What Can I Do Now?: Environment, 2nd edition

What Can I Do Now? Environment Second Edition

Books in the What Can I Do Now? Series Animal Careers Animation Art Business and Finance Computers Education Engineering, Second Edition Environment, Second Edition Fashion Film Health Care Journalism, Second Edition Law Music Nursing, Second Edition Radio and Television, Second Edition Safety and Security, Second Edition Science Sports, Second Edition Travel and Tourism, Second Edition

What Can I Do Now? Environment Second Edition

What Can I Do Now? Environment, Second Edition Copyright  2010 by Infobase Publishing All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Ferguson An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data What can I do now? Environment. — 2nd ed. p. cm. — (What can I do now?) Includes bibliographical references and index. ISBN-13: 978-0-8160-8073-1 (hardcover : alk. paper) ISBN-10: 0-8160-8073-9 (hardcover : alk. paper) ISBN-13: 978-1-4381-3252-5 (e-book) 1. Environmental sciences—Vocational guidance—Juvenile literature. I. Ferguson Publishing. II. Title: Environment. GE60.W44 2010 333.72023—dc22 2009042001 Ferguson books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can find Ferguson on the World Wide Web at http://www.fergpubco.com Text design by Kerry Casey Composition by Mary Susan Ryan-Flynn Cover printed by Sheridan Books, Ann Arbor, MI Book printed and bound by Sheridan Books, Ann Arbor, MI Date printed: April 2010 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 This book is printed on acid-free paper. All links and Web addresses were checked and verified to be correct at the time of publication. Because of the dynamic nature of the Web, some addresses and links may have changed since publication and may no longer be valid.

Contents Introduction Section 1: What Do I Need to Know About the Environment? Section 2: Careers Ecologists Environmental Engineers Environmental Lobbyists Groundwater Professionals Land Acquisition Professionals National Park Service Employees Oceanographers Recycling Coordinators Renewable Energy Workers Soil Science and Conservation Workers Section 3: Do It Yourself Section 4: What Can I Do Right Now? Get Involved Read a Book Surf the Web Ask for Money Look to the Pros Index



1 3 19 20 31 44 55 65 73 85 95 104 119 131 143 144 175 184 191 201 211

a a a Introduction

There are many people just like you who want to get involved with making the earth a cleaner, healthier, and more pleasant place to live. You may see an environmental career in your future and wonder how you can get started right away—while still in high school. There are countless areas of the environment you can work in—areas to which you can match your skills and talents. All you need to begin is a general interest in the field. You may feel that you need a college degree before you can get started, but many environmental jobs require only a two-year degree after high school—and you can enter some right after you graduate. There are also many careers for the advanced, motivated student. Jobs are out there for the high school-to-work crowd and for those who want to pursue advanced degrees, so don’t let excuses get in the way. There is absolutely no reason to wait until you get out of high school to “get serious” about a career. That doesn’t mean you have to make a firm, undying commitment right now. Indeed, one of the biggest fears most people face—sometimes more than once— is choosing the right career. Frankly, many people don’t choose at all. They take a job because they need one, and all of a sudden 10 years have gone by and they wonder why they’re stuck doing something they hate. Don’t be one of those people! You have the opportunity right now—while you’re still in high school and still relatively unencumbered with major adult responsibilities—to



explore, to experience, to try out a work path, or several paths if you’re so inclined. Wouldn’t you really rather find out sooner rather than later that you’re not cut out to be an oceanographer after all, that you’d actually prefer to be an environmental lobbyist, or a windsmith? There are many ways to explore the field of the environment. What we’ve tried to do in this book is give you an idea of some of your options. Section 1, What Do I Need to Know about the Environment? will give you an overview of the field—a little history, where it’s at today, and promises of the future, as well as a breakdown of its structure—how it’s organized—and a glimpse of some of its many career options. Section 2, Careers, includes 10 chapters, each describing in detail a specific environmental career: ecologist, environmental engineer, environmental lobbyist, groundwater professional, land acquisition professional, national park service employee, oceanographer, recycling coordinator, renewable energy worker, and soil science and conservation worker. These chapters rely heavily on firsthand accounts from real people on the job. They’ll tell you what skills and personal qualities you need and what the ups and downs of the jobs are. You’ll also find out about educational requirements—including specific high school and college classes—advancement possibilities, related jobs, salary ranges, and the employment outlook.

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In keeping with the secondary theme of this book (the primary theme being “You can do something now”), Section 3, Do It Yourself, urges you to take charge and start your own programs and activities where none exist—school, community, or the nation. Why not? The real meat of the book is in Section 4, What Can I Do Right Now? This is where you get busy and do something. The chapter “Get Involved” provides information on the obvious volunteer and intern positions, the not-so-obvious summer camps and summer college study options, and other opportunities. “Read a Book” is an annotated bibliography of books (some new, some old) and periodicals. If you’re even remotely considering a career in the environment, reading a few books and checking out a few magazines is the easiest thing you can do. Don’t stop with this list, however. Ask your librarian to point you to more materials. Keep reading! While we think the best way to explore the environment is to jump right in and start doing it, there are plenty of other ways to get into the environmental mindset. “Surf the Web” offers you a short, annotated list of Web sites where you can explore everything from job listings (start getting an idea of what employers are looking for now), to educational and certification requirements, to environmental issues, to on-the-job accounts from those who keep the environment safe. “Ask for Money” contains a sampling of environmental scholarships. You need to be familiar with these because you’re going to need money for school. You have to actively pursue scholarships: no one is going to come up to you one day and pres-

ent you with a check because you’re such a wonderful student. Applying for scholarships is work. It takes effort. And it must be done right and often as much as a year in advance of when you need the money. The final chapter, “Look to the Pros,” lists professional and advocacy organizations you can turn to for more information about accredited schools, education requirements, environmental issues, career descriptions, salary information, job listings, scholarships, and more. Once you become a college student in an environmental field, you’ll be able to join many of these; others, such as The Nature Conservancy, are open to people of any age. Time after time, professionals say that membership and active participation in a professional organization is one of the best ways to network (that is, make valuable contacts) and gain recognition in your field. High school can be a lot of fun. There are dances and football games; maybe you’re in band or play a sport. Great! Maybe you hate school and are just biding your time until you graduate. Too bad. Whoever you are, take a minute and try to imagine your life five years from now. Ten years from now. Where will you be? What will you be doing? Whether you realize it or not, how you choose to spend your time now— studying, playing, watching TV, working at a fast-food restaurant, hanging out, whatever—will have an impact on your future. Take a look at how you’re spending your time now and ask yourself, “Where is this getting me?” If you can’t come up with an answer, it’s probably “nowhere.” The choice is yours. No one is going to take you by the hand and lead you in the “right” direction. It’s up to you. It’s your life. You can do something about it right now!

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Section 1

What Do i need to Know About the environment?

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What do you think of when you hear the word environmentalist? Do you think of a bearded hippie preaching about recycling, or a teary-eyed movie star holding a press conference about the destruction of the rain forests? The reality of environmental work today is actually much more diverse and complex than that. Thousands of scientists, engineers, and naturalists—along with health care workers, technicians, business owners, information management specialists, public relations people, teachers, lawyers, and others—are tackling the many needs of the environment in thousands of different ways. Some environmentalists work in labs and offices, while some argue cases in court or lobby members of Congress. Others take soil samples or observe wildlife in the field, and still others teach or study in the classroom. These examples don’t even scratch the surface of the variety of jobs available to someone interested in this field.

GENEral INformatIoN

Environmental careers have rapidly grown in popularity over the last three decades, and just about everybody expects this growth to continue for the next few decades. Of course, the reasons behind this “success” often are disquieting, if not ominous. For example, approximately 42 percent of people in the United States live in counties that have unhealthful levels of particle pollution or ozone, according to the American Lung Association. There are approximately 200 “dead zones” in our world’s oceans where oxygen is in

short supply due to pollution—making it hard for aquatic life to survive. The U.N. Environment Programme estimates that 46,000 pieces of plastic litter are floating in every square mile of ocean—a threefold increase since the 1960s. The end of the Cold War has revealed some disastrous environmental problems in Eastern Europe and the former Soviet Union, the legacy of decades of heavy industry but little or no pollution control. Rapid modernization in China and other countries has polluted many towns and cities and destroyed entire ecosystems. Wildlife habitats continue to be threatened: more than 1,315 plant and animal species in the United States alone were considered endangered in 2008, according to the U.S. Fish and Wildlife Service. Periodic contamination, or poisoning, of water supplies by pollutants shows that much work is left to be done to ensure safe drinking water for all. Fears about such phenomena as global climate change, global warming, holes in the ozone, acid rain, and other environmental crises have many people wondering what the planet will be like in the coming decades for their grandchildren or even for their grandchildren’s children. Environmental careers can be organized into the following broad categories: planning, education and communication, solid waste management, hazardous waste management, air and water quality management, land and water conservation, fishery and wildlife management, parks and outdoor recreation, forestry, green construction, energy efficiency, and renewable energy. What’s more, new

What Do I Need to Know About the Environment?    

kinds of jobs are being created all the time to meet new demands. There are currently more than 40 major environment-related areas for study at the college level, and some experts say that we’ve only begun to see the tip of the iceberg in terms of types of environmental jobs. Many environmental problems are interconnected. Acid precipitation, often known as acid rain, is caused by pollutants released into the air from cars, trucks, planes, factories, and power plants. When acid rain or acid snow falls, lakes, streams, and oceans are contaminated, causing harm to marine and freshwater life, drinking-water supplies, crops, buildings, and forests. In other words, air pollution can lead to water pollution and to forest destruction. Likewise, forest destruction leads to air and water pollution. These problems further become human problems when they directly affect people’s health and well-being. This interconnectedness of environmental problems has led to a distinct trend: environmental professionals are encouraged to be cross-trained, to be able to work on issues involving, for example, both wildlife biology and forestry. The history of environmental problems is closely linked to two things: the expanding world population and the many advances in technology that began with the industrial revolution. When relatively few people inhabited the earth and before they lived in cities, the impact of pollution on the environment was minimal. Trees could be cut for fuel in small enough numbers, and the smoke from widely scattered fires dissipated in the atmosphere. Sewage

Quote “Something will have gone out of us as a people if we ever let the remaining wilderness be destroyed . . . if we pollute the last clean air and dirty the last clean streams and push our paved roads through the last of the silence . . . ” —Wallace Stegner, author and environmentalist

and garbage could be disposed of without causing disease. Air and water pollution existed, but not in large enough degrees to spark a public outcry or to halt the activities that caused them. As early as 1300, London, the most heavily populated city in England, was already suffering ill effects from the widespread use of coal as a fuel. The air was thick with smoke and smelled terrible. In 1306, King Edward I banned coal burning in London, though the reasons are unclear. Some believe the king was successfully lobbied by the powerful wood establishment to ban coal at a time when England’s wood was in short supply, thus keeping wood prices high. Others believe that the king showed remarkable wisdom and foresight in recognizing the harmful effects of air pollution. After a time, however, coal use resumed because there simply wasn’t enough wood to fuel the city. The state of the environment started to deteriorate much more rapidly with the advent of the industrial revolution in

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Europe in the mid-1700s. Densely populated cities began to produce immense quantities of pollutants with no means of efficiently and harmlessly dispersing them. Great clouds of smoke spewed from factories fueled by coal. By 1750, England had become the first country to be largely powered by coal, but people were so excited by the mechanization of industry, and the conveniences that industry and city living afforded, that they pressed full speed ahead without giving much consideration to the environmental damage being done. The mastery of coal, combined with the advent of the steam engine, not only made England the leading industrial nation in the 1800s, but it made it the world’s largest polluter as well. Smog engulfed the city, and all kinds of wastes were dumped into the Thames River. (Later, when these wastes permeated the drinking-water supply, thousands of people became ill with typhoid fever.) In the 1900s, the situation was worsened by continuing technological developments, including the automobile. In 1952 the sulfur dioxide smog was so severe in London that 4,000 deaths were attributed that year to breathing and respiratory problems caused by pollution. The United States relied on wood as its primary fuel until 1850, as the amount of wood was abundant; clearing the forests was a major American industry. Coal became the most popular fuel from about 1885 until about 1950, when oil and gas ended the reign of coal. Although there was no single precipitating event in this country to draw awareness to environmental problems, the biggest contributing factor was probably the net consequence of our reliance on and high consumption

of nonrenewable fossil fuels. The “environmental movement” in the United States was spawned in the 1960s. By that time, most lakes and rivers in this country had suffered damage, and Lake Erie was actually declared dead, devoid of any plant or animal life. (It has since been revived to some extent.) Air pollution plagued every major U.S. city. In the mid-1960s scientists discovered that fir and spruce trees in the eastern part of the country were being damaged by something called acid rain. From the beginning of the industrial revolution, some voices have called out for protection, conservation, and care of the environment. Henry David Thoreau was celebrating nature and warning about the encroachment of railroads and industry in the mid-19th century; the Audubon Society and the Sierra Club were formed in the 1890s out of concern that wilderness areas were disappearing; and the National Wildlife Refuge System helped stop the slaughter of Pelican Island, Florida, waterfowl in 1903 (the birds’ feathers were being used for women’s hats). The National Park Service was created in 1916 to conserve the national parks’ scenic areas and wildlife. Fishery management began in the 1870s and was a busy profession by the 1950s. The first Clean Air Act was passed in 1955, the Air Quality Act in 1967. Rachel Carson’s book, Silent Spring, published in 1962, was an urgent statement about the serious health and environmental threats of insecticides. But there was no environmental industry per se until the 1960s; a comparative few rangers, foresters, public health officials, and advocates basically made up the environmental field.

What Do I Need to Know About the Environment?    

The watershed year for the U.S. environment movement surely was 1970. In 1970 Americans celebrated the first Earth Day,

a nationwide event to promote awareness of the planet’s fragility. (To find out more about the founder of Earth Day, Gaylord

Gaylord Nelson, Founder of Earth Day On April 22, 1970, more than 20 million people participated in demonstrations, attended teach-ins, and listened to speeches about the environment. It was, at the time, the largest demonstration in history. This watershed event, called Earth Day, inspired our country to recognize the importance of environmental issues. The annual event, which continues to change the world today, grew out of one man’s frustration with federal government’s inattention to environmental issues. That man was Gaylord Nelson, a senator from Wisconsin. Gaylord Nelson was born on June 14, 1916. He earned a bachelor of arts degree at San Jose State College and a law degree from the University of Wisconsin Law School. He served as first lieutenant in the U.S. Army in Okinawa before returning to Madison, Wisconsin, to practice law. From 1959 to 1962, Gaylord Nelson served as governor of Wisconsin. During his tenure in this office, he initiated a program to purchase 1 million acres of land for recreation, parks, and wildlife areas. This revolutionary program was funded through a penny-a-pack tax on cigarettes. When Nelson was elected to represent Wisconsin in the U.S. Senate in 1962, he was troubled by that body’s apparent indifference to environmental problems. To draw attention to environmental issues, Nelson urged President Kennedy to embark on a Conservation Tour. The President agreed and embarked on the tour in September of 1963. The tour failed to galvanize the public to environmental awareness and Nelson continued to

search for new ways to draw attention to environmental problems. In the late 1960s, Nelson came across an article about the teach-ins (a prolonged period of lectures, speeches, etc., conducted without interruption by members of the faculty and invited guests at a college or university as a technique of social protest) being held on college campuses. He was electrified by the concept. In a speech in Seattle in September 1969, Nelson announced that there would be a national environmental teach-in in early 1970. The nation’s response was overwhelming. The public’s enthusiastic response to Earth Day convinced politicians throughout the country that their constituents were passionately interested in environmental issues. Soon after, Congress created the Environmental Protection Agency. Since the inception of Earth Day, Congress has enacted more than 40 major federal environmental laws. Today, Earth Day is observed by more than 200 million people in more than 184 countries. (Visit http://ww2.earthday.net for more information on Earth Day.) Gaylord Nelson was also the sponsor of the 1964 Wilderness Act. He introduced legislation to require automobile fuel efficiency standards, ban the use of DDT and Agent Orange, control strip mining, and ban the use of phosphates in detergents. In 1995, he received the Presidential Medal of Freedom for his lifelong efforts on behalf of the environment. Nelson’s achievements demonstrate that, with enough conviction and energy, one person can make a difference.

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Nelson, see the sidebar on page 7.) Earth Day called on consumers and government leaders to clean up the country’s messes, to develop alternative and renewable energy resources, and to preserve and take better care of the pristine areas that remained. It raised public awareness and helped fire up environmental action at the grassroots level—that is, citizens began to take action themselves to help the environment. The federal government established first the Council on Environmental Quality and then the U.S. Environmental Protection Agency (EPA) to implement environmental legislation. Out of the EPA were born all the statelevel EPA organizations, which also work to implement the laws. The National Environmental Policy Act, which took effect in 1970 as well, required that any federal agency with plans to build, support, or regulate a large facility such as a highway, dam, or power plant first must issue an environmental impact statement (EIS) that would assess any damage the project might cause to the environment. The EIS must also take alternative proposals under consideration. A preliminary EIS is reviewed by federal, state, and local authorities and is made available to the public before the federal agency prepares a final EIS and decides whether to proceed with the project. Sometimes an EIS has resulted in projects being challenged legally and delayed; one well-known example is the Tellico Dam on the Little Tennessee River, which might have eradicated a little-known, endangered species of fish called the snail darter. The project was

challenged by 11 lawsuits and held up for several years. It was only resumed after the three-inch-long fish were relocated to other tributaries of the river. The status of the snail darter since has been upgraded from endangered to threatened. The environmental movement picked up steam in the 1970s, and in the 1980s— despite some pressure from big business and President Reagan—environmental groups such as the Sierra Club, Audubon Society, Friends of the Earth, and Wilderness Society gained considerable lobbying power on Capitol Hill, and many laws were passed to clean up and protect the environment. These included the Resource Conservation and Recovery Act of 1976, meant to regulate how industry got rid of its wastes. They also included the Superfund Act for cleaning up toxic wastes at abandoned sites and prosecuting the responsible parties, the Clean Air Act, the Wild and Scenic Rivers Act, the Clean Water Act, and several others. Some of the major developments of the past two decades include the emergence of renewable energy as a viable alternative to fossil fuels for our nation’s energy needs, and the growth of green industry jobs (including green-collar positions, defined as environmentally friendly careers that require more than a high school diploma, but less than a bachelor’s degree). New research and technology have enabled self-renewing resources to be harnessed more efficiently and less expensively than in the past. The Energy Policy Act of 1992 (which deregulated and restructured the conventional power

What Do I Need to Know About the Environment?    

industries) and the Energy Policy Act of 2005 (which promoted the development of renewable energy resources by offering tax incentives and loan guarantees to the private sector) have presented the public with more choices regarding energy. Tax incentives at the state and federal level make buying green power more affordable for utility companies and consumers. Renewable energy sources (excluding hydropower) are used to produce approximately 2.5 percent of all electricity in the United States, according to the U.S. Department of Energy. The Energy Independence and Security Act of 2007 (which increased the amount of renewable fuels sold in the United States and encouraged the creation of as many as 1.1 million new green jobs) has also prompted growth in the renewable energy industry. In 2007, President Bush signed the Green Jobs Act of 2007, which authorized $125 million annually to launch an Energy Efficiency and Renewable Energy Worker Training Program. In 2009 President Obama allocated more than $20 billion for investment in a cleaner, “greener” economy, including $500 million for green-job training. While environmental quality has improved on many fronts, serious problems remain. Industrial and auto emissions have been cut significantly—for example, levels of airborne lead dropped 94 percent between 1980 and 1999 (with the EPA implementing even stricter limits on the amount of lead in the air in 2008)—but many cities still don’t meet EPA regulations for allowable limits of airborne pollutants.

