS

46

INTRODUCTION

46

RECOMMENDATIONS

47

ENERGY ENGINEERING

47

SUSTAINABILITY SCIENCES AND MANAGEMENT

48

HIGH PERFORMANCE BUILDINGS AND ASSOCIATES DEGREES

50

INDUSTRY'S ROLE IN CONTINUING EDUCATION

51

MACRO-SCALE FACILITIES

51

BENCHMARKING BEST PRACTICE

52

REFERENCES

53

APPENDIX 1. INDUSTRY DEFINITIONS

55

APPENDIX 2. OCCUPATIONAL DEFINITIONS

62

APPENDIX 3. TITLES OF JOB OPENINGS IN GEORGIA ADVERTISED BY GEORGIA-BASED

ENERGY AND ENVIRONMENTAL COMPANIES

74

APPENDIX 4. COURSES OFFERED AT GEORGIA TECH, UNIVERSITY OF GEORGIA, GEORGIA STATE WITH AN EXPLICIT EMPHASIS ON ENERGY, ENVIRONMENTAL, OR SUSTAINABILITY82

APPENDIX 5. INVENTORY OF ENERGY AND ENERGY-RELATED PROGRAMS IN THE US 90

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List of Tables
Table 2.1. Energy and Environmental Industry Employment in Georgia: 2006 and Growth 2001-6............................................................................................................................ 10 Table 2.2. Energy and Environmental Cluster Competitiveness .......................................... 11 Table 2.3. Future Energy and Environmental Industry Employment in Georgia: 2004 and 2014 ...................................................................................................................................... 13 Table 3.1. Wide Ranging Detailed Academic Specialization Requirements for Energy and Environmental Job Openings in Georgia........................................................................ 21 Table 4.1. Energy and Environmental Postsecondary Educational Programs .................. 24 Table 4.2. Georgia Institutions and Energy and Environmental Program Graduates.... 29 Table 4.3. Competitiveness of Georgia's Postsecondary Educational Programs in the Energy and Environmental Areas.............................................................................................. 32 Table 5.1. Energy and Environmental Occupations and Type of Educational Requirement .................................................................................................................................. 36 Table 5.2. Annual Openings, Graduates, and Shortfalls in Energy and Environmental Occupations .................................................................................................................................. 39 Table 5.3. Occupations with Shortfalls and their Specific Competencies ......................... 40 Table 6.1. Energy and Environmental Workforce Themes................................................... 42 Table 7.1. Sustainability Programs and Degrees.................................................................. 49
List of Figures
Figure 2.1. Cleantech Investments in the US, 2005-2007 ................................................... 15 Figure 2.2. Energy and Environmental Research Disciplines by Researchers at a Georgia-affiliated Institution, 2006-2008 (mid year)......................................................... 18 Figure 3.1. Experience Requirements in College-Level Energy- and EnvironmentalRelated Job Advertisements ...................................................................................................... 22 Figure 4.1. Map of Large US Energy and Environmental Educational Programs at Postsecondary Educational Institutions ..................................................................................... 26 Figure 4.2. Map of Energy and Environmental Educational Programs at Postsecondary Educational Institutions in Georgia ........................................................................................... 28 Figure 5.1. Annual Openings in Energy and Environmental Occupations: 2004-2014 . 38

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Executive Summary
The Office of Economic Development (OED) of the University System of Georgia (USG) asked Georgia Tech to investigate the extent to which current and future needs of the energy and environmental industries can be enhanced by the type or level of talent produced by the state's higher educational system. We define energy and environmental industries as the mining of energy resources; generation, transmission and distribution of energy resources by a public utility; manufacturing of energy and environmental products; and environmental and energy related R&D, treatment, and remediation services.
Summary of Findings
Georgia has 46,000 employees working in energy and environmental industries, using the Commission for a New Georgia's definition of this cluster. There was a modest decline in employment in the cluster by less than 2% over the last five years. The state has had a particular concentration of employees in the "Electric Power Generation, Transmission and Distribution" as well as nonmetallic mineral mining and heating, ventilation, and air conditioning equipment manufacturing. Future near-term growth projections are for a 6% increase in employment in energy and environmental services industries, including a 20% expansion of workers in environmental services.
The alternative energy market is uncertain and fast growing. Venture investments rose by 50% from 2006 to 2007. The market is uncertain with venture investments encompassing a mix of technologies, including solar, biofuel, power supply, pollution and recycling, and wind. (Pricewaterhouse Coopers 2008) Georgia has activity in cellulosic and other ethanol plants, solar, fuel cells, vehicle informatics, sensors, and water management.
Forty-four public and private institutions offer programs with some significance for the energy and environmental area. At Georgia State, Georgia Tech, and the University of Georgia alone there are more than 226 courses with energy, environmental, or sustainability content.
Georgia is most competitive, relative to the US average, in academic program areas in Forest Sciences and Biology; Environmental Health; and Industrial Engineering.
An analysis of current job openings shows an array of educational backgrounds are needed, with the most common being business and engineer -ing, followed by information technology, technicians, science, and policy.
Georgia will need 1,340 workers annually in energy and environmental occupations, taking into account both annualized 10-year growth (20042014) and net replacements. Comparing this figure to the average annual

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number of graduates (2004-2006), we estimate an overall annual shortfall of more than 140 workers in seven occupations.
Interviews with more than 20 representatives from industry, government, associations/non-profits, and academia suggest the following themes and trends are important for consideration in decision-making about postsecondary educational programming for the energy and environmental cluster: o Demand for energy and environmental professionals is expected to skyrocket o Energy/environmental engineers and scientists are aging o The future mix of energy and environmental technologies is uncertain o Continued strong economic growth in Georgia will necessitate major infrastructure upgrades o Sustainable transportation systems and solutions will be a prominent need o An interdisciplinary approach to energy and environmental education that integrates science (e.g., chemistry, biology, environmental sciences) and engineering with business and policy will be in high demand
Recommendations
Given the uncertainties of the future of workforce needs in the energy/environmental cluster, higher educational programs should emphasize flexibility and a wide range of educational offerings, particularly in the following areas: o In the near term, develop minors and four year-plus programs in energy engineering. In the long term, develop a system-wide degree program in energy engineering. o In the sciences, develop a degree program in sustainability that is multi-disciplinary. Develop a master's degree with a concentration in sustainability metrics and reporting for business and public policy. o In the near term, develop a certificate program in energy efficiency and high performance building systems assessment. In the long term, develop two- and four-year programs with concentrations in high performance building systems, energy efficiency, and green building policies and programs. o Develop customized training for continuing education in energy engineering, sustainability and high performance buildings in partnership with industry o Investigate and invest in facilities and equipment to support energy engineering, sustainability, and high-performance building programs. o Provide support for best practice learning visits.

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Study Team and Acknowledgements
Study Team
Study Principals Dr. Jan Youtie (Project Director) Professor William Drummond (Co-Director) Professor Marilyn Brown Bill Meffert
Study Team Dr. Jan Youtie Professor William Drummond Professor Marilyn Brown Bill Meffert Dr. Elisabeth Shields Philip Douglas Allen Jr. Elise Logan
Acknowledgements
The project team gratefully acknowledges the helpful support received from the University System of Georgia. We thank Terry Durden and Susan Contreras, Office of Economic Development, University System of Georgia for their assistance with data acquisition and conceptual ideas. We also greatly appreciate the assistance of University System of Georgia faculty members, corporate executives, and directors of non-profit and professional associations we interviewed in the course of conducting this project. Final responsibility for the analyses and conclusions contained in this report rests with the authors.

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Chapter 1. Introduction
In 2004, the Commission for a New Georgia identified the energy and environmental cluster as one of the top six strategic industry clusters for growth and development in Georgia. (Commission for a New Georgia 2004) As it was originally conceived by the Commission, this cluster encompassed several energyrelated industries that fall primarily in the mining, manufacturing, and utilities sectors as well as some environmental industries that fall primarily in the services sector. These industries have not been well connected and, for the most part, have traditionally been oriented toward servicing existing local demand from consumers and businesses.
As of the writing of this report and the steep increases in oil prices in 2008, the energy and environmental cluster is highly dynamic and expected to experience dramatic change in the next several decades. Several new emerging industries in renewable energy sources and alternative vehicle fuels will come forth strongly in the commercial market. The alternative energy market has been valued at $254.5 billion by 2017 with photovoltaic systems that convert sunlight to energy accounting for $74 billion by 2016. (Alternative Energy, 2008; Clean Edge, 2008) In alternative vehicle fuels, biofuels such as ethanol and biodiesel are predicted grow to more than $81 billion by 2017 (Clean Edge, 2008) and fuel cells to more than $18 billion by 2014. (Fuel Cells, 2007). The emergence of new energy and environmental industries depends heavily on changes to refueling infrastructure and power grids, which in turn are stimulated by government investments and policies for transmission connections. Also important to where and how quickly these emerging industries are commercialized including the extent to which they will be developed in Georgia are public policy actions on incentives, regulatory standards, land use planning, permitting processes, and building codes. (Brown and Chandler, 2008).
In addition, the growing emphasis on climate change issues and reduction of greenhouse gases has implications for the trajectory of the energy and environmental cluster. Climate change activities have the effect of more closely linking formerly disparate industries in the energy and environmental clusters.
There is widespread agreement that these changes will have major consequences for current and future workforce skills and education. This central role of education is highlighted in the passage of the Higher Education Sustainability Act (HESA) as part of the Higher Education Opportunity Act (HR 4137) in August, 2008. The Office of Economic Development (OED) of the University System of Georgia (USG) is thus concerned about the ability of the type or level of talent coming out of the state's higher educational system to service the current and future energy and environmental cluster. This concern is the focus of this report.

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Definition of Energy and Environmental Cluster
The energy and environmental cluster is not a traditional industry as is the case with aerospace or agribusiness (although even these industries cross sectoral boundaries). From its broadest conceptualization, the cluster could involve any business that uses energy and emits waste because attention to energy and environmental issues represents an evolutionary change in the way all business is being done; however, this is too inclusive of a definition for the purposes of this study. At the other end, the cluster could be defined by various emerging technologies and industries such as fuel cells or photovoltaic devices; however, these emerging technologies are but a very small part of much broader manufacturing classifications. For example, the US Census Bureau includes fuel cells in the North American Industrial Classification System (NAICS) class 3599 All Other Miscellaneous Electrical Equipment and Component Manufacturing, which is comprised of many electrical devices in addition to fuel cells. At some point in the future, energy may move the way of information technology and comprise its own special NAICS class that includes these emerging energy technologies. Such a special class does not exist today, but we do attempt to examine these emerging industries through a focus on startups in the state and selected interviews.
For the purpose of analysis of needs for talent, we focus on providers of energy and environmental resources, goods, or services. Although we examined various state and federal definitions of the energy and environmental cluster (see Appendix 1), most were deemed to be of insufficient scope (that is, too narrow or too broad) for the purpose of this analysis. Thus this report uses the definition of the Commission for a New Georgia, which consists of 14 industries:
Metal Ore Mining (NAICS 2122) Nonmetallic Mineral Mining and Quarrying (NAICS 2123) Support Activities for Mining (NACS 2131) Electric Power Generation, Transmission and Distribution (NAICS 2211) Natural Gas Distribution (NAICS 2212) Water, Sewage and Other Systems (NAICS 2213) Petroleum and Coal Products Manufacturing (NAICS 3241) Ventilation, Heating, Air-Conditioning, and Commercial Refrigeration
Equipment Manufacturing (NAICS 3334) Engine, Turbine, and Power Transmission Equipment Manufacturing (NAICS
3336) Scientific Research and Development Services (NAICS 5417) Waste Treatment and Disposal (NAICS 5622) Remediation and Other Waste Management Services (NAICS 5629)

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The report will show that the energy and environmental cluster is also comprised of 27 occupations and 61 educational programs. The extent to which educational programs meet the needs of these occupations within the energy and environmental industries is the primary subject of this report.
History and Approach
The University System of Georgia has partnered with Georgia Tech since 1997 to develop a systematic methodology for assessing the supply of graduates relative to the projected demand for these graduates in the workplace. Previous studies have assessed demand for employees in various occupations at the national, state, and sub-state regional levels. We have also assembled information on the supply of graduates from both public and private postsecondary institutions in Georgia. We have broadly measured shortfalls across a range of occupations requiring various levels of college education. These studies have pioneered methods for tracking and estimating intra- and inter-state migration of university graduates as they move from their school environment to taking their first job based on the acquisition of matched graduate data from the Georgia Department of Labor. In addition, we have focused on the talent needs of particular occupations identified as important strategic industries by the Commission for a New Georgia such as life sciences (2003), logistics (2005), and aerospace (2008) (Drummond and Youtie 2003b; Youtie, et al., 2005; Drummond et al., 2008). Previous studies also have measured the value of higher education based on a new education-related measurement approach. (Drummond and Youtie 1997, Drummond and Youtie 1999, Drummond and Youtie 2001, Drummond and Youtie 2003a). This knowledge is drawn upon to address the distinctive challenge of measuring talent needs in the energy and environmental cluster in Georgia.
Objectives
The aim of this project is to assess current and future needs for postsecondary educational programs to serve knowledge and technical workers in companies in the energy and environmental area. More specifically, the objectives are to:
Understand the workforce development needs of companies in the energy and environmental cluster in Georgia
Determine what jobs, current and future, are involved in this cluster Conduct a broad assessment of current strengths and weaknesses of USG
academic programs that could serve to provide the necessary workforce for this area, with a particular focus on programs not currently offered Compare educational profiles of Georgia postsecondary programs with those in other regions to further assess areas of strength and weakness.

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Make recommendations that address the workforce needs of the companies in the energy and environmental area and corresponding USG academic majors identified.
Method and Report Organization
Industry Analysis
The industry analysis portrays the size of the energy and environmental cluster as a whole and its industry components. The analysis uses employment data from the Quarterly Census of Employment and Wages of the US Bureau of Labor Statistics to assess Georgia's competitive position relative to the nation and selected comparison states. (Chapter 2) We also present information on energy mix, scientific publications, and patents to gain a sense of the current and future position of the energy and environmental cluster.
Current Demand
Job advertisements that appear in Web sites of larger energy and environmental employers are reviewed and their characteristics described. The job type, experience requirements, certifications, and particularly educational requirements are analyzed and presented. (Chapter 3)
Academic Supply
The report presents 61 postsecondary educational specializations i.e., majors with high relevance to the energy and environmental areas. The numbers of graduates in these specializations in postsecondary educational institutions in Georgia and across the nation are arrayed to form the basis for assessing Georgia's educational strengths and weaknesses in energy and environmental programs. We obtained this information from the Integrated Postsecondary Educational Dataset (IPEDS) of the National Center of Educational Statistics (NCES). (Chapter 4)
Projected Demand and Shortfall Analysis
Occupational employment projections in the 2004-to-2014 time period from the US Bureau of Labor Statistics and the Georgia Department of Labor are matched with academic supply figures to identify significant areas of unmet need or shortfalls in Georgia. (Chapter 5)
Interviews and Recommendations
In depth interviews with energy and environmental company and R&D laboratory executives, government officials, directors of associations and nonprofit organizations, and academic professionals are presented. (Chapter 6) These interviews, along with the results of the above analyses, result in a set of recommendations for new programs that higher educational systems in Georgia

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should consider adding in support of the current and future needs of the energy and environmental cluster. (Chapter 7)

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Chapter 2. Industry Analysis of the Energy and Environmental Cluster
Overview
The energy and environmental cluster is a $9 billion business in Georgia and a $307.6 billion business nationally. These figures are based on gross domestic product (GDP) data for 2006 that show the energy industry (utilities) in Georgia accounts for 2.2% of the state's gross domestic product or $8.3 billion dollars, and waste management services comprise an additional 0.2% or $0.7 billion. The figures for the US are 2.1% (energy utilities) and 0.3% (waste management services). Thus, the cluster is similarly important to Georgia as to the US.
This chapter will examine the cluster as defined in Chapter 1, look at past industry employment trends from 2000 to 2005, and present forecasts of future employment trends to 2014. In addition, we will present research and development (R&D) data on patents, publications, and startups to sketch a picture of future developments for the industry. Georgia's competitive position in these energy and environmental industries will be measured using basic economic analysis tools such as location quotients and shift share analysis.
A location quotient (LQ) measures a state's relative concentration of a particular industry. Typically, the percentage of total jobs in an industry within a state is compared to the same ratio for the U.S., to create the LQ. For example, if an industry has 2% of total jobs in a state and that same percentage prevails for the U.S. economy, then the LQ is 1.0 (state percentage divided by the U.S. percentage). Therefore, a location quotient larger than 1.0 indicates the industry is more concentrated in the state than in the U.S.; less than 1.0 indicates just the opposite.
A shift share analysis breaks down employment growth into national share, national industry mix, and regional shift components. These components are used to estimate a region's competitiveness relative to that of the nation. A shift share analysis commonly compares what a state's job growth would have been if it followed national trends to what the job growth actually was. If the actual figure is higher than the national trends, the higher figure represents the state's competitive advantage.

Energy and Environmental Industry in Georgia
As discussed in Chapter 1, the energy and environmental cluster is composed of 14 industries. In total these industries accounted for nearly 46,000 jobs in

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Georgia in 2006, down by less than 2% from 2001 levels. (See Table 2.1.) More than 9 out of every 10 jobs in the cluster came from energy-oriented industries in mining, utilities, manufacturing, and services. However, the environmental sub-cluster had the higher growth in part because of its base in Georgia's strong service sector.

Table 2.1. Energy and Environmental Industry Employment in Georgia:

2006 and Growth 2001-6

Industry Class (NAICS)

2006 % change

2001-6

2123

Nonmetallic Mineral Mining and Quarrying

6483 -15.6%

21xx

All Other Mining

505

66.7%

Electric Power Generation, Transmission and

-1.9%

2211

Distribution

17,661

2212

Natural Gas Distribution

1,758 -10.9%

2213

Water, Sewage and Other Systems

676

77.4%

3241

Petroleum and Coal Products Manufacturing

1,156

13.4%

Ventilation, Heating, Air-Conditioning, and

Commercial Refrigeration Equipment

3334

Manufacturing

6,780

-4.9%

Engine, Turbine, and Power Transmission

-35.7%

3336

Equipment Manufacturing

1,598

5417

Scientific Research and Development Services 4,316

28.8%

5622

Waste Treatment and Disposal

2,232 -12.0%

Remediation and Other Waste Management

5629

Services

2,818

52.2%

EnergyCl1 Energy Cluster

40,933

-3.3%

EnviroClu1 Environmental Cluster

9,366

21.0%

EnEnClus1 Total Energy and Environment Cluster

45,983

-1.5%

1 EnEnClus=Total; EnergyCl=NAICS 2111-3336+5417; EnviroClu=5417,5622, 5629.

Source: US Bureau of Labor Statistics, Quarterly Census of Employment and Wages.

In comparison to national trends, Georgia's energy and environmental cluster is most competitive in the following industries (see Table 2.2): Nonmetallic mineral mining and quarrying Electric power generation Ventilation, heating, air conditioning, and commercial refrigeration equipment
manufacturing. These three industries have LQs above 1.0. Moreover, the second and third industries on the list increased their competitiveness from 2001 to 2006 as evidenced by their rising LQs.

The shift share measures in columns 5-7 in Table 2.2 suggest that many of these industries gained employment at the national level (refer to the columns labeled "National" and "Mix") but they generally fared worse in Georgia (refer to the

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column labeled "Local"). Georgia could have had more than 1,000 additional jobs in this cluster if it had followed national trends. Three energy and environmental industries had much stronger positive job growth in Georgia than one might expect from national trends: electronic power generation; ventilation, heating, air conditioning, and commercial refrigeration equipment manufacturing; and waste management and remediation services. On the other hand, nonmetallic mineral mining and quarrying and engine, turbine, and power transmission equipment manufacturing had much weaker employment trends in Georgia over the 2001-2006 time period than occurred in the nation as a whole.

Table 2.2. Energy and Environmental Cluster Competitiveness

Industry Class (NAICS)

LQ01 LQ06 National Mix Local3

Nonmetallic Mineral Mining and

2123 Quarrying

2.28 1.97

184 -416 -963

21xx Support Activities for Mining

0.02 0.03

7 54 141

Electric Power Generation,

2211 Transmission and Distribution

1.15 1.21

432 -1802 1034

2212 Natural Gas Distribution

0.53 0.51

47 -211

-53

Water, Sewage and Other

2213 Systems

0.07 0.11

9

7

279

Petroleum and Coal Products

3241 Manufacturing

0.28 0.34

24 -91 204

Ventilation, Heating, Air-

Conditioning, and Commercial

Refrigeration Equipment

3334 Manufacturing

1.30 1.45

171 -1237 718

Engine, Turbine, and Power

Transmission Equipment

3336 Manufacturing

0.78 0.53

60 -206 -742

Scientific Research and

5417 Development Services

0.20 0.23

81 310 574

5622 Waste Treatment and Disposal 0.57 0.56

61 -347

-19

Remediation and Other Waste

5629 Management Services

0.63 0.82

44 246 677

EnergyCl1 Energy Cluster

0.60 0.56 1016 129 -2530

EnviroClu1 Environmental Cluster

0.32 0.36

186 428 1012

EnEnClus1 Energy and Environment Cluster 0.60 0.57 1122

0 -1844

1EnEnClus=Total; EnergyCl=NAICS 2111-3336+5417; EnviroClu=5417,5622, 5629.

Source: US Bureau of Labor Statistics, Quarterly Census of Employment and Wages.

We can also examine how employment is forecast to change in the future in this cluster in Georgia and the nation as a whole. Using data from the US Bureau of Labor Statistics (BLS), we report forecast employment for base year 2004 and projected year 2014. (See Table 2.3) Because the data source is the BLS's employment projections rather than the Census Bureau's County Business Patterns,

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the actual numbers are different from what was presented in Tables 2.1 and 2.2. Moreover, there are no forecasts for oil and gas exploration and coal mining because these industries have such a small presence in the Georgia economy. For these reasons, we present the figures on forecast change and competitiveness.
An employment increase of nearly 6% is projected for the overall cluster and a 20% increase is projected for the environmental sub-cluster. The nonmetallic mineral, electric power, and ventilation, heating, air conditioning, and refrigeration industries are expected to continue to be more competitive than the nation, though their LQs will decline by 2014. The shift share measures in columns 7-9 suggest that employment in the energy and environmental industries will decline at the national level (refer to the column labeled "Mix") but they generally will fare better in Georgia (refer to the column labeled "Local"). Twothirds of the growth in Georgia's energy and environmental cluster will occur because of gains in the overall national economy, while one-third will be the result of Georgia's distinctive capabilities.

