The report entitled Defining Environmental Technology is available as this on-line version and in booklet form. The 32-page booklet and accompanying poster are attractive items for use in high school advising centers, environmental displays, and meetings.

To order copies of the booklet and poster, send your contact information to ATEEC.

Introduction

The Workshop

Defining Environmental Technology Chart (i.e., Occupational Categories)

Issues and Trends

Bibliography

Workshop Participants

Workshop Facilitators & Recorders

Acknowledgments

The Advanced Technology Environmental Education Center (ATEEC) conducted a workshop to identify and define environmental technology occupations, particularly at the technician level. This workshop, entitled Defining Environmental Technology, was held March 13 - 15, 1996 in St. Louis, Missouri.

The decision to conduct the workshop grew out of recommendations made at an NSF-sponsored forum held March 2-4, 1995 in Washington, D.C. In the forum report, Partnering to Build a Quality Workforce: Critical Issues in Environmental Technology Education at Two-Year Colleges, participants recommended that two-year colleges should work collaboratively with business and industry, government, and professional organizations to:

1. Define/clarify what is meant by the "environmental technology" field;
2. Define "environmental technician" and the job categories and/or skills it would include; and
3. Identify specialty areas for environmental technicians.

Based on the recommendations made at the critical issues forum, ATEEC established the following objectives for the Defining Environmental Technology workshop:

• Define the environmental technology field;
• Identify the broad environmental technology occupational categories;
• Define technician; and
• Identify specific technician- level occupations and their broad job functions within each environmental technology occupational category.

To identify participants for the workshop, ATEEC requested that the Partnership for Environmental Technology Education (PETE) nominate business, industry, and government representatives who have worked for several years in the environmental technology field and who have a broad perspective of the various occupational categories and job titles included in this field. Each of the six PETE regional executive directors as well as the national PETE executive director submitted candidates' names to ATEEC.

ATEEC also requested candidates' names from the director of the Northwest Center for Sustainable Resources, an NSF Center of Excellence, and from a representative of the American Chemical Society.

Of the 31 participants from across the country who attended the workshop, the majority were business, industry, and government agency representatives. Approximately one-fourth of the participants were two-year college environmental technology instructors and administrators. ATEEC strove for representation from each region of the country, from each environmental technology area, and from several types of industries that would employ "environmental technicians."

The audience for this report includes: (1) counselors, faculty, and administrators of academic institutions at all levels, but particularly in two- year colleges and high schools; (2) employers of technicians, such as companies and government agencies; (3) leaders of professional societies; and (4) federal, state, and local government officials who have responsibility for the quality and quantity of the nation's technical workforce.

A primary purpose of the report is to enhance counselor, teacher, and student awareness of environmental careers at the technician level. Ultimately, the report should contribute to addressing the environmental workforce needs of business, industry, and government by providing educators with information needed to develop relevant curriculum that prepares students for environmental technology careers.

The final report is also being used to provide direction for ATEEC, which is one of a selected few Centers of Excellence funded through a grant from the National Science Foundation (NSF). The grant, which is administered by the Hazardous Materials Training & Research Institute (HMTRI), brings together institutions from throughout the nation to promote and assist environmental technology credit programs. The ATEEC partners are HMTRI, the Partnership for Environmental Technology Education (PETE), the University of Northern Iowa, and NSF.

ATEEC has three primary goals: first, to nationally validate environmental curriculum as well as the basic mathematics and science core underlying such programs; second, to establish comprehensive programs of professional development for educators; third, to build an electronic clearinghouse to serve as a national center of environmental education information and as a hub for networking environmental educators, business and industry, federal agencies, and professional societies.

Prior to the actual workshop, participants received articles and working papers regarding the role of technicians in the workforce. These background materials were intended to spur the participants' thoughts on the types of work performed by technicians in the environmental technology field and implications for educating the workforce.