Other unresolved problems include the worldwide phasing out of ozonedepleting chemicals in order to protect the damaged ozone layer, which shields us from harmful radiation; the reduction of so-called greenhouse gases, including curbing emissions of carbon dioxide, to reverse the trend of global warming; and putting a stop to the burning of tropical forests, which also contributes to global warming and has many other harmful effects. Some of these issues were addressed at the international level for the first time in the Earth Summit, a gathering of leaders from 178 nations in Rio de Janeiro, Brazil, in June 1992. The majority of the nations represented signed treaties aimed at curbing global warming and at promoting biodiversity, or protecting endangered plants and wildlife. The delegates at the convention also adopted a nonbinding plan called Agenda 21, which calls for industrial nations to provide financial and technological assistance to developing countries while also encouraging them to protect their environments. The goals of Agenda 21 were reaffirmed at the World Summit on Sustainable Development, which was held in Johannesburg, South Africa, in 2002. In December 1997 representatives from 159 nations met in Kyoto, Japan, to discuss ways to reduce greenhouse gas emissions, the principle agents responsible for global warming. Thirty-eight developed nations, including the United States, agreed in principle to reduce their emissions of the six greenhouse gases— carbon dioxide, nitrous oxide, methane,

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Lingo to Learn ecosystem A community of various species that interact with one another and with the chemical and physical factors making up its nonliving environment. endangered species A species having so few individual survivors left that it may become extinct over all or most of its natural range. environmental science The study of how we and other species interact with each other and the nonliving environment of matter and energy. global warming The combined result of human-caused emissions of greenhouse gases and changes in the radiance of the sun. Most of the world’s leading scientists believe that global warming is causing major detrimental climate change. hazardous waste Any discarded substance, usually chemicals, that can cause harm to humans. recycling The collecting and reprocessing of a resource in order to turn it into a new, reusable product.

hydrofluorocarbons, perflurocarbons, and sulfur hexaflouride—by an average of 5.2 percent by 2012. The treaty was ratified by 141 countries (including every major industrialized country except the United States) on February 16, 2005. While many consider any agreement a success, others questioned how these voluntary reductions could be monitored and enforced. Many developed countries were disappointed that developing countries such as China, India, and Brazil would not commit to limiting their own greenhouse gas emissions. The effective-

ness of these conferences remains to be seen, but it’s clear that environmental concerns have taken on global, as well as national, importance. Another significant development is an increased awareness of “environmental racism,” or the tendency to condone poorer environmental conditions (hazardous waste dumps, illegal/abandoned dumps) in areas populated mainly by people of color. Action in this area has included studies and meetings like the 1991 and 2002 National People of Color Environmental Leadership Summits.

StruCturE of thE   INDuStry

Environmental needs are so pervasive, affecting so many different types of industries, municipalities, and wilderness areas, that the environmental “industry” really is found everywhere. Based on the general breakdown of environmental jobs we provided earlier, the following is a loose overview of the structure of the industry. Planning. Whether the objective is to save a wildlife habitat, put a transportation system in place, or guide a booming city’s expansion, environmental planners focus on developing a detailed scheme up front to help make sure the objective is met. They became very important with the passing of the 1970 National Environmental Policy Act and its rule that any federal project required an environmental impact statement (EIS)—that is, the people carrying out the project had to research and document the effect of the project on the environment. Though most

What Do I Need to Know About the Environment? 

environmentalists do some planning, official planners tend to view a situation more widely, address several problems with one plan, and have some political expertise to help get plans approved. They may concentrate on a specific geographic area or a specific environmental issue, such as air quality. Education and Communication. Environmental education and communication includes teachers, from elementary to college level, wildlife guides, naturalists, and public relations specialists. All share the task of communicating information about the environment to others. Jobs in this category include everything from college professors who instruct tomorrow’s scientists and engineers, to tour guides who take groups through Yosemite or the Everglades, as well as corporate communications professionals who work to put the right spin on messages to the public about the company’s activities that might impact the environment. Because of their bias, their information may or may not be the most reliable. Currently, an urgent task is to help educate people about landfills and other touchy, but critical, subjects so that communities can make informed decisions about them. Solid Waste Management. This is the largest of the environmental fields. Chemists, engineers, recycling coordinators, recycling experts, and others in this field seek to cut down on the amount and danger of solid wastes—popularly known as garbage. Once, people just put their garbage in dumps; then they started burning it; then they used landfills. Now, solid waste managers are trying to reduce the amount of garbage generated in the first

Fast Fact More than 5 million people die annually as a result of poor water quality, according to the Earth Times.

place (source reduction), lower the toxicity of garbage that goes into landfills, and find new uses for garbage (such as turning waste into energy). They also seek ways to burn garbage more efficiently, without releasing toxic substances into the air. Individual communities and businesses employ these professionals to help them handle their solid waste; in addition, special companies devoted solely to transporting and disposing of others’ solid waste have become a big business. Hazardous Waste Management. Hazardous wastes present a different problem: this is garbage that’s potentially lethal to human health or the environment and must be disposed of in special ways. While the chemical industry produces by far the most hazardous waste—up to 70 percent of it—there are many other sources as well, from nuclear reactors to dry cleaners. Biologists, chemists, engineers, geologists, hydrogeologists, and many others are employed in this field. Specialists include radioactive waste managers, who deal with the various waste materials produced by nuclear energy production and nuclear-powered equipment manufacturing; and industrial health specialists/hygienists, who focus on the health effects of exposure to hazardous waste.

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Quote “It is only in the most recent, and brief, period of their tenure that human beings have developed in sufficient numbers, and acquired enough power, to become one of the most potentially dangerous organisms that the planet has ever hosted. . . We, humanity, have finally done it: disturbed the environment on a global scale.” —Thomas E. Lovejoy, conservation biologist

Opportunities are found with local, state, and federal environmental agencies; on in-house staffs of companies that generate hazardous waste; with consultants or disposal companies; and with emergency response companies, which specialize in dealing with hazardous waste emergencies like chemical spills. Air Quality Management. Air quality engineers, air quality planners, analytical chemists, and toxicologists are just some of the people in this field, which is devoted to the abatement and prevention of air pollution. Under this broad category, people might address issues related to acid rain, ozone depletion, or greenhouse gases. Even more specifically, they might analyze the root causes of these problems. Some might study the effects of sulfur dioxide, nitrogen oxides, hydrocarbons, carbon monoxide, particulates, or mercury, all of which are substances emit-

ted into the air when fuels or trash are burned. Others might study how much sulfur dioxide is emitted in a coal-burning process, or might design, implement, and monitor the effectiveness of scrubbers, which are special devices that clean emissions before they’re released into the atmosphere. Still others may monitor the effects of a certain quantity of sulfur dioxide on the human respiratory system, or on animal and plant life. Water Quality Management. This area focuses on getting polluted water back to the desired quality level—whether for drinking, swimming, fishing, power, irrigation, or other uses. Work involves not only rivers, lakes, canals, and other surface water, but also the water below the ground, known as groundwater. A key area is the recovery and treatment of wastewater for reuse; this is the biggest area of focus within the water quality management category. Other areas of interest are the preservation of wetlands, which are home to certain species of fish and wildlife, and the reduction of the damaging effects of floods and droughts. Wetlands ecologists, hydrologists, fish and wildlife scientists, and botanists are just some of the professionals working on wetlands problems. Land and Water Conservation. In addition to conserving wilderness areas, this category also includes work to ensure better use of land and water for any purpose, so that it can still sustain many different types of plants and animals. There are specific laws for conservation of federally or state-owned land and water, including the National Forest system. Local governments develop their own plans for any

What Do I Need to Know About the Environment?

land or water in the area not owned by the state or federal government. Special projects in this field include reconstructing destroyed ecosystems. The federal government employs the most people in this category, in such agencies as the Bureau of Land Management, U.S. Fish and Wildlife Service, and National Park Service. Fishery and Wildlife Management. This area focuses not only on making sure there are enough of certain species of fish and animals to meet human needs, but also on taking steps to ensure the health of the whole surrounding ecosystem that supports these species. Wildlife biologists and fishery biologists are key players in this field. Professionals in this category work on wetlands restoration, saving endangered species, cleaning up contaminants, and other projects. Private fisheries and other private companies, plus many U.S. agencies like the Forest Service, use people in this category. Parks and Outdoor Recreation. Rangers, forest firefighters, geologists, landscape architects, and many others fall into this category. So do park managers, resource managers, researchers, and maintenance personnel. While the National Park Service employs some of these professionals, it doesn’t employ a lot. These professionals are found in greater numbers working for other U.S. agencies, or for state, county, or city parks, zoos, and other facilities. One intriguing area in this category is the “re-greening” of city neighborhoods, which involves bringing open park spaces back into urban areas. Forestry. The majority of work in this field involves ensuring healthy forests for

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use in lumber, paper, and other manufacturing. Smaller percentages work for federal, state, or local governments as foresters, helping to conserve and expand forests. An even smaller percentage work for consultants, educational organizations, or nonprofit organizations. Issues in this field include saving endangered species, conserving forest wetlands, and combating pollution. Urban forestry also increasingly is drawing interest; the number of trees within urban areas is dropping, and cities are using foresters to help reinvigorate their forests and other natural areas. Green Construction. Green construction involves the erection, maintenance, and repair of buildings and other immobile structures, as well as the building of roads, in an environmentally friendly and energy-efficient manner. This industry is relatively new and has huge employment potential for architects, engineers, construction workers, energy auditors, and others, according to Michael Renner in Green Jobs: Working for People and the Environment. Energy Efficiency. Ensuring that new buildings are energy efficient and existing structures are retrofitted with energysaving construction elements and tech-

Fast Fact According to the Environmental Protection Agency, the average person in the United States produces 4.62 pounds of trash a day.

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nologies will create strong demand for energy conservation workers and auditors. Energy conservation professionals are employed in areas where much energy is used, such as construction firms, industrial facilities, government agencies, power plants, research laboratories, and companies that sell and service equipment. Technicians who focus on research and development work for private industry, government, institutions, and the military. Those who work in energy use are employed by energy audit firms, manufacturing facilities, consulting engineering firms, and energy audit departments of utility companies. Other employers include manufacturers of heating and cooling equipment, municipal governments, private builders, hotels, and architects. Another area of focus is work on improving fuel efficiency for motor vehicles, including developing fuel sources from renewable energy sources. Renewable Energy. Renewable energy is defined as a clean and unlimited source of power or fuel. This energy is harnessed from different sources such as organic matter (biomass), sunlight (solar), water (hydro), wind, and the earth’s internal heat (geothermal). The renewable energy industry is actually a vast group of subindustries that offer employment opportunities for people with many different educational backgrounds—ranging from a high school diploma to a graduate degree. Some popular jobs include engineers, scientists, technicians, operators, architects, farmers, mechanics, lawyers, lobbyists, business managers, sales workers, human

resource professionals, public affairs specialists, and administrative workers. Again, it’s important to note that many environmental problems are interrelated, so work may crisscross back and forth between these categories. For example, biologists discovered that a major section of the Florida Everglades was contaminated by mercury. After that initial discovery, it took other scientists to figure out how the mercury got there and where it came from. They discovered that incinerated mercury had been carried into the surface water by rain. What started out as solid waste was burned and caused air pollution, which in turn led to the formation of acid rain, which polluted the water in the Everglades. Federal and state regulatory officials play an important role in the environmental industry. One of their key tasks is to go to the original source or sources of the problem—let’s say commercial incinerators— and determine whether the emissions are within legal limits. If not, the offending company might be fined or given a certain amount of time to comply with the regulations. The regulator might return later to determine whether the problem has been fixed. He or she also might eventually testify against the polluter in court.

CarEErS

Many environmental careers are based in the biological sciences, chemistry, or engineering, but others are based in different disciplines. Following are broad definitions of just some of the careers within the environmental industry.

What Do I Need to Know About the Environment?

Biologists study all types of living matter, and those specializing in environmental issues focus on how changes in the environment affect living things. Many kinds of biologists work in the field of environmental sciences, including bacteriologists, biochemists, and botanists such as the ethnobotanist, who studies the use of plant life by a particular culture, people, or ethnic group to find medicinal uses of certain plants. Other biologists who specialize in environmental studies include horticulturists, who might work on designing safer, less toxic pesticides and herbicides; fishery and wildlife biologists; microbiologists; mycologists; oceanographers; protozoologists; and toxicologists. Chemists study the structure and characteristics of natural and artificial substances, and many chemists are involved in environmental research. For example, two chemists at the National Oceanic and Atmospheric Administration discovered that the chemical processes that take place when a volcano erupts have a destructive effect on ozone similar to chlorofluorocarbons. And a professor of chemistry at Harvard led a team of scientists in the studies of damage to the ozone done by aircraft. Chemists, like biologists, usually specialize in a subfield, such as organic chemistry, inorganic chemistry, analytical chemistry, or physical chemistry. Ecologists study organisms and their place in the environment, and by definition they are usually involved in occupations that promote the protection of the environment. They investigate how environmental damage, such as habitat loss, affects certain species or organisms, and



Fast Fact According to the Worldwatch Institute and World Resources Institute, an estimated 25 million people worldwide have lost their homes and land because of environmental degradation.

how these organisms interact with each other. They may conduct basic research, work for environmental groups, for the government, or in private industry. Like other engineers, environmental engineers apply the combined principles of mathematics and science to solve problems or create new products. Environmental engineers focus their work on environmental problems. They might help figure out how to clean up an oil spill, for example, or design a process to make coal burn more cleanly. Many environmental engineers work in specific industries or as consultants; others work for the government. Soil scientists analyze the physical, biological, and chemical characteristics of soils. Although most work is in agricultural applications for the express purpose of maximizing the crop yields of farms, others soil scientists known as soil conservationists are needed in conservation applications, such as the study of how deforestation leads to soil erosion or to develop conservation plans to help farmers and ranchers, developers, homeowners, and government officials best

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use their land while adhering to government conservation regulations. These soil scientists are usually employed by universities. Foresters, aquaculturists (fish farming specialists), botanists, geographic information systems (GIS) specialists, land acquisition professionals, land trust or preserve managers, renewable energy workers, and recycling coordinators are just some of the other careers in this field. In addition to scientists, many other professionals are involved increasingly in matters related to the environment. These include lawyers, consultants, inspectors, planners, writers, editors, lobbyists, and politicians.

EmploymENt   opportuNItIES

Environmental employment opportunities are incredibly diverse. Environmentalists can choose to work for federal, state, or local government agencies; on the staff of small, medium, or large private industrial/manufacturing companies; for green construction and design firms; in research institutions including universities and colleges; for renewable energy companies; for environmental management firms or independent consultants; for independent waste disposers/haulers; at nuclear reactors or other power generators; and so forth. (See the section “Structure of the Industry” for a rundown on some of the specific employment opportunities in the various categories of the environmental industry.) Responsibility for environmental action

has been steadily shifting from the federal government to the states, so more opportunities may now be at the state level than in the past.

INDuStry outlook

In the United States, spending on the environment rose from $30 billion in 1972 to an estimated $300 billion in 2007. The environmental industry as a whole grew by 7 percent from 2006 to 2007, according to the Environmental Business Journal. Because of growing global concern for the future health and survival of the planet, most indicators point to continued growth in the field of environmental sciences. Exactly how large the growth will be is difficult to project, because the amount of attention paid to the environment in the United States varies with each political administration and is dependent on other issues, such as the health of the economy and the tension between creating new jobs and protecting the environment. Media attention to one cause or another, such as preserving the wetlands, saving the rain forests, saving the whales, or recycling, waxes and wanes, but it helps to periodically remind people that significant environmental problems are here and need answers right now. The number of green-collar jobs is expected to grow quickly in coming years, although experts differ on how many jobs will actually become available. For example, the School of Public and International Affairs at North Carolina State University predicts that the number of green-collar jobs will grow by 100,000 in the next

What Do I Need to Know About the Environment?

several years, while The Apollo Alliance, an environmental coalition, predicts that 3 million jobs will be added over the next decade. Overall, prospects are very bright for green-industry careers. According to the American Solar Energy Society, green industries currently generate 8.5 million



jobs in the United States. The society predicts that the industry could grow to provide 40 million jobs by 2030. Look for the renewable energy industry to continue to experience strong growth— with the wind, solar, and bioenergy industries experiencing faster than average growth.

a

Section 2 Careers

a a a Ecologists sum mary

Definition

Ecologists examine the complex relationships between living organisms and the physical environment. They combine biology, which includes the study of both plants and animals, with physical sciences, such as geology and geography.

Alternative Job Titles

Botanists Environmental scientists Zoologists

Salary Range

$35,630 to $58,380 to $99,320+

Educational Requirements Bachelor’s degree Master’s or Ph.D. recommended

Certification or Licensing Voluntary

Employment Outlook

High School Subjects Biology Chemistry Earth science Geology Mathematics

Personal Interests Botany The environment Science Zoology

About as fast as the average

In the filtered light of the rainforest, Professor Tim Schowalter and Mark, a graduate student, hike along a crudely cut trail. They pause briefly at a predetermined point. Tim fights his way through dense undergrowth to a tree growing several yards from the trail. Using a long, closeable net lined with a plastic bag, he is able to snap an upper branch from the 30foot tree. Tim returns to the trail with the sample and quickly uses the drawstring on the net to close the bag to prevent the escape of any organisms. Later, Tim and his assistant will examine the sample to

identify and record the organisms living or resting on the branch. “A sample is like a snapshot,” Tim explains. “It gives you a good idea of what’s living on or associated with the plant.” A professor and head of the Department of Entomology at Louisiana State University, Tim is conducting ecological research in the Luquillo Experimental Forest in Puerto Rico. He is studying the recovery of the tropical forest in the wake of Hurricanes Hugo and Georges. He is also examining the impact of hurricanes on species diversity. 0

Ecologists

When Tim and Mark return to camp after several hours of collecting samples, they learn that the electricity is not working. “Well,” says Tim with a laugh, “it’s not the first time I’ve had to sort samples by the light of a lantern.”

What DoES aN   EColoGISt Do? 