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Table 2.3. Future Energy and Environmental Industry Employment in Georgia: 2004 and 2014

2122 2123 2131
2211 2212 2213 3241
3334
3336 5417 5622
5629 EnEnClus EnergyClu EnviroClus

Industry Class (NAICS)

Forecasted % LQ04 LQ14 Na-

Change Change

tional

Metal Ore Mining

7 12.3% 0.07 0.06

6

Nonmetallic Mineral Mining and Quarrying

735 11.1% 2.31 2.25 685

Support Activities for Mining

50 13.0% 0.06 0.06

40

Electric Power Generation, Transmission and

Distribution

244 1.4% 1.71 1.71 1,838

Natural Gas Distribution

29 1.5% 0.68 0.78 195

Water, Sewage and Other Systems

108 20.2% 0.45 0.43

56

Petroleum and Coal Products Manufacturing

167 14.5% 0.39 0.53 119

Ventilation, Heating, Air-Conditioning, and

Commercial Refrigeration Equipment

Manufacturing

-281 -4.7% 1.43 1.39 617

Engine, Turbine, and Power Transmission

Equipment Manufacturing

-235 -14.2% 0.63 0.6 172

Scientific Research and Development Services

-183 -5.0% 0.23 0.19 377

Waste Treatment and Disposal

589 27.6% 0.8 0.78 221

Remediation and Other Waste Management

Services

1,230 47.1% 0.87 0.95 270

Energy and Environment Cluster

2,460 5.6% 0.72 0.71 4,594

Energy Cluster

641 1.6% 0.71 0.69 4,103

Environment Cluster

1,636 19.5% 0.4 0.39 868

Source: Georgia Department of Labor and US Bureau of Labor Statistics, industry employment projections.

Mix Local

-1

2

-293 344

-65 76

-2,773 -524 45 -385

1,178 359 8 433

-1,161 263

-444 37 -37 -523 228 141

383 -4,460 -4,903
225

577 2,326 1,441
543

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Future Energy and Environmental Industries
Interviews with expert informants suggest that the current pattern of energy and environmental industries is likely to be transformed by energy and environmental R&D, and future technologies and business areas that subsequently emerge. No single technology is perceived as dominant; multiple energy technologies are likely to be used to address energy needs. In short, future energy and environmental industries are likely to be dramatically different from the current situation.
The direction of these future industries is influenced in part by research and development activity. Regarding Georgia's position, through one measure of energy and environmental activity -- federal research obligations -- the state ranked 18th in federal research obligations from the US Department of Energy and 14th in this same measure from the US Environmental Protection Agency as of fiscal year 2004. Federal research obligations from these two agencies in fiscal year 2004 amounted to more than $50 million.1 In 2007, the University of Georgia's BioEnergy Science Center became a key collaborator in the U.S. Department of Energy's award of $125 million to Oak Ridge National Laboratory to create a BioEnergy Science Center focused on cellulosic biofuels (two other bioenergy research centers were funded as well); Georgia Tech's Paper Science and Technology is also involved and the Georgia Research Alliance (GRA) contributed $1.3 million to the Center for equipment and matching requirements.
Four indicators of future energy and environmental industries are presented in this section: (1) US venture capital, (2) Georgia startups, (3) Georgia patents, and (4) Georgia research publications.2
The fastest growing venture capital (VC) investment sector from 2006 to 2007 was "cleantech" according to The MoneyTree Report (PricewaterhouseCoopers 2008). This report defines cleantech as renewable energy and alternative fuels (p. 3). The cleantech sector's VC investment levels rose by nearly 50% to $2.2 billion in 2007. Solar energy, wind energy, batteries and other power supplies, and pollution and recycling technologies had the highest increases, while biofuels the second largest sector in 2007 dropped from 2006 levels following higher feedstock prices. (See Figure 2.1.) The Georgia Research Alliance provided $500,000 in FY 2007 and $400,000 in FY 2008 for biofuels research seed grants.

1 Source: Prepared by the National Science Foundation/Division of Science Resources Statistics. Data compiled from numerous sources; see the section, Data Sources for Science and Engineering (S&E) State Profiles 2008. 2 We report US venture capital investment because of the difficulty of isolating Georgia energy VC investments.

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Figure 2.1. Cleantech Investments in the US, 2005-2007
(vertical represents the size of venture capital investments in each cleantech sector by year in millions of dollars)

$700 $600 $500

2005 2006 2007

$400

$300

$200

$100

$0

Solar

Biofuels, alt. sources

Power supplies

Pollution and recycling

Wind

Source: Cleantech Comes of Age, PricewaterhouseCoopers and the National Venture Capital Association based on data provided by Thompson Reuters, April 2008, p. 10.

Energy and environmental startups are emerging in Georgia.3, the state is home
to several important cleantech ventures in ethanol, organic photovoltaics, micro
fuel cells, vehicle informatics, sensors (e.g., water, air quality), water
management (e.g., management tools, storage, filtration), and weather
forecasting. Examples include: Suniva, Peachtree City (silicon solar photovoltaic cells) First United Ethanol LLC, Camilla (corn-based ethanol) Range Fuels, Soperton (cellulosic ethanol) Innovolt, Atlanta (Power protection, energy management, energy efficiency) Qoil Technologies, Atlanta (fluid condition monitoring systems) WiSPI, Atlanta (Chip-scale fuel cells for wireless and sensor networks) Climate Forecast Applications (probabilistic weather forecasting models) Vehicle Monitoring Technologies

3 Georgia ranked 18th in federal research obligations from the US Department of Energy and 14th in this same measure from the US Environmental Protection Agency as of fiscal year 2004. Federal research obligations from these two agencies in fiscal year 2004 amounted to more than $50 million. Source: Prepared by the National Science Foundation/Division of Science Resources Statistics. Data compiled from numerous sources; see the section, Data Sources for Science and Engineering (S&E) State Profiles 2008.

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C2 Biofuels (cellulosic conversion of pine to ethanol)
Source: ATDC and VentureLab, Georgia Institute of Technology. www.atdc.org and www.gtventurelab.com, accessed, July 18, 2008.

Patent statistics for energy and environmental technologies are presented based on the location of the inventor. The specific search term we use is:4

/(xx) and (ttl/solar or ttl/wind or ttl/turbine or abst/bioremediation or abst/"fuel cell" or (abst/"power generation" or ttl/"power generation")) and apt/1 and (solar or wind or turbine or power generation in the title) or (bioremediation or fuel cell or power generation in the abstract) and (patent type = utility patent)

The results indicate that more than 100 utility patents with a Georgia inventor
deal with energy and environmental technologies. Georgia's patents comprise
less than 1 percent of all US energy and environmental patents under this
definition. (See Figure 2.2) The most common terms in the Georgia patent titles
are: Solar (23 patents), example patent number 7,168,252, Solar heated
generator Bioremediation (6 patents), example patent number 6,087155, On site
microbial bioremediation system and method of using said system Fuel cell (5 patents), example - patent number 6,403,245, Materials and
processes for providing fuel cells and active membranes Hybrid (3 patents), example patent number 5,916,699, Hybrid energy
storage system Turbine (36 patents), example patent number 7,396,207, Wind Turbine

A future perspective on energy and environmental R&D patterns is presented through bibliometric analysis. Bibliometric analysis develops and utilizes publication records in bibliographic indexes to assess patterns of scientific output within given research domains, fields, and disciplines. For the purpose of this analysis, we have the extracted scientific articles with a US author from Thomson Scientific's Science Citation Index in the Web of Science (WOS) for the time period 2006 to 2008 (June 30). We extracted these records using the following Boolean search term:

Topic
Geographic affiliation

energy OR sustainability OR "fuel cell" OR "solar power" OR "wind power" OR biofuel OR biomass OR sequestration USA

4 apt/1 = selected inventor state. Search of USPTO web site conducted in July, 2008.

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These terms yielded more than 58,000 articles relating to research conducted on energy and environmental topics in the US and more than 1,800 by authors affiliated with Georgia institutions. The top 10 most prevalent disciplines represented in the Georgia-affiliated articles (based on assignment by Thomson Scientific's Institute for Scientific Information (ISI) into journal subject category) are: Physics, Atomic, Molecular & Chemical Chemistry, Physical Materials Science, Multidisciplinary Chemistry, Multidisciplinary Environmental Sciences Physics, Condensed Matter Physics, Applied Ecology Optics Biochemistry & Molecular Biology
To visualize the relationship among these energy disciplines, we situate these journal subject categories within the "map of science" developed by Loet Leysdesdorff and Ismael Rafols (2008). The map of science is based on a decomposition of the relationship of cited to citing articles aggregated to Thomson Scientific's Institute for Scientific Information (ISI) journal subject category level. The resulting map of science represents 175 scientific journal subject categories, with 14 mega-categories labeled, and is drawn using Pajek software. (See Figure 2.2) The size of the nodes represents the number of publications. The nodes not connected in the map of science (bottom left) are in the social sciences.
The figure suggests that disciplines on the right side of the map are especially important for energy and environmental research, particularly chemistry, materials science, physics, and environmental science. Chemistry has added significance as an important discipline for linking physics, materials science, and engineering to the geosciences, environmental sciences, and biological sciences.

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Figure 2.2. Energy and Environmental Research Disciplines by Researchers at a Georgia-affiliated Institution, 2006-2008 (mid year)

Agriculture

Infectious diseases

General medicine

Biological Sci.

Ecology

Environ. Sci.

Geoscience

Chemistry

Neurosciences Clinical medicine

Computer Sci.

Materials Sci

Engineering Physics

Source: Author analysis of publication data with a Georgia affiliation extracted from the Science Citation Index, Web of Science, 2006-2008 (mid-year).

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Chapter 3. Current Demand
This chapter will examine the current demand for energy and environmental industries. The chapter focuses on actual job openings by leading Georgia employers in the energy and environmental NAICS classes discussed in Chapters 1-2. The chapter will show that an array of educational backgrounds are needed, with the most common being business and engineering, followed by information technology, technicians, science, and policy.
Measuring Current Demand
Current demand is represented in this chapter by job advertisements. Job advertisements were searched by establishments in the 12 energy and environmental NAICS classifications with 50 or more employees in Georgia. There were 132 establishments that qualified under this definition. Of these establishments, 32 had advertised job openings in the summer of 2008 on their corporate Web site that required at least a two-year postsecondary degree. An additional 15 jobs were uncovered from monster.com when using keywords such as energy or environmental along with the requirement of at least a two-year postsecondary degree. We further gathered hiring information from the Web sites of two startups Suniva and First United Ethanol to get a sense of their employment planning. This approach yielded 266 job openings for energy and environmental positions requiring postsecondary education.
These advertisements are illustrative but by no means do they constitute all energy and environmental related jobs in Georgia for college-educated workers. Some positions are filled through word-of-mouth or unadvertised searches for talent rather than through formal Web-based advertisements. This is particularly the case for the highest level of jobs requiring the most experience. Nevertheless this knowledge base is helpful in illuminating the types of knowledge workers for which the energy and environmental industry is advertising today.
For the 266 job openings, we recorded the job title and description, postsecondary educational requirement, experience requirements, and certification. A list of these jobs is presented in Appendix 3. Summaries of educational and other requirements for these positions are presented below.
Educational Level
The educational level of these positions must meet the threshold of a postsecondary level requirement. Not surprisingly then, all these positions are at the associates degree or higher academic level. Bachelor's degrees are a requirement for 86 percent of the energy and environmental jobs advertised.

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Associates degrees are the criterion for 11 percent of the jobs, followed by master's degrees at 2 percent, and doctoral degrees at 1 percent.

Major Area
We further examined these degrees concerning the types of majors that energy and environmental companies specified in their position advertisements. All but one of the advertisements we reviewed listed one or more majors or academic concentrations that they expect. Some of these advertisements specified only one specialization. Others listed as many as three. The most common major areas were engineering and business. Information technology and technical (e.g., electrician) majors were next most common. There were also a few science and policy jobs as well. (See Figure 3.1).

Figure 3.1. Most Common Major Areas: Georgia-based Energy and Environmental Companies' Job Openings
140

120

100

80

60

40

20

0

Engineering Business

IT

Technical Science Policy

Source: Georgia Tech Survey of 266 openings at energy and environmental companies, MayJuly 2008.

Detailed academic specialization requirements in recent energy- and environmental-related job advertisements indicate that the energy and environmental area draw from a wide range of disciplines. The most common detailed specialization requirements were business (general), electrical engineering, accounting, computer science, and civil engineering. (See Table 3.1.) The positions at the startup companies included in this database (as a proxy for the future industry) tend to have more technical requirements for engineering or science, although business, policy, and technician specializations are also represented.

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Table 3.1. Wide Ranging Detailed Academic Specialization

Requirements for Energy and Environmental Job Openings in

Georgia

Specialization

Number of Job Openings1

Business (general)

65

Electrical Engineering

60

Engineering (general)

44

Accounting

30

Computer Science

29

Civil Engineering

24

Mechanical Engineering

20

Finance

20

Technical/Electrical

19

Marketing

18

Management

11

Industrial Engineering

9

Human Resources

6

Biology

5

Nuclear (Engineering, Science)

3

Public Policy

3

Public Relations

3

Real Estate

3

Systems Engineering

3

Construction Engineering

2

Paralegal

2

Chemistry/Chemical Engineering

2

1Specializations referenced in two or more job openings are reported.

Source: Georgia Tech Survey of 266 openings at energy and environmental companies, May-

July 2008.

Certification Requirements
Certification requirements are not widely important in this cluster at present. Of the 266 job openings, only 13 percent had certification requirements. The most common were for Six Sigma (blackbelt, greenbelt), accounting (CPA), or engineering (EIT, PE). Another 25 job advertisements called for specialized information technology capabilities such as knowledge of computer aided design (CAD) and experience with computer programs (e.g., Java), or software applications (e.g., Oracle, Manufacturing Resource Planning systems).

Experience Requirements
Industry experience is important in energy and environmental businesses. More than 80% of job openings in our database have an industry experience requirement. Many of the positions have nominal experience requirements, however. Three of every 10 jobs require only 1-3 years of experience, while

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one of 10 jobs have no specific number of years of experience. Half of the positions require 4-8 years experience, with five years being the most common requirement (for nearly 25 percent of the positions). Ten percent of the jobs require 10 or more years of experience. (See Figure 3.1)
Figure 3.1. Experience Requirements in College-Level Energy- and EnvironmentalRelated Job Advertisements (Percentage of advertisements)

Years not spe cifie d
10%
10+ years 10%

1-3 years 29%

4-8 years 51%
Source: Author database of 266 energy/environmental job advertisements

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Chapter 4. Academic Supply
Introduction
This chapter examines the offerings of the state's public and private postsecondary educational system to supply graduates for openings in the energy and environmental cluster.
The academic major or primary field forms the basis for any analysis of the supply of energy and environmental graduates. Academic majors or primary fields of study that lead to degrees or certificates are constructed around what is called the classification of instructional programs (CIP). CIPs are hierarchically structured to organize similar fields of study into the same major grouping. This classification system has more than 1300 CIPs. It is from this listing that we discern which CIPs are most directly germane to the energy and environmental cluster.
This chapter reports information on graduates (or "completions" in educational studies nomenclature) by CIP for all public and private postsecondary institutions in the country. The number of graduates by program in these CIPs for 2004, 2005, and 2006 is extracted to produce and report a three-year average. This data comes from Integrated Postsecondary Education Data System (IPEDS), National Center for Education Statistics, US Department of Education.
Energy and Environmental Educational Programs
CIPs that are relevant to the energy and environmental cluster were identified based on their link to standard occupational classifications. (See Chapter 5) There are 27 occupations relevant to the 14 industries that the Commission for a New Georgia used to define the energy and environment cluster. We excluded educational programs in miscellaneous catch-all categories, those associated with less than a postsecondary degree, and those requiring many years of work experience such as managers. This process yielded 61 energy and environmental educational programs that fall into five general groups: environmental, engineering, technology, science, and health. (See Table 4.1)

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Table 4.1. Energy and Environmental Postsecondary Educational

Programs

CIP

Description

Mega Group

03.0101 Natural Resources/Conservation, General

Environmental

03.0103 Environmental Studies

Environmental

03.0104 Environmental Science

Environmental

03.0201 Natural Resources Management and Policy

Environmental

Water, Wetlands, and Marine Resources

03.0205 Management

Environmental

03.0206 Land Use Planning and Management/Development Environmental

03.0299 Natural Resources Management and Policy, Other Environmental

03.0501 Forestry, General

Environmental

03.0502 Forest Sciences and Biology

Environmental

03.0506 Forest Management/Forest Resources Management Environmental

03.0508 Urban Forestry

Environmental

Wood Science and Wood Products/Pulp and Paper

03.0509 Technology

Environmental

03.0510 Forest Resources Production and Management

Environmental

03.0599 Forestry, Other

Environmental

03.0601 Wildlife and Wildlands Science and Management Environmental

03.9999 Natural Resources and Conservation, Other

Environmental

14.0701 Chemical Engineering

Engineering

14.0801 Civil Engineering, General

Engineering

14.0804 Transportation and Highway Engineering

Engineering

14.0805 Water Resources Engineering

Engineering

14.0899 Civil Engineering, Other

Engineering

14.1001 Electrical, Electronics and Communications Engineering Engineering

14.1401 Environmental/Environmental Health Engineering

Engineering

14.1801 Materials Engineering

Engineering

14.1901 Mechanical Engineering

Engineering

14.2001 Metallurgical Engineering

Engineering

14.2101 Mining and Mineral Engineering

Engineering

14.2301 Nuclear Engineering

Engineering

14.2501 Petroleum Engineering

Engineering

14.3101 Materials Science

Engineering

14.3501 Industrial Engineering

Engineering

Electrical, Electronic and Communications Engineering

15.0303 Technology/Technician

Technology

Electrical

and

Electronic

Engineering

15.0399 Technologies/Technicians, Other

Technology

Environmental Engineering Technology/Environmental

15.0507 Technology

Technology

15.0903 Petroleum Technology/Technician

Technology

26.0202 Biochemistry

Science

26.0203 Biophysics

Science

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Table 4.1. Energy and Environmental Postsecondary Educational

Programs

CIP

Description

Mega Group

40.0401 Atmospheric Sciences and Meteorology, General

Science

40.0402 Atmospheric Chemistry and Climatology

Science

40.0403 Atmospheric Physics and Dynamics

Science

40.0404 Meteorology

Science

40.0499 Atmospheric Sciences and Meteorology, Other

Science

40.0501 Chemistry, General

Science

40.0502 Analytical Chemistry

Science

40.0503 Inorganic Chemistry

Science

40.0508 Chemical Physics

Science

40.0601 Geology/Earth Science, General

Science

40.0602 Geochemistry

Science

40.0603 Geophysics and Seismology

Science

40.0605 Hydrology and Water Resources Science

Science

40.0606 Geochemistry and Petrology

Science

40.0607 Oceanography, Chemical and Physical

Science

40.0699 Geological and Earth Sciences/Geosciences, Other Science

40.0801 Physics, General

Science

40.0806 Nuclear Physics

Science

40.0807 Optics/Optical Sciences

Science

41.0301 Chemical Technology/Technician

Science

41.0399 Physical Science Technologies/Technicians, Other

Science

41.9999 Science Technologies/Technicians, Other

Science

51.2202 Environmental Health

Health

51.2205 Health/Medical Physics

Health

There are 180 large energy and environmental programs in US public and private postsecondary institutions. Large programs are those which fall above the following average graduate threshold for the 2004-2006 period: Engineering 500 graduates; Environmental 100 graduates; Health 10 graduates; Science 100 graduates; Technology 100 graduates. These thresholds differ because of variations in the distribution of graduates by institution in each of these categories; engineering programs have many more graduates by institution than do health. Figure 4.1 maps the location of all institutions with over 500 annual environmental and energy graduates. The magnitude of graduates in the energy and environmental programs at a particular institution is symbolized in proportionally-sized circles. Not surprisingly, California has the most large energy and environmental programs. However, large programs are evidenced in the south in Texas, Florida, Alabama, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, and Georgia.

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Figure 4.1. Map of Large US Energy and Environmental Educational Programs at Postsecondary Educational Institutions

Note: circles represent the location of Institutions with energy and environmental programs and are proportionally sized based on average number of graduates in 2004-2006 time period. Source: Author analysis of data from the National Center for Educational Statistics
The top programs based on average quantity of graduates over 2004-2006 in each of the five mega groups are as follows: Engineering: Georgia Institute of Technology (1,915 graduates), Purdue
University, Main Campus (1,335 graduates), The University of Texas at Austin (1,288 graduates), University of Michigan-Ann Arbor (1,261 graduates), Pennsylvania State University-Main Campus (1,247 graduates) Environmental: Hocking College (775 graduates), SUNY College of Environmental Science and Forestry (400), Oregon State University (238 graduates), University of Idaho (202 graduates) Health: University of Maryland-University College (56 graduates), University of Washington-Seattle Campus (35 graduates), Tulane University of Louisiana (34 graduates), University of Cincinnati-Main Campus (33 graduates), California State University-Northridge (32 graduates) Science: University of Washington-Seattle Campus (365 graduates), The University of Texas at Austin (352 graduates), University of California-Los Angeles (334 graduates), Pennsylvania State University-Main Campus (327 graduates), University of California-San Diego (321 graduates)

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Technology: Community College of the Air Force (1,062 graduates), DeVry University-Illinois (315 graduates), DeVry University-California (291 graduates), Purdue University-Main Campus (248 graduates)
Georgia's Relative Position
Georgia has more than 3,000 graduates in energy and environmental related programs. These programs are broadly available across the state in 44 public and private postsecondary institutions. (See Table 4.2) The leading postsecondary educational institutions in terms of average numbers of graduates are Georgia Institute of Technology, University of Georgia, and DeVry University-Georgia. Figure 4.2 represents these large programs, with 25 or more graduates, geographically through the proportionally-sized circles indicating the magnitude of graduates in all energy and environmental programs at a particular institution. The map shows that most of the programs reside in Atlanta, but supply also can be seen in Athens, Carrollton, Macon, near Savannah, and other locations throughout the state.

