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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page i September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page ii September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page iii September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 1 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 2 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 3 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 4 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 5 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 6 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 7 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech should consider adding in support of the current and future needs of the energy and environmental cluster. (Chapter 7) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 8 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 9 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 10 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 11 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 12 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 13 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 14 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 15 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 16 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 17 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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). Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 18 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 19 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 20 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 21 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 22 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 23 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 24 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 25 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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) Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 26 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 27 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 28 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 29 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 30 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 31 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 32 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 33 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 34 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 35 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 36 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 37 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 38 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 39 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 40 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech technologies, public policy, state economic development strategy, and other factors. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 41 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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." Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 42 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 43 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 44 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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." Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 45 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 46 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 47 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 48 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 49 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 50 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 51 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 52 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 53 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 54 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 55 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 56 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 57 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 58 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 59 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 60 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 61 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 62 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 63 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 64 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 65 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 66 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 67 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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, Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 68 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 69 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 70 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 71 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 72 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 73 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 74 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 75 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 76 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 77 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 78 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 79 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 80 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech R&D Technical/Associate Engineer Controller Lab Manager Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 81 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 82 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech (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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 83 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 84 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 85 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 86 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA UGA Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 87 September 2008 Energy and Environmental Workforce: Supply and Demand in Georgia Georgia Tech 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 Page 88 September 2008 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 89 September 2008 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 Page 90 September 2008 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 Page 91 September 2008 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 Page 92 September 2008 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 Page 93 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 94 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 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 Page 95 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 96 September 2008 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 Page 97 September 2008 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 Page 98 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 99 September 2008 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. Page 100 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 101 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 102 September 2008 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 Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 103 September 2008 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 Page 104 September 2008 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. Georgia Tech Enterprise Innovation Institute City and Regional Planning Program School of Public Policy Page 105 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) 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 Page 123 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