Ecologists study the relationships between living organisms and their environment. They try to understand the way changes in the environment affect living organisms. An ecologist might, for example, study the effect of pollutants on the diversity of species within a river. Another ecologist might explore the impact logging practices have on arthropods and plant life within a forest. Because the connections between living organisms and the environment are so diverse and intricate, most ecologists concentrate on studying one ecosystem or many ecosystems that share similar characteristics. An ecosystem is a single community of organisms that interacts with a specific environment. Physical characteristics, such as climate, altitude, and topography, define an ecosystem’s environment. Coniferous forests, rain forests, rivers, savannas, and tundras are all different types of ecosystems. Because the relationships within an ecosystem are extremely complex and delicate, even small environmental changes can upset the delicate balance within the ecosystem. The survival of each species within an ecosystem is dependent, to some degree, on the sur-



vival of every other species within that ecosystem. Each organism plays a vital role in the food chain. Green plants “fix” energy through photosynthesis. That is, they capture solar energy in the chemical bonds of carbohydrates synthesized from water and carbon dioxide. Some

Lingo to Learn arthropod An animal with an exoskeleton, a segmented body, and jointed appendages. canopy The upper layer of a forest, created by the foliage and branches of the tallest trees. coniferous A coniferous forest is composed of trees that bear cones. ecosystem A community of animals and plants and their interaction with the environment. effluent Wastewater or sewage that flows into a river, lake, or ocean. entomology The study of insects. invertebrate An organism that does not have a backbone. riparian zone Forest or grass growing on the banks of a stream. The riparian zone can prevent soil erosion. savanna A flat, grassy plain found in tropical areas. tundra A cold region where the soil under the surface of the ground is permanently frozen. watershed The gathering ground of a river system, a ridge that separates two river basins, or an area of land that slopes into a river or lake.

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To Be a Successful Ecologist, You S hould… • be intelligent and possess intellectual curiosity • be excited about the environment and committed to preserving it • have good speaking and writing skills • be flexible regarding changes in field conditions • be willing to work closely with others and share ideas

insects and animals obtain that energy by eating plants. Others obtain energy by eating insects or animals that have consumed plants. If one species fails, the organisms that feed on that species may, in turn, become endangered. Living organisms also release chemicals into the atmosphere, water, and soil (depending on where they live) as they fix, consume, or process energy. Each of these chemicals plays an important role in sustaining life within an ecosystem. Many ecologists devote their careers to studying the forces that can upset ecosystems. They attempt to find ways to prevent disruption from occurring. If ecosystems already have been damaged, ecologists look for ways to help them recover. To understand any ecosystem, ecologists must consider many factors. To understand events within a single river

ecosystem, for example, ecologists must study the types of living organisms within the river and look for evidence of disease or pollutants within the organisms’ cells. They must evaluate the quality of the water in the river. They must study the river’s banks for traces of soil erosion. They also must consider the slope of the river, the proximity of any heavy industry or sewage treatment plants, and local farming practices. To understand just one ecosystem, ecologists must combine many different areas of knowledge, including zoology, cellular biology, geography, and geology. Ecologists gather information in many ways. They usually collect samples from the ecosystem or ecosystems they are studying. Using nets lined with plastic bags, they collect samples of plant life and the invertebrates and other organisms that dwell on or amidst plant life. Small containers are used to gather soil and water samples. In addition to collecting samples, ecologists rely on satellite data about an ecosystem’s geography. They compare data collected from one ecosystem to immense databases of information about comparable ecosystems. This comparison enables ecologists to determine whether an ecosystem is deviating from normal standards. Once an ecologist has gathered significant data about an ecosystem, he or she must interpret the data, which can be a painstaking process. Ecologists draw conclusions about measurable changes within an ecosystem, about their causes, and about their possible long-term consequences. Ecologists also make recommendations for protecting or restoring ecosystems.

Ecologists

What IS It lIkE to BE  aN EColoGISt?

Although ecologists study interactions between organisms and the environment of their ecosystem, most spend the majority of their time indoors, working in laboratories, offices, or classrooms. Tim Schowalter estimates that he spends approximately 90 percent of his time on administrative responsibilities (e.g., financial management; supervision of faculty, staff, and students; recruiting new students; curriculum development and course scheduling; conflict resolution; interpreting and applying institutional goals to the department; evaluating personnel; and reporting and promoting departmental accomplishments). His remaining time is devoted to research. In addition to conducting research in the Luquillo Experimental Forest in Puerto Rico, he has visited Taiwan to conduct comparable research on forest recovery from typhoons in its tropical/subtropical forests, and also works closer to home. “I’m working on forest recovery from Hurricanes Katrina (2005) and Gustav (2008) that caused similar levels of forest disturbance in Louisiana to that resulting from Hugo (1989) in Puerto Rico,” he explains. “Results from similar forests in different parts of the world will help us to understand what recovery processes are common among these forests and which are unique to particular forest types or regions.” Tim is quick to note, however, that he conducts only a fraction of his research in the field. He spends most of his time in his office analyzing data, or in laboratories sorting samples.

3

Susan Cormier, a senior scientist at the Environmental Protection Agency’s National Center for Environmental Assessment, also spends very little time in the field. “I think I got out in the field three days this year, and that was only because I decided to really treat myself,” she comments, somewhat ruefully. As a senior scientist, Susan plans and interprets major research projects. Her department concentrates on conducting eco-epidemiological and risk assessments of stream ecosystems. To perform these assessments she works to develop methods to measure the conditions of stream ecosystems, as well as diagnose the stressors and their sources. Susan identifies the questions that each research project should answer and then develops strategies for finding answers to the questions. Her colleagues help her implement the research strategies. Susan and her colleagues examine the diversity, abundance, and spatial distribution of fish and invertebrates in various streams. These data, often collected by state biologists or government contractors, also measure the sediment load in water and note the presence, or lack, of riparian zones along rivers’ banks. Riparian zones are grassy or forested areas that separate rivers from farms, roads, or houses. Riparian zones minimize soil erosion and act as buffers between the river ecosystems and the stressors and pollutants caused by development. Finally, Susan and her staff compare the information gathered from one stream to information gathered from many similar streams. This comparison enables them to assess the stream’s deviation from normal standards.

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Important Skills

Curiosity is a driver for any scientist. It is what allows scientists to see what others miss and to ask the questions that result in hypothesis testing and, eventually, policy recommendations. Probably the first indicator that this is the right career to pursue is an insatiable curiosity to learn more about all aspects of ecology. Creativity is necessary to think outside of cultural boxes (to not take what is currently “known” for granted), in order to conceive new hypotheses, and to develop methodology to test those hypotheses. Flexibility is necessary to permit a) adjustment to unexpected (often adverse) field conditions and b) change in perspective when anomalous data require a new interpretation.

The ability to get along with people helps in several ways. First, as the article emphasizes, ecology is necessarily multidisciplinary. The ability to get along with scientists in other disciplines clearly facilitates research. However, the ability to get along with people also can be extremely important when making arrangements for field activities, especially in remote areas with people from different cultures (this, in itself, has been a tremendous stimulus to my work—I’m as curious about cultural characteristics and how people adapt to their environment as about the overall ecology of an area). The ability to get along with people also helps in presenting policy recommendations, often to politicians or groups not eager to hear or apply these recommendations. I emphasize this quality because I think many (perhaps most) ecologists (including me) are attracted to this field because of the opportunities for work in isolated ecosystems and often undervalue personal interactions. I have had to work to overcome this particular limitation.

Using information gathered through all this research, Susan assesses the health of an ecosystem. After considering all the factors involved, she develops a prognosis for the ecosystem’s long-term health and provides recommendations for improving or protecting the ecosystem. Susan delivers these environmental assessments to the scientists, politicians, and activists in communities that surround the ecosystems in question. “We are trying to do community-based ecosys-

tem protection,” she explains. “Our role is to educate the public and to give counties and states information that they can use for planning practices. Our reports also go to Congress, to give representatives a good picture of the health of our nation’s ecosystems.” Susan is also responsible for drafting reports and managing a team of scientists. She also must perform a variety of administrative responsibilities, including managing contracts, long-term planning,

Tim Schowalter, professor and head of the Department of Entomology at Louisiana State University, believes that the most important personal and professional qualities for ecologists are curiosity, creativity, flexibility, and the ability to get along with people. In the following paragraphs, he details why:

Ecologists

preparation for peer review, managing budgets, and procuring resources. “There are jobs I could get where I could do more actual field research,” Susan observes, “but I can make a bigger impact where I am.”

Do I havE What It takES  to BE aN EColoGISt?

Ecologists, like other scientists, must be intelligent and possess intellectual curiosity and must be able to think both analytically and creatively about complex issues. Most importantly, they must be excited about understanding the environment and committed to preserving it. To the surprise of many would-be ecologists, communication skills are every bit as important as the ability to take accurate measurements and conduct good research. Ecologists must be able to communicate ideas to other scientists, to regulatory agencies, and to the public. They must be able to speak and write clearly. According the Princeton Review, most ecologists consider writing skills the second or third most important skill for succeeding in this field. Most science is collaborative. Ecologists must be able to work closely with others in their field and should enjoy sharing ideas and being challenged by others’ questions.

hoW Do I BEComE aN  EColoGISt?

Because ecology requires a multidisciplinary approach, many ecologists actually study other disciplines before embarking on a career in ecology. This is true of both Tim Schowalter, who earned



a doctoral degree in entomology, and Susan Cormier, who earned a doctoral degree in cellular biology.

A Rewarding Experience The editors of What Can I Do Now? Environment asked Susan Cormier, a senior scientist at the Environmental Protection Agency’s National Center for Environmental Assessment, to detail one of the most rewarding experiences in her career: An ecologist can discover new knowledge and also apply that knowledge. There is a sense of pride in the discovery and gratification if it is used to restore an ecosystem. In the late 1990s I worked with a team of EPA and state ecologists to develop a method to investigate why aquatic animals were missing from streams. We were invited to try to determine why aquatic insects were absent from a stream that looked rather nice. At first, we were stumped because our method indicated that none of the proposed causes were likely. However, the assessment did suggest that it was a toxic material and that it was coming from a short segment of the stream. The state ecologists now knew where to sample. They sampled below a suspected pond. The aquatic insects were present. They sampled further down. It impaired, and they discovered an abandoned mill waterway. From it flowed a murky gray liquid. Further investigation revealed that waste from a woolen mill was flowing from a broken pipe. The pipe was repaired and the waste was properly treated. Two years later, the stream invertebrates had returned. Now many states use this method. It makes my life worthwhile to see real results.

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“To be successful in ecology, you have to be multidisciplinary in approach,” comments Susan Cormier. “If you can bring more than one area of knowledge to the table you will be better off. We hire people who know ecology, but who also know statistics, geography, or genetics. “Ecologists who do not have a wellrounded science background usually will end up in low-paying, uninteresting jobs,” she adds.

Education High School High school students who are interested in becoming ecologists should concentrate on science and math classes. They should not, however, neglect other disciplines. English, for one, can provide students with useful experience in writing well and easily. “It is critical for an ecologist to be able to write and read well,” notes Susan Cormier, “so students should take courses that will polish those skills. The biggest problem I see with ecologists at the professional level is that, after conducting their research, they get stuck at the writing stage. Because I’ve seen so many people with this problem, I advise students to concentrate on developing writing skills.” Susan encourages high school students to participate in science fairs. “They are good opportunities to test your scientific investigation skills. If you are sincere and hardworking, most scientists are willing to give you guidance, ideas, and advice. Students who do well can win

scholarships for their college education.” She also recommends reading. “Find a topic and then dig into it. If you find a subject, write a letter, not an email, to the scientists whose ideas you find interesting. More often than not this will set you apart from the crowd, and they will let you know of opportunities for summer or college experiences. Build your network.” Postsecondary training Once in college, students should continue to study science. Ecology courses are important, but students should take biology, chemistry, meteorology, and zoology courses, as well. Geography and geology can be equally helpful in preparing a student for a career as an ecologist. Because ecologists amass and analyze immense amounts of data, students should also take math, computer, and statistics courses. While people with undergraduate degrees in ecology can find employment as laboratory technicians or field researchers, the vast majority of ecologists have master’s or doctoral degrees. “If you want to be in a decision-making position, you pretty much have to have an advanced degree,” says Tim Schowalter. “Most ecologists who are conducting their own research have Ph.D. degrees.” Many colleges and universities throughout the United States offer doctoral degrees in ecology or related fields. According to the Ecological Society of America, a great many practicing ecologists received doctoral degrees from the University of California—Berkeley; the University of Wisconsin—Madison; Cor-

Ecologists

nell University; the University of Washington; and Duke University. In Canada, many ecologists received doctoral degrees from the University of British Columbia, the University of Alberta, and the University of Toronto.

Certification or licensing The Ecological Society of America offers professional certification at three levels: associate ecologist, ecologist, and senior ecologist. A candidate’s certification level will depend on the amount of education and professional experience he or she has. Contact the society for more information.

Internships and volunteerships Students also should strive to gain as much practical experience as possible by volunteering for environmental organizations or by helping an ecologist conduct research. Research positions for high school students are not abundant, but some ecologists will hire students to collect and sort samples. Tim Schowalter, for instance, usually hires several high school students each summer. “I hire both college and high school students,” Tim explains. “These students learn to sort and weigh samples. They also learn to use different software programs for recording information. I try to get each student out in the field once or twice, to get them excited. I also give each student an overview of the proposal and the methods involved, so that they can see the significance of the study.” Though he tries to give each student some field experience, Tim concedes that



the students he hires spend the majority of their time measuring and sorting data. He believes this is a fairly accurate reflection of a scientist’s life. “Science is mostly grunt work,” he explains, “and only about 5 percent ‘Eureka!’ factor.”

Who WIll hIrE mE?

Approximately 75 percent of land and water conservation jobs are in the public sector. This includes the federal government, the largest employer. The U.S. Fish and Wildlife Service, the National Park Service, the Bureau of Land Management, and the U.S. Geological Survey are among the federal agencies that manage U.S. conservation. The Environmental Protection Agency also employs ecologists. Other public sector opportunities are with states, regions, and towns. Opportunities in the private sector can be found with timber companies, utilities companies, and consulting firms. Some ecologists work as teachers at high schools or colleges. Though the salaries for ecologists in academia and government are roughly comparable, the positions are quite different. Susan Cormier observes, “It’s definitely a trade-off. Academia has a lot of pluses. Academics deal with less bureaucracy. They deal with a wider variety of people, which can be very stimulating. They also have much more flexibility. If they prefer to do their writing at home, where they have fewer distractions, they can. In government jobs, the hours are pretty rigid. We’re not even supposed to work late. That ‘punch the clock’ mentality can really get in the way.”

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“On the other hand,” she continues, “ecologists who work for universities have to be very competitive to get grant money and to find summer projects that will augment their nine-month academic salary. As a government employee, I have an annual salary.” Smaller percentages of ecologists work for consulting firms, state or local governments, or environmental nonprofit organizations. A small number of ecologists work for private industry. Ecologists who work for private industry help companies achieve their business objectives in ways that are least disruptive to surrounding ecosystems. They also help companies comply with environmental regulations. Most companies employ only one or two ecologists, though, so these positions can be difficult to find.

WhErE CaN I Go from  hErE?

Opportunities for advancement are limited for individuals who have only a bachelor’s or master’s degree. Those who earn doctoral degrees, however, may advance in many ways. Ecologists who conduct research can gain recognition for their work by publishing reports and articles in scientific journals. Highly visible ecologists may accept public speaking engagements, which can significantly augment their income. Those who work for universities or colleges also can advance by serving on committees or assuming administrative responsibilities. Some ecologists become department chairs. These positions require considerable administrative work but offer higher salaries. Ecologists who work for

Related Jobs • biochemists • biologists • botanists • geographers • geologists • marine biologists • meteorologists • microbiologists • physiologists • zoologists

smaller academic institutions also can advance by seeking positions within larger or more prestigious institutions. Within government positions, ecologists may advance by assuming positions of greater responsibility, such as supervisory or branch chief positions. In these positions individuals must manage staff personnel and other scientists. Supervisory positions usually entail significant administrative work. Individuals in these positions may find themselves spending more time hiring and managing employees, conducting performance reviews, and completing the paperwork than they devote to actual science. Senior ecologists within the government are, however, able to influence legislation, inform government officials, and educate the public. Susan Cormier comments, “It is very rewarding for me to see people actually use my information and ideas to protect the environment.”

Ecologists

As in government and academia, ecologists in industry advance by assuming more responsibility. Most large companies employ very few ecologists, however, so management opportunities may be quite limited. After gaining experience by working within private industry for a length of time, some ecologists choose to become consultants. Ecologists who are able to develop a large and varied clientele can significantly increase their income and gain prominence in the field.

What arE thE Salary  raNGES?

Ecologists’ salaries vary greatly depending on the individual’s level of education, place of employment, and years of experience. A few generalizations are possible, however. Ecologists who have doctoral degrees typically earn more than those who have less education. Ecologists who work for private industry usually earn higher salaries than those in academia or governmental positions. Those who work for nonprofit environmental agencies earn the lowest salaries of all. Salaries for environmental scientists and specialists (a group that includes ecologists) ranged from less than $35,630 to $99,320 or more annually in 2007, according to the U.S. Department of Labor. The median annual income was $58,380. Ecologists employed by the federal government earned average salaries of $85,770. Ecologists earn a variety of benefits depending on the employer. These usually include health insurance, retirement or 401(k) plans, and paid vacation days.

What IS thE JoB  outlook?



Employment in ecological-related careers is expected to increase about as fast as the average for all occupations through 2016, according to the U.S. Department of Labor. Environmental concerns are fueling growth in this field, as nations around the world become more aware of the dangers posed by pollutants, pesticides, greenhouse gasses, uninhibited population growth, and global warming and climate change. People who have the interdisciplinary skills to help communities and countries find practical ways to protect or repair ecosystems will find ecology a challenging and rewarding profession. “Ecology requires a synthesis of scientific disciplines,” says Susan Cormier. “Therefore, a broad education is necessary. Global climate change will be a major [employment] driver due to its importance and economic impacts. The ability to analyze large data sets or images from space will be a growth area. On the ground, ecology will continue to be important but at lesser pay. I also expect that new businesses will arise for landscaping and neighborhood design to improve ecological sustainability in suburban and urban locations. For example, guidance on maintaining steady hydrologic flow so that neighborhood streams don’t erode, and in cities, green roofs.” “I think ecologists will continue to have good employment opportunities in academia, state and federal land management agencies, and conservation organizations,” predicts Tim Schowalter. “Public attention to the quality of the

30    What Can I Do Now? Enironment

environment will increase, rather than decrease, although it has been apparent that people are not eager to pay the increased costs of protecting environmental quality. Hopefully, this will change, or the costs of alternative energy will decline. The current financial downturn has resulted in hiring freezes at all levels of government, and private organizations also are proceeding cautiously.”

Tim also considers agricultural security to be an important issue for ecologists. “Organic (or low-pesticide) food is expensive to produce,” he says, “and invasive species invariably restrict options available to manage food production and quality. Much ecological research now is being focused on the threats of invasive species and how to control these with minimum environmental damage.”

a a a Environmental Engineers sum mary

Definition

Environmental engineers design, build, and maintain systems to reduce or prevent damage to the environment by municipal or industrial wastes.