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Figure 4.2. Map of Energy and Environmental Educational Programs at Postsecondary Educational Institutions in Georgia

1

Note: circles represent the location of Institutions with energy and environmental programs and are proportionally sized based on average number of graduates in 2004-2006 time period. Names of institutions with 25 or more graduates are labeled. Source: Author analysis of data from the National Center for Educational Statistics

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Table 4.2. Georgia Institutions and Energy and Environmental Program

Graduates

Institution1

Grads. 2

Programs

Abraham Baldwin Agricultural 20 Wildlife and Wildlands Science and

College

Management

Agnes Scott College

7 Biochemistry; Chemistry General;

Physics, General

Albany State University

3 Chemistry, General

Altamaha Technical College

6 Wood Science and Wood

Products/Pulp and Paper Technology

Andrew College

2 Environmental Science; Chemistry

General

Armstrong Atlantic State 11 Chemistry, General; Physics, General

University

Augusta State University

8 Chemistry, General; Physics, General

Augusta Technical College

15 Electrical, Electronic and Communications

Engineering Technology/Technician;

Chemical Technology/Technician

Berry College

18 Environmental Science; Chemistry,

General; Physics, General

Brenau University

1 Environmental Studies; Environmental

Science

Chattahoochee

Technical

9 Electrical, Electronic and Communications

College

Engineering Technology/Technician

Clark Atlanta University

11 Civil Engineering, General; Electrical,

Electronics and Communications

Engineering, Chemistry, General;

Physics, General

Columbus State University

11 Environmental Science; Chemistry,

General; Geology/Earth Science,

General

Columbus Technical College

6 Electrical, Electronic and Communications

Engineering Technology/Technician

Covenant College

2 Chemistry, General; Physics, General

Dekalb Technical College

12 Wood Science and Wood

Products/Pulp and Paper Technology;

Electrical, Electronic and Communications

Engineering Technology/Technician

DeVry University-Georgia

100 Electrical, Electronic and Communications

Engineering Technology/Technician

Emory University

80 Environmental Science; Chemistry,

General;

Physics,

General;

Environmental Health

Fort Valley State University

14 Electrical, Electronic and Communications

Engineering Technology/Technician;

Chemistry, General; Environmental

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Table 4.2. Georgia Institutions and Energy and Environmental Program

Graduates

Institution1

Grads. 2

Programs

Health

Georgia College and State

9 Environmental Science; Chemistry,

University

General

Georgia Institute of Technology- 2,071 Chemical Engineering; Civil Engineering,

Main Campus

General; Electrical, Electronics and

Communications

Engineering;

Environmental/Environmental Health

Engineering; Materials Engineering;

Mechnical Engineering; Nuclear

Engineering; Industrial Engineering;

Chemistry, General; Geological and

Earth Sciences/Geosciences, Others;

Physics, General; Health/Medical

Physics

Georgia Southern University

50 Electrical, Electronic and Communications

Engineering Technology/Technician;

Chemistry, General; Geology/Earth

Science, General; Physics, General

Georgia Southwestern State 10 Chemistry, General; Geology/Earth

University

Science, General

Georgia State University

65 Natural Resources Management and

Policy;

Chemistry,

General;

Geology/Earth Science, General;

Physics, General

Herzing College

3 Electrical, Electronic and Communications

Engineering Technology/Technician

Kennesaw State University

25 Biochemistry; Chemistry, General

LaGrange College

6 Biochemistry; Chemistry, General

Mercer University

30 Environmental Studies; Environmental

Science; Electrical, Electronics and

Communications

Engineering;

Environmental/Environmental Health

Engineering; Mechanical Engineering;

Biochemistry; Chemistry, General;

Physics, General

Morehouse College

22 Chemistry, General; Physics, General

North Georgia College & State 14 Chemistry, General; Physics, General

University

Ogeechee Technical College

3 Wildlife and Wildlands Science and

Management

Oglethorpe University

3 Chemistry, General; Physics, General

Piedmont College

6 Environmental Science; Chemistry,

General; Geology/Earth Science,

General; Physics, General

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Table 4.2. Georgia Institutions and Energy and Environmental Program

Graduates

Institution1

Grads. 2

Programs

Savannah State University

14 Electrical, Electronic and Communications

Engineering Technology/Technician;

Chemistry, General; Geology/Earth

Science, General

Savannah Technical College

5 Electrical, Electronic and Communications

Engineering Technology/Technician

Shorter College

2 Environmental Science; Chemistry,

General

Southern Polytechnic State 52 Electrical, Electronic and Communications

University

Engineering Technology/Technician;

Physics, General

Spelman College

24 Environmental Science; Biochemistry;

Chemistry, General; Physics, General

Swainsboro Technical College

12 Wildlife and Wildlands Science and

Management; Electrical, Electronic and

Communications

Engineering

Technology/Technician

Thomas University

1 Environmental Studies

University of Georgia

205 Natural

Resources/Conservation,

General; Environmental Studies;

Forestry, General; Forest Sciences and

Biology; Wildlife and Wildlands

Science and Management; Biochemistry;

Chemistry, General; Geology/Earth

Science, General; Physics, General;

Environmental Health

University of West Georgia

30 Environmental Studies; Environmental

Science;

Chemistry,

General;

Geology/Earth Science, General;

Geological

and

Earth

Sciences/Geosciences, Other; Physics,

General

Valdosta State University

14 Environmental Science; Chemistry,

General; Physics, General

Wesleyan College

3 Chemistry, General; Physics, General

Grand Total

3,014

1 The following institutions offer programs that did not record an average of 1 graduate from

2004-2006: ITT Technical Institute (Electrical, Electronic and Communications Engineering

Technology/Technician), Paine College (Environmental Science; Chemistry, General)

2 Average number of graduates from 2004-2006.

Source: Integrated Postsecondary Education Data System, National Center for Educational

Statistics.

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In addition to these major programs, we examined specific courses with an explicit energy, environmental, or sustainability emphasis at three large postsecondary educational institutions (University of Georgia, Georgia State University, and Georgia Tech). We found 226 courses offered at these institutions with an explicit energy, environmental, or sustainability emphasis. These courses are listed in Appendix 4.

These aggregate numbers of graduates do not fully indicate the extent of strength or weakness of Georgia offerings, particularly relative to the US. LQs are used to assess these educational areas of strength and weakness. LQs Table 4.3 shows that Georgia is most competitive in Forest Sciences and Biology; Environmental Health; and Industrial Engineering. The state has opportunities for enhancement in programs with low LQs: Biochemistry; Chemical Technology/Technician; Natural Resources/Conservation; General, Environmental Studies; and Natural Resources Management and Policy.5

Table 4.3. Competitiveness of Georgia's Postsecondary

Educational Programs in the Energy and Environmental Areas

Programs

LQ Graduates1

Forest Sciences and Biology

5.27

46

Environmental Health

2.50

44

Industrial Engineering

2.44

401

Wood Science and Wood Products/Pulp and Paper 2.16

11

Technology

Geological and Earth Sciences/Geosciences, Other

2.03

27

Health/Medical Physics

1.60

5

Wildlife and Wildlands Science and Management

1.23

49

Nuclear Engineering

1.07

17

Chemistry, General

0.97

356

Materials Engineering

0.84

37

Electrical, Electronics and Communications Engineering 0.84

604

Mechanical Engineering

0.82

479

Physics, General

0.74

138

Environmental/Environmental Health Engineering

0.69

26

Chemical Engineering

0.66

131

Civil Engineering, General

0.64

236

Forestry, General

0.49

15

Environmental Science

0.47

36

Electrical, Electronic and Communications Engineering 0.44

221

Technology/Technician

Geology/Earth Science, General

0.43

51

Biochemistry

0.42

52

Chemical Technology/Technician

0.27

6

5 The program Geology/Earth Science, General is not reported as an opportunity area because of the proximity of this program to "Geological and Earth Sciences/Geosciences, Other, which is a programmatic area of strength.

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Table 4.3. Competitiveness of Georgia's Postsecondary

Educational Programs in the Energy and Environmental Areas

Programs

LQ Graduates1

Natural Resources/Conservation, General

0.21

11

Environmental Studies

0.18

16

Natural Resources Management and Policy

0.04

1

1 Average number of graduates from 2004-2006.

Source: Integrated Postsecondary Education Data System, National Center for Educational

Statistics.

The LQ's in this table that are below one may not automatically mean that Georgia should add more energy and environmental educational programs. However, they may indicate a possible bottleneck for future expansion of the cluster in the state. Considerable growth in the demand for employees with certain energy and environmental degrees and majors would probably require employers to recruit from schools in nearby states for Biochemists or Chemical Technologists and Technicians, for example.

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Chapter 5. Demand and Supply for Energy and Environmental Occupations
The previous chapters have suggested that the energy and environmental cluster is a broad-based area that includes many different industries and academic programs. The cluster is poised for growth in light of recent policy emphasis on green technologies, but its ability to expand depends in part on having the right talent available to support this expansion. The USG has examined the extent to which mismatches between the demand for knowledge workers and the supply of university graduates exist in various occupations for more than 10 years. Supply-demand analysis can be used to help address large gaps between supply and demand arising when industry structure transforms, consumer tastes change, demand for products or services shifts, and/or technological advances occur. Labor mobility restrictions, rapid pace of change, and regional industrial concentrations can challenge industries on the rise to find the skills they need. Because of the lead time necessary in developing or expanding educational programs, it can be helpful to foresee potential gaps in demand for various types of jobs.
This chapter uses long-term projections of employment in occupations in the energy and environmental cluster and links these projections to present levels of graduates from energy and environmental major fields of study in the state's postsecondary educational institutions. Long-term projections draw on models of standard demographic, business, and economic trends. These projections can be used to identify any long-range mismatches between projected demand for certain types of workers and current supply of graduates. It does not take into account any changes that may occur in demand as a result of new and highly successful economic development business recruitment strategies that may expand the cluster in unexpected directions. We cannot pinpoint the extent to which out-of-state labor may migrate to Georgia to fill open positions in energy and environmental firms. Some number of Georgia graduates also leaves the state for other employment locations; Drummond and Youtie (2001) found that 72 percent of graduates in the 1993 to 1997 time period were found in the Georgia workforce database in 1998.6 The analysis does give us an initial look at any long-range employment disparities in the energy and environmental cluster that could limit Georgia's economic development recruitment strategy.

6 The results of this analysis are judged to be too dated more than 10 years old to validly include in this analysis.

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What is an Energy and Environmental Cluster Occupation?
As in the case of the industry and supply analysis, there is no standard definition of what is and what is not an energy and environmental occupation. Growing attention has been directed towards "green jobs" or "green collar occupations." We found seven different occupational definitions of green jobs from the State of Texas Energy Cluster Assessment, 2005, Colorado Industry Cluster Profile, Austin Renewable Energy Workforce Assessment, Indiana Corn Marketing Council, American Solar Energy Society, Central California's Renewable Energy: Strategic Opportunities for the Great Central Valley, and the Green Careers Resource Guide. (See Appendix 2) Three of the seven sources agree that Environmental Engineering Technicians is a green occupation. But only one source considers Mining and Geological Engineers to be a green occupation.
This analysis uses the Standard Occupational Classification (SOC) system published by the Office of Management and Budget (OMB) in 1999 and utilized by the US Bureau of Labor Statistics for portraying all occupational employment information for current periods and 10 year projections. The SOC classifies all workers into more than 800 occupations. To facilitate classification, occupations are combined to form 23 major groups, 96 minor groups, and 449 broad occupations. Each broad occupation includes detailed occupation(s) requiring similar job duties, skills, education, or experience.
To define energy and environmental occupations, we used the base year 2006 national staffing matrix which relates occupations to industries. This matrix is published at the national and, with a slightly different variation, at the state level. This analysis employs that national staffing matrix because it is most recently updated to base year 20067. This matrix represents a complex manyto-many relationship, since an occupation can serve more than one industry, and an industry can be served by more than one occupation. All secretaries, general managers, and occupations not customarily expecting two or four year degrees were excluded. We defined a set of 21 core occupations, excluding managers, teachers, and cost estimators. Table 5.1 presents the resulting list of occupations, along with a mega-grouping of these occupations into one of three general categories: Engineering Scientific Technical

7 The authors checked with the Georgia Department of Labor accessing the base year 2006 Georgia staffing matrix; this matrix is not available in time to be used in this project.

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Table 5.1. Energy and Environmental Occupations and Type of

Educational Requirement

SOC

Occupation Name

Group Educational

Level

17-2041

Chemical Engineers

Engineering Bachelor's

17-2051

Civil Engineers

Engineering Bachelor's

17-2071

Electrical Engineers

Engineering Bachelor's

17-2072

Electronics Engineers, Except Engineering Bachelor's

Computer

17-2081

Environmental Engineers

Engineering Bachelor's

17-2112

Industrial Engineers

Engineering Bachelor's

17-2131

Materials Engineers

Engineering Bachelor's

17-2141

Mechanical Engineers

Engineering Bachelor's

17-2151

Mining and Geological Engineering Bachelor's

Engineers, Including Mining

Safety Engineers

17-2161

Nuclear Engineers

Engineering Bachelor's

17-2171

Petroleum Engineers

Engineering Bachelor's

17-3023

Electrical and Electronic Technical

Associate

Engineering Technicians

17-3025

Environmental Engineering Technical

Associate

Technicians

19-1021

Biochemists and Biophysicists Scientific

Doctoral

19-1031

Conservation Scientists

Scientific

Bachelor's

19-1032

Foresters

Scientific

Bachelor's

19-2012

Physicists

Scientific

Doctoral

19-2021

Atmospheric and Space Scientific

Bachelor's

Scientists

19-2031

Chemists

Scientific

Bachelor's

19-2032

Materials Scientists

Scientific

Bachelor's

19-2041

Environmental Scientists and Scientific

Master's

Specialists, Including Health

19-2042

Geoscientists,

Except Scientific

Master's

Hydrologists and Geographers

19-2043

Hydrologists

Scientific

Master's

19-4031

Chemical Technicians

Technical

Associate

19-4041

Geological and Petroleum Technical

Associate

Technicians

19-4091

Environmental Science and Technical

Associate

Protection

Technicians,

Including Health

Source: U.S. Bureau of Labor Statistics, Standard Occupational Classification.

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Long-Term Demand
Projections from 2004 to 2014 suggest that Georgia's need for energy and environmental workers will increase by more than 15% over the time period. Georgia will need 1,340 workers annually in energy and environmental occupations, taking into account both annualized 10-year growth and net replacements (that is, workers who transfer from other occupations or leave the workforce but not persons leaving the state or changing occupations). Figure 5.1 breaks down the number of annual openings by the various energy and environmental occupations. The top core occupations with at least 100 annual openings per year include:
Industrial Engineers Civil Engineers Electrical and Electronic Engineering Technicians Mechanical Engineers Electronics Engineers, Except Computer Electrical Engineers
Also important are Chemists, Chemical Technicians, Environmental Engineers, Environmental Engineering Technicians, Chemical Engineers, Environmental Scientists and Specialists, Including Health, Environmental Science and Protection Technicians, Including Health, Materials Engineers which are projected to have more than 20 openings a year. These occupations are either at the bachelor's or associate's degree level.

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Figure 5.1. Annual Georgia Openings in Energy and Environmental Occupations: 2004-2014

Industrial Engineers Civil Engineers
Electrical and Electronic Engineering Technicians Mechanical Engineers
Electronics Engineers, Except Computer Electrical Engineers Chemists
Chemical Technicians Environmental Engineers Environmental Engineering Technicians
Chemical Engineers Environmental Scientists and Specialists, Including Health Environmental Science and Protection Technicians, Including Health
Materials Engineers Nuclear Engineers
Conservation Scientists Foresters Physicists
Atmospheric and Space Scientists Materials Scientists
Geoscientists, Except Hydrologists and Geographers

60 60 50 40 30 30 30 20 10 10 10 10 10 10 10

0

50

Source: US. Bureau of Labor Statistics.

210 200 170 140 120 110

100

150

200

250

Shortfall Analysis
The shortfall analysis compares these projected annual openings to the number of graduates that Georgia's postsecondary educational institutions produced annually averaged over the 2004 to 2006 time frame. Graduates of each program are allocated to related occupations by calculating an allocation factor for each program-to-occupation relationship based on the SOC-CIP Crosswalk. The allocation factor is the number of openings in the occupation divided by the total number of openings in all occupations related to the program. Once all programs are allocated, the number of graduates coming from all related programs is summed for each occupation. For some occupations the number of allocated graduates may exceed the number of openings. When this is the case the "excess" graduates are then re-assigned to their original programs, in proportion to the size of the program. The process is repeated until the largest number of "excess" graduates is less than ten. The results are presented in Table 5.2.

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Table 5.2. Annual Georgia Openings, Graduates, and Shortfalls in

Energy and Environmental Occupations

Occupation

Annual Openings Graduates Shortfall

Environmental Engineering Technicians

40

0

40

Environmental Engineers

50

13

37

Chemical Technicians

60

25

35

Atmospheric and Space Scientists

10

0

10

Materials Scientists

10

0

10

Environmental Scientists and Specialists,

30

26

4

Including Health

Environmental Science and Protection

30

26

4

Technicians, Including Health

Industrial Engineers

210

210

0

Civil Engineers

200

200

0

Electrical and Electronic Engineering

170

170

0

Technicians

Mechanical Engineers

140

140

0

Electronics Engineers, Except Computer

120

120

0

Electrical Engineers

110

110

0

Chemical Engineers

30

30

0

Materials Engineers

20

20

0

Nuclear Engineers

10

10

0

Conservation Scientists

10

10

0

Foresters

10

10

0

Physicists

10

10

0

Geoscientists, Except Hydrologists and

10

10

0

Geographers

Mining and Geological Engineers, Including

0

0

0

Mining Safety Engineers

Petroleum Engineers

0

0

0

Biochemists and Biophysicists

0

0

0

Hydrologists

0

0

0

Geological and Petroleum Technicians

0

0

0

Chemists

60

60

0

Total

1340

1200 140

Source: Author analysis of data from the National Center for Educational Statistics and the US

Bureau of Labor Statistics.

The results show moderately sizeable but not substantial shortfalls in occupations primarily serving the energy and environmental cluster. Only seven of the 26 occupations included in this analysis have shortfalls. Total shortfalls estimated for these seven occupations are just over 140 workers. The top three occupations in terms of worker shortfalls are: Environmental Engineering Technicians, Environmental Engineers, and Chemical Technicians. Three of these occupations (those specifying technicians) typically require associate's degrees. Environmental

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Scientists typically have master's degrees, while the other three occupations typically require bachelor's degrees. The specific competencies pertaining to the seven occupations with shortfalls are described in Table 5.3.

Table 5.3. Occupations with Shortfalls and their Specific Competencies

Occupations

Competencies

Environmental

Develop solutions to environmental problems using the

Engineers and

principles of biology and chemistry. They are involved in

Technicians

water and air pollution control, recycling, waste disposal,

and public health issues. Environmental Engineering

Technicians may assist in the development of

environmental pollution remediation devices under

direction of an engineer.

Chemical

Work with chemists and chemical engineers, developing

Technicians

and using chemicals and related products and equipment.

Generally, there are two types of chemical technicians:

research technicians who work in experimental

laboratories and process control technicians who work in

manufacturing or other industrial plants. Many chemical

technicians working in research and development conduct

a variety of laboratory procedures, from routine process

control to complex research projects.

Atmospheric and Investigate atmospheric phenomena and interpret

Space Scientists

meteorological data gathered by surface and air

stations, satellites, and radar to prepare reports and

forecasts for public and other uses.

Materials Scientists Research and study the structures and chemical

properties of various natural and manmade materials,

including metals, alloys, rubber, ceramics, semiconductors,

polymers, and glass.

Environmental

Conduct research or perform investigation for the

Scientists and

purpose of identifying, abating, or eliminating sources of

Specialists,

pollutants or hazards that affect either the environment

Environmental

or the health of the population. Environmental Science

Science and

and Protection Technicians Performs laboratory and field

Protection

tests to monitor the environment and investigate sources

Technicians

of pollution, including those that affect health, often

under the direction of an environmental scientist or

specialist.

Source: US Bureau of Labor Statistics, Occupational Outlook Handbook, 2008-09 Edition.

These shortfall numbers are moderately sizeable but not enormous. However, the extent of shortfall likely does not represent growth from change in demand,

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technologies, public policy, state economic development strategy, and other factors.

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Chapter 6. Qualitative Interviews

Background
The project team conducted more than 20 interviews with executives from government, business, academia, and associations/non-profit organizations. These interviews were conducted from July to August of 2008. Most of the interviews took place in person. The conversations were guided by a broadbased protocol asking representatives from industry about make-up of the workforce at the company/organization, occupational shortages, interactions with academia, competitiveness of Georgia in the energy and environmental area, and interest in using continuing education programs. Representatives from academia were asked about current offerings in the energy and environmental area, gaps in programs, leading educational institutions outside of Georgia, interdisciplinary intersections, and needs in terms of facilities, programs, and faculty.
Thematic Findings
These interviews suggested the following energy and environmental themes that influence talent needs, which are summarized in Table 6.1 and described below:

Table 6.1. Energy and Environmental Workforce Themes Demand for energy and environmental professionals is expected to skyrocket Energy/environmental engineers and scientists are aging The future mix of energy and environmental technologies is uncertain Continued strong economic growth in Georgia will necessitate major infrastructure upgrades Sustainable transportation systems and solutions will be a prominent need An interdisciplinary approach to energy and environmental education will be in high demand There will also be demand for skills that can make the link between sustainability, business, and policy
Demand for energy and environmental professionals is expected to skyrocket.
Several interviewees observed the dramatic increase in concerns about energy and environmental issues. One interviewee likened the growth of this area to what the information technology field experienced in the 1990s: "The next few years could see the `dot com' of renewable energy systems growth." According to another interviewee, "The industry as a whole is challenged by a rapidly rising demand for energy services, while the existence of energy engineers and project developers for the industry is expanding slowly."