To kick off the workshop, a reception was held on Wednesday evening at the Hyatt Regency-Union Station. Ellen Kabat, Director of ATEEC, welcomed the participants and presented the mission and goals of ATEEC. Cynthia Lake, an instructional designer for ATEEC, discussed the workshop objectives. Steve Power, the Lead Facilitator, discussed the group processes to be used in order to accomplish the workshop objectives.

On Thursday the participants were divided into small groups and, with guidance from a facilitator and recorder, formulated responses for each of the following workshop objectives: 1) define the environmental technology field; 2) identify the broad environmental technology occupational categories; and 3) define technician. For each of the objectives, the small groups were given approximately one hour to write their group's response. Then the small groups were brought together to share their responses and meld them.

On Friday the participants were assigned to one of the eleven occupational categories that were identified the previous day. Each group identified technician-level occupational titles and broad job functions within their occupational category. Then the eleven groups were brought back together and each group presented the technician-level occupations and the broad job functions that they had identified.

In light of the occupational categories, technician-level occupational titles, and broad job functions that the groups had developed, the participants were asked to review and critique the "environmental technology" and "technician" definitions that had been developed on Thursday. Steve Power, the Lead Facilitator, solicited input from the participants and guided them in revising the definitions.

After the definitions were revised, the participants were asked to address the following questions:

1. What is the most important contribution community colleges can make to the environmental technology field?
2. What are the emerging trends in the environmental technology field, particularly at the technician level?
3. What types of certification do business and industry recommend for technician- level occupations?

The participants' responses to the above-listed questions are provided in the Issues and Trends section.

Cynthia Lake developed a draft copy of the workshop results and sent it to the participants for their review and comments. Each participant had the opportunity to submit revisions and write alternate recommendations to any part of the final report.

The next section of this document provides the results of the workshop. The chart on pages 6 and 7 presents a snapshot of the environmental technology field. Included on the chart are the definition of environmental technology and technician as well as representative technician-level occupational titles for each of the eleven occupational categories.

Following the chart are the broad job functions for each of the occupational categories. Job functions common across most of the occupational categories include the following:

• Calibrate, operate, troubleshoot, repair, and maintain equipment.
• Select and use proper personal protective equipment (PPE).
• Follow standard operating procedures (SOPs).
• Follow established quality control procedures.
• Follow chain-of-custody procedures.
• Follow and apply local, state, and federal environmental regulations.
• Collect samples.
• Label, preserve, and store samples.
• Decontaminate sampling equipment.
• Utilize computers and software.
• Collect data.
• Maintain accurate records.
• Perform literature searches.
• Prepare reports.
• Initiate emergency response actions.

This project was supported, in part, by the Advanced Technological Education Program at the National Science Foundation. The opinions expressed in this report are those of the workshop participants and external reviewers, and do not necessarily represent NSF policy.

What is the most important contribution community colleges can make to the environmental technology field?

Prior to wrapping up the workshop, the participants were asked to provide direction to ATEEC and community colleges by responding to the questions listed in the left-hand column. The participants' responses are presented below.

• Provide graduates/technicians who have:
• Strong written and oral communication skills.
• Good basic science skills.
• Basic computer skills.
• Practical hands-on training.
• Provide graduates/technicians who attend to details and who can quickly apply what they have learned.
• Provide customer-driven education that meets the needs of the community.
• Adapt curriculum to needs of the local economy and environment.
• Provide general continuing education training and customized training for business and industry/companies.
• Employ instructors who have both academic and industry experience.
• Provide on-going course offerings on interpreting regulations such as OSHA, DOT, and RCRA.
• Provide cost-effective education to the community.
• Provide distance-learning opportunities.
• Act as focal point for industry to meet and discuss problems.

What are the emerging trends in the environmental technology field, particularly at the technician level?