Alternative Job Titles Public health engineers Sanitary engineers Waste management engineers

Salary Range

Employment Outlook

Educational Requirements

High School Subjects

Certification or Licensing

Personal Interests

$44,090 to $72,350 to $108,670+ Minimum of a bachelor’s degree Advanced degree recommended

Recommended



One of the most interesting projects that environmental engineer Jennifer Puffer has worked on was improving the quality of water for the 400,000 people who live in the Des Moines, Iowa, metropolitan area. Her employer, Des Moines Water Works (DMWW), gets its water from the Des Moines and Raccoon Rivers, but both of these rivers flow through a large agricultural area before they reach Des Moines. “The water quality in these rivers is impacted by the agricultural practices that occur in their watersheds,” Jenni-

Much faster than the average

Biology Chemistry Earth science English (writing/literature) Mathematics Physics Building things The environment Science

fer explains. “The main contaminant is nitrate that comes from fertilizers used on crops. The amount of nitrate in drinking water is regulated by the federal government because at high levels nitrate can cause adverse health effects. The levels of nitrate in the rivers regularly exceeded the amount allowed in drinking water.” To solve the problem, the DMWW installed an ion exchange system at its drinking-water treatment plant that removed nitrate from the water. However, this system is expensive to operate, and Jennifer’s assignment was to come up 3

3    What Can I Do Now? Enironment

with a plan to reduce the nitrate levels in the river so the system would not have to be used at all. “The challenge this posed,” says Jennifer, “was working with the farmers along these rivers to help them understand how their farming practices impacted the rivers and what things they could do to protect the water quality in the rivers. We

Lingo to Learn biodegradation The use of bacteria or other living organisms to decompose contaminants. Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) A 1980 law (known as “Superfund”) that mandated cleanup of private and government-owned hazardous waste sites. EPA U.S. Environmental Protection Agency—federal agency responsible for overseeing the implementation of environmental laws, including those designed to monitor and control air, water, and soil pollution. State EPAs help carry out these laws. hazardous waste Any discarded substance, usually chemicals, that can cause harm to humans. National Priorities List U.S. EPA list of the worst hazardous waste sites in the country needing cleanup. remediation The process by which environmental problems are remedied or redressed. septic Anaerobic (without air) decomposition typically accompanied by an unpleasant odor.

worked with a few professors from the local university who had been studying the transport of nitrate and asked them to share their research findings with the farmers. The information helped everyone better understand how their own activities affected the water quality in the rivers. The farmers were encouraged to use their nitrate fertilizer only during times of the year when the crop actually needed it and to only apply the amount that was needed. These efforts would help reduce the amount of nitrate that entered the rivers while not reducing the farmers’ crop yields—a win for all involved.” While these efforts have been completed, Jennifer says it will take some time before it is known if their work was successful in reducing the nitrate level in the rivers. “The process we went through has already been valuable in that it allowed a relationship to be built between our utility and the agricultural community in the watersheds,” she says. “We will be in a better position to work together down the road as other obstacles arise.”

What DoES aN   ENvIroNmENtal   ENGINEEr Do? 

Environmental engineers are responsible for the systems that are basic to our survival—clean air and water, and treatment of wastes. Environmental engineering is an exceptionally diverse field. Environmental engineers work in many different circumstances and concentrate on many different challenges. Some develop systems to purify water and wastewater.

Environmental Engineers    33

Others design systems to dispose of hazardous waste. Still others are responsible for developing and enforcing environmental regulations. No matter where they work, however, all environmental engineers use scientific principles to design, implement, and maintain systems that protect or restore the environment. In order to design systems, environmental engineers must combine knowledge from various disciplines. They must understand biology, chemistry, architecture, and economics. An environmental engineer must, for example, know how various chemicals will behave when released into groundwater or soil, how they might affect living organisms, and how long they may take to degrade. The same environmental engineer must also know how to design an effective system for removing chemicals or for preventing them from leaking into the environment in the first place. Finally, the engineer must be able to design cost-effective systems, using materials that are both reliable and affordable. Because environmental engineers must have such a breadth of knowledge, most specialize in one of the many distinct areas of environmental engineering, including air pollution control, hazardous waste management, industrial hygiene, public health engineering, radiation protection, solid waste management, water supply engineering, and wastewater control. Depending on where they work, environmental engineers may concentrate on regulatory compliance, regulatory testing and enforcement, remediation, or research. Environmental engineers who help companies comply with environmental

regulations design systems that enable their clients or employers to dispose of waste and emissions in a responsible manner. Each environmental engineering challenge is unique, however—there is no “cookie-cutter” solution to waste management problems. Environmental engineers must evaluate the type of waste, risks posed to living organisms, surrounding population, soil and water characteristics, and cost of materials and procedures. In some circumstances, an environmental engineer might decide to incinerate waste. Environmental engineers who develop and enforce environmental regulations may conduct research to assess the impact of various chemicals or materials on the environment. They also may test the emissions and waste streams created by companies or communities. An environmental engineer might, for instance, take samples of emissions from a company’s smokestack. If these samples contain chemicals that are dangerous to the environment or to surrounding communities, the engineer will order the company to eliminate the harmful chemicals from their emissions. Some environmental engineers design and build systems to pump the groundwater or surface water (lakes, rivers, etc.) to a community’s water treatment plant. Others design and build systems that will remove contaminants from the waters. Filtration is a common treatment process. Environmental engineers must constantly monitor the systems and quality of water to ensure that communities receive safe drinking water.

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To Be a Successful Environmental Engineer, You S hould… • be organized and detail-minded • be a good problem solver • have strong communication skills • be mechanically inclined • have integrity and be committed to doing what’s right for the environment

Environmental engineers who focus on remediation efforts must begin by analyzing the type of environmental contamination and track down its source. This can be a painstaking process. If, for example, an environmental engineer finds traces of a commonly used industrial solvent in a community’s water supply, he or she must trace the contamination back to the waste’s source. The engineer must then identify nearby companies that might use the solvent. Once he or she has narrowed the possibilities, the engineer might have to test the waste streams of several companies to locate the source of the contamination. When the source has been identified, the company must move quickly to redesign its systems to cease the contamination. In the meantime, the environmental engineer must wrestle with the problem of eliminating the contamination that has already occurred. Environmental engineers today have many methods

from which to choose. Before selecting the appropriate method, an environmental engineer must evaluate the chemical contaminant. Some contaminants degrade quickly and can be allowed to degrade naturally. Others break down into chemicals that are more dangerous than the original contaminants. Once the engineer has selected an effective, safe method for removing the contamination, he or she must design the system, oversee its implementation, and monitor its operation.

What IS It lIkE to BE   aN ENvIroNmENtal   ENGINEEr?

Jennifer Puffer has been an environmental engineer for more than 10 years. She currently works as a project manager for the Des Moines, Iowa, Water Works, an independently owned and operated public utility that provides drinking water to the Des Moines metropolitan area. “I became an environmental engineer because I wanted to make the world a better place by improving the quality of life for society and protecting the environment,” she says. “My academic strengths in high school were in math and science, and in addition I have always liked to watch things being built.” Jennifer’s current project involves the design of a new drinking water treatment plant. “This will be a 10-milliongallon-per-day plant that uses membrane technology and is scheduled to be online next year,” she says. “The main tasks I do involve coordinating with the other engineers working on the project

Environmental Engineers    3

to make sure their portions of the project are staying on schedule. If one area of the plant design gets behind schedule, it is important to get it back on track so the whole project doesn’t get behind. It is a problem-solving kind of exercise; if one thing takes longer than expected, you have to figure out how to make up that time in another area.” Most environmental engineers spend time working both indoors and outdoors. The majority of environmental engineers spend up to 75 percent of their time in an office, though a small number do work primarily outdoors. “When I am not at my desk (I work in a regular office setting),” Jennifer says, “I am primarily at either the treatment plant facilities or a construction project site. The treatment plant facilities may include a pump station, a treatment process system, or the operations control center. A construction project site for me may include a new water main installation project, a remodel project on one of our buildings, or an inspection of one of our water towers.” Nicole Brown-Williams works at an environmental consulting firm, where she helps her clients manage and improve their drinking-water systems. She has been an engineer for more than 10 years. In 2005, she was chosen by the National Engineers Week Foundation as one of the New Faces of Engineering—a group of young engineers from all disciplines who are making special contributions to their field. “I chose to become an environmental engineer because I enjoyed math and science in school, and I love to solve problems,” she says. “I also wanted a career

that would allow me to positively impact the earth. As an environmental engineer, I help cities makes changes and expand their drinking water systems. I primarily work with the New York City drinking-water system, which is very intricate and has a very interesting history. I enjoy coming up with creative solutions to the unique challenges of such an amazing system.” Nicole’s workday typically starts at about 9:00 a.m. “I work in an interesting historic office building in the Old City area of Philadelphia, so I can see the Liberty Bell from my office. I start my day getting in touch with my clients to check in and see if they need assistance with anything. Most of my day is spent performing tasks such as reading and writing technical documents, performing calculations using spreadsheets, and going to meetings to make decisions on projects. I work with a team of three to five other engineers, so we have to stay in contact to make sure we are on schedule and budget. I travel a few days a month to meet with other members of my project team and clients. While most correspondence happens over the phone and email, faceto-face meetings are necessary at times. My day is usually over around 5:00 p.m.” Environmental engineers who work for multinational corporations may travel extensively, while those who work for local companies or government agencies may stay in one geographic region. “My office is in Philadelphia, but I perform work for people all across the country,” says Nicole. Most environmental engineers work closely with other professionals, including architects, builders,

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hydrogeologists, laboratory technicians, and chemists.

Do I havE What It   takES to BE aN   ENvIroNmENtal   ENGINEEr?

Environmental engineers must be good problem solvers. “An environmental engineer has to like working on unique, challenging projects, and enjoy problem solving,” Jennifer Puffer says. “One has to like working with numbers, equations, and the sciences—like chemistry, biology, and physics.” Environmental engineers must be able to organize information and identify relationships between a multitude of details. They are the sleuths of the environmental industry. Because environmental engineers usually work within teams of professionals, they also must be cooperative and flexible. They must be able to listen to and evaluate suggestions from a disparate group of professionals. Excellent leadership and communications skills are essential. Nicole Brown-Williams believes that interpersonal skills are important to success in the field. “As a consultant,” she says, “interpersonal skills—such as public speaking, time management, and good communication—are imperative as I discuss projects with my team and my clients. A desire to learn so that you can keep up on the latest technologies is also important.” Most importantly, environmental engineers must have integrity. Environmental engineers sometimes find themselves in

situations that require them to strike an appropriate balance between achieving an employer’s objectives and protecting the environment.

hoW Do I BEComE   aN ENvIroNmENtal   ENGINEEr?

Many environmental engineers can, and do, enter the profession immediately after obtaining a bachelor’s degree. Because the body of knowledge and the technological capabilities within this field are constantly growing, however, many environmental engineers today choose to pursue master’s or doctoral degrees. An increasing number of environmental engineers also opt to specialize in one area of environmental engineering.

Education High School High school students who hope to pursue a career in environmental engineering should concentrate on math and science courses. Algebra, calculus, biology, chemistry, and physics all are important classes for the future environmental engineer. “The basic fundamentals of math and science—such as trigonometry, calculus, and physics—are necessary, but the application of these subjects to real situations is crucial,” advises Nicole Brown-Williams. Students should also take as many computer courses as possible. Since environmental engineers must draw the designs for various systems, students also may find drafting courses helpful, although the computer has largely

Environmental Engineers    3

replaced the drafting table and instruments. Laboratory classes can help students become familiar with mechanical equipment and develop an understanding of how things are put together. Classes such as English and speech can help students develop the communication skills that are so essential to a successful career in this field. Postsecondary training At the college level, you should major in environmental engineering. More than 55 colleges offer environmental degree programs that are accredited by the Accreditation Board for Engineering and Technology (http://www.abet.org). You should supplement this course of study with chemistry and biology courses and you should continue to study computer programming. Since environmental engineers often must translate highly technical information into language that nontechnical people can understand, you also should take any available technical writing courses. There is no tried and true formula of personal characteristics that will ensure success in college. If you were a good, conscientious student in high school, you will obviously carry these traits to your postsecondary career. But even if you were a successful student in high school, there is always room for improvement. After completing an undergraduate program, you should consider pursuing a master’s degree in environmental engineering. Another educational possibility is to earn a civil engineering, mechanical engineering, industrial engineering, or

other traditional engineering degree with an environmental focus. You could also obtain a traditional engineering degree and learn the environmental knowledge on the job, or obtain a master’s degree in environmental engineering.

Certification or licensing Though licensing is not required, it is extremely valuable for environmental engineers. Licensed environmental engineers have considerably more authority to approve and implement system designs. In order to obtain licensing as professional engineers, graduates must sit for an eight-hour exam immediately after completing their undergraduate degree. Students who pass this exam earn the engineer-in-training designation. They must then complete four years of onthe-job experience before taking another eight-hour test. Engineers who have four or more years of experience and have successfully completed both examinations are licensed professional engineers, and may use the initials PE (professional engineer) after their names. The American Academy of Environmental Engineers offers additional certification opportunities. Environmental engineers can take additional examinations to obtain certification in seven areas of specialization: air pollution control; hazardous waste management; industrial hygiene; general environmental engineering; radiation protection; solid waste management; and water supply and wastewater engineering. Licensed engineers who earn these credentials receive the board certified environmental engineer

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(BCEE) designation. Nonlicensed experts in environmental engineering receive the board certified environmental engineering member (BCEEM) designation. Additional certification is available from the Institute of Professional Environmental Practice, the American Academy of Water Resources Engineers, and the Academy of Board Certified Environmental Professionals.

Internships and volunteerships Outside of class, students should look for opportunities to learn more about the profession by interviewing environmental engineers or by seeking unpaid intern experiences. Students have to show some initiative to find these opportunities. The Student Conservation Association (http://www.thesca.org) offers internships to high school students who are interested in environmental careers. Jennifer Puffer participated in two internships during her summer breaks from college. “The first one was with McHan Construction,” she says, “where I worked as a construction laborer. I helped build a large concrete tank that was to be used to store drinking water in my hometown. This work involved building formwork, tying rebar, and pouring concrete. This was a labor intensive job, but it allowed me to better understand how things are actually built, which has aided me in my design efforts as an engineer.” Jennifer’s second internship was with the Cass County (Iowa) Engineering Department. “This experience allowed me to see what type of work a government entity is involved with,” she explains. “In that position I worked on a survey team and

Related Jobs • air quality engineers • architects • biochemists • ceramic engineers • chemists • civil engineers • drafters • ecologists • electro-optical engineers • environmental engineering educators • environmental technicians • geologists • groundwater professionals • hazardous waste management specialists • hazardous waste management technicians • hydraulic engineers • industrial engineers • marine biologists • mechanical design engineers • naturalists • oceanographers • renewable energy workers • sanitary engineers • soil conservationists and technicians • soil scientists • transportation engineers • wastewater management engineers • wastewater treatment plant operators and technicians

Environmental Engineers    3

helped oversee the installation of a new bridge on a rural road.”

Who WIll hIrE mE?

Nicole Brown-Williams still works for the company that hired her out of college. “I spoke to one of my professors in my senior year to see if he could suggest any colleagues in the environmental engineering industry,” she recalls when asked about how she found her first job. “He suggested I look into consulting because I like to be involved in many projects with different tasks. After researching consulting firms that did the type of work I was interested in, I attended a career fair on the Georgia Tech campus and interviewed with the consulting firms that attended. Professors that are in your field of interest may have good advice on your projected career path and doing research on potential employers is crucial.” Nicole also recommends that aspiring engineers attend career fairs. “They are very important because you can use them as opportunities to network, practice public speaking and interview skills, and become more knowledgeable of your industry,” she explains. “I now go to career fairs as an employer and I try to give career advice to candidates.” It is difficult to generalize about where the approximately 54,000 environmental engineers who are employed in the United States work. Because the field has so many possible applications, career opportunities are extremely diverse. The consulting industry is currently the largest employer of environmen-

tal engineers. Environmental engineers who work as consultants typically have a broad spectrum of responsibilities. They help large companies comply with environmental regulations and they design systems for waste disposal. They serve municipalities by developing systems to test and treat water to ensure that the drinking supply is safe. They sometimes help government agencies enforce regulations by testing the emissions or waste streams created by various companies or communities. They also plan, implement, and oversee remediation efforts. Environmental engineers who serve as consultants often are responsible for marketing their services, for maintaining budgets, and for managing vendors and support staff in addition to their engineering responsibilities. Many industrial manufacturers and utility companies hire full-time environmental engineers to help them comply with environmental regulations, to design operations that will create minimal waste, and to plan and implement efficient remediation efforts. Government entities employ environmental engineers to develop and enforce environmental regulations. The armed forces employ environmental engineers to develop systems to dispose of the hazardous and radioactive waste created by munitions plants. Academic institutions also hire environmental engineers to teach and conduct research. In addition to the more obvious sources of employment, environmental engineers may find opportunities in a number of seemingly unrelated fields. Legal firms, for example, may

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Association Spotlight Joseph Cavarretta is the executive director of the American Academy of Environmental Engineers, one of the leading professional associations for environmental engineers. He discussed the field and the work of his association with the editors of What Can I Do Now? Environment. Q.   Can you please tell us a little about  yourself?   a. I am the executive director for the American Academy of Environmental Engineers. I am not a professional engineer. As executive director, I am an association management professional—in fact, a certified association executive. My job is to help the association achieve its mission and goals. I have worked for different kinds of associations for almost 20 years, including trade, professional, and charitable organizations. Since becoming involved with the American Academy of Environmental Engineers, I have been fascinated with environmental engineering. It is a wonderful field, and I highly recommend it for anyone who would take great satisfaction in helping nature and mankind to coexist with sustainable, ecological practices. Q.   Can you tell us about the work of the  academy?  a. The academy is dedicated to improving the practice, elevating the standards, and advancing the cause of environmental engineering. Its mission is to foster excellence in the practice of environmental engineering to ensure public health, safety, and welfare and enable humankind to coexist in harmony with nature. The academy carries out its mission by:

• working with the Accreditation Board for Engineers and Technology (ABET) to accredit environmental engineering education programs at colleges and universities across the United States and, increasingly, in other countries; • identifying and credentialing licensed engineers and other professionals with special skills in environmental engineering (Licensed engineers who earn AAEE credentials are designated Board Certified Environmental Engineers—BCEE. Nonlicensed experts in environmental engineering who earn AAEE credentials are designated Board Certified Environmental Engineering Members—BCEEM.); • recognizing excellence in environmental engineering practices through our awards programs and quarterly periodical; • educating the public about environmental systems and issues; • providing access to, and promoting the use of, credentialed environmental engineering experts; • facilitating partnerships among industries, institutions, and governments to undertake efforts for environmentally beneficial projects; • fostering research on matters related to environmental engineering. Q.   What are the benefits of association  membership? professional certification?  a. The association benefits individuals as well as organizations and companies that are involved in environmental engineering. For example:

Environmental Engineers

• Those who earn BCEE or BCEEM certification can make it known to their employer or clients. Employers and clients also benefit from being assured that those individuals meet stringent standards of hands-on expertise. • AAEE’s Excellence in Environmental Engineering competition recognizes high-quality projects and programs and promotes the winners across several industries. The recognition benefits the individual member, the company he or she works for, and the company’s client. • AAEE identifies BCEEs and BCEEMs in its annual Who’s Who in Environmental Engineering directory. The directory is widely used across several industries. • Members are valued by the public as experts in specialized fields of environmental engineering. • BCEEs earn 10 percent higher salaries on average. • The interests of AAEE members as EEs are represented by the Academy. • Environmental Engineer magazine provides technical and managerial knowledge. • Interns and associates who join as associates save 50 percent off application fees when they apply for certification. • Networking with academy members provides broader access to career opportunities, and a lifetime supply of friends and associates. • Members work with and learn from other EE professionals by working on academy committees. • AAEE promotes the use of BCEEs and BCEEMs throughout the environmental engineering industries.