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The current workforce is aging.
A cadre of engineers and scientists with educational and experiential backgrounds was developed during the energy crisis of the 1970s and 1980s. A survey conducted in 2007 by the Carnegie Mellon University Electricity Industry Center found that nearly all the utility human resources executives queried (80%) listed the aging work force as their number one concern. (Lave, Ashworth, and Gellings 2007). Georgia interviewees also underscored that the current supply of energy experts that came out of this energy crisis has dwindled or will retire within a decade and will need to be replaced. Specific to nuclear power, the lack of experienced engineers with design and construction practices of the new nuclear plants was also identified as a major challenge. This retirement is exacerbated by the gradual dissolution of many energy programs that originated or were popularized in the 1970s and 1980s, including at Georgia educational institutions, and a shortage of energy educators.
The future mix of various energy and environmental technologies is uncertain.
The new breed of energy engineers will have new challenges because of the tremendous growth in alternative forms of energy (e.g. solar, biomass, wind, geothermal, efficiency), which are now being required by states through their capacity planning processes. However, it is unclear which and how many of these technologies will persist. Several interviewees noted that many technological solutions will more than likely be in place, particularly depending on the alternative energy resource strengths of the region. The current lack of certifications and standards adds to these uncertainties and challenges the ability of consumers and businesses to rely on any given solution. In sum, the uncertainties associated with emerging energy and environmental technologies means that educational programs addressing the renewable energy area will have to be multi-faceted.
Continued strong economic growth in Georgia will necessitate major infrastructure upgrades.
Georgia is one of the five fastest growing states in the country and therefore continues to attract new buildings, facilities, and infrastructure development. This level of activity occurs against a backdrop of continuing environmental concerns as states put more and more requirements and regulations into building codes and construction reviews.
Moreover, the growth of renewable energy sources such as wind and solar will necessitate a new skill set for installers and operators. These renewable

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energy systems have unique features and operational considerations that require a specifically-trained construction, operation, and maintenance workforce. Together, it is expected that extensive infrastructure improvement will be required, including expanded baseload energy generation and smart power delivery systems, as well as high-performance energy-efficient buildings and business and industry systems. These factors have given rise to the emerging emphasis on high-performance buildings, eco-friendly industry, and green businesses. The designers, architects, installers, and trades that construct traditional buildings have to be educated in the new, highperformance building systems. Demand for certified architects to design green buildings, certificates for inspectors, and certificates for green builders is expected to grow tremendously and the certified professional will become the norm and not the exception. One interviewee said, "if you are doing things the same way you did 15 years ago you're probably doing it wrong."
Sustainable transportation systems and solutions will be a prominent need.
Transportation accounted for 28% of US greenhouse gas emissions in 2006 but 34% in metro Atlanta (as of 2000). 8 Georgia's continued growth, including in and around Atlanta, will place greater prominence on the ability of local talent to have skills and expertise in sustainable transportation systems. Georgia in general, and Atlanta in particular, are well positioned to serve as a testbed for smart growth strategies such as transit-oriented development and intelligent transportation systems. In addition, alternative energy transportation systems such as biofuels and plug-in hybrid electric vehicles could provide Georgia residents with relief from high gasoline costs, if the needed infrastructure, engineering and business systems can be established. Such a transition can be assured only if the State's workforce has the necessary skillset.
An interdiscipinary approach to energy and environmental education will be in high demand.
Energy is interdisciplinary in nature. It calls for mechanical engineering, electrical engineering, economics, business, and environmental knowledge. Understanding of economics and societal impacts are also essential for the energy engineer because much of their time will be spent determining how to minimize the environmental impacts and costs. In addition, energy systems are large and extensive and require a different kind of system thinker or expert from the nanoscale systems that are popular in today's university curriculum. Training that can make connections between energy and environmental

8 US Environmental Protection Agency, 2008, Inventory of U.S. Greenhouse Gas Emissions and Sinks 19902006; Climate Change Studio, 2008, May, Climate Change in the Atlanta Metropolitan Region, Atlanta, Georgia Institute of Technology.

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sciences as well as business, financial, and other disciplines will be in high demand.
There will also be demand for skills that can make the link between sustainability and business or policy.
Over the last decade, the issue of "sustainability" has gained prominence as businesses seek to meet new regulatory requirements and convey their environmental friendliness, as communities and government agencies commit to shrinking their carbon footprints (a measure of the quantity of greenhouse gases from human actions), and as individuals become increasingly concerned about their personal impact on the environment. Sustainability refers to the capacity of society to meet current needs without degrading the ecological and socio-economic systems that will be needed by future generations. It requires the understanding of complex interdependences, including the linkages between environmental, economic, and social systems. In business terms, it focuses on the triple bottom line: people, profit, and planet.
Demand is building for workers who are broadly trained in sustainability concepts and sciences, and who understand the interconnections between society and the environment. Interdisciplinary training in sustainability prepares students to solve pressing problems confronting the world, ranging from global climate change and energy security to water management and livable cities. One company characterized their "ideal" new employee as having a combination of an undergraduate degree in engineering and a graduate degree in "softer" disciplines such as sustainability, public policy or business. It is estimated that 30% of Fortune 500 companies now have Chief Sustainability Officers. Although these positions are often filled by experienced insiders to develop their sustainability policies and annual and other reports, they are an indication of the growing importance of sustainability skills. One Georgia academic hypothesized that: "As Georgia becomes more aware of sustainability needs from a business opportunity perspective, there is going to be a tremendous demand for a workforce trained in sustainability concepts."

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Chapter 7. Recommendations
Introduction
This study has found that the employment in current energy and environmental industries in Georgia has risen modestly. However, future needs are expected to expand considerably. This divergence between current and future workforce requirements makes energy and environmental educational planning difficult. Federal and state government activity has stepped in to support this gap. The Higher Education Sustainability Act (HESA) of the Higher Education Opportunity Act 9 creates a grant program to help postsecondary educational institutions design and implement sustainable practices. State programs are also emerging. For example the State of Washington passed the Governor's Climate Change and Green Collar Jobs bill, (House Bill 2815) with explicit sections (sections 9 and 10) devoted to development and creation of green economy jobs and training programs. The State of Virginia has issued a decree in 2008 that every agency with an annual utility bill greater than $4 million must have a Certified Energy Manager on staff; this action is an example of how the state can accelerate current demand for increased energy training to get a head start on future industry needs. The private sector is also participating with institutes of higher education to expand the supply of trained workers. For example, Johnson Controls is looking for universities that will provide electrical engineering and power systems training, and they will provide grants to support such programs.
Georgia has several strengths in the energy and environmental area. Power generation industries are nationally competitive as evidenced by, among other sources, the industry LQ analysis in Chapter 2. Moreover, energy and environmental programs of one sort or another are available throughout the educational system at 44 public and private postsecondary educational institutions. Indeed, University of Georgia, Georgia State, and Georgia Tech offer more than 226 courses with energy, environmental, and sustainability in their title. On the other hand, there are several areas in energy engineering and sustainability sciences that could be addressed according to quantitative gaps and qualitative interviews. In addition, the linkage between business and and sustainability is observed in our analysis of 230 current job openings. Our qualitative interviews further emphasized the importance of training programs to support the needs of the expanding high performance buildings industry. These areas are discussed in the following section on recommendations.

9 HR 4137.
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Recommendations
Given the uncertainties of the future of workforce needs in the energy/environmental cluster, higher educational approaches should emphasize flexibility and a wide range of educational offerings, particularly the following areas:
Energy Engineering
Key competencies of an energy engineering program include: interdisciplinary knowledge of various energy fields (e.g., electrical, mechanical), understanding of interconnections with environmental science programs, and expertise in alternative energy systems as well as existing systems, and familiarity with economics and public policy. In addition, hands-on work with large energy systems is a critical competency. Looking to the future, biomanufacturing and biofuels conversion will be growing needs.
Degree-granting programs focusing on energy and energy-related fields exist in a majority of the states according to the International Energy Program Evaluation Conference's inventory of postsecondary educational programs (Valencia and Vine, 2006). These programs are particularly numerous at the MS and MA level, with 71 of the 105 energy-related programs offered as master's level degrees. In addition, 36 Bachelors and 49 doctoral degrees currently are offered (multiple degree programs exist at many institutions). Detailed information about the programs in this inventory, including key features, web sites, and contact information, is presented in Appendix 5. See for example:
University of California at Berkeley, Energy and Resources Program Iowa State University, Biomass Program University of Massachusetts at Lowell, Energy Engineering Program and Solar
Energy Program New York Institute of Technology, Master of Science in Energy Management Curtin University of Technology, Renewable Energy Engineering Arizona State University, Power Engineering Virginia Polytechnic University Green Engineering Program
Georgia colleges and universities at this time do not have any broad-based degree-granting energy engineering programs although there are related courses and majors. Therefore we recommend the following:
Recommendation: In the near term, develop minors and four year-plus programs in energy engineering. These programs should have sufficient flexibility to accommodate changes in renewable and alternative energy technologies, support interdisciplinary course taking, and provide for degree-related practical work experience (practicum). In the long term, develop a system-wide degree

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program in energy engineering. We recommend a major combined with a coordinated approach across the university system that provides for multiinstitutional cross listing of courses and feeder programs in energy engineering. Such a long-term approach will encourage leveraging of program development resources, cross-institutional sharing, and creation of an identity in the area in the system as a whole.
Sustainability Sciences and Management
Numerous educational programs are being created across the country focusing on sustainability. Key competencies developed in these programs include: scientific basis of environmental sciences; interconnections among the interaction of environmental, economic, and social systems. Four of these are described in Table 7.1 Duke University's Nicholas School of the Environment, University of North Carolina Institute for the Environment, University of Michigan's Erb Institute, and Arizona State University's Global Institute of Sustainability but many other programs exist including: Portland State University (Environmental Sustainability Cluster); University of Minnesota (Ecosystem Science and Sustainability Initiative); Colorado State University (School of Global Environmental Sustainability); and Berea College (Sustainability and Environmental Studies Program). Each of these initiatives offers students an academic degree in sustainability.
Georgia does not yet have a program focused on sustainability science, technology, business, or management at the college or university level although there are related courses and concentrations. By creating sustainability programs in higher education in Georgia, the teaching of sustainability concepts can be infused throughout the educational curriculum. Such programs need to have broad interdisciplinarity, covering diverse areas such as: climate and atmospheric change, water management, renewable and sustainable energy technologies, economic issues including carbon offsets, sustainable enterprise, public policy, communications, and social marketing. Moreover, such programs would be consistent with the goals of the Higher Education Sustainability Act (HESA).
Recommendation: In the sciences, develop a degree program in sustainability that is multi-disciplinary, and includes chemistry as well as biology, environmental science, and the like. Develop a master's degree with a concentration in sustainability metrics and reporting for business and public policy. Such a program should address topics such as lifecycle analysis, measuring sustainability reporting requirements, and carbon footprint analysis. We recommend clustering hiring to produce impact in the area.

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Table 7.1. Sustainability Programs and Degrees

Programs and Degrees

Institution

Contacts for More

Information

The Nicholas School of the Environment at Duke was founded as Duke University's

Tavey McDaniel

the nation's first school of the environment.

Nicholas School of Environmental Sustainability

In cooperation with Duke's Trinity College of Liberal Art, it offers the Environment

Coordinator

BA and BS programs in Environmental Science and Policy. Many http://www.env.duk tavey.mcdaniel@duke.edu

students use this interdisciplinary approach to study

e.edu/programs

contemporary issues in sustainability.

Telephone: (919) 660-

Minor in Environmental Science & Policy offered by the Nicholas

1434

School, complements majors in Public Policy, Biology, Chemistry,

Biological Anthropology and Anatomy, and Earth and Ocean Science among others. The Master of Environmental Management (MEM) degree trains

Ryan Powell Sustainability Education & Outreach

students to understand the scientific basis of environmental

ryan.powell@duke.edu

problems, as well as the social, political and economic factors

that determine effective policy options for their solution. The traditional PhD, which is offered through the Duke Graduate
School, provides the opportunity for students to pursue in-depth

Telephone: (919) 6601470

interest in a more narrowly focused field in preparation for a career in teaching and/or research. Doctoral students work with faculty in each of the Nicholas School's three divisions, including environmental science and policy.

203 Allen Building Box 90027 Durham, NC 27708-0027

Academic programs and curricula across all areas of study educate students about the interplay between economy, environment, and society, and prepare them to solve some of today's most pressing issues. Housed in the Kenan-Flagler Business School, the Center for Sustainable Enterprise focuses on tackling ecological integrity and social equity in the business world. Undergraduate degrees in Environmental Studies, Environmental
Science, and Environmental Public Health. A Sustainability Minor offers courses in: Anthropology, City and
Regional Planning, Economics, Geography, Physics, Marine Sciences, Public Policy, Sociology

University of North Carolina Institute for the Environment and Kenan-Flagler Business School
http://www.kenanflagler.unc.edu/

Sustainability Office 103 Airport Drive CB1800 Chapel Hill, NC 27599
Phone: (919) 843-7284

Academic degrees are offered at the Bachelors and masters level.
Bachelors' Degree: Program in the Environment and the Ross School of Business
MBA/MS Program involves a challenging blend of coursework, projects and research related to business, the environment and sustainability. Students enrolled in this three-year program earn a Master of Business Administration from the Stephen M. Ross School of Business and a Master of Science from the School of Natural Resources and Environment.
Academic-degree programs in sustainability not only build on the skills generated by discipline-based study, but make it possible to address the linkages between people in their social, natural, and built environment. More than 20 courses are offered at the graduate level, ranging from Principle of Sustainability and International Development and Sustainability to Institutions, Environment, and Society, and Urban Ecological Systems.

University of Michigan Erb Institute
erbinstitute@umich.e du
Arizona State University Global Institute of Sustainability
http://sustainability. asu.edu/giosmain/c ampus/index.htm

Erb Institute for Global Sustainable Enterprise, Dana Building, 440 Church Street Ann Arbor, MI 481091041
Phone: 734/647.9799
School of Sustainability Arizona State University PO Box 875502 Tempe, AZ 85287-5502

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Table 7.1. Sustainability Programs and Degrees

Programs and Degrees

Institution

BA and BS in Sustainability. The B.S. program introduces students to the concept of sustainability in the context of realworld problems, exploring the interaction of environmental, economic, and social systems.
MA and MS in Sustainability. Graduates will be able to think in a holistic way about different types of sustainability problems using a dynamic systems framework. They will have the technical skills to formulate and solve problems at the appropriate scale, and the breadth of vision to recognize the interconnectedness of coupled social and environmental systems.
Doctorate. Ph.D. graduates will have an advanced understanding of the dynamics of coupled socio-ecological systems and will be able to lead others in research and providing adaptive solutions to specific sustainability challenges.
Source: Author analysis of Web sites

Contacts for More Information

High Performance Buildings and Associates Degrees
We recommend that new curricula be developed to support the growth of high performance building skills targeted to installers, operators, code officials, home energy raters, Leadership in Energy and Environmental (LEED) professionals, and other trades. These curricula should include new skill sets to support use of wind, solar, and other distributed energy sources, which require an understanding of grid interconnections and the design and operation of microgrids. The curriculum should also provide the training needed for upgrading and improving the existing energy infrastructure. In addition, these curricula should address the shortage of engineers that understand industrial energy technologies and energy management, which is a cross-functional discipline requiring electrical, mechanical, industrial, and environmental, as well as finance and policy knowledge.
Certifications, as well as technician-level degree program offerings, are recommended. According to one university educator at a four-year university in Georgia, "Two-year technical education is a huge workforce need in the energy area."
The Technical College System of Georgia and its partners received nearly $1 million in grant funding from the US Department of Labor to create a State Energy Training and Education Center, which could play an important role in this area.
Best practice example: Laney College in Oakland California operates an Environmental Control Technology program which offers an associate's degree and three certificate programs targeted to providing talent to support the needs for high performance building services. In addition, and in conjunction with the Lawrence Berkeley National Laboratory and the Peralta Community College

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District, the College is in the process of finalizing development of an Advanced Environmental Control Technology program, sponsored by the National Science Foundation. (Crabtree et al., 2004). This advanced program moves from individual component systems (e.g., refrigeration, lighting) to an integrative approach. Technical skills in the curriculum include: basic building operations; control system programming; sustainable design; green buildings; performance measurement and information technology; safety; risk management; and troubleshooting. There is also an information technology system incorporated into the curriculum to facilitate integrative systems learning. For more information, please contact: Nick Kyriakopedi, (510)464-3292 ext2, nkyriakopedi@peralta.edu, or visit their Web site at www.laney.peralta.edu.
There are also some complementary programs at the university level. Descriptions and contact information for these programs are in Appendix 5. See for example: University of California at Berkeley, Building Science Study Area University of Maryland, Center for Environmental Energy Engineering. Massachusetts Institute of Technology, Building Technology University of Colorado at Boulder, Building Systems Program
Recommendation: In the near term, develop a certificate program in energy efficiency and high performance building systems assessment. In the long term, develop two- and four-year programs with concentrations in high performance building systems, energy efficiency, and green building policies and programs.
Industry's Role in Continuing Education
Private industry and professional associations are playing a strong role in continuing education. There are continuing education courses cost-effectively offered by high performance building nonprofit organizations (e.g., LEED certification), American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), and Association of Energy Engineers (AEE). Georgia colleges and universities cannot compete cost-effectively with these high-volume, "commodity" approaches to continuing education. Any new efforts in continuing education for the energy and environmental cluster would best be situated by including more specialized training areas in targeted energy and sustainability areas. Collaboration and partnerships with industry should be explored.
Recommendation: Develop customized training in energy engineering, sustainability and high performance buildings in partnership with industry.
Macro-scale Facilities
Macro-scale buildings and facilities are critical to creating a learning environment for understanding large energy and environmental systems.

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Workforce education must include training in the scale-up and operation of bench- and pilot-scale facilities such as biofuel generators and gas separation systems so critical to greenhouse gas mitigation efforts. High-bay research laboratories are needed to provide this type of pilot scale educational and research experience.

Specific educational areas needing macro-scale facilities include: Research/Design/development/testing of a biorefinery and its components
using bench scale models. Use Georgia's plentiful biomass for developing
transportation fuels such as ethanol or hydrogen R&D for transportation fuel cell systems Roof space for testing innovative solar energy technologies, including CSP
systems (concentrating solar power), new PV systems (photovoltaic) R&D for innovative high temperature industrial heat pumps R&D for innovative, energy efficient industrial process in Georgia's
traditional industries. R&D for advanced, clean burning combustion engines Chemical separation systems

Some potential best practice examples include:

Florida State University's Florida Solar Energy Center, which develops and

tests the performance of building-integrated photovoltaic systems;

Hocking College: http://www.hocking.edu/energy-institute/index.htm (energy

institute draws on EDA grant + Andros Island); and

Iowa State University's Biomass Energy CONversion facility (BECON) is a

focal point for education and research on bio-based fuels and chemicals,

using

pilot-scale

biomass

conversion

systems.

http://www.energy.iastate.edu/BECON/index.htm

Recommendation: Investigate and invest in facilities and equipment to support energy engineering, sustainability, and high-performance building programs.

Benchmarking Best Practice

The above examples suggest that there is much activity across the country from which Georgia can learn. Therefore we suggest the following implementation recommendation.
Recommendation: We recommend that support for best practice learning visits be provided to inform and speed implementation of Georgia's higher educational offerings in the energy and environmental area.

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References
Alternative Energy, 2008. Encyclopedia of Emerging Industries. Online Edition. Gale. Reproduced in Business and Company Resource Center. Farmington Hills, Mich.:Gale Group. 2008. http://galenet.galegroup.com/servlet/BCRC
Brown, Marilyn and Sharon Chandler, 2008. Governing Confusion: How Statutes, Fiscal Policy, and Regulations Impede Clean Energy Technologies. Stanford Law and Policy Review.
Clean Edge, 2008. Clean Energy Trends 2008. San Francisco. http://www.cleanedge.com, accessed July 18, 2008.
Commission for a New Georgia, 2004. Strategic Industries Task Force Final Report. Atlanta, GA: Commission for a New Georgia.
Crabtree, P., et al, 2004. Developing a Next-Generation Community College Curriculum for Energy-Efficient High-Performance Building Operations. Proceedings of the 2004 ACEEE Summer Study on Energy Efficiency in Buildings. August 22 - 27, Pacific Grove, CA.
Drummond, W. and Youtie, J. for the ICAPP Program, 1997, June. "Occupational Employment and Demand for College Graduates." Atlanta, Georgia: Georgia Tech Research Corporation.
Drummond, W. and Youtie, J. for the ICAPP Program, 1999, June. "Occupational Employment, Demand for College Graduates, and Migration: A Statewide View." Atlanta, Georgia: Georgia Tech Research Corporation.
Drummond, W. and Youtie, J. for the ICAPP Program, 2001, August. "Our Students and Alumni: Where Do They Come From and Where Do They Go." Atlanta, Georgia: Georgia Tech Research Corporation.
Drummond, W. and Youtie, J. for the ICAPP Program, 2003a, June. "The Value of University System of Georgia Education." Atlanta, Georgia: Georgia Tech Research Corporation.
Drummond, W. and Youtie, J. for the ICAPP Program, 2003b, June. "Supply and Demand of Human Capital for the Biosciences Industry." Atlanta, Georgia: Georgia Tech Research Corporation.