• Pollution prevention and minimization
• Non-point source pollution control
• Sustainable development
• Life-cycle assessment
• Movement away from regulations to best business/management practices
• International standards such as ISO 14000/environmental management systems
• Industrial program development to meet maximum achievable control technology (MACT), reasonably available control technology (RACT), and lowest achievable emission rate (LAER)
• Treatment standards
• Innovative treatment technology
• Cost analysis of technologies
• Information technologies initiative
• Use of computerized mapping
• In-field sample analysis
• Watershed analysis
• Permitting
• Decisions based on risk standards
• Performance partnerships
• Environmental justice
• Multimedia emergence in training and communications

What types of certification do business and industry recommend for technician-level occupations?

The recommended certifications include, but are not necessarily limited to, the following:

• Air quality inspector
• Asbestos abatement worker/supervisor/contractor
• Certified Environmental Trainer (CET)
• Certified Safety Professional (requires 4-year degree; 10 years experience)
• Environmental health technician
• Hazardous materials technician
• Hazardous Waste Operations and Emergency Response (HAZWOPER)
• Radiation technician
• Water and sewer treatment plant operator

Barley, Stephen R., "The New Crafts: The Rise of the Technical Labor Force and its Implication for the Organization of Work," Trustees of the University of Pennsylvania, 1992.

Barley, Stephen R., "What Do Technicians Do?," Trustees of the University of Pennsylvania, 1993.

Richman, Louis S., "The New Worker Elite," Fortune, August 22, 1994.

Alan Borner

President

Environmental Hazards

Management Institute, Inc.

10 Newmarket Road

Durham, NH 03824

Clark Brink

Public Education &

Outreach Officer

Cal/EPA, Air Resources Board

2020 L Street

Sacramento, CA 95812

Jack Cavanaugh

Director of Technical Services

Concurrent Technologies

1450 Scalp Avenue

Johnstown, PA 15904

Mary Jane Curran

Environmental Technology

Coordinator

Cape Cod Community College

2240 Iyanough Road

West Barnstable, MA 02668

David Demorest

Technical Specialist

Core Laboratories

420 West First Street

Casper, WY 82601

Bob Dundas

Assistant Environmental

Coordinator

True Oil

895 River Cross Road

Casper, WY 82601

Ron Engel

President

Engel and Associates, Inc.

N4737 Hwy. 175 S.

FonduLac, WI 54937

Jack Farrell

President

Analytical Excellence, Inc.

832 Meander Drive South

Altamonte Springs, FL 32714

Doug Feil

Associate Director

Hazardous Materials Training &

Research Institute

6301 Kirkwood Blvd. SW

Cedar Rapids, IA 52406

David Foss, Ph.D.

Environmental Coordinator

Rock Island Arsenal

SIORI-SEV

Rock Island, IL 61299-5000

Ronald E. Freeman, CET

President

Professional Training Institute

855 West 126th Street

Los Angeles, CA 90044

Robert Fulwider

Regional Trainer

American Cyanamid Company

2800 West Higgins Road

Suite 465

Hoffman Estates, IL 60195

Fred Gaines, P.E., DEE

3228 West Bruce Drive

Dresner, PA 19025

Robert E. Goode

Assistant to the Vice President

Southern Maine Technical College

Fort Road

South Portland, ME 04106

Mike Holmes

Manager

William J. Harrison

Northside Education Center

St. Louis Community College

District

St. Louis, MO 63115

Marge Hummel

Chemist

WMX Technology Center, Inc.

2100 Cleanwater Drive

Geneva, IL 60134

Rick Hurt

Manager

Environmental Safety & Health

Browning Ferris Industries (BFI)

P.O. Box 204

Casper, WY 82602

John Kenkel

Program Chair

Environmental Laboratory

Technology

Southeast Community College

Lincoln Campus

8800 "O" Street

Lincoln, NE 68520

Ralph Kennedy

Safety, Health, and Environmental

Manager

Rohm & Haas

P.O. Box 672

Deer Park, TX 77536

Jim Kiser

Operations Specialist

Weyerhaeuser Company

Willamette Region

785 North 42nd Street

Springfield, OR 97477

Mark Lawrence

Associate Manager

Salem District

Bureau of Land Management

1717 Fabry Road

Salem, OR 97306

Dennis Marshall

Environmental Manager

Eastman Chemical Company

Building 267

Kingsport, TN 37662

Larry A. Parker, CET, P.E.