• Companies who hire BCEEs have a marketing edge with many municipal clients. • BCEEs are often used as experts in environmental litigation work. • ABET accreditation work ensures consistency in collegiate education. Q.   What  are  the  most  important  personal  and  professional  qualities  for  enironmental engineers?  a. The most successful environmental engineers are very ethical in both their personal and professional lives. They are committed to the practice of environmental engineering, and they share a very strong collegial bond with fellow practitioners. They applaud colleagues who succeed in new frontiers. They are life-long learners—never content to sit back and be a spectator—and they are participants in life in every way. Q.   What adice would you gie to high  school students who are interested in  this career?  a. • Pay attention to your schoolwork and your grades because you will want to be sure you can attend a college that offers an accredited education program in environmental engineering. • Keep up with technology. Being on top of your game (not video games!) in the many fields of technology will open more doors of very cool opportunities in environmental engineering. • Stay in tune with global, national, and local environmental issues. Doing this now will give you priceless insight when you’re in school and after you graduate. (continued on next page)

    What Can I Do Now? Enironment (continued from previous page) • Consider joining AAEE once you are attending college. It’s free, and the academy will help you identify an environmental engineer mentor who can help you throughout college and your career.

hire environmental engineers to review the remediation efforts undertaken by one or more parties to a lawsuit. Investment firms may ask environmental engineers to assess the environmental risks involved in various investments. Companies that manufacture and sell environmental technology may hire environmental engineers for advice about the design of, or need for, various pieces of equipment. Municipalities or highway departments may ask environmental engineers to assess the potential impact of a proposed development on the surrounding environment.

WhErE CaN I Go from  hErE?

Not surprisingly, environmental engineers can advance their careers and increase their earning potential by obtaining additional education, earning licensure, or becoming certified in one or more areas of specialty. Continuing education is extremely important to advancement in this field because the body of relevant knowledge is constantly growing and evolving.

Q.   What is the future employment outlook for enironmental engineering? a. The future is bright and fascinating. Mankind is on the edge of many new frontiers in technology, science, space travel, and ecology. It is a certainty that environmental engineering will be increasingly important to support the advancement of civilization.

Environmental engineers can also advance by assuming managerial responsibilities. This is true of environmental engineers who work for government agencies, private industry, consulting firms, and academic institutions. Most employers will offer individuals higher compensation for assuming responsibility for a department’s performance, budget, and administrative duties. Because environmental engineers who become managers usually must sacrifice some of the time they might ordinarily dedicate to design and field work, individuals who truly love these aspects of the job may find greater satisfaction in nonmanagerial positions. Jennifer Puffer says that she would like to stay in the water industry and continue to learn more about how we can improve the quality of our drinking water. “As more research is conducted on water quality,” she says, “there will always be improvements we can make to the treatment of drinking water. Safe drinking water is important to everyone; it is one of life’s most basic needs, and I would like to continue to make sure our community has an adequate supply.”

Environmental Engineers

What arE thE Salary raNGES?

The salaries for environmental engineers depend on the individual’s level of education and experience, and on the type and location of employment. An environmental engineer who works for an industrial giant, for example, usually will earn more than one who works for a local governmental agency. Environmental engineers who work in major metropolitan areas typically earn more than those who work in more rural settings. Median annual earnings of environmental engineers were $72,350 in 2007, according to the U.S. Department of Labor. Salaries ranged from less than $44,090 for the lowest paid 10 percent to more than $108,670 for the highest paid 10 percent. According to a 2007 salary survey by the National Association of Colleges and Employers, bachelor’s degree candidates in environmental health engineering received starting offers averaging $47,960 a year. Fringe benefits vary widely depending on the employer. Many jobs may include, for example, two weeks of vacation, health insurance, tuition reimbursement, use of company vehicles for work, and similar perks. In-house or consulting positions

3

may add additional benefits to lure top candidates.

What IS thE JoB   outlook?

The U.S. Department of Labor projects that there will be much faster than average employment growth for environmental engineers through 2016. They will be needed to clean up existing hazards and help companies comply with government regulations. The shift toward prevention of problems and protecting public health should create job opportunities. “The world will always need engineers because there are always problems to solve,” says Nicole Brown-Williams. “The field of environmental engineering is exciting and on the rise because we have limited resources on the planet and we need to think smarter to plan for how we will use these resources in the future. Every drop of water that will ever be used exists right now. It is my job to help ensure we use and reuse our water wisely. The field is growing because we are becoming more aware of how our daily lives affect the environment. It is a very exciting time to be an environmental engineer.”

a a a Environmental Lobbyists sum mary

Definition

Lobbyists try to influence legislators to support legislation that favors certain causes or public interest groups. Environmental lobbyists encourage legislators to support bills that will protect the environment.

Alternative Job Titles

Salary Range

$12,000 to $60,000 to $164,857+

Educational Requirements Bachelor’s degree

Certification or Licensing None available

Employment Outlook

About as fast as the average

Lobbyists

High School Subjects

Biology Ecology English (writing/literature) Government History Speech

Personal Interests Current events Economics The environment Law Politics

most days go by really quickly and I find myself looking at my watch and asking, ‘Where has the day gone?’”

Environmental lobbyist David Masur says that one of the great things about his career is that he doesn’t have a typical day on the job. “Every day is different with new experiences,” he explains. “I don’t really have an hour-by-hour schedule, which keeps my work from getting too dull or too repetitive day in and day out. Usually I work about 10 hours a day and a bunch of time over the weekends. When the schedule is really full or the legislature is really busy, the days can be a lot longer. There are community meetings at night, late-night legislative sessions, etc. That being said, most of my work is incredibly rewarding, energizing, and motivating, so

What DoES aN   ENvIroNmENtal   loBByISt Do? 

Lobbyists are people who strive to influence legislation on behalf of a public interest group or a client. Like other lobbyists, environmental lobbyists strive to influence state or federal legislation in order to achieve a goal or to benefit a public interest group. Environmental lobbyists, however, deal specifically with environ

Environmental Lobbyists

mental issues. Most environmental lobbyists work for environmental protection organizations, such as the National Wildlife Federation, Sierra Club, or the Natural Resources Defense Council. They urge legislators and other government officials to support measures that will protect endangered species, limit the exploitation of natural resources, and impose stricter antipollution regulations. Lobbyists serve an important role in the democratic process. Government officials and legislators must understand and make decisions about innumerable issues. They cannot be experts in every area. Consequently, many rely upon lobbyists to provide them with information about important issues. Environmental lobbyists compile information about the probable impact of various measures on the environment and are sometimes invited by legislators to help them draft new bills. Environmental lobbyists strive to influence legislators and government officials through both direct and indirect lobbying. Direct lobbying involves reaching legislators themselves. Environmental lobbyists meet with members of Congress, their staff members, and other members of government. They call governmental officials to discuss the impact various measures might have on the environment. They sometimes testify before congressional committees or state legislatures. They distribute letters and fact sheets to legislators’ offices. They sometimes try to approach legislators as they travel to and from their offices; some lobbyists ask legislators who share their views to broach issues with other, less sympathetic legislators.



In another form of direct lobbying, environmental lobbyists strive to persuade members of Congress to serve as cosponsors for bills the lobbyists support. When a member of Congress becomes a cosponsor of a bill, his or her name is added to the list of members supporting that measure. Lobbyists typically assume that cosponsors will vote to support the bill. They also use the list of cosponsors to influence other members of Congress to support a measure. A bill’s chances of one day becoming a law dramatically improve as more members agree to serve as cosponsors. Indirect lobbying, also called grassroots lobbying, involves educating and motivating the public. The goal of indirect lobbying is to encourage members of the public to urge their representatives to vote for or against certain legislation. Environmental lobbyists use an array of indirect techniques. They issue press releases about pending legislation, hoping to inspire members of the media to write topical articles. They mail letters to citizens, urging them to write or call their representatives. They post information on the Internet and sometimes go door-to-door with information to mobilize members of environmental groups. On rare occasions, they take concerned citizens to state capitals or to Washington, D.C., to meet with representatives. For both direct and indirect lobbying efforts, environmental lobbyists try to form coalitions with other environmental groups. Members of these coalitions work together because they have a common interest: protecting the environment. By

    What Can I Do Now? Enironment

pooling information and resources, members of the coalition can be more effective in reaching the public and members of government. Some environmental lobbyists also support political candidates who are likely to support measures that protect the environment. They promote these candidates by sharing positive information with the public and by raising money for their campaigns. Because most environmental lobbyists work for not-for-profit organizations, they often have limited staff and even more limited budgets. Consequently, environmental lobbyists usually combine highly professional skills, such as scientific or legal expertise, with clerical capabilities. In other words, environmental lobbyists must be willing to stuff envelopes as well as meet with senators. Work hours for environmental lobbyists vary greatly based on their job responsibilities. According to Cindy Shogan, the executive director of the Alaska Wilderness League, lobbyists’ schedules are determined by Congress’s schedule. “If Congress is on break,” she says, “people dress more casually and spend time catching up on research, paperwork, and grassroots lobbying. When Congress is in session, you’re in constant crisis mode.” “Crisis mode” for an environmental lobbyist entails 12- and 14-hour days, irregular hours, and frequent trips to Capitol Hill. Lobbyists usually are involved in several lobbying campaigns simultaneously. Whenever Congress is considering any of the issues a lobbyist is promoting or opposing, lobbyists must take every

opportunity—day or night—to meet members of Congress, committee members, and congressional aides.

What IS It lIkE to BE   aN ENvIroNmENtal   loBByISt?

David Masur is the Director of PennEnvironment, an environmental advocacy group in Pennsylvania. (See the sidebar, “Learn More about PennEnvironment,” for more information about his organization). “Most of my work is done out of PennEnvironment’s Philadelphia office,” he says, “but I travel to the state capitol in Harrisburg for most of the legislative session days to lobby the General Assembly. That being said, I do a fair amount of traveling throughout the year, going to Washington, D.C., to lobby on federal environmental issues, traveling around Pennsylvania to meet with other groups and politicians—places like Pittsburgh, Allentown, Scranton, and Erie.” David’s schedule and responsibilities often vary depending on the time of year and what’s going on in the legislative session. “Some days,” he says, “I’m in the state legislature, running around the building and lobbying state representatives and senators. Other days I’m standing in front of a polluted river doing a press conference to announce a lawsuit against an illegal polluter. On another day I’m writing a grant proposal to raise money to fund one of our projects. And on another day I’m meeting with other environmental groups to come up with a strategic plan for a campaign, or writing a new email alert to send to our

Environmental Lobbyists

e-activist list. So it really varies depending on what’s going on, what my priorities are, and what strategy or strategies I’m implementing. I have two main responsibilities in my job: being in the legislature and lobbying for strong environmental policies, and building PennEnvironment to be the strongest organization it can be in order to tackle as many environmental issues as possible and deliver as many victories for the public as possible.” David says he deals with many environmental issues as part of his job. “In an average legislative session,” he explains, “we’ll be working on a few dozen bills, not including the legislation moving in Congress. We’ll also be involved in some regulatory work and usually one or two environmental lawsuits each year. We work on everything from clean energy, to clean water, to global warming, to protecting open spaces, to fighting toxic pollution. Right now we’re really focused on getting [the state of] Pennsylvania to implement a set of clean energy policies— requiring electricity companies in Pennsylvania to produce a certain amount of clean energy, for example. We’re working to reduce global warming pollution since Pennsylvania emits the third highest levels of global warming pollution in the nation (just behind California and Texas), and we’ve been working to protect the iconic places in Pennsylvania that are critical parts of the state’s natural heritage, like the Appalachian Trail and Lake Erie.” Jeff Mikulina is the executive director of the Blue Planet Foundation, a nonprofit organization in Hawaii that is dedicated to ending the use of carbon-based fuels on



earth. “The organization was created to change our world’s energy culture; to raise global awareness in order to develop and adopt practical programs to implement clean, efficient, and renewable energy; and to create a global response to our increasingly urgent climate crisis,” Jeff explains. “To accomplish that, we are engaged in a number of efforts, from community outreach activities to direct advocacy to implementing energy-efficiency programs.” Jeff begins a typical day by checking his phone and email messages. “During the legislative session, which lasts about four months, my focus is on legislative advocacy,” he explains. “In the morning, after putting out any immediate fires (a legislator who needs help on something) or media requests (they are always on deadline), I usually have hearings to attend at the capitol. At the hearings I will present testimony and answer questions from lawmakers.” The rest of Jeff’s day includes meeting one-on-one with lawmakers, drafting amendments, researching, writing testimony, meeting with his staff, talking with the media, developing and implementing campaigns, and a host of other activities. “My main job duties during the legislative session are to keep the organization functioning and lobbying,” says Jeff. “The secondary job duties involve managing staff, planning, staying legal, developing and implementing programs and campaigns, and conducting outreach and engagement-type activities (like giving presentations to groups and schools).” Jeff works in an office that is close to the capitol. “Most of the work, unfortunately,

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Lingo to Learn act A bill that has been passed by a legislature. If signed by the executive (president or governor), the bill is enacted into law. bill A written plan for a new law, which must be discussed and voted upon by a legislature. constituent An individual residing in an elected official’s district. veto An attempt by the executive (president or governor) to stop a bill from becoming a law.

is inside,” he says. “But there is a good bit of travel with the job—giving presentations, meeting with other groups, or attending functions. The ‘working hours’ vary by day. Sometimes things start very early with a TV talk show or meeting. Sometimes I can relax in the morning for a while until meetings start. Evenings and weekends are sometimes occupied with work-related social activities, like attending lawmakers’ functions or with catching up on projects. There is always something to work on, whether it is doing more writing, contacting people, more research, brainstorming new projects, or any number of things to further the organization and the mission.”

Do I havE What It   takES to BE aN   ENvIroNmENtal   loBByISt?

Environmental lobbyists must be tenacious, self-motivated individuals. They

must have excellent communications skills. They must be able to work well in teams and perform well under pressure. They must understand the political process. Because lobbyists must be able to approach governmental officials and powerful legislators, they should be confident and outgoing. Most importantly, environmental lobbyists must be committed to protecting the environment. “Environmental lobbyists,” says Cindy Shogan, “have to be able to think quickly on their feet. If one approach isn’t working, they have to be able to shift gears. They have to be flexible. They also have to have a keen strategic sense. They have to be able to look at all the angles and really think through a course of action.” “Good environmental advocates,” according to David Masur, “know the issue on which they’re working inside and out—not just the substance of the issue, but the politics. They’re likeable— the people you’re lobbying enjoy talking with you. They’re trustworthy—the person you’re lobbying always knows that you’re giving them the straight dope and that the information you’re giving them is 100 percent correct—because you’re only worth as much as your word. You need to be smart. You need to be able to navigate complicated waters—politics— and outsmart your opponents who often have more resources, money, access, and influence than you. You need to be able to advocate your position to a variety of audiences: persuading both the elected officials and the general public that your position is the right one. And you need to be committed. There are profound envi-

Environmental Lobbyists

ronmental challenges facing the nation and the planet. The movement needs people who are committed to the cause and building the movement for the long term.”

hoW Do I BEComE   aN ENvIroNmENtal   loBByISt?

No one academic path leads directly to a lobbying career. Most lobbyists come to the profession from other disciplines and other jobs. Some have political experience. Others have scientific, economic, or legal backgrounds. This previous experience can be extremely useful to environmental lobbyists, who must be able to assess the environmental and economic impact and to identify the legal strengths or weaknesses of various measures.

Education  High School Students interested in becoming environmental lobbyists should pursue a well-rounded education. They should, of course, study civics and history to gain an understanding of our country’s political system. They also should take biology, ecology, and chemistry in order to learn about the scientific issues behind environmental legislation. In addition to understanding politics and science, lobbyists must have a number of very practical skills, including the ability to use computers and the ability to write and speak clearly. Students should, therefore, take computer courses, speech



To Be a Successful Environmental Lobbyist, You S hould… • be confident, tenacious, and selfmotivated • have excellent communication and persuasive skills • know how our political system works • be able to work as part of a team • be committed to protecting our environment • be able to think quickly on your feet • have an ability to handle stress and long work hours

classes, and English. “Honing writing and communication skills is important,” says Jeff Mikulina. “Writing letters to the editor or op-ed pieces is an easy way to practice, to get your name out, and to build a portfolio of writing samples. A regular blog covering environmental issues is also an outlet to build experience.” Postsecondary training While there are no specific requirements for environmental lobbyists, most have college degrees; a growing number also have advanced degrees. During their undergraduate studies, students should continue to take courses that will help them understand the complex issues behind legislation and gain

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Pros and Cons of Being an Environmental Lobbyist

Working as an environmental lobbyist can be highly satisfying. You are shaping policies that could make a big difference for generations to come. For example, after we passed a bottle deposit law in Hawaii, we saw the recycling rate jump from around 20 percent to 70 percent. More than 3 billion bottles and cans were recycled over the course of the law’s first four years. It would have taken a lifetime of work to try to recycle that number through individual efforts. Lobbying can be very exciting and socially rewarding, particularly on cam-

paigns that involve a lot of people and receive media attention. You are in constant contact with people, and really get to get into the mix and make a difference. But that can also be a drawback: you are always in the mix. Not only will you be called on to take a position and help on issues (and sometimes political campaigns), but work is never-ending. This is especially true if you are serving as an executive director of a nonprofit or carry other job responsibilities beyond lobbying. Since there are so many activities that you could be doing to make progress on your issues, the work can be all-consuming. Finally, working as a lobbyist for an environmental organization can be challenging financially. The work is about making the world a better place and more sustainable, not securing an enviable salary.

the practical skills that will make them effective lobbyists. Students should take courses in environmental science, geography, and geology. They should study political science and history, which will help them understand how our political system developed and help them prepare to function within that system. Studying economics is also recommended, because lobbyists must be able to assess the probable economic impact of pending legislation. Lobbyists must be able to do more than understand the issues, however— they must also be able to write and speak about them. They must be able to influence the way other people think about issues. Communication, public

relations, and English all can be helpful courses for the future environmental lobbyist. Students who choose to pursue advanced degrees will find that having special areas of expertise, such as ecology, environmental engineering, economics, or law, coupled with broad undergraduate backgrounds, will help them find interesting positions. “While many environmental advocates and lobbyists are attorneys,” says Jeff, “it is certainly not a prerequisite. For example, I studied engineering in undergraduate and graduate school, and that background prepared me fairly well for dealing with the technical issues related to clean energy and energy efficiency.”