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Drummond, W., Lann, R., Youtie, J. for the ICAPP Program, 2008, February. "Aerospace Workforce Industry Supply and Demand in Georgia." Atlanta, Georgia: Georgia Tech Research Corporation.
Fuel Cells, 2007. Encyclopedia of Emerging Industries. Online Edition. Thomson Gale. Reproduced in Business and Company Resource Center. Farmington Hills, Mich.:Gale Group. 2008. http://galenet.galegroup.com/servlet/BCRC
Lave, L., Ashworth, M., and Gellings, C., 2007, March. The Aging Workforce: Electricity Challenges and Solutions, Pittsburgh, PA: Carnegie Mellon Electricity Industry Center. http://wpweb2.tepper.cmu.edu/ceic/publications.htm, Accessed August 17, 2008.
Leydesdorff L., and Rafols, I., 2007. A Global Map of Science Based on the ISI Subject Categories, http://users.fmg.uva.nl/lleydesdorff/map06/texts/, Accessed June 2, 2008.
Pricewaterhouse Coopers, 2008. Cleantech Comes of Age, PricewaterhouseCoopers and the National Venture Capital Association based on data provided by Thompson Reuters.
Valencia, A, and Price, E., 2006. Energy and Energy-Related Programs at Colleges and Universities. International Energy Program Evaluation Conference , www.iepec.org. Accessed August 25, 2008.
Youtie, J, Drummond, W., Laudeman, G., Nolan, N., Musiol, E, 2005, June. Logistics Centered Talent: A Perspective on Supply and Demand. Atlanta, Georgia: Georgia Tech Research Corporation.

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Appendix 1. Industry Definitions
This appendix lists the industry classifications that various studies have used to describe energy and environmental industries. It provides supporting documentation for the industry definition in Chapter 1.

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Description
Gum & Wood Chemicals Turbines & Turbine Generator Sets Semiconductors & Related Devices Administration of General Economic Programs Gum and Wood Chemical Manufacturing
All Other Converted Paper Product Manufacturing All Other Converted Paper Product Manufacturing Tire Cord and Tire Fabric Mills All Other Miscellaneous Electrical Equipment and Component Manufacturing All Other Rubber Product Manufacturing Semiconductor and Related Device Manufacturing Semiconductor and Related Device Manufacturing Instruments for Measuring and Testing Electricity and Electrical Signals All Other Miscellaneous Electrical Equipment and Component Manufacturing
Turbine and Turbine Generator Set Unit Manufacturing General Freight Trucking, Local General Freight Trucking, Local All Other Miscellaneous Waste Management Services Other Personal and Household Goods Repair and Maintenance General Freight Trucking, Local General Freight Trucking, Local Solid Waste Collection All Other Miscellaneous Waste Management Services Other Personal and Household Goods Repair and Maintenance Solid Waste Collection All Other Miscellaneous Waste Management Services Industrial and Commercial Fan and Blower Manufacturing Other Commercial and Service Industry Machinery Manufacturing Industrial and Commercial Fan and Blower Manufacturing
211: Oil & gas extraction 2211 Electric power generation, transmission, and distribution 2212 Natural gas distribution

Source Alternative Energy from Encyclopedia of Emerging Industries (EEI) 2007 EEI EEI EEI EEI "Converted Paper and Paperboard Products, Not Elsewhere Classified." EEI "Fuel Cells." EEI "Fuel Cells." EEI
"Fuel Cells." EEI "Fuel Cells." EEI "Fuel Cells." EEI Source Citation: "Photovoltaic Systems." EEI
Source Citation: "Photovoltaic Systems." EEI
Source Citation: "Photovoltaic Systems." EEI Source Citation: "Steam, Gas, and Hydraulic Turbines, and Turbine Generator Set Units." Encyclopedia of American Industries. "Waste Management." EII "Waste Management." EII
"Waste Management." EII
"Waste Management." EII "Local Trucking" EAI Waste Management Waste Management
Waste Management
Waste Management Waste Management
Waste Management
Waste Management
Waste Management
Waste Management President's High Growth Job Training Initiative Energy Industry Profile President's High Growth Job Training Initiative Energy Industry Profile President's High Growth Job Training Initiative

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Description
32411 Petroleum refineries Solar energy contractor Computer power conditioning Computerized controls installation Energy management controls Environmental system control installation Insulation, buildings Power generating equipment installation Fabric for reinforcing fuel cells Fuel cell forms, cardboard; made from purchased material Insulation or cushioning material, foamed plastics Insulating glass, sealed units Solar heaters and collectors Power switching equipment Electrochemical generators (fuel cells) Power conversion units Photovoltaic devices, solid state Fuel cells, solid state Temperature controls, automatic Building services monitoring controls, automatic Insulation materials Energy conservation products Solar heating equipment Energy conservation engineering Energy research

Source Energy Industry Profile
President's High Growth Job Training Initiative Energy Industry Profile Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006 Massachusetts Clean Energy Cluster (university report), 2006

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Description
Energy conservation consultant
Crude Petroleum and Natural Gas Extraction
Natural Gas Liquid Extraction
Bituminous Coal and Lignite Surface Mining
Bituminous Coal Underground Mining
Uranium-Radium-Vanadium Ore Mining
Drilling Oil and Gas Wells
Support Activities for Oil and Gas Operations
Support Activities for Coal Mining
Fossil Fuel Electric Power Generation
Fossil Fuel Electric Power Generation
Nuclear Electric Power Generation
Electric Bulk Power Transmission and Control
Electric Power Distribution
Natural Gas Distribution
Natural Gas Distribution
Natural Gas Distribution
Natural Gas Distribution Oil & Gas Pipeline & Related Structures Construction Power & Communication Line & Related Structures Construction
Petroleum Refineries
Petrochemical Manufacturing
Mining Machinery and Equipment Manufacturing Oil and Gas Field Machinery and Equipment Manufacturing Coal and Other Mineral and Ore Merchant Wholesalers Pipeline Transportation of Crude Oil

Source Massachusetts Clean Energy Cluster (university report), 2006 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007
Colorado Industry Cluster Profile, MetroDenver,

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Description
Pipeline Transportation of Natural Gas Pipeline Transportation of Refined Petroleum Products
Miscellaneous Intermediation
Miscellaneous Financial Investment Activities
Miscellaneous Financial Investment Activities Lessors of Nonfinancial Intangible Assets (except Copyrighted Works)
Engineering Services
Geophysical Surveying & Mapping Services
Steam and Air-Conditioning Supply Water and Sewer Line and Related Structures Construction
Plumbing, Heating & Air-Conditioning Contractors
Drywall and Insulation Contractors
All Other Converted Paper Product Manufacturing
Ethyl Alcohol Manufacturing Heating Equipment (except Warm Air Furnaces) Manufacturing Turbine and Turbine Generator Set Units Manufacturing
Semiconductor and Related Device Manufacturing
Semiconductor and Related Device Manufacturing
Semiconductor and Related Device Manufacturing Other Measuring and Controlling Device Manufacturing
Motor and Generator Manufacturing All Other Miscellaneous Electrical Equipment and Component Manufacturing Plumbing and Heating Equipment and Supplies (Hydronics) Merchant Wholesalers
Home Centers
Other Building Material Dealers

Source 2007
Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007

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Description
Testing Laboratories
Environmental Consulting Services
Environmental Consulting Services
Environmental Consulting Services
Other Scientific and Technical Consulting Services Research and Development in the Physical, Engineering, and Life Sciences Research and Development in the Physical, Engineering, and Life Sciences Research and Development in the Physical, Engineering, and Life Sciences Research and Development in the Physical, Engineering, and Life Sciences Administration of Air and Water Resource and Solid Waste Management Programs Administration of Air and Water Resource and Solid Waste Management Programs
Administration of General Economic Programs Regulation and Administration of Communications, Electric, Gas, and Other Utilities
Other Building Equipment Contractors
Turbine and Power Transmission Equipment
Other Electric Power Generation
Electric Bulk Power Transmission
Power/Communication System Constuction
Other Building Equipment Contractors
Ethyl Alcohol Manufacturing
Turbine and Power Transmission Equipment
Semiconductor and Related Devices
Motor and Generator Manufacturing
Miscellaneous Electrical Equipment
Other Electronic Parts Merchant Whsle Plumbing Goods Merchant Wholesalers

Source Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Colorado Industry Cluster Profile, MetroDenver, 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007
Austin Renewable Energy Workforce Assessment,

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Description
Engineering Services
Testing Laboratories
Environmental Consulting Services
Other Technical Consulting Services
Physical/Engineering/Biological Research
R&D: Physical, Engineering, & Life Sciences Crop Production Forestry and Logging New Single-Family Residential Construction New Multifamily Housing Construction New Housing Operative Builders Residential Remodelers Industrial Building Construction Commercial and Institutional Building Construction Hydroelectric Power Generation Other Electric Power Generation Solid Waste Combustors and Incinerators Gasoline Engine and Engine Parts Manufactur Motor Vehicle Transmission and Power Train Parts Manufacturing Other Engine Equipment Manufacturing (4 companies, 76 employees) Motor and Generator Manufacturing Petroleum Refineries (data confidential) All Other Petroleum and Coal Products Manufacturing (no companies) Ethyl Alcohol Manufacturing (data confidential) All Other Miscellaneous Chemical Product and Preparation Manufacturing Recyclable Material Merchant Wholesalers Materials Recovery Facili Building Inspection Services Other Scientific and Technical Consulting Services

Source September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008
Oregon Employment Department, April 24 2008
Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008
Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008
Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008 Oregon Employment Department, April 24 2008

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Appendix 2. Occupational Definitions
This appendix lists the occupational classifications that various studies have used to describe energy and environmental occupations. It provides supporting documentation for the occupational definition in Chapter 5.

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Description Nuclear Engineers Petroleum Engineers Industrial Eng. Tech Mech. Eng. Tech Geoscientists Geol. / Petro. Tech. Nuclear Tech. Environmental Science Transport, storage, distribut8ion Engineering Teachers, post-secondary Chem. Teachers, post-secondary Derrick Operators, oil & gas Rotary Drill Operators, oil & gas Service Unit Operators, oil & gas Roustabouts, oil & gas Extraction Workers, other Welders, cutters, solderers Environmental engineers Hydrologists Environmental science teachers Environmental Scientists and Specialists Environmental Engineers Environmental Engineering Technicians Geoscientists Gas Plant Operators Geological and Petroleum Technicians Mining and Geological Engineers Petroleum Engineers Petroleum Pump System and Refinery Operators Network systems and data communications analysts
Computer software engineers, applications Computer software engineers, systems software
Network and computer systems administrators
Database administrators
Hydrologists
Computer systems analysts
Environmental engineers
Business operations specialists, all other

Source State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 State of Texas Energy Cluster Assessment, 2005 Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver Colorado Industry Cluster Profile, MetroDenver
Colorado Industry Cluster Profile, MetroDenver Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007

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Description Computer and information systems managers Technical writers Training and development specialists Landscape architects Architects, except landscape and naval Environmental scientists and specialists, including health General and operations managers Civil engineers Industrial engineers Surveyors Engineers, all other Cartographers and photogrammetrists Urban and regional planners Sales engineers Natural sciences managers Budget analysts Health and safety engineers, except mining safety inspectors Logisticians Engineering managers Occupational health and safety specialists Materials engineers Electrical engineers Mechanical engineers Commercial and industrial designers Construction managers Computer hardware engineers

Source Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007
Austin Renewable Energy Workforce Assessment,

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Description
Electronics engineers, except computer Operations research analysts Geoscientists, except hydrologists and geographers Materials scientists Chemists Purchasing managers Statisticians Computer programmers Petroleum engineers Civil engineering technicians Environmental engineering technicians Mechanical engineering technicians Architectural and civil drafters Surveying and mapping technicians Chemical technicians Electrical and electronics drafters Mechanical drafters Environmental science and protection technicians Millwrights Electrical power-line installers and repairers Construction and building inspectors Electrical and electronic engineering technicians Engineering technicians, except drafters, all other Electro-mechanical technicians Helpers, construction trades, all other

Source September 2007
Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007

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Description
Structural iron and steel workers
Purchasing agents
Occupational health and safety technicians
Industrial engineering technicians
Cost estimators
Computer specialists, all other
Pipelayers Helpers--installation, maintenance, and repair workers Electrical repairers, commercial and industrial equipment Operating engineers and construction equipment operators
Managers, all other
Construction laborers
Insulation workers, floor, ceiling, and wall Installation, maintenance, and repair workers, all other Excavating and loading machine and dragline operators
First-line supervisors of construction trades
First-line supervisors of installers and repairers Sales representatives, technical and scientific products
Computer support specialists
Compliance officers, except health and safety Mobile heavy equipment mechanics, except engines
Avionics technicians
Construction and related workers, all other
Welders, cutters, solderers, and brazers
Plumbers, pipefitters, and steamfitters Sales representatives, services, all other

Source Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007
Austin Renewable Energy Workforce Assessment,

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Description
Control and valve installers and repairers Production, planning, and expediting clerks Maintenance workers, machinery Industrial production managers Structural metal fabricators and fitters Electricians Construction and related workers, all other Environmental engineering technicians Computer support specialists Construction and building inspectors Computer specialists, all other Sales representatives, services, all other Cost estimators Occupational health and safety technicians Helpers--installation, maintenance, and repair workers Environmental science and protection technicians Plumbers, pipefitters, and steamfitters Structural iron and steel workers Sales representatives, technical and scientific products Civil engineering technicians First-line supervisors of installers and repairers Engineering technicians, except drafters, all other Mechanical engineering technicians Electricians Compliance officers, except health and safety

Source September 2007
Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007

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Description Operating engineers and construction equipment operators Installation, maintenance, and repair workers, all other
First-line supervisors of construction trades
Industrial engineering technicians
Pipelayers
Electrical and electronic engineering technicians Electrical repairers, commercial and industrial equipment
Electro-mechanical technicians
Surveying and mapping technicians
Avionics technicians Mobile heavy equipment mechanics, except engines
Purchasing agents Excavating and loading machine and dragline operators
Managers, all other
Production, planning, and expediting clerks
Construction laborers
Millwrights
Mechanical drafters
Welders, cutters, solderers, and brazers
Control and valve installers and repairers
Architectural and civil drafters
Chemical technicians
Insulation workers, floor, ceiling, and wall
Structural metal fabricators and fitters
Maintenance workers, machinery Electrical power-line installers and repairers

Source Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007
Austin Renewable Energy Workforce Assessment,

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Description
Helpers, construction trades, all other
Electrical and electronics drafters
Industrial production managers Chemical engineers General and operations managers Chemists Industrial production managers Supervisors/managers mechanics, installers, repairers Separating, filtering, clarifying machine setters, operators, and tenderers Mine outfitters and channeling machine operators Chemical plant and system operators Electrical and electronic repair workers Chemical equipment operators and tenderers Maintenance and repair workers, general Executive secretaries and administrative assistants Mixing and blending machine setters, operators, and tenderers Continuous mining machine operators Inspectors, testers, sorters, samplers and weights Packaging and faciling machine operators and tenderers Shipping, receiving, and traffic clerks Labors and freight stock and material movers AccountantsandAuditors BookkeepingandAccountingClerks BiochemistsandBiophysicists Cashiers Chemists CivilEngineers ComputerSoftwareEngineers ComputerandITManagers CustomerServiceRepresentatives Electricians ElectronicsEngineers EnvironmentalEngineers EnvironmentalScienceTechnicians EnvironmentalScientistsandSpecialists

Source September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Austin Renewable Energy Workforce Assessment, September 2007 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006
Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 Indiana Corn Marketing Council, 2006 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007

ExecutiveSecretariesandAdministrativeAssistants FinancialAnalysts ForestandConservationWorkers GraphicDesigners

American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007

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Description HumanResourceSpecialists HVACMechanicsandInstallers IndustrialMachineryMechanics Inspectors,Testers,andSorters JanitorsandCleaners Machinists ManagementAnalysts MarketingManagers MechanicalEngineers OfficeClerks Pipelayers Plumbers,Pipefitters,andSteamfitters SecurityGuards SheetMetalWorkers StockClerks TrainingandDevelopmentSpecialists TruckDrivers WeldersandSolderers
Meterologists
Engineers
Construction workers
Mechanical and electrical technicians
Chemists
Microbiologists
Biochemists
Equipment operators
Engineering technicians
Truckers
Electrical engineers
Materials science engineers
Electrical technicians
Architects Chemical Engineers, including Green Chemical Engineers Civil Engineering Technicians Civil Engineers, including Green Building,

Source American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 American Solar Energy Society, 2007 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003 Renewable Energy: Strategic Opportunities for the Great Central Valley, 2003
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008

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Description Irrigation/Reservoir, and Waste Management Engineers Conservation, Biological, and Agricultural Engineers Electrical Engineering Technicians, including Photovoltaic, Wind, and Biomass Energy Technicians Electrical Engineers, including Recycling, Solar/Photovoltaic, Wind, and Biomass Engineers Environmental Engineering and Pollution Control Technicians
Environmental Engineering Professors Environmental Engineers, including Ecological and Air Quality Engineers Fire Prevention Research and Fire Protection Engineers Mechanical Engineers, including Green Mechanical Engineers
Environmental Health & Safety Engineers
Environmental Health & Safety Technicians Hazardous Materials (HazMat) and Asbestos Abatement Workers Industrial Hygienists and Environmental Health & Safety Analysts/Managers Construction and Building Inspectors, including Green Building Inspectors Environmental and Regulatory Compliance Inspectors and Specialists Urban and Regional Planners, including City/County, Environmental/Land Use, and Transportation Planners Urban and Regional Planning Aides, Assistants, and Technicians Architects, including Green and Natural Building Architects Construction Carpenters, including Green Building Carpenters Construction Managers, including Green Building Construction/Project Managers Electricians, including Photovoltaic Specialists and Green Building Electricians
Landscape Architects Landscaping and Groundskeeping Workers, including Habitat Restoration Specialists Accountants, including Environmental Accountants Financial Analysts, including Sustainability and Sustainable Investment Analysts Marketing Managers, including Environmental Marketing Specialists

Source
Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008

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Description Refuse and Recyclable Material Collectors, including Recycling Technicians Sales Representatives, including Renewable Energy and Natural/Organic Products Sales Reps Travel Guides, including Ecotourism Guides and Operators Customer Service Representatives, including Energy Efficiency Specialists Health Educators, including Environmental Health Educators and Sustainability Coordinators Health Specialties Instructors, including Environmental Health Education Instructors Lawyers, including Environmental and Regulatory Attorneys Public Relations Specialists, including Environmental/Sustainability Specialists Reporters and Correspondents, including Green Journalists Fish and Game Wardens, including Wildlife Officers Park Naturalists, including Park Rangers and Interpreters Range Managers, including Natural Resource Managers Atmospheric and Space Scientists, including Air Analysts, Environmental Meteorologists, and Climatologists Biochemists and Biophysicists, including Toxicologists and Ecotoxicologists Biological Technicians, including Environmental and Wildlife Technicians Chemical Technicians, including Environmental and Green Chemical Techs Chemists, including Environmental and Green Chemists and Forensic Toxicologists Earth Sciences Professors (5 separate O*NET occupations) Environmental Science Technicians, including Lab Techs and Air Pollution Auditors Environmental Scientists, including Environmental Researchers, Analysts, and Investigators Epidemiologists, including Environmental Epidemiologists Forest and Conservation Technicians, including Soil Conservation and Biomass Technicians Forest and Conservation Workers, including Conservation and Reforestation Aides/Workers
Foresters, including Environmental Protection

Source Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008

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Description Foresters and Forest Pathologists Geoscientists, including Environmental Geologists, Hydrogeologists, and Marine Geologists Hydrologists, including Environmental Hydrologists and Water Resources Managers Microbiologists, including Environmental and Public Health Microbiologists Physicists, including Health and Atmospheric Physicists
Soil and Plant Scientists, including Agronomists Soil and Water Conservationists, including Ecologists and Erosion Specialists Tree Trimmers and Pruners, including Arborists
Water Treatment Plant Operators Zoologists and Wildlife Biologists, including Marine Biologists Geographers, including Physical and Geographic Information Systems (GIS) Geographers Mapping Technicians, including Geographical Information System (GIS) Specialists Physical Geography Professors, including Geographic Information Systems (GIS) Instructors Agricultural Science Professors, including Organic and Sustainable Agriculture Specialists Agricultural Technicians, including Organic and Sustainable Ag Techs Aquacultural Managers, including Sustainable Aquaculture Farm and Fish Hatchery Managers Farmers and Ranchers, including Organic and Sustainable Farmers and Ranchers Farmworkers, including Organic and Sustainable Farm and Ranch Workers Nursery and Greenhouse Managers, including Organic and Native Plant Specialists

Source
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008
Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008 Green Careers Resource Guide, 2008

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Appendix 3. Titles of Job Openings in Georgia Advertised by Georgia-based Energy and Environmental Companies
This appendix provides a detailed list of the titles of job openings referenced in Chapter 3.