President

Larry A. Parker & Associates

P.O. Box 3177

Wheeling, WV 26003

Marci Ray

Waste Reduction Specialist

Iowa Waste Reduction Center

75 BRC

Cedar Falls, IA 50614-0185

Donald A. Shafer, CET

Environmental Coordinator

Hallmark Cards, Inc.

5216 N. Smalley Street

Kansas City, MO 64119

Fred Shapiro

President

PF Technical Services, Inc.

210 Stephen Street

Levittown, NY 11756

Blake Tolleson, CET

Environmental Compliance

Coordinator

ACUREX

NCTR, Building 45

Jefferson, AR 72079

Charles Waggoner, Ph.D.

Dean

Chattanooga State Community

College

4501 Amnicola Hwy.

Chattanooga, TN 37406

Dorothy Washington

Environmental Technician

Monsanto

W.G. Krummrich Plant

500 Monsanto Avenue

Sauget, IL 62206

Tonya S. Wells

Industrial Hygienist

Ameripol Synpol Corporation

P.O. Box 667

Port Neches, TX 77651

Wesley Winterbottom

Program Coordinator

Gateway Community College

88 Bassett Road

North Haven, CT 06107

Pat Berntsen

Regional Executive Director

North Central PETE

Hazardous Materials Training &

Research Institute

P.O. Box 2068

Cedar Rapids, IA 52406

Ed Brown, Ph.D.

Director of Environmental

Programs

The University of Northern Iowa

2236 McCollum Science Hall

Cedar Falls, IA 50613-0421

Paul R. Dickinson

Executive Director

National PETE

6601 Owens Drive, Suite 235

Pleasanton, CA 94588

Steven Fenton

Editor, ATEEC News

ATEEC

500 Belmont Road

Bettendorf, IA 52722

Ellen J. Kabat, Ph.D.

Director

ATEEC

500 Belmont Road

Bettendorf, IA 52722

Kirk Laflin, CET

Regional Executive Director

Northeast PETE

New England Interstate

Environmental Training Center

2 Fort Road

South Portland, ME 04106

Cynthia B. Lake

Instructional Designer

ATEEC

500 Belmont Road

Bettendorf, IA 52722

Steve Power

Lead Facilitator and

External Evaluator, ATEEC

Lakeshore Technical College

1290 North Avenue

Cleveland, WI 53015-9761

Catherine Zeman

Program Manager

Recycling & Reuse Technology

Transfer Center

The University of Northern Iowa

2244 McCollum Science Hall

Cedar Falls, IA 50614-0421

Workshop Coordination

Workshop Report Production

External Reviewers

For all of the details and arrangements which ensured the success of this event and its resulting report, those involved with the workshop wish to express acknowledgment and thanks to

Lori L. Maher

Workshop Coordinator/Report Production Assistant

Project Coordination Specialist, ATEEC

500 Belmont Road

Bettendorf, IA 52722

Ellen J. Kabat, Ph.D.

Workshop Principal Investigator

Director, ATEEC

500 Belmont Road

Bettendorf, IA 52722

Cynthia B. Lake

Workshop Report Editor/Production

Instructional Designer, ATEEC

500 Belmont Road

Bettendorf, IA 52722

Jeanette Bryson

Secretary, ATEEC

500 Belmont Road

Bettendorf, IA 52722

Sally Gaines

Environmental Compliance & Technology Instructor

Scott Community College

500 Belmont Road

Bettendorf, IA 52722

Nancy P. Hitchins, M.P.H.

HazMat Coordinator

Manatee Community College

5840 26th Street West

Bradenton, FL 34207

Julie A. Plummer

Environmental Biologist/Manager

Riverview Environmental Services

P.O. Box 215

Montpelier, IA 52759

E-mail your questions/comments to Jeanette Bryson at jbryson@eiccd.cc.ia.us