Jeff Mikulina, the executive director of the Blue Planet Foundation, details what he likes most and least about being an environmental lobbyist in the following paragraphs:

Environmental Lobbyists

Certification or licensing Though there is no certification process for lobbyists, federal law does require lobbyists to register with the federal government if they lobby among federal agencies or bodies. Many states also regulate lobbyists’ activities. Some require lobbyists to file reports outlining their activities. For additional information about the registration requirements for lobbyists, students should contact their state governments or the American League of Lobbyists.

Internships and volunteerships Students who are interested in this career should also consider serving as interns for environmental organizations. “Those thinking about pursuing a career as an environmental advocate should first get involved as a volunteer in environmental issue advocacy with a national or community-based organization,” advises Jeff Mikulina. “At that level you can learn about how campaigns are run and what lobbying really looks like from the inside.” Some colleges and universities will award academic credits for internship experiences. Internships can also help students gain hands-on experience, learn about the issues, and meet potential employers. Serving as interns, says Cindy Shogan, “can help students decide what they want to do within the environmental movement. It gives them a better idea of the options. It also helps them learn about other environmental organizations, so they can decide which ones appeal most to them philosophically.” Political or governmental experience is also invaluable for would-be lobbyists.



Students should consider seeking staff positions within legislators’ offices or pursuing governmental internships. Students also can gain valuable practical experience by volunteering for environmental organizations. This practical experience can help students understand the issues and obstacles that environmental lobbyists encounter. By volunteering to work for local political campaigns or by serving as pages in Congress, students can learn about our country’s political system.

Who WIll hIrE mE?

Many of the most respected environmental protection organizations in the United States employ environmental lobbyists. The Nature Conservancy, Sierra Club, National Wildlife Federation, The Wilderness Society, and Friends of the Earth are just a few of the organizations that are

Related Jobs • campaign managers • ecologists • economists • fund-raising directors • lawyers • political scientists • public relations representatives • public service directors • sales or service promoters • writers

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actively involved in environmental lobbying. Students interested in becoming environmental lobbyists should contact various environmental organizations to discuss lobbying activities.

“When I was getting ready to graduate from the University of Wisconsin—Madison,” David Masur recalls, “I knew that I didn’t want to have a traditional corporate position or career path. Through my

Advice for Aspiring Environmental Lobbyists David Masur, director of PennEnvironment, offers the following advice to young people who are interested in entering the field: You have to be willing to work hard and be patient. It’s potentially easy to get burnt out doing environmental advocacy if you’re not prepared for the fact that a) the problems won’t go away in the next few years (or probably in your lifetime, unfortunately); b) many of the most vocal opponents to strong environmental protections (the polluters) are powerful and influential so they’ll usually have the upper hand in policy debates because they can outspend you; and c) politics is usually about conflict— two separate camps wanting opposite things—so you can’t be conflict averse; you need to stand by your guns—and stand up for your ideals and values. This was a huge problem I had right out of college—after a few months of work I thought, “I could work 24 hours a day, seven days a week and barely scratch the surface to the problems facing people today . . . it seems like progress on these issues is so slow.” I think that you need to get beyond that—you need to be willing and able to work really hard, but not to the point that you’ve lost all of your motivation within a couple of months or years. You need to balance the hard work with the stamina to be in the fight for the long haul.

I think that it’s also important to understand that environmental advocacy is part of the rich history of the social justice movement. As advocates and organizers, we must have a lot of pride and never forget that we’re standing on the shoulders of giants who came before us: people like Lois Gibbs, who took on the polluters at Love Canal; Cesar Chavez, who stood up for workers rights; Martin Luther King Jr., who fought for basic civil rights; and the millions of lesser-known (or unknown) activists, advocates, and organizers that stood up to fight the good fight to make social change a reality and improve the world we live in. They made great sacrifices that led to concrete social change and paved the way for professional organizers and advocates. We’re so fortunate—our jobs are so much simpler. We don’t face the physical threats, prison, or other incredible hurdles put in front of advocates and organizers from previous generations and previous battles. Instead, we get paid to fight the good fight. That’s really incredible. Sometimes I think that when the job gets tough people forget this—but “tough” is a relative term, and often may not really be that tough compared to what our predecessors in the social justice movement went through. My advice is to embrace this history, bask in it, and never forget these roots. While the challenges are still immense, we’ve made huge headway for the betterment of the world because of this legacy of organizing and advocacy.

Environmental Lobbyists

3

Learn More About PennEnvironment David Masur, the director of PennEnvironment, provides an overview of his organization: PennEnvironment is a statewide, citizenbased environmental advocacy group in Pennsylvania. Our professional staff combines independent research, practical ideas, and tough-minded advocacy to overcome the opposition of powerful special interests and win real results for Pennsylvania’s environment. PennEnvironment draws on 30 years of success in tackling our state’s top environmental problems. That’s because we all want clean air, clean water, and open spaces. But it takes independent research and tough-minded advocacy to win concrete results for our

studies in the environmental studies program, and my degrees in philosophy and history, I felt compelled to do work in the nonprofit sector and to contribute back to society since I had been given so many opportunities over the years. I was very active with a number of environmental groups in college, and felt like those were the issues on which I wanted to work. “Unfortunately, there weren’t many options for working on the environment as a recent college grad who only had an undergraduate degree—even though I felt that I had learned a lot from my environmental organizing on campus and having a certificate from Madison’s Environmental Studies department. I came across the Public Interest Research Group and was fortunate enough to be

environment, especially when powerful interests stand in the way of environmental progress. That’s the idea behind PennEnvironment. We focus exclusively on protecting Pennsylvania’s air, water, and open spaces. We speak out and take action at the local, state, and national levels to improve the quality of our environment and our lives. People can get more information about our organization and priority issues at our Web site, http:// www.PennEnvironment.org. While most of our work takes place in the state legislature in Harrisburg, we work with a national network of statebased sister organizations in 30 states, all under the umbrella of our national lobby office, Environment America (http://www. EnvironmentAmerica.org).

offered an entry-level position doing student organizing at the University of Connecticut. That was how I got my foot in the door and was the starting point that led to my current position as the director for PennEnvironment.”

WhErE CaN I Go from  hErE?

Environmental lobbyists can advance by gaining experience, demonstrating their abilities, or earning advanced degrees. In large environmental organizations, they also may encounter opportunities to assume management responsibilities. Unlike lobbyists who work for specialinterest groups that represent major industries, environmental lobbyists are rarely

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motivated by ambition. Most choose the profession out of a genuine desire to protect our country’s natural resources.

What arE thE Salary  raNGES?

Salaries for lobbyists in all industries ranged from less than $59,988 to $164,857 or more in 2009, according to Salary.com. Environmental lobbyists usually work for not-for-profit organizations with extremely limited budgets. Consequently, their salaries tend to be much lower than those of other lobbyists. While most lobbyists may earn anywhere from $12,000 to $700,000, depending on the groups they represent and their years of experience, environmental lobbyists are more likely to earn between $12,000 and $80,000. Benefits for full-time workers include vacation and sick time, health, and sometimes dental, insurance, and pension or 401(k) plans. Self-employed lobbyists must provide their own benefits.

What IS thE JoB   outlook?

There is no shortage of environmental concerns in our country. As long as people continue to pollute our air and water, cut down forests, develop land, and mine the earth, environmental groups will continue to fight for legislation that will protect our natural resources. This profession is, therefore, expected to grow about as fast as the average through 2016. “It is likely there will always be a role for qualified voices to speak on behalf of the environment and natural resources,” predicts Jeff

Mikulina. “The methods and exact roles of lobbyists may be changing, but as long as there are values—like environmental sustainability—that aren’t fully represented by commercial interests, there will be a need for effective advocates.” David Masur believes that the outlook for careers in the environmental field is mostly good. “Clearly,” he says, “there will be a growing need for environmental advocates, organizers, and educators to tackle some of the profound and pressing issues facing America and the planet, like global warming, energy policy, and a green economy. As state and federal legislators make environmental issues like clean energy and smart infrastructure projects a part of their economic stimulus plans, it will create jobs for environmental engineers, construction workers and laborers, and research and development professionals. All of these types of jobs will be needed as we develop new solar and wind farms across the country, make our buildings more energy efficient, upgrade sewage facilities to reduce water pollution, and expand public transportation. Nationwide, these project can create millions of jobs and will hopefully jumpstart America’s economy while putting us on a more sustainable path in the 21st century. So, hopefully, the employment outlook is bright when it comes to the environment.” The nation’s economy can affect environmental protection organizations, which are largely funded by donations. During recessions, people may not be able to give as generously to not-for-profit organizations. Environmental protection organizations may, in turn, be forced to cut back on their lobbying efforts.

a a a Groundwater Professionals sum mary

Definition

Groundwater professionals study water supplies; test the quantity, quality, and availability of underground water; and strive to find ways to protect and preserve water resources.

Alternative Job Titles

Environmental engineers Groundwater geologists Groundwater scientists Hydrogeologists Hydrologists Water chemists

Salary Range

$42,450 to $68,140 to $101,270+

High School Subjects

Educational Requirements Bachelor’s degree Master’s degree recommended

Biology Chemistry Computers Earth science English (writing/literature) Geology Mathematics

Certification or Licensing

Personal Interests

Voluntary

Employment Outlook

The environment Science Travel

Much faster than the average

It’s a bright September morning in St. Paul, Minnesota. Frost coats the windshield of hydrogeologist Jim Lundy’s truck, but it’s still quite early. Jim guesses the thermometer will reach 70 degrees by noon. Quickly rifling through his briefcase, he reassures himself that he has all the necessary papers. Jim tosses a bag of bagels in his truck and is ready to begin the six-hour drive. Jim is investigating groundwater contamination near a small town in northern Minnesota. He has carefully examined all the available information, but he needs to

collect soil and water samples to answer crucial questions about the nature and extent of the contamination, its proximity to the town’s water supply, and the best means for cleaning it up. Before visiting the site, Jim has carefully compiled a list of the questions that must be answered and has mapped out a strategy for collecting the appropriate samples. By 2:00 p.m., Jim has reached his destination. He greets Joe Schmidt, the drill rig operator, and the two quickly get down to business. Jim marks six spots within a 600-foot radius. He asks Joe to drill a 

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Lingo to Learn aquifer A water-bearing layer of permeable rock, soil, or unconsolidated glacial overburden. bailer Used for collecting water samples from wells. Usually a plastic tube, open at either end, with check valves. The check valves seal as the bailer is pulled out of water, thereby collecting samples. DNAPL A dense nonaqueous phase liquid, or a liquid that tends to sink in water without readily dissolving. DNAPLs include solvents and some oils. Because DNAPLs sink in aquifers, they can be difficult to locate and remove. LNAPL A light nonaqueous phase liquid, or gasoline or oil that does not tend to sink in water. NAPL Nonaqueous phase liquid, or an oil. plume An area of contamination within groundwater.

25-foot sampling well at each point. As Joe is drilling the second well, he encounters a problem with the drill rig. While Joe heads into town to see if he can find someone to work on the rig, Jim calmly continues to collect samples from the first well. “Something always goes wrong during an investigation,” he comments with a shrug. “We’re lucky to be near town on this one. It’s tougher when you’re out in the woods with no one around.” In less than an hour, Joe returns with surprisingly good news. “I found a guy who fixed it for 20 bucks,” he marvels. By noon the following afternoon, Jim has collected enough samples for the investigation. “I’ll send these samples to

the lab for analysis,” he explains. “Based on the results, I should be able to determine whether the contamination is affecting the water supply and how we should go about cleaning it up.” “This was an unusual investigation,” he adds. “Things don’t usually go so smoothly.” With a keen sense of satisfaction, Jim hops in his truck and heads back to St. Paul.

What DoES a   GrouNDWatEr   profESSIoNal Do? 

Unlike the water we see in streams, lakes, and oceans, groundwater is hidden beneath the earth. Before human beings can use groundwater for drinking water, they must find it, bring it to the surface of the earth, and remove any contaminants. This is exceptionally important work. As Jim Lundy explains, “Water is essential for life. To survive, we all have to drink a significant amount of water each day. About 46 percent of the water we drink in the United States today comes from groundwater.” No one in the working world actually has the title of “groundwater professional.” This general term is used to refer to a variety of individuals who study the availability, quantity, and quality of groundwater supplies. Hydrogeologists, hydrologists, chemists, and engineers all can specialize in the study of groundwater. Hydrogeologists study the availability of groundwater supplies. Hydrologists study the composition, distribution, and movement of surface and underground water. Chemists figure out how differ-

Groundwater Professionals

ent contaminants will behave in water and how these contaminants can be removed. Engineers design systems to purify groundwater and to distribute it to communities. Most groundwater professionals work in teams that include a variety of specialists. In general terms, groundwater professionals locate water supplies, study water distribution, eliminate contamination, enforce environmental regulations, and help companies and communities comply with environmental regulations. Groundwater professionals locate groundwater supplies by drilling into the earth and collecting samples. They do not, however, drill randomly. This would be an extremely expensive, timeconsuming, and discouraging way to proceed. Instead, they study geological data, topographical maps, vegetation patterns, and a host of other natural clues to identify possible groundwater supplies. Once a groundwater professional has located an underground water supply, he or she must determine whether the supply is large enough to use for drinking water and analyze the quality of the supply. If the water is contaminated with harmful chemicals, industrial products, or saltwater, it may not be useful as a source of drinking water. The groundwater professional also must locate the source of the water in order to determine whether it can replenish itself quickly enough to be useful as a permanent source of drinking water. If a groundwater supply meets all of the necessary criteria, the groundwater professional may work with environmental engineers to design systems for moving and purifying the water.



Groundwater professionals who search for new water sources usually work for consulting companies that are hired by municipalities. Larger governing bodies, such as state or federal environmental agencies, may employ groundwater professionals to study and map the distribution of underground water supplies within a state or region or to predict the possible effects of contamination within a specified area. Groundwater professionals who map the distribution of water in a region must collect and study reams of data. Many use sophisticated computer programs to model the probable impact of rainfall, droughts, or contamination. Some groundwater professionals specialize in removing contamination from groundwater supplies. Groundwater professionals today have a vast arsenal of weapons with which to combat contamination. They use microbes or bacteria to consume contaminants. They run soil through thermal roasters to burn off contaminants. Another common method, called air stripping, consists of allowing volatile chemicals to escape into the air. These are just a few of the methods groundwater professionals can use to remove contaminants from groundwater or from surrounding soil. Many groundwater professionals are concerned with protecting known groundwater supplies from contamination. Some of these individuals, most of whom work for government agencies, issue permits to developers. Before approving a developer’s plans, a groundwater professional must consider the intended use of the land, its proximity to groundwater supplies, the likelihood that

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To Be a Successful Groundwater Professional, You Should… • have good organizational skills • be attentive to the smallest of details without losing sight of the big picture • like to solve problems • be able to make quick, intelligent decisions • be able to work as part of a team • have strong writing skills in order to craft concise reports, and excellent oral skills in order to work well with coworkers and others • be in good physical shape

contamination will occur, and the probable impact of any contamination on surrounding communities. The groundwater professional also ensures that builders take proper measures to avoid compromising nearby groundwater supplies. A significant number of groundwater professionals are charged with enforcing environmental regulations. These individuals, usually hired by state or federal government agencies, require companies to submit regular reports demonstrating their compliance with regulations. If the groundwater professional questions a company’s data, he or she can require additional testing, issue fines, or demand a change in procedures. Because companies are required to demonstrate com-

pliance, many hire groundwater experts to monitor their procedures, to test soil and groundwater supplies adjacent to their operations, and to compile reports for regulatory agencies. Companies also turn to groundwater professionals for assistance in developing systems that minimize the possibility of groundwater contamination or in swiftly cleaning up any contamination that does occur.

What IS It lIkE to BE   a GrouNDWatEr   profESSIoNal?

Because this profession includes so many different types of specialists, one cannot easily generalize about the working conditions of groundwater professionals. It is safe to say, though, that most groundwater professionals do a combination of indoor and outdoor work. Most also work with teams of groundwater professionals with other specialties. The vast majority of people in this field spend a significant percentage of their time summarizing results and writing reports. Jim Lundy is employed by the Minnesota Department of Health (MDH) in its wellhead protection program, a branch that strives to keep groundwater safe for human consumption. “I conduct special studies about nitrate, arsenic, and radium occurrence in drinking-water aquifers,” he explains. “This involves some travel, some sampling, and a lot of geographic information systems work, geochemistry, and report writing.” Scientists such as Jim use geographic information systems (GIS) to create spatial databases that enable them to analyze geographic

Groundwater Professionals

locations from different views and cross sections. “GIS is really the way things are going,” he explains, “at least for certain kinds of projects (those where there is already a lot of data). I find that most young people starting out already have a good working knowledge of GIS and are comfortable with it.” Jim spends more than 75 percent of his time in the office, the rest in fieldwork. “I am mostly in the office working at the computer using GIS systems to make maps. One of my main projects at MDH is to create county-wide maps of what we call ‘nitrate probability.’” [Excessive amounts of nitrate in drinking water can cause methemoglobinemia in infants (commonly referred to as blue baby syndrome).] “I use lots of existing data (about surficial geology, soils, bedrock geology, landforms, well construction, geology from drillholes, etc.) in electronic format to make a map of hydrogeologic sensitivity for the county. Then I use existing landuse maps to estimate nitrate load (more from agricultural areas, less from forested areas, medium amount for urbanized areas, etc.) to the subsurface. I can then combine these two maps (hydrogeologic sensitivity and nitrate loading) to make a map that estimates the potential for nitrate in the water table. By doing some further assessments I can also generate nitrate probability maps for major drinking water aquifers (these are likely to be deeper than the water table, and usually bedrock aquifers). For other projects, I also make maps of radium and arsenic occurrence in various drinking water aquifers.” Mark Hagley is a hydrogeologist at a Minnesota consulting firm. As a consul-



tant, Mark provides services for both government entities and members of private industry. An experienced professional, Mark has significant managerial responsibilities. These days, in fact, Mark characterizes himself as “more of a project manager and less of a scientist.” “I schedule field events, manage staff, and oversee subcontractors for investigations and cleanup efforts,” he says. Mark’s job offers tremendous variety. He estimates that he spends about 20 percent of his time on field activities, such as installing monitoring wells or wells that provide drinking water or conducting soil investigations. He devotes another 20 percent of his time to what he calls “real science,” such as data evaluation and assessment. He spends 20 percent of his time writing reports. He spends another 20 percent of his time shepherding projects from start to finish. The remainder of his time is dedicated to administrative tasks, such as managing budgets, keeping records, and staying up to date on technological and regulatory issues.

Do I havE What It takES  to BE a GrouNDWatEr  profESSIoNal?