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Apprentice Electrician GIS Technician Benefits Team Leader GIS Technician Instrument Tech (SDMS) IT Field Ops Technician Loss Recovery/LitigationSpecialist II Plant Auxiliary Plant Auxiliary Reprographics Operator Accountant Accounts Payable Supervisor Area Sales Supervisor Civil Design Engineer Controls Engineer Direct Senior Reactor Operator Direct Senior Reactor Operator Director, Workforce and Organization Capability Electrical Design Engineer Electrical Engineer Environmental Qualification (EQ) Engineer Forecasting & Market Research Manager Mechanical/Civil Design Engineer Plant Engineer Plant Engineer Plant Engineer Projects Control Supervisor Risk Control Analyst Security Manager Substation Design Engineer Wholesale Energy Analyst/Engineer District Sales manager Industrial Electrician Security Technician Environmental Field Technician Network Engineer Enterprise Application Analyst Load Management Supervisor Engineer Analyst Risk manager Credit manager Retail profitability Manager

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Standards Engineer Staff Engineer Manager, Alternative Risk Technique Engineering Tech Mgr,Income Tax Engineer (Staff of Senior) Lead Systems Analyst Mgr,Global Production Planning Continuous Improvement Regional EHS Manager General Accountant MRO Buyer Engineer Area Planning Area Coordinator Area Planning Engineer Engineer III Engineer V Engineer VI Engineer VI Engineering Designer Engineering Designer Senior CAD Administrator Engineer I Engineer Substation Design Operations Engineer Protection and Control Engineer Protection and Control Engineer Transmissions projects Engineer Bulk Systems Planning Engineer Substation Design Engineer Transmission Line Design Engineer Sr Protection and Control Engineer Principal engineer Engineering Designer Engineering Designer Land Agent Land Agent Land Agent Project Control Specialist Regulatory Specialist Transmission line Designer Senior Accounting Analyst Software QA Engineer Senior Software Engineer Technical Writer

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Director of Quality Assurance Marketing/PR Associate Senior Software Engineer Software Engineer Test Engineer Sales Manager Service Technician Control Field Engineer Maintance Technician (Mechanical) Maintance Technician (Electrical) Production leader Buisness Systems Analyst Stratigic Account Manager General Accountant Team Productivity Leader Maintenance Leader State & Regional Energy Efficiency Manager Industrial Engineer Project Engineer Application Engineer Engineering Designer Environmental Health and Safety Manager Project/Program Manager Project Manager DOL Manager Project/Program Manager Microbiologist Nuclear medicine research coordinator Microbiologist Surveillance Officer Microbiologist Research coordinator Mathematical Statistician HVAC Sales Engineer HVAC Sales Engineer Market Evaluation Analyst Senior Accountant Unix administrator Senior Financial Analyst Operations Coordinator Business Development Manager Project Manager Controls Specialist Generator Specialist

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Gas Mechanical technical Advisor Steam Mechanical TA Buisness Development Manager Commercial Finance Manager Renewable Customer IM Value Leader Black Belt - Global Accounting Project Steam Turbine Thermal Performance Engineer Continuous Improvement Leader Field Engineer MR Energy Services HQ Manager FP&A Manager Steam Turbine Specialiast Energy Services Engineer Lead Technical Director Sourcing Program Leader Turbine Control Engineer HR Manager Field Service Engineer Oracle Design Leader Accounting manager Finance Analyst Accounting manager Accounting manager Modeling Analyst Global Commodity leader project Director Finance Manager Cash Disbursement manager Global Industrial field Application engineer Client Accounting Buisness Owner Accountant Executive Remote Service Engineer Contractural Services learning Leader Finance leader Sales Account Specialist Water Technologies Process Controller Pricing General manager Senior Global commodity Leader Sourcing Specialist Program manager - CSX Lead Sourcing Specialist Lead Engineer - Top Issues Program Quality Regulatory Compliance Leader Quality Initiatives Leader

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Project Support Specialist senior Finance Manager Renewable IM Customer value leader IM Leader Commercial Organization Program Manager Buisness Solution Southeast Zone Finance Manager Assistant Sarbanes - Oxley Controller Senior Manager Finance Global Customer Fulfillment Specialist Organizational Communication Specialist Communication Specialist JMO/JOLP Control Specialist Steam Mechanical TA Senior Controller Project Manager Sales & Customer communication Manager Generator Specialist National Account manager Quality Assurance Manager Program Manager Buisness Solution Senior Engineer Senior Engineer Functional Quality Leadership Modeling Analyst ERP Release manager IM Program Manager Buisness Solution 5 Commodity Leader Manager Human Resources Storage Engineer IM Project Manager Buisness Solution IM Leader Operations T&D Sales Operations Internal Auditor Shop Operation Leader Power Services Financial Planning and Analysis Manager Maintenance Support Manager IM Program Manager network Engineer Oracle Application DBA Field Service Engineer Program Manager Buisness Solution Field Engineer Biomedical Technician I

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LCT Operations Manager clinical Application Specialist Field Service Engineer IM Program Manager Buisness Solution 5 Senior Financial Analyst Closing manager Methods Engineer NA Regional Finance Manager Field Engineer Materials Manager Lean Qualified Black belt Gas Mechanical Technical Advisor Program Manager Buisness Solution GAMS SAP Team Leader Construction Engineer 5 Nuclear Field Engineering Manager Construction Site manager Nuclear Site Superintendent Senior Software Developer Senior Computer Artist Staff Training Developer Application Engineer Engineer Supplier Quality Engineer Power plant control engineer Mechanical/Electrical Principal Procurement Engineer Sr Applications engineer Process Engineer SR Systems Engineer Sr Field Service Engineer Commissioning Engineer Engineering Specialist Structural Engineer Field Engineer Southern Regional Operations Manager Recruiting Specialist Divisional Controller Energy profitability Manager Plant Manager Engineering Manager Customer Relations Manager Process Engineer Materials Procurement Manager R&D Scientist/Engineer

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R&D Technical/Associate Engineer Controller Lab Manager

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Appendix 4. Courses Offered at Georgia Tech, University of Georgia, Georgia State with an Explicit Emphasis on Energy, Environmental, or Sustainability
This chapter provides a detailed listing of courses based on a search of course listings on the Web sites of Georgia Tech, University of Georgia, and Georgia State that was conducted in August 2008. It provides supporting documentation for findings in Chapter 4.

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(Search conducted August 2008)
Course Name AE 6770 - Energy Meth-Elast&Plast ARCH 3231 - Environmental Systems I ARCH 4770 - Environmental Design CHEM 6284 - Environ Analytical Chem CP 6214 - Environmental Planning CP 6223 - Policy Tools-Environ Mgt CP 6261 - Environmental Law CP 6541 - Environmental GIS CP 8823 - Spec Topic-Environ Plan CP 6233 - Sustainable Urban Dev CEE 2300 - Environmental Engr Prin CEE 3340 - Environ Engr Laboratory CEE 4230 - Environ Transport Model CEE 4300 - Environmental Engr Sys CEE 4395 - Environmental Sys Design CEE 4430 - Environmental Geotechnic CEE 4620 - Environ Impact Assess CEE 6120 - Env Conscious-Dgn&Const CEE 6261 - Environ Fluid Mechanics CEE 6262 - Adv Environ Fluid Mech CEE 6310 - Process Principles-EnvE CEE 6312 - Chemical Principles-EnvE CEE 6314 - Environmental Modeling CEE 6319 - Environmental Laboratory CEE 6323 - Natrl Res Envr Econ CEE 6327 - Stat Meth Envr Data CEE 6350 - Adv Environmental Chem CEE 6355 - Industrial Ecology-EnvE CEE 6403 - Environmental Geotechnic CEE 6625 - Transpor,Energy&Air Qual CEE 6764 - Biol-Env Fluid Mech Lab CEE 8094 - Environment Engr Seminar CEE 8095 - Research Seminar in EnvE COA 6763 - Design of Environments COA 1011 - Fund Design&Built Env I COA 1012 - Fund Design&Built Env II CS 6763 - Design of Environments EAS 1600 - Intro-Environmental Sci EAS 2420 - Environmental Measures EAS 4420 - Environmental Field Meth EAS 6120 - Environment Field Method EAS 6135 - Intro Complex Environ Sys ECON 4440 - Economics of Environment ECON 6380 - Economic of Environment ECON 7102 - Environmental Econ I ECON 7103 - Environmental Econ II

College/School Aerospace Architecture Architecture Chemistry City Planning City Planning City Planning City Planning City Planning City Planning Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering Civil and Environmental Engineering College of Architecture College of Architecture College of Architecture Computer Science Earth and Atmospheric Science Earth and Atmospheric Science Earth and Atmospheric Science Earth and Atmospheric Science Earth and Atmospheric Science Economics Economics Economics Economics

Universit y GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT

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ECE 3070 - Elec Energy Conversion ECE 3071 - Electric Energy Systems HTS 3005 - Amer Environmental Hist ID 4813 - Spec Top: Sustainability INTA 4040 - Environmental Politics MSE 4010 - Environ Degradation MSE 6759 - Mate-Envir Conscious Dgn ME 4171 - Environmental Dsgn & Mfg ME 4172 - Dsgn Sustainable Eng Sys ME 4315 - Energy Systems Analy&Dgn ME 4321 - Refrigeration & Air Cond ME 4324 - Power Generation Tech ME 4325 - Intro Fuel Cell Systems ME 6759 - Mate-Envir Conscious Dgn NRE 6201 Reactor Physics NRE 6301 Reactor Engineering NRE 6401 Advanced Nuclear Engineering Design NRE 6434 Nuclear Criticality Safety Engineering NRE 6501 Nuclear Fuel Cycle NRE 6502 Nuclear Materials NRE 6755 Radiological Assessment and Waste Management PUBP 3315 - Environ Policy& Politics PUBP 4338 - Environ Impact Assesment PUBP 6310 - Environmental Issues PUBP 6312 - Economics-Environ Polcy PUBP 6314 - Policy Tools-Environ Mgt PUBP 6320 - Sustainable Systems PUBP 6326 - Environ Values&Pol Goals PUBP 6330 - Environmental Law AAEC 2060 Economic Perspectives on the Environment and Natural Resources AAEC(EHSC) 4250/6250 Environmental and Public Health Law AAEC 4650/6650 Environmental Economics AAEC(AFST) 4720 Food Security, Economic Development, and the Environment AAEC(ECOL) 4770H The Business of Environmental Law (Honors) AAEC 4930/6930 Environmental Law and Governmental Regulation AAEC 7600 Environmental Economics and Policy Analysis AAEC 8120 Roles and Responsibilities of Environmental Policy Makers AAEC 8700 Environmental Policy and Management AAEC 8750 Natural Resource and Environmental Economics AAEC 8760 Topics in Natural Resource and Environmental Economics AESC 1010 Orientation to Agricultural and

Electrical and Computer Engineering Electrical and Computer Engineering History, Techology, Science Industrial Design International Affairs Material Science and Engineering Material Science and Engineering Mechanical Engineering Mechanical Engineering Mechanical Engineering Mechanical Engineering Mechanical Engineering Mechanical Engineering Mechanical Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering Nuclear and Radiological Engineering
Public Policy Public Policy Public Policy Public Policy Public Policy Public Policy Public Policy Public Policy
Agricultural and Applied Economics
Agricultural and Applied Economics Agricultural and Applied Economics
Agricultural and Applied Economics
Agricultural and Applied Economics
Agricultural and Applied Economics
Agricultural and Applied Economics
Agricultural and Applied Economics Agricultural and Applied Economics
Agricultural and Applied Economics
Agricultural and Applied Economics Agricultural and Environmental Science

GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT GT
GT GT GT GT GT GT GT GT GT
UGA
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UGA
UGA UGA

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Environmental Sciences
AESC 3920 Agricultural and Environmental Sciences Internship AESC 4530 Agriscience and Environmental Systems Study Tour AESC 4950 Special Problems in Agricultural and Environmental Sciences AESC 4960 Undergraduate Research in Agricultural and Environmental Sciences AESC 8220 Advanced Topics in Agricultural and Environmental Sciences AGCM 1200 Introduction to Communication in Agricultural and Environmental Sciences ALDR 7400 Communication in Agricultural and Environmental Science APTC Introduction to Environmental Sciences and Engineering
APTC Principles of Sustainable Management PBIO(BCMB)(FORS) 4670/6670 Plant Molecular Responses to the Environment
ENTO(BIOL) 2010 Insects and the Environment HORT(CRSS) 4440/6440-4440L/6440L Environmental Physiology CRSS 4660/6660-4660L/6660L Chemical Analysis of Environmental Samples
CRSS 4670/6670 Environmental Soil Chemistry ECOL 1000-1000L Ecological Basis of Environmental Issues ECOL 1000H Ecological Basis of Environmental Issues (Honors)
ECOL 3070 Environment and Humans ECOL 3700 Organic Agriculture: Ecological Agriculture and the Ethics of Sustainability
ANTH(ECOL) 4290/6290 Environmental Archaeology ECOL 6130 Geographic Information Systems for Environmental Planning ECOL(FORS)(ANTH) 6140 Principles of Conservation Ecology and Sustainable Development II ECOL 8400 Perspectives on Conservation Ecology and Sustainable Developmen ECOL(AAEC) 8700 Environmental Policy and Management
ECOL 8710 Environmental Law Practicum
ECOL 8720 Environmental Law for Scientists
ECON 2100 Economics of Environmental Quality EDES 4270/6270 Environmental Design Uses of Geographic Information Systems EDES 4660/6660 Environment and Behavior: Theory and Practice
EDES 6550 History of the Built Environment I
EDES 6560 History of the Built Environment II
EDES 7550 Values in Environmental Design
EETH 4000 Environmental Ethics Seminar

Agricultural and Environmental Science
Agricultural and Environmental Science
Agricultural and Environmental Science
Agricultural and Environmental Science
Agricultural and Environmental Science
Agricultural Communications
Agricultural Leadership
Applied Technology Applied Technology
Biology Biology
Biology
Crop and soil Science Crop and soil Science
Ecology
Ecology Ecology
Ecology Ecology
Ecology
Ecology
Ecology
Ecology Ecology Ecology Economics
Environmental Design
Environmental Design Environmental Design Environmental Design Environmental Design Environmental Ethics

UGA
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UGA UGA
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UGA
UGA UGA UGA UGA UGA

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EETH 4020/6020 Readings in Environmental Ethics
EETH 4200/6200 Environmental Concepts
PHIL(EETH) 4220/6220 Environmental Ethics
EETH 4230/6230 Environmental Values and Policy EETH(JURI) 5870/7870 Environmental Dispute Resolution
EETH 6000 Environmental Ethics Seminar EHSC 2020 Orientation to Environmental Health Science EHSC 3060 Introduction to Environmental Health Science APTC(EHSC) 3080 Introduction to Environmental Sciences and Engineering EHSC 3700 Special Problems in Environmental Health Science
EHSC 3800 Environmental Health Seminar EHSC 3910 Internship in Environmental Health Science
EHSC 4080/6080 Environmental Air Quality EHSC(FDST)(MIBO) 4310/6310-4310L/6310L Environmental Microbiology EHSC 4350/6350-4350L/6350L Environmental Chemistry EHSC 4400/6400 Environmental Issues in the Developing World
EHSC 4490/6490 Environmental Toxicology EHSC 4700/6700 Genetic Applications in Environmental Health Science EHSC 4710/6710-4710L/6710L Environmental BioTechnology
EHSC 6010 Proseminar in Environmental Health EHSC 7060 Fundamentals of Environmental Health Science EPID(EHSC) 8070 Environmental and Occupational Epidemiology EHSC 8100 Current Topics in Environmental Health Science EHSC(AAEC) 8120 Roles and Responsibilities of Environmental Policy Makers
EHSC 8150 Environmental Health Seminar EHSC 8310 Advanced Topics in Aquatic Microbiology, Health, and the Environment EHSC 8400 Occupational and Environmental Diseases EHSC 8510-8510L Environmental Risk Assessment and Communication EHSC 8800 Special Problems in Environmental Health Science
ENVE 1010 Environmental Engineering Synthesis I
ENVE 1020 Environmental Engineering Synthesis II
ENVE 2010 Environmental Engineering Synthesis III
ENVE 2020 Environmental Engineering Synthesis IV
ENVE 2320 Environmental Engineering Urban

Environmental Ethics Environmental Ethics Environmental Ethics Environmental Ethics
Environmental Ethics Environmental Ethics
Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science Environmental Health Science
Environmental Health Science Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science Environmental Health Science
Environmental Health Science
Environmental Health Science Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science
Environmental Health Science Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering

UGA UGA UGA UGA
UGA UGA
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Systems ENVE 2610 Introduction to Environmental Engineering and Sustainability ENVE 3210 Energy Analysis I ENVE 3220 Energy Analysis II ENVE 3340 Transport Process in the Environment ENVE 3910 Environmental Engineering Design I ENVE 3920 Environmental Engineering Design II ENVE 4260 Renewable Energy Systems ENVE 4530 Energy and Environmental Policy Analysis ENVE 4540 Economics of Energy and Sustainable Development ENVE 4620 Sustainable Design in Urban Systems ENVE 4910 Environmental Engineering Design III ENVE 4920 Environmental Engineering Design IV ENVE 4960 Undergraduate Research in Environmental Engineering ENVE 4960H Undergraduate Research in Environmental Engineering (Honors) ENVE 4970 Directed Reading and/or Projects in Environmental Engineering ENVE 4970H Directed Reading and/or Projects in Environmental Engineering (Honors) ENVE 4980 Directed Study in Environmental Engineering EPID(EHSC) 8070 Environmental and Occupational Epidemiology FANR 7750 The Science of Sustainability GEOL 1120 Environmental Geoscience GEOL 1121H Earth Processes and Environments (Honors) GEOL 1121 Earth Processes and Environments GEOL 2120 Introduction to Environmental Geology GEOL 3250 Earth Resources and the Environment GEOL 4130/6130 Aqueous Environmental Geochemistry GEOL 4670/6670 Environmental Instrumental Analysis GEOL 8750 Environmental Organic Geochemistry GEOL 8780 Environmental Isotopes GEOL 8790 Special Projects in Hydrogeology and Environmental Geology HIST 4725/6725 Environmental History of the Modern World HORT(CRSS) 4440/6440-4440L/6440L Environmental Physiology HORT 4990/6990 Environmental Issues in Horticulture INTL 4610 Environmental Politics LAND 1000 Ecological Basis of Environmental Issues LAND 1500 Design and the Environment ENGR(LAND) 4660/6660-4660L/6660L Sustainable Building Design LAND 4730 Issues and Practices in Sustainable

Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering
Environmental Engineering Environmental Engineering Environmental Engineering Environmental Engineering
Environmental Engineering
Environmental Engineering
Environmental Engineering
Environmental Engineering
Environmental Engineering
Epidemiology Forestry and Natural Resources Geology
Geology Geology Geology Geology
Geology Geology Geology Geology
Geology
History, Techology, Science
Horticulture Horticulture International Affairs Landscape Architecture Landscape Architecture
Landscape Architecture Landscape Architecture

UGA UGA UGA UGA UGA UGA UGA UGA
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Design
LAND 6030 Nature and Sustainability
MARS 1010-1010L The Marine Environment MARS 1015H-1015L The Marine Environment (Honors)
MARS 1020-1020L Biology of the Marine Environment MARS 1025H-1025L Biology of the Marine Environment (Honors) MIBO 4300E/6300E Environmental Microbiology and Biotechnology EHSC(FDST)(MIBO) 4310/6310-4310L/6310L Environmental Microbiology RLST(NRRT) 3310 Outdoor Recreation and Environmental Awareness NRRT 5800/7800 Environmental Interpretation for Outdoor Recreation and Nature-Based Tourism RLST(NRRT) 3310 Outdoor Recreation and Environmental Awareness
RLST 4840 Environmental and Cultural Interpretation
SOCI 3400 Environmental Sociology TXMI 4300 Studio IV: Universal and Sustainable Residential Design
TXMI 8140 Environmental Aspects of Textiles FISH(WASR) 4100/6100-4100L/6100L Environmental Monitoring WASR 6800 Control and Systems Theory for the Environmental Scientist WASR 7980 Forest Soils, Hydrology and Environmental Systems Problems WASR 8300 System Identification for the Environmental Scientist WASR 8400 Environmental Process Control Laboratory WASR 8500 Environmental Systems Analysis and Control WASR 8980 Forest Soils, Hydrology and Environmental Systems Problems WILD 8470 Self-Referencing Modeling for Environmental Sciences BIOL 4050K NATURAL ENVIRONMENT OF GEORGIA
BIOL 4484 LAB TECH:APPLD & ENVIRON MICRO
ECON 4220 ENVIRONMENTAL ECONOMICS & POL
EXC 4500 ENVIRON & MED ISSUES CHILD
GEOG 4644 ENVIRONMENTAL CONSERVATION
GEOG 4782 ENVIRONMENTAL PSYCHOLOGY GEOL 2001 GEOLOGIC RESOURCES&ENVIRONMENT GEOL 4006 SEDIMENTARY ENVIR&STRATIGRAPHY
GEOL 4017 ENVIRONMENTAL GEOLOGY
GEOL 4644 ENVIRONMENTAL CONSERVATION
HIST 3230 AMERICAN ENVIRONMENTAL HISTORY

Landscape Architecture Marine Science
Marine Science Marine Science
Marine Science
Microbiology
Microbiology Natural Resource Recreation and Tourism Natural Resource Recreation and Tourism
Recreation and leisure Science Recreation and leisure Science Socialogy
Textiles, Merchandising and Interiors Textiles, Merchandising and Interiors
Water and Soil Resources
Water and Soil Resources
Water and Soil Resources
Water and Soil Resources
Water and Soil Resources
Water and Soil Resources
Water and Soil Resources
Wildlife
Biology Biology Economics Exceptional Children Geography Geography
Geology
Geology Geology Geology History

UGA UGA
UGA UGA
UGA
UGA
UGA
UGA
UGA
UGA UGA UGA
UGA UGA
UGA
UGA
UGA
UGA
UGA
UGA
UGA
UGA
GSU GSU GSU GSU GSU GSU
GSU
GSU GSU GSU GSU

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

MGS 4320 LEGAL ENVIRONM OF HR MGT PHIL 4720 ENVIRONMENTAL ETHICS PSYC 4520 ENVIRONMENTAL PSYCHOLOGY

Management Philosophy Psychology

GSU GSU GSU

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Appendix 5. Inventory of Energy and Energy-Related Programs in the US
This appendix provides supporting documentation for recommendations and best practice programs at other schools referenced in Chapter 7.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

(Source: Valencia and Vine, 2006)

Name of college/university Iowa State University
University of Massachusetts Amherst
Georgia Institute of Technology

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes Biomass Energy

The program offers students from a wide http://www.biorenew.ia

variety of science and engineering

state.edu/graduate/ab

backgrounds advanced study in the use of out.html

plant- and crop-based resources for the

production of biobased products, including

fuels, chemicals, materials, and energy.

Yes

Yes Center for Energy Efficiency The Center for Energy Efficiency and

http://www.ceere.org/

and Renewable Energy Renewable Energy offers research, training

and educational experiences for graduate

and scientists. The Renewable Energy

Research Laboratory (RERL) focuses

primarily on wind energy and offers

graduate students research opportunities.

Yes

Yes

Yes University Center of

UCEP is a Department of Energy supported http://www.ece.gatech.

Excellence for Photovoltaics center engaged in research and

edu/research/UCEP/

Research and Education development in advanced photovoltaic

(UCEP)

materials and devices aimed at

accelerating the development of cost-

effective photovoltaics.