“Groundwater professionals,” says Jim Lundy, “must combine attention to detail with a strong ability to look at the big picture. They have to be able to consider possibilities. They should constantly ask themselves what might be happening. “There’s no Rosetta stone in this field,” he adds. “Nothing is clear cut. Groundwater professionals must have a high tolerance for ambiguity and they must be

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Silent Spring, Catalyst for Change In 1962 Rachel Carson fired a literary warning flare into the sky. Her book, Silent Spring, alerted people to the extreme danger of indiscriminate pesticide use. Carson argued that, if left unchecked, the dizzying pace with which science was introducing new chemicals, many of which were pesticides, would eventually make the earth unfit for life. Her message stunned the nation. After World War II, when dichlorodiphenyltrichloroethane, or DDT, was used to prevent the transmittal of typhus through fleas, most people regarded chemical insecticides as miracle substances that could protect crops and prevent insect-borne disease. Because DDT and other chemical insecticides were inexpensive, long-lasting, and commonly believed to be safe, they were widely used to spray farms, public spaces, and even backyards. In Silent Spring Rachel Carson explained that DDT and chemical pesticides remain in their toxic form for years, contaminating soil, streams, and groundwater. Carson stated that these substances were already killing birds and fish, upsetting ecosystems, and causing human nervous system disorders. Because these chemical compounds are stored in the fat cells of animals that ingest them, Carson believed that the widespread use of chemical pesticides would have longterm implications throughout the food chain. Eventually, she said, they would

lead to devastating health problems in human populations. In response to Silent Spring, state legislatures throughout the nation introduced bills to regulate pesticide use. The use of DDT was banned in the United States. In 1970, the United States Environmental Protection Agency (EPA) was created. The responsibility for pesticide regulation was moved from the Agriculture Department, which tended to see the advantages of these chemicals, to the EPA. The problem is far from solved, however. More than 675 million pounds of pesticides were used in U.S. agriculture in 2001 (the most recent year for which data is available from the EPA). Many of these substances are highly carcinogenic. Others damage the nervous and immune systems of living organisms. These chemicals continue to contaminate our soil and the groundwater that becomes our drinking water. Irresponsible pesticide use is a global problem. Nations around the world use pesticides, many with fewer restraints than those imposed in the United States. Many countries continue to use pesticides that have been banned in the United States, such as DDT. These chemicals are contaminating our planet’s earth, water, and air. Rachel Carson shattered our complacency about pesticide use. If we are to benefit from her warning, we must continue to fight for increased regulation of pesticides.

able to develop a cogent argument from a few pieces of a puzzle. They also must be able to do several things at a time with a reasonable degree of accuracy.”

Jim also believes that groundwater professionals must be decisive. He elaborates, “In this field, you’ve got to be able to make a decision. You have to know when

Groundwater Professionals

you have enough information to make a decision and when to wait. You’ve also got to know when to admit that you’ve made the wrong decision.” Groundwater professionals must be in good physical condition. “I had a project where I had to wade in waist-deep streams in winter, for days on end, usually moving upstream,” Jim recalls. “I was mapping out and sampling areas of groundwater discharge into streams, with the intent of mapping out areas where existing water table pollutant plumes entered streams. Those were hard, hard days—very physically demanding. As you can imagine, hauling all that equipment up and downstream for days on end was exhausting, but the work was rewarding. So people need to be in reasonable shape (not couch potatoes, or at least not obviously so), and willing to exert.” Since groundwater professionals almost always work within teams, flexibility, cooperation, and excellent communication skills are also critical to success within this field.

hoW Do I BEComE   a GrouNDWatEr   profESSIoNal?

Education

High School High school students who are interested in this career must develop their problemsolving skills. This means taking courses in science—particularly chemistry, physics, and geology—and math, according to Jim Lundy. “As funny as it sounds, doing



crossword puzzles and Sudoku are helpful, in terms of developing problem-solving skills,” he says. “Doing anything that develops the right-side of the brain is really helpful (e.g., my daughter plays in a jazz band and does a lot of improvising), because the solutions to the problems we face are bounded by both spatial and temporal factors and will rarely be solved by a strictly linear approach.” Students should also learn as much as possible about computers and take courses that will enhance their verbal and written communication skills. Motivated high school students may be able to obtain relevant hands-on experience through unpaid internship positions. “Due to insurance restrictions, we can’t send anyone who is not a full-time employee to a site,” observes Jim, “but there is plenty of work that does not involve site visits. Students can conduct library research or look up old aerial photographs. There’s always a way to set something like that up for a student who takes initiative.” He adds, “I would be pretty impressed by a high school student who thought to do something like that—who knew enough to want to do an internship.” Postsecondary training Groundwater professionals must have a bachelor’s degree in a related area of study, such as geology, hydrology, civil engineering, or chemistry. Other appropriate majors are hydrogeology, geophysics, petroleum geology, and related degrees. A growing number of groundwater professionals today choose to

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pursue master’s degrees in their area of specialty. Once in college, students should concentrate on science courses, such as geology, chemistry, water chemistry, and physics. They also should study computer mapping and modeling. If possible, students also should study geographic information systems. Knowledge of a foreign language will be helpful for future groundwater professionals, as many companies expand their horizons to international remediation. Because our understanding of the behavior of chemicals within groundwater continues to grow, and our ability to remediate water continues to advance, groundwater professionals must plan to continue learning throughout their careers. Groundwater professionals must attend annual seminars and read publications such as the Hydrogeology Journal (http://www.iah.org/publications.htm) and Ground Water Monitoring & Remediation (http://www.wiley.com) in order to stay abreast of new technical developments and environmental regulations.

Certification or licensing Certification for groundwater professionals is voluntary. Several professional organizations offer certification opportunities, including the National Ground Water Association and the American Institute of Hydrology. Students should contact associations that represent professionals in their area of specialty for additional information. Students also may wish to contact the environmental regulatory agencies in their states to

Related Jobs • chemical engineers • civil engineers • environmental analysts • environmental engineers • geodesists • geologists • geophysical prospectors • mineralogists • petrologists • sanitary engineers • seismologists • soil engineers • soil scientists

determine which certifications are considered most useful.

Internships and volunteerships Students should seek field experience through internship opportunities. Since the number of students invariably exceeds the number of available internships, students should be aggressive and creative in their efforts to find opportunities. A good way to begin is by discussing internship possibilities with professors. Students should also contact consulting companies and government environmental agencies. Organizations often are willing to create internship positions for students who appear genuinely motivated. Jim’s first job in the field was as a student intern at the Minnesota Department of Natural Resources. “I was finishing my

Groundwater Professionals

MS degree in geology and needed work,” he recalls. “A friend had recently finished his MS and had his first permanent job there; he alerted me to the available position. So I interviewed and got the job.” As an intern, Jim helped with geophysical surveys at suspected hazardous waste sites, in cooperation with the Minnesota Pollution Control Agency. “Well, I didn’t know anything about this area, so it was a really good chance to learn,” he says. “The funding ran out after three months, and I found another temporary job to get me through to my degree, but I learned a lot before it was over.”

Who WIll hIrE mE?

“If I were to hire someone,” says Jim Lundy, “I would look for someone with creative skills, curiosity, perseverance, and willingness to learn, as well as an excellent standard resume. However, I’d rate the aforementioned list at least as highly importantly as the standard resume. Most people are “B” students. I was one, and I like “B” students. “A” students are great, but they might be closed to some possibilities that “B” students bring because they are thinking in broader terms than strictly ‘the right answer’. It’s surprising in geology how often the obvious ‘right answer’ is the wrong answer. So I advise people not to undersell themselves. If your resume isn’t as bright a light as it could be, focus on your other valuable traits, and be sure to let prospective bosses see that side of yourself.” Jim advises students to develop an active network of friends and acquaintances who can keep them up to date regarding any job opportunities. “These

3

days it’s easier than ever, with email, cell phones, texting, etc.,” he says, “and I advocate using these means of communications without losing sight of the value of face-to-face communication.” Federal, state, and local government agencies employ a significant number of groundwater professionals to locate groundwater supplies, map groundwater distribution, monitor groundwater quality, and enforce environmental regulations. Some very large companies employ fulltime groundwater professionals, as well. Major petroleum companies, for example, may employ groundwater professionals to ensure that their underground storage tanks do not contaminate groundwater supplies. Most private companies, however, prefer to hire consultants to help them comply with environmental regulations. Consultants are usually considered less expensive than full-time employees because companies need not provide health insurance and other benefits for them, and because most companies only deal with groundwater issues on an irregular basis. Colleges and universities also employ groundwater professionals to teach and conduct research. Most individuals who hope to pursue academic careers should obtain doctoral degrees, though a small number of groundwater professionals may find positions teaching general earth science courses at the secondary level.

WhErE CaN I Go from  hErE?

Groundwater professionals can choose from many different avenues of advancement. Those who are interested in regular

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hours and comfortable salaries may assume administrative and managerial responsibilities within government agencies. Those who seek higher salaries; are willing to work long and sometimes irregular hours; and are not adverse to some financial risk can assume partnership positions within consulting firms. Groundwater professionals who are interested in adventure, and in improving the lives of others, may use their skills to aid countries that are struggling to provide safe drinking water for exponentially growing populations. As is true in most professions, groundwater professionals also can advance by continuing to enhance their skills and knowledge by developing an area of expertise or by obtaining certification.

What arE thE Salary  raNGES?

The U.S. Department of Labor reports that median annual earnings of hydrologists were $68,140 in 2007. The lowest paid 10 percent earned less than $42,450, and the highest paid 10 percent earned $101,270 or more. Consulting firms usually offer higher salaries than government agencies. Sala-

ries also vary by region. Generally speaking, a groundwater professional employed on the east or west coast will earn more than a groundwater professional in Chicago or Minneapolis. Benefits for groundwater professionals depend on the employer. They might include paid vacation, personal days, sick days, health and dental insurance, retirement savings plans, tuition reimbursement, and use of company vehicles.

What IS thE JoB   outlook?

While this field may not be growing as rapidly today as it was five to 10 years ago, it remains a promising career choice for motivated, intelligent students. The career outlook for hydrologists is especially promising, with employment expected to grow much faster than the average for all occupations through 2016, according to the U.S. Department of Labor. Continued U.S. population growth will make finding and remediating groundwater supplies an even more pressing issue in the next century, creating many interesting and rewarding opportunities for qualified groundwater professionals.

a a a Land Acquisition Professionals sum mary

Definition

Land acquisition professionals help nonprofit land trusts to preserve land and water from development, overly heavy recreational or agricultural use, subdivision, or other human disruption by handling the land transaction—buying the land outright, obtaining easements, acquiring development rights to it, getting landowners to donate the land, or similar actions.

Alternative Job Titles

Campaign directors Land acquisition directors

Employment Outlook

About as fast as the average

High School Subjects

Salary Range

Biology Business Ecology Speech

Educational Requirements

Personal Interests

$20,000 to $30,000 to $50,000+ Bachelor’s degree; master’s degree preferred for top positions

The environment Selling/making a deal Wildlife

Certification or Licensing None available

tilled for corn and soybeans. However, given that the property was located at the confluence of two big rivers—the Rock and Pecatonica Rivers—this property flooded frequently. As a result, the landowner and representatives from our organizations recognized the potential for this site and realized that it would make a better natural preserve area than farm. If we could purchase and restore this site to a natural condition it would provide an outstanding benefit to the public.” After two years of negotiations and building

One of the most fascinating projects conservation professional David Clutter has ever worked on was the acquisition and restoration of a 715-acre farmed wetland in northern Illinois—today called the Nygren Wetlands. “The landowner was interested in selling the property, but we didn’t have all the money to purchase it,” recalls David. “Furthermore, this was a farm, not a landscape that we generally targeted for acquisition. Though there were some small, remnant natural communities on the farm, the majority was 

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partnerships with the federal government (Natural Resources Conservation Service), the Illinois Department of Natural Resources, other nonprofits, and conservation partners, David’s organization (the Natural Land Institute) purchased the site, assuring that it would be protected forever. “For the past eight years,” he says, “the Natural Land Institute has been restoring this unique and beautiful area to a natural condition. Today it is one of Illinois’ most exciting and effective large-scale wetland restoration projects!”

What DoES a laND  aCQuISItIoN  profESSIoNal Do? 

Depending on the land trust, acquiring land may be an individual’s entire job, or it may be one of many responsibilities of an executive director or other employee. Larger, well-funded land trusts and national land trust organizations are most likely to have acquisitions professionals devoted solely to handling land transactions. In smaller organizations, one person may do everything from land acquisition to fund-raising. In any case, a group wishing to save some land or water has important questions to answer. Who owns it? Would they be willing to donate the land? If not, will they sell it? For how much? Who’ll pay for it? Will a public agency buy it? Could a community group raise the needed funds? A land trust can check with the local government to see if it’s interested in helping to acquire the land. If that doesn’t work, the trust can act on its own, trying to

talk the landowner into selling or donating the land, for example. Or it can turn to big groups like the Land Trust Alliance, The Nature Conservancy (TNC), or The Trust for Public Land (TPL) for help. Generally, acquisitions involve either buying the land outright, acquiring development rights to it, obtaining easements, or getting landowners to donate the land or leave it to the land trust in their wills. Such negotiations usually don’t go through the courts, but they do go through a type of legal process that is similar in some ways to buying a house. This usually involves having the land appraised and getting the title or deed to the property. After these tasks are completed, the land then becomes the property of the land trust. For land donations, nonprofits (or nongovernmental organizations, NGOs) offer certain advantages to landowners over donating to government or quasi-government groups. Generally, any land that is donated to a nonprofit is tax deductible. Large landowners may gain certain additional tax benefits by willing the land to a nonprofit when the landowner dies. In general, most government agencies are not set up to receive donations of land. Landowners also may like the nonprofits’ conservation emphasis and may not like the idea of donating their land to the government. Instead of selling, donating, or willing the land, landowners might instead agree to easements that effectively put part of the land off-limits to development, subdivision, or other actions that might threaten preservation. As with a land donation, the farmer or landowner who

Land Acquisition Professionals

agrees to the easement gets some kind of tax break. In addition to the tax break, the landowner has the reward of doing something for the environment as well. How does the land trust decide what land or water it wants to try to save? That varies widely. Sometimes, it’s a matter of wanting to make sure there’s park area in a new residential development. Sometimes the issues are larger. TNC, for example, emphasizes acquiring areas where there’s a threat to a natural community. This may involve endangered species, but TNC also thinks in terms of “rare” and “relatively rare” species, and of the uniqueness of the land—saving areas representing the best of their kind, such as the best coastal temperate rainforest, for example. Databases help keep track of such efforts. This job can take a land acquisition specialist literally “out in the field,” investigating land or water parcels the land trust is considering acquiring; it also can bring them to the negotiating table, where they’ll be sitting down with landowners discussing a deal. Land trusts exist all over the United States and the world. Work with a large national or international organization might involve travel to help out the smaller land trust organizations. Hours, benefits, and other particulars will vary depending on the specific land trust and its resources.

What IS It lIkE to BE   a laND aCQuISItIoN   profESSIoNal?

Mike Baltz is the Southern Illinois projects director for The Nature Conservancy. One



To Be a Successful Land Acquisition Professional, You Should… • have excellent communication skills • have good negotiation and dealmaking skills • be able to think on your feet • be organized • have a deep commitment to protecting the environment • have good financial management skills

of his favorite sayings is that in ecology, “You never do just one thing.” He feels that this saying describes his job. “As a one-man office in Southern Illinois,” he explains, “I am busy balancing the duties of land protection, planning, and government relations, as well as philanthropy. Currently, I am working on two projects that are on opposite ends of the spectrum—one is a 25-year-old project that is running into the final hard issues of completion, and the other is a brand new project enjoying a lot of rapid progress. The goal of the first project is to restore the Cache River system, which was divided into two pieces over 100 years ago. The challenge is to reconnect the river in a way that’s ecologically significant, but that also realistically addresses the needs of the communities living in the

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valley. The second is a project in the Illinois Ozarks, in which we are working with the U.S. Forest Service to purchase land to defragment this important forest area. The success of these projects depends on the coordination between my field office and different parts of the conservancy, such as government relations and marketing.” Mike spends most of his time talking with people about land acquisition and conservation in meetings, via email, and on the telephone. His work hours are flexible and his official work week is 35 hours. “Some of my coworkers work many more hours than that,” he says, “but I choose to limit my workweek to as close to 35 hours as I can. Because I mostly talk to people, I can often work from home and I don’t have to travel much, which is great because I have two young kids, and I don’t like to miss any of their school events.” David Clutter is the natural areas campaign director for the Natural Resources Foundation of Wisconsin. “It is a private, nonprofit conservation organization that serves to catalyze conservation efforts by working in partnership with a host of conservation partners, including the Wisconsin Department of Natural Resources, The Nature Conservancy, Wisconsin Wildlife Federation, and others,” he says. For the past 15 years, David has dedicated his life to land conservation in a variety of positions, including assistant arborist, wildlife research assistant, land trust project assistant, director of land protection, and program director. “Earlier in my career, however,” he explains, “a large part of what I focused on was direct land protection. While doing

this type of work, I focused a great deal of my effort on meeting with landowners, learning about their interest in protecting or selling their land, and working with other conservation partners (e.g., Department of Natural Resources) to secure the dollars necessary to purchase ecologically important land, or a conservation easement on land. A conservation easement is a legal tool that enables qualified conservation agencies and organizations the ability to purchase certain ‘rights’ in property (e.g., the ‘right to timber forest’) from willing landowners. Conservation easements allow a landowner the opportunity to retain ownership of the property, while permanently protecting the significant natural resources on the property for future generations. All the landowners we worked with were also partners in conservation!” In addition to working with landowners, David also focused a great deal of his time on fund-raising (e.g., writing grants for acquisition or restoration projects), educating the public about his organization and its work, writing articles for its newsletter, educating himself about changes in conservation law and practices, and working with his stewardship staff to help manage prairies, savannas, and forest lands. “The irony of doing this type of work is that one might think that we spent most of our time in the outdoors,” he says. Though I did spend a good deal of time outdoors, I would say that most of my time was spent indoors, at meetings and in public places.” Tom Clay is the executive director of the Illinois Audubon Society, the state’s oldest (established in 1897) nonprofit

Land Acquisition Professionals

conservation organization. The society employs two full-time staff (including Tom) and one part-time employee. “We are a member-driven organization (over 2,000 members),” he says, “and for that reason a significant amount of time is devoted to serving those members. When not immersed in membership services, I am working to carry out the organization’s mission: the protection and perpetuation of wildlife and the habitats that support them. Our office is located within one of our statewide wildlife sanctuaries, and although my work is mainly office oriented, I have the ability to be involved in outdoor stewardship and education programs. I live approximately 20 minutes from my office and my job entails a considerable amount of travel to our properties and to statewide meetings with members and other conservation organizations.” Tom works 40 hours per week, Monday through Friday, but works many weekends and evenings. “That is not a difficult part of the job when you love the subject matter,” he says. Tom says that, by far, the most rewarding aspect of his job is “being involved firsthand in saving valuable land for wildlife and knowing that land will forever be protected from human development and enjoyed by wildlife and humans for generations to come.” He says that “administrative work required to fulfill the organization’s mission” is the least enjoyable aspect of his job. “We must adhere to many laws and rules to maintain our nonprofit status along with adhering to our bylaws, policies, and procedures,” he explains. “Organizational financial man-



Advice for High School Students David Clutter, natural areas campaign director for the Natural Resources Foundation of Wisconsin, offers the following advice to high school students who are interested in this career: Throw yourself into the field! Study hard, read voluminously, attend a college with a strong natural resources program, volunteer wherever you can, be curious, spend time outdoors, go to nature centers, job shadow with employees of nonprofit conservation organizations and agencies, seek advice from professionals, and don’t rely on others to educate you—take control of your life, and your career! There are amazing opportunities out there—half the battle is finding out what they are!

agement is a constant and very important aspect of my duties.”