University of Texas at Austin

Yes

Yes Center for Sustainable

Sustainable Design

Development

http://web.austin.utexas .edu/architecture/acad emic/architecture/main. html

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Texas at Austin
Bainbridge Graduate Institute University of California at Berkeley

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Energy and Mineral

Energy and Mineral Resources is designed http://www.pge.utexas.

Resources

to provide students with a broad

edu/emr/

background in energy and mineral resource

management. The objective of the program

is to train generalists -- persons with an

understanding of the geological,

engineering, economic, financial, and

business aspects of the energy and mineral

industries, including such areas as legal

aspects, environmental considerations, risk

management, and social issues for energy

companies. Although approaches vary from

site-specific investigations to regional and

global studies, students are taught to utilize

problem-oriented rather than discipline-

oriented methodology. The Energy and

Mineral Resources Graduate Program

spans the Colleges of Natural Sciences,

Liberal Arts, Engineering, the Graduate

School of Business, the LBJ School of Public

Affairs, and is administered through the

Departments of Geological Sciences and

Petroleum and Geosystems Engineering.

Yes

MBA in Sustainable Business BGI's pioneering MBA and Certificate

http://www.bgiedu.org

programs prepare diverse leaders to build /

enterprises that are economically successful,

socially responsible and environmentally

sustainable.

Building Science Study Area Environmental quality in buildings, and http://arch.ced.berkele

ways of producing desirable environments y.edu/resources/bldgsci

in an energy- and resource-efficient

/bsg/bsg.html

manner

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of California at Berkeley
University of California at Berkeley Lehigh University
Boston University

Degrees Offered (BA/BS)
Yes
Yes

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Electric Power Systems

Yes

Yes Energy and Resources

Program (ERG)

Yes

Yes Energy Research Center

Yes

Center for Energy and

Environmental Studies

(C.E.E.S.)

Program Focus (areas of expertise)

Program Web Site

Some of the research areas represented in http://www.ieor.berkel

the IEOR department are analysis of

ey.edu/

algorithms, automation and robotics,

combinatorics and integer programming,

convex optimization, financial engineering,

inventory theory, risk analysis, robust

optimization, queueing theory, supply chain

management, scheduling, simulation.

Interdisciplinary academic program.

http://socrates.berkeley

Focuses on issues of energy, resources, .edu/erg/index.shtml

development, and international security as

the intersection of technological, economic,

environmental and sociopolitical

components

The Energy Research Center is a

http://www3.lehigh.edu

multidisciplinary activity involving faculty /engineering/cheme/re

and students from three colleges. The scope search/rci/erc.asp

of research activities includes fossil fuels,

electric power generation, conservation and

renewable resources, environmental aspects

of energy systems, and energy policy.

Energy and the Environment. The curriculum http://www.bu.edu/cee is based on an interdisciplinary, systems s/ perspective, which challenges student's to integrate theory and techniques from different disciplines. Instruction emphasizes the practical use of computer modeling in which students get hands-on experience with a variety of modeling approaches.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Colorado at Boulder

Degrees Offered (BA/BS)

Massachusetts Institute of Technology Massachusetts Institute of Technology

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Building Systems Program

Yes

Yes Building Technology

Yes

Technology and Policy

Program

Program Focus (areas of expertise)

Program Web Site

The Building Systems Program (BSP) is part http://ceae.colorado.ed

of the Department of Civil, Environmental, u/bsp/

and Architectural Engineering (CEAE) and

the College of Engineering and Applied

Science at the University of Colorado at

Boulder (UCB). It is dedicated to excellence

in energy-related research, development,

education, and technical assistance. BSP

focuses on energy efficiency in the buildings

and industrial sectors as well as on

practical applications of renewable

energies.

This is a joint program involving

http://web.mit.edu/bt/

Architecture, Civil Engineering, and

www/

Mechanical Engineering Departments. The

focus is on technological disciplines

applicable to thermal science, materials,

controls, design, simulation, and structures.

The graduate students pursuing M.S. and

Ph.D. degrees in this program use research

facilities in many departments of the

Institute.

Engineering training with emphasis on

http://tppserver.mit.edu

Policy Analysis. Degree programs

/

frequently evolve around issues of energy

efficiency, energy conversion, energy

systems planning, energy and the

environment (generally related to air

quality), or energy regulation.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

Name of college/university (BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Massachusetts Institute of Technology

Laboratory For Energy and LFEE is home to more than a dozen centers, http://lfee.mit.edu/met

the Environment (LFEE)

groups and programs and serves as a focal adot/index.pl

point for energy and environmental

activities throughout MIT. In addition, LFEE

brings together collaborating faculty and

staff in 13 departments to carry out

multidisciplinary research that leads to

holistic assessment of problems and solution

options in meeting demand for energy and

resource production and use. There is a

strong focus on engineering and science

based activities in key technology,

modeling and monitoring arenas.

Illinois Institute of Technology

Yes

Yes Environmental and Energy The program in environmental and energy http://www.kentlaw.ed

Law

law trains students to be environmental and u/academics/jdcert/env

energy professionals and law practitioners _pgm.html

who know and understand the law. Students

examine the statutes and administrative

regulations, case decisions and theoretical

underpinnings of environmentalism.

Chicago-Kent and other units of IIT provide

students with interdisciplinary training in the

scientific, economic and ethical aspects of

the subject; all are important for those who

will develop, administer and implement

environmental policy.

Illinois Institute of Technology

Energy + Power Center of The department conducts research in

http://www.chee.iit.edu

Chemical and Environmental numerous areas including significant

/

Engineering

research activities through its four

interdisciplinary research centers: the

Center for Electrochemical Science and

Engineering, the Energy + Power Center,

the Center of Excellence in Polymer Science

and Engineering and the Particle

Technology and Crystallization Center.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Illinois Institute of Technology

Degrees Offered (BA/BS)

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Energy/ Environment/

Economics (E3)

Program Focus (areas of expertise)

Program Web Site

The ongoing evolution of the energy system http://www.grad.iit.edu

and related global, environmental and /admission/areasofstud

economic issues make necessary a new y/eee.html

interdisciplinary approach to the education

of energy-industry engineers and

management professionals, as well as to

the planning an performance of energy

research and development. The petroleum,

coal, natural gas, nuclear, renewable and

electric utility industries and associated

resource and raw material extraction,

equipment design and manufacturing, and

construction industries, are facing not only

technological change and environmental

constraints, but also drastic changes in the

economic, institutional and trade

environments in which they operate.IIT's

Energy/Environment/Economics (E3)

program was developed to respond to the

rapidly changing needs of the energy

industry by providing the interdisciplinary

research and training required to produce

a new breed of engineer- one who

specializes in energy technologies and who

understands the associated environmental

issues and economic forces that drive

technology choice.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Maryland at College Park
Texas A&M University

Degrees Offered (BA/BS)

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Center for Environmental

Energy Engineering

Program Focus (areas of expertise)

Program Web Site

CEEE provides innovative solutions to

http://www.enme.umd.e

industry's research and development

du/ceee/

challenges and cost-effective, and timely

technology transfer. CEEE has developed a

highly flexible and task-oriented consortium

structure that emphasizes pre-competitive

research. Through its Graduate Education

program, CEEE also educates a new

generation of creative, team-oriented

engineering professionals who will be

future leaders in their fields.

Center for Energy and Mineral Resources (CEMR)

Expertise: Alternative Cooling Technology Integration Alternative Refrigerants Dynamic Performance of Refrigeration Systems Heat Exchange Technology Compressor Technology Energy Conversion Systems System Integration Enhanced Heat & Mass Transfer Fuel Processing Quantitative Flow Visualization Thermophysical Properties

http://archone.tamu.edu /~energy/energy.html

Texas A&M University

Yes

Yes Texas A&M University's ESL develops and transfers energy

Energy Systems Laboratory efficiency technology

(ESL)

http://tmpwebesl.tamu. edu/

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Missouri at Columbia
Oregon State University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes

Civil and Environmental The mission of the Civil and Environmental http://www.civil.missouri

Engineering

Engineering Department is to

.edu/

(1) provide a high quality education for our

students that will prepare our graduates

for a lifelong process of learning and

serving society, (2) conduct quality

research, create new knowledge, and make

scholarly contributions in the form of

publications and presentations to the

profession and society, and (3) serve our

community, the university, our profession,

the State of Missouri, and the nation.

Institute for Natural

As a cooperative enterprise, INR acts as a http://inr.oregonstate.e

Resources Previously Center catalyst, bringing together decision makers du/

for Water and

and researchers; developing partnerships

Environmental Sustainability with state, federal, tribal and local decision

makers and the talented faculty of

Oregon's higher education institutions.

University of California at Davis University of California at Davis

Yes

Yes Ecology, Environmental This program is particularly oriented

http://ecology.ucdavis.

Policy

toward students wishing to do research in edu/AOE/envpol/envp

environmental policy, or at least be able to ol_info.htm

evaluate the research of others. The

program within the AOE emphasizes

research design and methods, quantitative

techniques, and the relevant social sciences,

particularly economics, political science,

and planning.

Yes

Yes Institute of Transportation Travel behavior and transport systems http://www.its.ucdavis.e

Studies

modeling, environmental vehicle

du/about/overview.html

technologies, and climate change, air

quality, and other environmental impacts of

transportation

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Denver, University College
Lane Community College University of Oregon

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Environmental Policy and The program blends the fundamentals of http://www.universityco

Management

environmental science and technology with llege.du.edu/program/

an emphasis on:

academic/oncampus/ep

the development of sound policies

m/index.asp

practical applications of knowledge

an ethical management philosophy

The program's hands-on emphasis in

project-oriented courses prepares you for

inspection, permitting and compliance

positions in various industries. EPM courses

are also beneficial to students pursuing

information management, project

management, enforcement and regulation

positions with government agencies.

Yes

Northwest Energy Education The Renewable Energy Technician program http://www.lanecc.edu/

Institute (NEEI)

is offered as a second year option within instadv/catalog/science

the Energy Management Program. The /programs/energy.htm

coursework prepares students for

employment designing and installing solar

electric and domestic hot water systems.

Institute for a Sustainable The University of Oregon Institute for a http://gladstone.uorego

Environment

Sustainable Environment is a center for n.edu/~enviro/

special, collaborative, and applied

research projects. The institute's activities

aim to produce information that can help

resolve complex problems and enable

people to sustain the economies and

environmental systems that support their

communities.

Institute for a Sustainable Environment projects assist regions and communities in the U.S. Pacific Northwest and around the world. The projects are initiated by faculty and funded by foundations and agencies outside the university. The institute does not have instructional programs; it only employs faculty, students, and visiting scholars.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Oregon
Coconino Community College

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes

Master of Architecture

The Department of Architecture includes the http://architecture.uore

Interior Architecture Program and maintains gon.edu/index.cfm

close ties with other departments in the

School of Architecture and Allied Arts.

Architecture faculty members believe that

the interdisciplinary cooperation of

environmentally concerned fields is

important to the study of architecture and

continually seek new ways to learn from

each other.

A central part of architectural education is

the design studio, in which students learn by

doing through experience with the design

of buildings. The department still sees its

educational mission as rooted in Willcox's

visionary realm of freedom and

responsibility. The curriculum is design-

centered. Comprehensiveness is aided by a

subject area of substantial breadth and

depth, while integration is aided by skills

courses and practiced in studio. Faculty

enjoy substantial freedom with respect to

curricular innovation and research within

areas of expertise and are expected to

maintain a collective responsibility to

integrative and comprehensive design

Yes

Yes

Intermediate and Advanced Alternative Energy and Construction

http://www.coconino.ed

Alternative Energy

Management

u/mbaker/divisionpage

Certificate

/Dept%20ITC.htm

Colorado State University
Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Yes

Yes

Yes Construction Management Undergraduate program focuses on

http://www.cahs.colosta

Construction Management. Master of

te.edu/cm/grad_SBE.st

Science program has 3 emphasis areas: m

Construction Management and Information

Systems, Historic Preservation, and

Sustainable Building.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Colorado State University Colorado School of Mines
University of North Dakota University of North Dakota

Degrees Offered (BA/BS)

Degrees Degrees Offered Offered Name of energy or (MA/MS) (PhD.) environmental program
Solar Energy Applications Laboratory (S.E.A.L.)

Yes

Yes Applied Physics Program

Yes Chemical Engineering Graduate Program
Energy & Environmental Research Center (EERC)

Program Focus (areas of expertise)

Program Web Site

SEAL conducts experiments in solar heating, http://www.colostate.e

cooling of buildings, solar water heating, du/Orgs/SEAL/

room air motion, building and HVAC

simulation, short term energy monitoring,

and thermal storage.

Graduate students are given a solid

http://www.mines.edu/

background in the fundamentals of classical academic/physics/grad

and modern physics at an advanced level. _pgm/index.html

Wide ranges of upper level elective

courses are also taught, including research

opportunities at the Center for Solar and

Electronic Materials.

The Chemical Engineering Department is http://www.und.edu/de

part of the School of Engineering and

pt/sem/che/che%20gr

Mines. The Doctoral program leads to a ad%20prog.html

Doctor of Philosophy (PhD) degree in

Energy Engineering.

The Energy & Environmental Research

http://www.undeerc.org

Center (EERC) is recognized as one of the

world's leading developers of cleaner,

more efficient energy and environmental

technologies to protect and clean our air,

water, and soil.

The EERC is a high-tech, nonprofit branch of

the University of North Dakota (UND). The

EERC operates like a business; conducts

research, development, demonstration, and

commercialization activities; and is

dedicated to moving promising technologies

out of the laboratory and into the

commercial marketplace.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university East-West Center

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

East-West Center Research The East-West Center is an education and http://www.eastwestcen

Program

research organization established by the ter.org/

U.S. Congress in 1960 to strengthen

relations and understanding among the

peoples and nations of Asia, the Pacific,

and the United States. The Center

contributes to a peaceful, prosperous, and

just Asia Pacific community by serving as a

vigorous hub for cooperative research,

education, and dialogue on critical issues of

common concern to the Asia Pacific region

and the United States. Funding for the

Center comes from the U.S. government,

with additional support provided by

private agencies, individuals, foundations,

corporations, and the governments of the

region. With a few exceptions, the East-

West Center Degree Student Program is

carried out in cooperation with the

University of Hawaii. As a national and

regional resource, the Center offers: An

interdisciplinary research program that

examines major issues of critical importance

in U.S.-Asia Pacific relations. Dialogue and

professional enrichment programs that focus

on groups central to the communication of

ideas: the media, political and policy

leaders, and educators. Educational

programs to develop the human resources

needed by the United States and the Asia

Pacific region in a new era of increased

interdependence.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of California at Irvine
Cornell University
Cornell University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes Institute of Transportation ITS research involves faculty and students http://www.its.uci.edu/

Studies (ITS)

from The Henry Samueli School of

Engineering, the School of Social Sciences,

the School of Social Ecology, the Graduate

School of Management, and the

Department of Information and Computer

Science. The Institute also hosts visiting

scholars from the U.S. and abroad to

facilitate cooperative research and

information exchange, and sponsors

conferences and colloquia to disseminate

research results.

Yes

Yes

Yes Biological and Environmental Biological and Environmental Engineering http://www.bee.cornell.

Engineering

(BEE) is at the focus of three great

edu/about/about.htm

challenges facing humanity in the 21st

century:

Center for the Environment

Protecting or remediating the world's

natural resources, including water, soil, air,

energy, and biodiversity.

Developing engineering systems that

monitor, replace, or intervene in the function

and operation of living organisms.

Ensuring an adequate and safe food

supply in an era of expanding world

population.

Advance knowledge on environmental and http://environment.corn

human systems to promote a sustainable ell.edu/action.php?actio

relationship supporting a quality life for n=view&type=page&tit

people.

le=AboutCfe

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Cornell University
University of Tennessee
New Mexico State University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes

Yes Department of City and City and Regional Planning's faculty use a http://www.dcrp.cornell

Regional Planning

wide variety of research tools, including .edu/

descriptive and analytical statistical

techniques, survey research, Geographic

Information Systems (GIS) techniques, and

qualitative methods, such as ethnography

and focus groups. They are actively

engaged in both theoretical and policy-

oriented research. Faculty research interests

vary widely but intersect around three

major areas of planning: international

studies in planning; environmental and land

use studies; and economic and community

development.

Energy, Environment and Energy, Environment and Resources Center http://eerc.ra.utk.edu/

Resources Center

is a multidisciplinary research center

dedicated to exploring and resolving

critical issues concerning energy,

environment, natural resources, and

technology. Located on the campus of the

University of Tennessee, Knoxville (UTK), its

primary mandate is interdisciplinary

research and problem solving. Topics

include waste management, water

resources, and systems research.

Yes

WERC: A Consortium for WERC is a consortium for environmental http://www.werc.net/in

Environmental Education and education and technology development. dex.asp

Technology Development The consortium's mission is to develop the

human resources and technologies needed

to address environmental issues. WERC's

threefold program aims to achieve

environmental excellence through

education, public outreach and technology

development and deployment.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of California at Los Angeles
University of Southern California University of Massachusetts at Lowell

Degrees Offered (BA/BS)
Yes

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Institute of the Environment The mission of the IoE is to generate

http://www.ioe.ucla.edu

(IoE)

knowledge and provide solutions for

/

regional and global environmental

problems, and to educate the next

generation of professional leadership

committed to the health of our planet.

Through its local, national and international

programs, the IoE employs innovative cross-

disciplinary approaches to address critical

environmental challenges - including those

related to water quality, air pollution,

biodiversity, and sustainability - with the

goal of achieving stable human coexistence

with the natural systems on which society

depends. IoE is finalizing a new

Interdepartmental Degree Program for a

Bachelor of Science Degree in

Environmental Science' targeted to begin in

Fall 2006.

Yes

Yes Building Science

Recognition of the ecological importance of http://www.usc.edu/de

energy-conscious design and construction. pt/architecture/mbs/ind

Integration of planning, design, and

ex.html

technology to form a coherent and

interdependent force for the appropriate

construction of urban places.

Yes

Energy Engineering Program The focus of the program is on the

http://www.uml.edu/col

utilization of advanced analytical and lege/engineering/Mech

experimental techniques to address issues anical/energy.html

related to power generation and energy

utilization. The M.S. programs offer

professional training at the master's degree

level designed to prepare the student to

perform state-of-the-art work on energy

systems. The doctoral programs prepare

students to advance the state-of-the-art

through interdisciplinary research and

innovation.

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Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

Name of college/university (BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

University of Massachusetts at Lowell

Yes

Yes Solar Energy Engineering Solar Energy

Program Web Site http://energy.caeds.en g.uml.edu/

University of Wisconsin at Madison University of Wisconsin at Madison

Yes

Yes Energy Analysis and Policy The program is an 18-credit graduate http://www.ies.wisc.edu

(EAP)

certificate --- not a stand-alone degree. A /eap/curric.htm

graduate student from ANY UW-Madison

program may add EAP to their degree. It is

a general program, organized around the

courses that are taught by faculty from a

wide range of disciplines, including:

Environmental Studies, Mechanical

Engineering, Public Affairs, Urban and

Regional Planning, Business, Economics,

Nuclear Engineering, Biological Systems

Engineering, Geology

Yes

Yes Wisconsin Solar Energy Solar Energy

http://sel.me.wisc.edu/

Laboratory (SEL)

Kansas State University

Engineering Extension

Engineering Extension's educational and http://courses.k-

training programs focus on energy and the state.edu/catalog/unde

environment. Energy information

rgraduate/en/extension

emphasizes construction and retrofit for .html

energy efficiency, maintenance techniques

in commercial and institutional buildings,

building environmental control systems, and

system design for energy efficiency.

Engineering Extension targets these

programs toward building designers,

contractors, building operators, and owners.

In its environmental efforts, Engineering

Extension focuses on pollution prevention,

assisting Kansas businesses in minimizing the

production of wastes harmful to the

environment, and on radon detection,

mitigation, and construction practice to

minimize occupant exposure.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 106

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Kansas State University
Tufts University

Degrees Offered (BA/BS)
Yes

Degrees Degrees Offered Offered Name of energy or (MA/MS) (PhD.) environmental program
Kansas University Transportation Center

Yes

Yes Institute of the Environment

Program Focus (areas of expertise)

Program Web Site

The Kansas University Transportation

http://www.kutc.ku.edu

Center (KUTC) conducts, coordinates, and /cgiwrap/kutc/index.ph

promotes transportation research, training p

and technology transfer to the State of

Kansas and the surrounding region. KUTC is

a multi-disciplinary center of the University

of Kansas. It encompasses several research

and technology transfer programs. Primary

areas of interest are highway engineering

and maintenance, traffic engineering and

safety, workforce development, and

community transit.

Tufts Institute of the Environment (TIE) is an http://www.tufts.edu/ti

interdisciplinary, university-wide education e/

and research institute which facilitates and

coordinates environmental programs at the

University. TIE is devoted to advancing and

disseminating knowledge about the many

ways human interactions affect the

environment. TIE focuses on environmental

research, technology, policy development

and education, recognizing the

interdependence of human welfare, animal

health, and ecological integrity.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 107

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Arizona State University
Marquette University

Degrees Offered (BA/BS)
Yes
No

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Environmental Technology

and Management

Thermofluid Science and Energy Research Center (TSERC)

Program Focus (areas of expertise)

Program Web Site

The B.S. degree in Environmental

http://etmonline.asu.edu

Technology Management prepares students /

with critical scientific, technical and

management skills needed to manage

environmental challenges faced by industry.

The program includes a core consisting of

courses in science, mathematics, computer

science and statistics, which provide the

basis for understanding the complex issues

in environmental technology. The College

of Technology and Applied Sciences offers

a M.S. in Technology degree with three

distinct concentrations: Environmental

Management, International Environmental

Management and Sustainability, Emergency

Management. This 33 semester hour degree

requires either a Thesis or an Applied

Project.

The Thermofluid Science and Energy

http://www.marquette.

Research Center (TSERC) is an organization edu/eng/pages/AllYou

linking Marquette University engineering Need/Mechanical/Labs

with industrial

/TSERC.html

communities. The mission of the TSERC is the

more efficient and economical operation of

energy conversion systems and heat/mass

exchange equipment, by retrofit as well as

new developments. Typical objectives are

(i) finding improved configurations of

equipment, (ii) optimizing the design

parameters of equipment and reconfigured

system, as well as, (iii) optimal operation of

existing facilities.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 108

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Minnesota
Ball State University Grand Valley State University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Residential Building Science The Residential Building Science and

http://www.cnr.umn.edu

& Technology

Technology program is designed to

/BP/undergrad/rbst.ph

investigate the important relationships p

between people, their homes, and the

environment. From a solid scientific and

engineering base, this interdisciplinary

program builds critical thinking skills and

helps students explore the opportunities

that can enhance the performance of

houses. The curriculum draws upon a wide

range of resources across the University

and includes physical science, social science,

management, marketing, communications,

material sciences, and engineering

coursework. The core residential building

courses focus on housing policy and design;

architecture, building materials and

construction methods; building dynamics

such as heat flow, moisture movement, and

air quality; and project management.

Yes

Yes

Yes Center for Energy

Each of the seven colleges at the university http://www.bsu.edu/cer

Research/Education/Service participate in at least one minor, allowing es

for a broader study of sustainability across

the university as well as addressing the

interdisciplinary nature of sustainability.

Michigan Alternative and All Renewables Renewable Energy Center (MAREC)

http://www.gvsu.edu/m arec/index.cfm?id=F3B 7F4FE-DF3E-83CB224E8A9080AA4954

New Jersey Institute of Technology

Yes

Yes

Yes School of Architecture

Concentration in building sciences and http://architecture.njit.e

advanced studies in energy use in buildings du/

and communities. Faculty Areas of

Expertise: Building materials; energy

transfer in buildings; passive solar heating;

and building systems integration.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 109

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university New Jersey Institute of Technology
University of Delaware

Degrees Offered (BA/BS)

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes New Jersey Institute of

Technology, Environmental

Policy Studies

Program Focus (areas of expertise)

Program Web Site

The Graduate Program in Environmental http://www.njit.edu/v2

Policy Studies (within the Department of /Directory/Academic/H

Chemistry and Environmental Science)

UM/EPS/researchctr.ht

offers both masters and PhD programs with m

a major emphasis on sustainability.

Yes

Yes Center for Energy and

Environmental Policy

http://ceep.udel.edu/a cademics/phd/enep.htm

University of Delaware

Yes

Yes Institute of Energy

Conversion (IEC)

IEC is a laboratory devoted to research http://www.udel.edu/ie and development of thin-film photovoltaic c/ solar cells and other photonic devices. IEC is a totally integrated laboratory in which materials and films are synthesized and characterized and electrical devices are fabricated and analyzed, offering the unique experience of correlating properties of completed devices with their fabrication processing all under one roof. Close collaboration between IEC staff and thin film photovoltaic industrial partners insures that the research is relevant to today's technology and includes state-of-the-art process development.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 110

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Oklahoma
Oberlin College New York Institute of Technology

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes Sarkeys Energy Center The University of Oklahoma Sarkeys

http://www.ou.edu/sec

Energy Center includes six interdisciplinary /sarkeys/sec-info.html#

institutes and a special institute which

focuses on the Western Hemisphere. All the

institutes involve faculty from the colleges

of Geosciences, Arts and Sciences, Law,

Business and Engineering. Focusing on the

energy-related strengths of the university,

the institutes develop technology and

programs that advance the energy industry

in the state and throughout the world and

provide significant, "real world" research

and education opportunities for students.

The center makes possible an

interdisciplinary approach to research as

well as critical interaction and collaboration

with industry and governmental agencies.

The facility provides researchers with highly

sophisticated equipment in state-of-the-art

laboratories, enabling them to effectively

seek solutions not only to today's problems,

but to identify and begin addressing the

problems of tomorrow as well.

Yes

Environmental Studies

The program seeks to apply the different http://www.oberlin.edu

perspectives of the humanities, social

/envs/

sciences, biology, and the physical sciences

to environmental and natural resource

issues. To see the facilities where the school

is based go to:

http://www.oberlin.edu/ajlc/ajlcHome.html

Yes

Master of Science in Energy This is an interdisciplinary program for http://www.nyit.edu/sc

Management

managers and engineers who require

hools_programs/engine

advanced knowledge of energy technology ering/energy_mgmt.htm

and management skills for improving

l

energy efficiency. Students learn how to

evaluate the energy sources of the future,

help protect the environment, and optimize

the performance of buildings.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 111

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Stanford University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes Interdisciplinary Graduate IPER is designed to provide a vibrant,

http://iper.stanford.edu

Program in Environment and intellectual home for graduate students with /

Resources

strong interdisciplinary environmental

interests.

Curtin University of Technology

Yes

Drexel University

Yes

Renewable Energy Engineering
Department of Civil, Architectural and Environmental Engineering

Curtin University of Technology's Master of http://handbook.curtin.e

Engineering Science degree is designed to du.au/courses/30/304

provide engineers and scientists with

254.html

specific training in advanced areas of

renewable energy technologies and

engineering applications. The emphasis is

on the design, analysis, simulation and

implementation of energy systems with

special attention to renewable energy

systems.

Drexel does not have a formal energy http://www.cae.drexel.

program per se. However, its faculty in edu/index.htm

architectural engineering (within this

department) have interests in building

energy management and control (including

HVAC). Faculty in the mechanical

engineering department at Drexel include

individuals with strong interests in

combustion sciences

International Institute for Renewable Energy

Yes

Yes International Institute for IIRE is a non-profit, international institution http://www.nu.ac.th/en

Renewable Energy (IIRE) and focuses primarily on research and glish/research/location/

development, the provision of testing and i_iire.htm

demonstration services for renewable

energy technologies, the diffusion of

knowledge and information to interested

parties (including the private sector), and

the sharing of experiences.

Carnegie Mellon University

Center for Energy and Environmental Studies

http://www.epp.cmu.ed u/httpdocs/research/en ergy.html

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 112

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Carnegie Mellon University Lewis and Clark
Prescott College Princeton University
University of Redlands

Degrees Offered (BA/BS)
Yes
Yes
Yes

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Civil and Environmental

Engineering and Public

Policy

Environmental Studies

Yes

Environmental Studies

Program Focus (areas of expertise)

Program Web Site

Innovative research contributions have http://www.ce.cmu.edu

ranged from special tools for structural /

design to unique building materials, to

environmental control technologies and

background data on global air pollution.

Lewis & Clark's environmental studies

http://www.lclark.edu/

program takes a broadly interdisciplinary dept/esm

approach to understanding the physical

and biological world and the effects of

human activities on the planet and its

systems. In an effort to identify global and

regional environmental problems and

provide solutions, we examine such issues as

pollution, climate, energy, population,

agriculture, conservation, natural resource

use, and development from both scientific

and policy-related perspectives.

http://www.prescott.ed

u/

The Energy Group (formerly Research activities focus on identifying http://www.princeton.e

the Center for Energy and technologies and technology strategies and du/~energy/

Environmental Studies

policies that could facilitate solutions for the

(CEES))

long term of major energy-related societal

problems--including global climate change,

urban air pollution, energy-import

dependence, the risk of nuclear weapons

proliferation, and poverty in developing

countries.

Yes

Yes Minor, Center for Environmental The B.S. in Environmental Management is http://www.redlands.ed

BA, BS, Studies

divided into two concentrations: the first u/x11370.xml

MS in

focuses on natural resource controversies

GIS

and the second focuses on the management

of environmental organizations, programs,

and business ventures.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 113

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Redlands
University of California at Riverside
University of Missouri at Rolla

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

The Redlands Institute

The Redlands institute is an applied

http://www.redlands.ed

research support group at the university of u/x12547.xml

Redlands, in Redlands, California. Foremost

among the purposes of the institute is

helping students, faculty and the attentive

public to develop, analyze, envision, and

explain complex information about

problems and opportunities that transcend

disciplinary boundaries.

Yes

Yes

Yes Center for Environmental CE-CERT's goals are to become a

http://www.cert.ucr.edu

Research & Technology (CE- recognized leader in environmental

/

CERT)

education, a collaborator with industry and

government to improve the technical basis

for regulations and policy, a creative

source of new technology, and a contributor

to a better understanding of the

environment.

School of Materials, Energy SoMEER grew out of the founding school: http://someer.umr.edu/

& Earth Resources (SoMEER) the Missouri School of Mines. We have a

proud heritage first as the School of Mines

and Metallurgy when the Missouri School of

Mines became part of the University of

Missouri system, and in 2004 when we

further evolved into the School we are

today focused on Materials, Energy and

Earth Resources. We are proud to bring

together students to educate them to

become engineers and scientists who are

focused on the exploration, extraction, and

utilization of materials in a sustainable

environment.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 114

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of Missouri at Rolla

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program

Yes

Yes Graduate Studies in the

Department of Mechanical

& Aerospace Engineering,

option in energy-related

concentration

Program Focus (areas of expertise) Energy conversion and utilization, energy conservation, heat transfer in manufacturing, and materials processing

Program Web Site http://mae.umr.edu

University of Utah
University of Utah San Diego State University

Yes

Yes

Yes

Wallace Stegner Center for The S.J. Quinney College of Law offers http://www.law.utah.ed

Land, Resources and the nationally recognized programs in

u/stegner/

Environment

environmental and natural resource legal

education at the J.D. and post-J.D. levels.

Students at both levels are provided with

the highest quality and most diverse

education in the areas of environmental

and natural resources law. Basic survey

courses are taught in natural resources and

environmental law. Advanced courses and

seminars are offered in areas such as

environmental practice, protected lands,

water law, wildlife law, the environment

and business, land use, regulated industries,

energy and natural resources, Indian law,

toxic torts, and international environmental

law.

Environmental Humanities

http://vegeta.hum.utah.

edu/eh/

Mechanical Engineering

http://attila.sdsu.edu/m echanical/

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 115

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

Name of college/university (BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

University of California at San Diego

Yes

Yes The Center for Energy

The Center for Energy Research (CER) is an http://aries.ucsd.edu/P

Research (CER)

organized research unit at UC San Diego. UBLIC/CER/

CER provides a venue for interdisciplinary

interactions among UCSD faculty,

researchers, students and the public, aimed

at coordinating and promoting energy

research and education. The mission of the

Center for Energy Research (CER) at the

University of California, San Diego (UCSD)

is to foster research and educational

activities devoted to critical energy needs.

The CER also provides a vehicle for

developing other dimensions of energy

research, including energy policy,

economics and ecology.

California Polytechnic State

Yes

Yes

Renewable Energy Institute Sustainable Architecture. REI is a research http://www.calpoly.edu

University

institute. REI's teaching and research

/~rgp/Research/rei.ht

programs are of an applied and

ml

interdisciplinary nature involving students,

faculty, staff and off-campus persons from

the fields of Agriculture, Architecture,

Science and Engineering. The Institute is

engaged in the collection, development,

and dissemination of information and

research about renewable energy and

sustainability for the improvement of

environmental quality, economics, and

human life.

University of California Santa

Yes

Environmental Studies

http://www.es.ucsb.edu

Barbara

/

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 116

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university University of California Santa Barbara

Degrees Offered (BA/BS)

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Donald Bren Graduate

School of Environmental

Science Management

Program Focus (areas of expertise)

Program Web Site

The Master's program, a central focus of http://www.bren.ucsb.e

the School's educational mission, trains du

students to work in environmental careers in

government agencies, corporations, non-

profit organizations, and consulting

firms.Although a couple of courses on

energy may be taught at the Bren School,

there is not an official energy focus. The

coursework for the Master's degree is multi-

disciplinary, including courses in natural

sciences, social sciences, law, and business.

The courses emphasize quantitative and

analytic thinking, but they also train

students to identify environmental problems,

formulate the proper questions, and design

and execute appropriate solutions, taking

into account scientific knowledge (and its

limits), legal constraints, and the particular

business and social context of the

problem.The School also brings in

environmental professionals from

government, business, and non-profit

organizations to ensure that students'

professional development reflects the

integration of rigorous academic training

with a sound understanding of real-world

environmental problems and the needs of

clients. This not only teaches students to

tackle current environmental problems, but

also fosters their capacity for long-range

thinking and prepares them for new

challenges as they arise.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 117

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Degrees Offered Name of college/university (BA/BS) University of California at Santa Cruz Yes

Santa Monica College

Yes

Degrees Degrees Offered Offered Name of energy or (MA/MS) (PhD.) environmental program
Yes Environmental Studies
Center for Environmental and Urban Studies

Program Focus (areas of expertise)

Program Web Site

Students pursue an interdisciplinary

http://envs.ucsc.edu/

curriculum that combines course work in

ecology and the social sciences. The

program emphasizes the integration of

ecological knowledge with an

understanding of social institutions and

policies in ways that support the

conservation of biodiversity, the practice of

sustainable agriculture, and the careful

management of other ecological systems.

The Program offers students a wide range http://www.smc.edu/ce

of curriculum choices to advance their

s/default.htm

understanding of environmental and urban

concerns. It offers students and faculty the

opportunity to meet and engage in

dialogue with proponents and practitioners

of varying points of view with respect to

the most compelling environmental and

urban concerns of this community and the

world beyond. It seeks to identify and

facilitate opportunities for direct

involvement by students in these concerns as

interns, in service learning arrangements or

as volunteers in organizations, agencies,

and other entities that specialize in

environmental and urban concerns. One of

the main goals of the Environmental

College is to develop an environmental

IGETC (Intersegmental General Education

Transfer Curriculum) for UC and CSU

Transfers.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 118

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Seattle University
Slippery Rock University of Pennsylvania Syracuse University
Arizona State University

Degrees Offered (BA/BS)
Yes

Degrees Degrees Offered Offered Name of energy or (MA/MS) (PhD.) environmental program
Environmental Studies

Yes

Parks & Recreation and

Environmental Education

Program Focus (areas of expertise)

Program Web Site

This program will include a strong

http://www.seattleu.ed

component of community involvement, not u/artsci/eco/index.asp

only for student internships, service

learning, and employment, but also for

bringing in knowledgeable people from the

community and region so that we can learn

from one another. The multi-disciplinary

program is an approach to understanding

the environmental crisis and developing

strategies for its solution. In addition to a

solid academic grounding, students will

develop skills and knowledge through field

studies and internships within the community.

These experiences offer students

opportunities to learn about problems first-

hand, to test ideas in the field, and to

understand whole systems in nature directly

through study of various local and regional

landscapes.

This program integrates resource

http://academics.sru.ed

management, agriculture, and built

u/pree/

environments into the development of

sustainable systems.

Center of Excellence (CoE) in The Syracuse Center of Excellence (CoE) in http://www.syracusecoe

Environmental and Energy Environmental and Energy Systems is a .org/

Systems

federation of firms, organizations, and

institutions that creates innovations to

improve health, productivity, security, and

sustainability in built and urban

environments. Activities within the Syracuse

CoE include research, product development,

research, product development,

commercialization assistance, and education

programs.

Yes

Yes

Yes Power Systems

Power Engineering

http://www.pserc.org/

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 119

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Rensselaer Polytechnic Institute
Rensselaer Polytechnic Institute
Tuskegee University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program

Yes

Yes Graduate Education in

Lighting

Program Focus (areas of expertise) Lighting

Program Web Site http://www.lrc.rpi.edu/

Yes

Yes Ecological Economics

Ecological Economics

http://www.economics.r

pi.edu/index.php?siteid

=18&pageid=331

College of Engineering, The College of Engineering, Architecture http://www.tuskegee.e

Architecture and Physical and Physical Sciences has as one of its du/ceaps

Sciences (CEAPS)

major objectives the preparing of

individuals for a full, satisfying and

competitive career in an era when society

demands comprehensive solutions to

environmental and technological problems.

It has become clear that in producing the

goods and services demanded by an

expanding populace, technical solutions of

tomorrow will incorporate multi-faceted

problem-solving skills which will involve not

only socio-political impact but also

economic and global ecological

components.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 120

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Pennsylvania State University
University of Victoria Baylor University

Degrees Offered (BA/BS)
Yes

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Yes Graduate Program in

Energy and Geo-

Environmental Engineering

(EGEE)

Yes

Yes Institute for Integrated

Energy Systems

Yes

Institute of Environmental

Studies

Program Focus (areas of expertise)

Program Web Site

EGEE provides an integrated education in http://www.egee.psu.e

all aspects of the energy cycle - from the du/egeegrad/

recovery of fuels and sustainable energy

resources, their conversion and utilization,

and the stewardship or beneficial-

utilization of the waste products. It

combines prior graduate programs in Geo-

Environmental Engineering and in Fuel

Science under a unifying theme, and with

common educational objectives and

coursework. The focus of this program is the

safe, sustainable and efficient utilization of

energy. The graduate program in Energy

and Geo-Environmental Engineering is

focused to address broad pedagogic

needs: educating engineers and scientists

with a clear appreciation of industrial

needs, with solid grounding in the physical

and chemical sciences, and with an

appreciation of key social and physical

uncertainties operating in the natural world.

The Institute for Integrated Energy Systems http://www.iesvic.uvic.c

at the University of Victoria (IESVic)

a/

promotes feasible paths to sustainable

energy systems by developing new

technologies and perspectives to overcome

barriers to the widespread adoption of

sustainable energy. IESVic conducts original

research to develop key technologies for

sustainable energy systems and actively

promotes the development of sensible,

clean energy alternatives.

http://www.baylor.edu

/environmental%5Fstudi

es/

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 121

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university George Washington University
Johns Hopkins University

Degrees Degrees Degrees

Offered Offered Offered Name of energy or

(BA/BS) (MA/MS) (PhD.) environmental program Program Focus (areas of expertise)

Program Web Site

Yes

Yes The Environmental and

This program provides advanced education http://www.gwu.edu/~

Energy Management

across the full spectrum of subjects central eem/

Program

to the practice of environmental and

energy management. These include

protection of air quality, water quality

management, hazardous and solid waste

management, environmental auditing,

environmental impact assessment, benefit-

cost analysis, risk assessment and

management, energy auditing,

environmental and energy policy analysis,

geographic information systems, and other

related subjects. The program embodies not

only the engineering and scientific

technologies underlying the profession, but

also the statutory and regulatory

framework in which they are embedded,

social and policy considerations that are

critically important in modern society, and

management tools needed to get the job

done.

Yes

Yes Energy, Environment, Science The EEST program teaches students how to http://catalog.epp.jhu.e

& Technology

use the tools of economics, political science, du/preview_program.p

policy analysis and negotiation analysis to hp?catoid=9&poid=20

understand how energy, environment,

0

science and technology issues both affect

and are influenced by international

relations.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 122

September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university Clark University
Humboldt State University Humboldt State University

Degrees Offered (BA/BS)
Yes
Yes

Degrees Degrees

Offered Offered Name of energy or

(MA/MS) (PhD.) environmental program

Yes

Environmental Science and

Policy

Yes

Energy Resources

Engineering

Schatz Energy Research Center

Program Focus (areas of expertise)

Program Web Site

ES&P's expertise in risk and vulnerability http://www.clarku.edu/

assessment, environmental justice,

departments/idce/envir

institutional dynamics, watershed

onmentalscience/grad/i

stewardship, renewable energy, and

ndex.shtml

capacity building resonate worldwide. Current student-faculty research includes health risk analysis, biodiversity

conservation, climate change vulnerability

and adaptation, alternative transportation, and impacts assessment. Classes and experiential learning give students essential

skills for analysis, planning, implementation,

and evaluation.

The ERE program at HSU specifically

http://www.humboldt.e

focuses on the following: (1) energy system du/~humboldt/progra

design and integration using renewable ms/descriptions/842/

energy resources (e.g. solar energy, wind energy, hydrogen fuel cells); (2) sustainable

energy storage and transportation; and (3)

energy efficiency through the optimal design and management of buildings.

Schatz Energy Research Center (SERC) is an http://www.humboldt.e educational and research institute affiliated du/~serc/

with the Environmental Resources

Engineering (ERE) department at Humboldt State University (HSU). SERC's educational mission is to increase energy and

environmental awareness and to offer

people first-hand experience with clean energy technologies. As scientists, teachers,

and environmental advocates, SERC

engineers are excited about participating

in environmental education in our community.

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

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September 2008

Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech

Name of college/university UCLA Tulane University
Columbia University University of Colorado - Boulder

Degrees Offered (BA/BS)
Yes
Yes

Degrees Degrees Offered Offered Name of energy or (MA/MS) (PhD.) environmental program
Center for Energy Science and Technology Advanced Research (CESTAR)

Yes

Yes Entergy-Tulane Energy

Institute

Yes

Yes Center for Energy, Marine

Transportation and Public

Policy

Yes

Yes Energy Core in the

Environmental Studies

Program

Program Focus (areas of expertise)

Program Web Site

The Center for Energy Science and

http://cestar.seas.ucla.e

Technology Advanced Research (CESTAR) is du/

an interdepartmental research center

whose mission is to provide a common focal

point for collaboration and synergism

among researchers at UCLA involved in

energy related research.

A major focus of the Energy Institute is to www.freeman.tulane.ed

build local expertise and to create an u/energy

incubator environment to strengthen the

quality and quantity of individuals in

various disciplines specifically related to

the energy industry. The Institute has a

systematic research program aimed at

improving the integration of energy

markets, policy, technology, and the

environment. The Institute offers various

specialized courses focused on energy

economics, finance and risk management.

The Center offers a concentration for

http://energy.sipa.colu

students in Master of Public Administration mbia.edu/

(MPA) and Master of International Affairs

(MIA) programs who are interested in

international energy management and

related public policy issues.

CU-Boulder's energy program provides http://envs.colorado.ed

students with skills and knowledge in three u/grad_program/

areas: (1) Energy science and

technology: energy flows, energy

conversion technologies, energy efficiency

and the role of technology in changing

energy use. (2) Energy economics and

markets: energy supply and demand, price

and regulation as influences on energy

markets and energy regulatory structures.

(3) Energy policy and planning: policies

affecting energy supply and demand

Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy

Page 124