Do I havE What It takES  to BE a laND aCQuISItIoN profESSIoNal?

Communication skills are very important for land acquisition professionals. “It is very important to be a good communicator if you are going to be a successful conservationist,” advises Mike Baltz. “Make sure you work on developing your communication skills. Much of my job is about communicating with a wide variety of types of people.” Good negotiating and

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deal-making skills are important, as well as a strong interest in conservation. “Passion for conserving wildlife and habitats is an absolute must,” says David Clutter.

hoW Do I BEComE a   laND aCQuISItIoN   profESSIoNal?

Education

High School Taking science courses, including biology and ecology, will help you understand the technical aspects of environmental concerns and appreciate the lands you’ll be working with. Communications courses, such as English and speech, will help you negotiate with landowners, while business and math classes will prepare you for work with contracts and tax documents. Postsecondary training People from all kinds of career areas— from city planning and land-use consulting to law and journalism—pursue careers in land trust and preservation work. Real estate backgrounds are especially useful for people wishing to concentrate on the acquisitions side of land trust work. “The conservation NGO world is filled with people with all kinds of backgrounds,” says Mike Baltz. “It is possible for a person with one of several kinds of educational backgrounds to do my job. I feel that a formal biology background is very important, but not a requirement. You don’t have to have a Ph.D. to do my job either, but many of my colleagues have at least master’s degrees.”

Certification or licensing No certification or licensing is available for this profession.

Internships and volunteerships  Volunteering for or doing an internship with a land trust is an excellent way to enter the field. Large statewide and national organizations offer the best opportunities for internships. “As with many jobs,” says Mike, “if you can get your foot in the door by doing an internship or something with an NGO that you like, you will have a much better chance of getting your first real job in the field.”

Who WIll hIrE mE?

Potential employers of land acquisition professionals include numerous nonprofit organizations and private land trusts. There are approximately 1,667 land trusts of all sizes in the United States. The federal government and state and local government agencies also employ land trust professionals. Mike Baltz’s first job in the field was with an environmental consulting firm. “But that particular company wasn’t for me,” he says. “They weren’t really doing conservation, and I mostly did sampling at hazardous waste sites. So I went back to graduate school at the University of Missouri and studied migratory birds. Research is important to conservation, but I didn’t feel like I was making a difference.” While in graduate school, Mike cofounded a conservation organization and worked as its program coordinator for a couple of years. “I liked the job of

Land Acquisition Professionals

creating and developing and getting people excited about conservation, but the position was not permanent. Finally, I was hired by The Nature Conservancy. This job allows me to utilize all the skills that I developed while doing all my previous conservation jobs.” Tom Clay advises those interested in the field to “combine your education with your love for the natural world and let your enthusiasm be your guide. Employers want employees who will be passionate about the organization’s mission. Approach every potential employer with smiling-faced tenacity and make certain there remains no doubt that by hiring you they are hiring someone who will make that organization successful. Remember, you become successful by making others become successful.”

WhErE CaN I Go from  hErE?



Land Conservation Growing in Popularity Every five years, the Land Trust Alliance conducts a national survey of private land conservation in the United States. According to its most recent survey, the total acres conserved by land trusts doubled to 37 million acres from 2000 to 2005. Other interesting findings from the survey include the following: • The number of land trusts grew from 1,263 in 2000 to 1,667 in 2005—an increase of 32 percent. • The western United States is the fastest-growing area for land trusts. • The states where the highest amount of land is conserved in land trusts are California, Maine, Colorado, Montana, Virginia, New York, Vermont, New Mexico, Pennsylvania, and Massachusetts. Source: 2005 National Land Trust Census Report

Advancement will depend on the size of the land trust organization. A project manager with the Trust for Public Land might move up into an administrative position, for example, or get more complicated cases. Other options might be to move over to a federal agency that manages federal lands.

professionals with the large national groups can earn $50,000 or more per year. Full-time land trust and preserve managers usually receive fringe benefits such as paid vacation and sick days, health insurance, and 401(k) plans.

What arE thE Salary  raNGES?

What IS thE JoB   outlook?

Less than half of the land trusts have paid staff. However, executive directors of land trusts may earn salaries that range from $20,000 to $50,000 annually. Acquisitions

Land trusts are enjoying strong growth currently, and the entire land and water conservation segment, of which land trust and preserve management is a part,

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is growing at a steady rate, too. The LTA’s National Land Trust Census reports that local, state, and national land trusts protected 37 million acres as of 2005—an increase of 54 percent from 2000. “Restoration and land management is likely to be the biggest growth sector in the field of conservation and natural resources,” predicts David Clutter. “For the past century conservationists have been working to protect rare habitats and species; now we need to manage these lands by controlling and removing invasive species, protecting wildlife populations, and through practices such as prescribed burning that simulate historic natural processes that help maintain biological diversity.”

“There continues to be a groundswell of humans who are concerned with the environment,” says Tom Clay. “I believe the future is amazingly bright for stewards of the earth.” Mike Baltz believes that there will be steady opportunities in the field, including at NGOs. “The role of NGOs in conservation is very important because they can contribute to conservation efforts in ways that government agencies can’t,” he says. “As such, I expect that there will always be jobs in this field. However, since NGOs are largely dependent on donations, the availability of jobs in the field can be expected to wax and wane with the state of the economy.”

a a a

National Park Service Employees sum mary

Definition

National Park Service employees work within the National Park Service in jobs dedicated to preserving our nation’s natural and cultural resources and sharing them with the public.

Alternative Job Titles

(Note: The following is a small sample of career opportunities; there are dozens of unique job opportunities available.) Backcountry rangers Concessions specialists Interpreters Park planners Park superintendents

Public affairs officers Resource managers

Salary Range

$27,026 to $34,953 to $89,000+

Educational Requirements High school diploma Bachelor’s degree recommended

Certification or Licensing None available

Employment Outlook More slowly than the average

“I have had many exciting events happen during my career,” says Sarah Bone, an interpretive ranger at National Park of American Samoa and, until very recently, Yellowstone National Park. “I have had a grizzly bear charge through a group of visitors from several MILES away (no one got hurt, it just proves that we cannot predict wild animals). I have had to deal with numerous people who leave the boardwalk in thermal areas to view

High School Subjects

Anthropology and archaeology English (writing/literature) History Physical education Sociology Speech

Personal Interests

Animals Botany Business management Camping/hiking The environment Science Teaching Wildlife

features up close. One gentleman, while sipping his morning cup of coffee, was standing on the edge of the Old Faithful geyser hole (the one that would be erupting hotter-than-boiling water out of it at any second) peering down as if it was a mundane museum exhibit. The most interesting and rewarding aspects of my career are not the flashy, heartbeating events, however. They are the day-to-day occurrences that are often 3

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To Be a Successful NPS Employee, You S hould… • love nature and enjoy working with the public • be friendly, confident, and able to communicate clearly with coworkers and the general public • be willing to work in a variety of natural environments, as well as adverse weather such as extreme heat or cold, rain, snow, and high winds • be an excellent administrator and have the vision to make long-term plans for a park (superintendents) • be flexible • be willing to continue to learn throughout your career • be able to react quickly and effectively in crisis situations (enforcement rangers) • have extensive knowledge about park resources and be able to teach others (interpreters)

subtle or unseen. It is the child who asks a lot of thoughtful questions provoked by a ranger program. It is a visitor who comes home to his/her family and tells them the value of the country’s national parks. It is an older visitor who thanks park rangers for their service and protection of such an important feature to the country and the world. It is waking up every day knowing that you are contributing to a greater good.”

What DoES a NatIoNal park SErvICE EmployEE  Do?

The U.S. National Park System spans more than 84 million acres. With only one exception (Delaware), every state in our country is home to at least one national park. Most of these parks welcome hundreds of thousands of visitors each year. To keep this amazing organization running, the National Park Service (NPS) employs approximately 25,000 permanent, temporary, and seasonal workers. All NPS areas are given one of the following designations: National Park, National Historical Park (NHP), National Battlefield, National Battlefield Park, National Battlefield Site, National Military Site, National Memorial, National Historic Site (NHS), National Monument, National Preserve, National Seashore, National Parkway, National Lakeshore, National Reserve, National River, National Wild and Scenic River, National Recreation Area, or just Park. (The White House in Washington, D.C., for example, which is administered by the NPS, is officially a Park.) National Park Service employees have a wide variety of backgrounds and capabilities. They include law enforcement rangers, interpreters, resource managers, clerical assistants, physical science technicians, maintenance workers, scientists, archaeologists, and historians—to name just a few. No matter what their responsibilities, these employees all are dedicated to achieving the National Park Service’s mission, which is to conserve the natural and cultural resources of the National

National Park Service Employees

Park System for the enjoyment, education, and inspiration of this and future generations. Each of these individuals performs an essential function within the park system. Maintenance workers, for instance, remove litter and keep the parks clean and beautiful. They also groom hiking trails, repair potholes, and restore historical buildings. Were it not for these dedicated, hardworking individuals, our parks would soon deteriorate. Our nation’s precious natural resources would be trampled and millions of park visitors each year would be disappointed. Scientists, historians, and archaeologists are behind-the-scenes heroes within the National Park Service. Scientists help us better understand the ecosystems within our parks, so that we can manage and use them more wisely. By studying the cultural artifacts within our parks, historians and archaeologists are able to help visitors learn about our country’s past, the momentous events that shaped our nation, and the way our natural resources influenced those events. The National Park Service employees who have the most contact with visitors are the park rangers. Though all rangers are trained to respond to emergency situations, there are actually two distinct kinds of rangers: those who enforce the rules and protect the park resources and those who interpret the resources to the public. Enforcement rangers patrol the vast expanses of U.S. national parks, helping visitors have safe, enjoyable experiences in the wilderness. They are responsible for visitor protection, resource protec-



tion, law enforcement, and overseeing special park uses, such as commercial filming. They also collect park fees, provide emergency medical services, fight fires, and conduct wilderness rescues. In order to perform their responsibilities, they must spend a great deal of time in the field. Fieldwork may involve hiking the park’s trails, patrolling the park’s waters in boats, or interacting with visitors. Interpretive rangers are responsible for helping visitors understand the cultural and natural resources within national parks. They try to educate the public about the history and value of the resources. They also try to help visitors learn how to have enriching, enjoyable experiences in the parks without harming the resources. Interpretive rangers give presentations, lead guided hikes, and answer questions. Some conduct orientation sessions for visitors as they first enter the park. Some also give presentations before community groups and schools in order to help neighboring communities appreciate their parks. Naomi Torres is the chief of interpretation for four national parks: John Muir National Historic Site, Eugene O’Neill National Historic Site, Port Chicago National Memorial, and Rosie the Riveter/WWII Home Front National Historical Park. “My primary job is to plan and implement the overall direction of interpretation at each of the four sites,” she explains. “I don’t do it all by myself. I work with the management team and the team of interpreters that I supervise, who conduct tours for the general public, school groups, and other community groups. We provide information and informal interpretation and create permanent and temporary exhibits. I

    What Can I Do Now? Enironment

Lingo to Learn alien species Species of plants or animals that do not naturally occur in a given area but were introduced by humans. cultural resources Human artifacts or structures that are of historical or archeological significance. endemism The existence of certain plant and animal species in only one location, usually in geographically isolated areas. natural resources The wildlife, vegetation, or geological features within a national park. speciation The natural development of new species.

am currently working with contractors and community partners on planning for interpretation at John Muir NHS and Rosie the Riveter NHP. The plan will help us set the course for interpretation at these parks for the next five to seven years. My favorite and most rewarding moments are when I see young people share their own experiences about the park that they just visited—whether it’s a comment about the tour they just took, an essay they wrote, and even a digital story they may have created. Their perception and experience of the parks are so valuable to me, and they often help me see the park I work in from a different view.” One individual oversees the many employees and functions within each national park. This person, called the park superintendent, is charged with making sure that parks maintain the delicate balance between welcoming visitors

and preserving natural resources. He or she may, in larger parks, work with an assistant superintendent. In addition to supervising the various operations within a park, the superintendent handles land acquisitions, works with resource managers and park planners to direct development, and deals with local or national issues that may affect the future of the park.

What IS It lIkE to BE a  NatIoNal park SErvICE  EmployEE?

Sarah Bone is an interpretative ranger at National Park of American Samoa (http:// www.nps.gov/npsa). Until recently, she worked as an interpretative ranger at Yellowstone National Park (http://www.nps. gov/yell). She has volunteered or worked for the NPS since 1998. “I wanted to be a National Park ranger ever since I can remember,” she says. “I grew up in the Washington, D.C., area and my family and I visited historic and natural parks throughout the region,” she recalls. “We also always went to any NPS sites we could when we were on summer vacations. I grew up with a love of traveling, history, and nature. The NPS was a perfect fit in a lot of ways.” The National Park of American Samoa (which is located in the South Pacific) and Yellowstone National Park are two distinctly different parks that provide just two examples of the varied natural and cultural environments encountered by rangers and other NPS professionals. “The National Park of American Samoa,”

National Park Service Employees

she explains, “is the only NPS unit south of the equator. It is also located in a U.S. territory. The land that makes up the park is leased from the local villages. Our mission is to preserve and protect the unique marine and terrestrial ecosystems as well as the Samoan culture. Yellowstone was the first national park, established even before the NPS was established. Its creation predates the establishment of the states of Montana, Wyoming, and Idaho, in which it lies. It was originally created to preserve the unique thermal features, but has since become famous for its large intact ecosystem.” One of the biggest challenges that the NPS faces is balancing preservation and visitor services in its parks. “The National Park of American Samoa is doing as much research as it can to establish a baseline for the condition of the ecosystems as well as trying to deal with exotic/invasive species,” Sarah explains. “Educating the local people is very important as well because many of them don’t grow up with the NPS concept. We are trying to teach basic stewardship to them and their families in the hopes that they will participate in the continued preservation of this unique place. The National Park of American Samoa is just getting started in the grand scheme of things. We are still developing ways to connect the public (on the islands and the mainland) to the resource. In fact, we are still trying to understand the resource ourselves! Right now we are working to balance preserving the Samoan culture as well as the Samoan ecosystems. For instance, when a village leases their land to the park, they are al-



lowed to continue subsistence agriculture and fishing where already in use. “Yellowstone is an old park and has been trying to figure out ways to bring people into the park and then ways to keep those same people from damaging the resource. I spent all of last summer working as a bear ranger. That meant that I responded to any ‘bear jams’ (traffic jams created by visitors wanting to see a bear that is visible from the road) and made sure the people and bear were safe while teaching the visitors about bear ecology. We want the visitors to see the bears (and learn and care about them), but not to adversely effect them by venturing too close. “In Yellowstone my hours during the summer (as an interpretive ranger) varied depending on my shift. All of us had to make sure we covered the visitor center desk as well as roamed the area on foot to help with informal interpretation and, of course, we led programs throughout the day. We normally worked five eighthour days. We received two consecutive days off, but they didn’t normally happen on the normal weekend because someone had to work when people visited the park over the weekend. As a bear interpretive ranger, I worked a more regular schedule, but often worked longer hours or didn’t get a regular lunchtime. This is because you can’t plan when a bear will be near the road or if there were too many bears near the road in a given area to be able to have someone relieve you. One thing to remember is that park rangers have to be flexible.” Jason Walz has been a physical science technician at Wind Cave National Park

    What Can I Do Now? Enironment

in South Dakota since 2002. According to the NPS, Wind Cave is “one of the world’s longest and most complex caves, and 28,295 acres of mixed-grass prairie, ponderosa pine forest, and associated wildlife are the main features of the park.” Jason is currently working closely with the Maintenance and Resource Management Divisions on a multi-year project replacing the lights along the tour trails in the cave. “My main duties are to han-

dle all aspects of the project that concern cave mapping and cave conservation. I draw detailed maps of where the lights are placed and update the light database to match. I train employees in cave conservation and supervise their conservation efforts in the cave. I commonly work with multi-divisional work groups and negotiate issues between divisions. The Cave Lighting Project is very challenging, requiring diligence and finesse to accom-

A Proud Heritage In 1872 Congress enacted an historical measure, establishing Yellowstone National Park as “a public park or pleasuring ground for the benefit and enjoyment of people.” This landmark act marked the first time any other country in the world officially recognized the importance of preserving our most awe-inspiring natural resources in their natural state. On August 25, 1916, President Woodrow Wilson signed an act creating the National Park Service, a new federal bureau in the Department of the Interior. The mandate of this fledgling bureau was to protect the 40 national parks and monuments then in existence and any that would subsequently be created. According to this act, the purpose of these parks was “to conserve the scenery and the natural and historic objects and the wildlife therein and to provide for the enjoyment of the same in such manner and by such means as will leave them unimpaired for the enjoyment of future generations.” An Executive Order in 1933 transferred an additional 63 monuments and military sites from the authority of the Forest Service and the War Department to that of the National Park Service.

This order laid the cornerstone for the National Park Service we know today, which includes historical sites as well as scenic areas. Throughout the years, the National Park Service has remained committed to the ideal of conserving our country’s natural and cultural resources and has developed a mission statement that reflects this ideal. The mission statement of the National Park Service is as follows: The National Park Service is dedicated to conserving unimpaired the natural and cultural resources and values of the National Park System for the enjoyment, education and inspiration of this and future generations. The Service is also responsible for managing a great variety of national and international programs designed to help extend the benefits of natural and cultural resources, conservation and outdoor recreation throughout this country and the world. Today the National Park Service includes 391 distinct areas in 49 states, the District of Columbia, American Samoa, Guam, Puerto Rico, and the Virgin Islands. Wilson’s “Organic Act” of 1916 has since inspired more than 100 other nations to create similar parks and preserves.

National Park Service Employees

plish tasks. My secondary duties will be my main duties again once this project is completed. I draw and update the official maps of Wind Cave. I maintain a digital inventory of features found within Wind Cave. I lead researchers and research projects involving the cave. I assist with water quality, air quality, and wildlife management for the Resource Management Division. Jason says that he works in an office on a computer about two-thirds of his workday. “I spend the remaining third of my time in the cave or in the field. I routinely lead trips into Wind Cave lasting one to 14 hours. The people I work with create a family atmosphere.” In addition to working at Wind Cave, Jason has also worked at Blue Ridge Parkway, Fire Island National Seashore, Jewel Cave National Monument, Mammoth Cave National Park, and Redwood National Park.

Do I havE What It takES  to BE a NatIoNal park  SErvICE EmployEE?

National Park Service employees must successfully combine two very different characteristics. They must have a keen appreciation for nature and they must enjoy working with the public. Because most national park employees deal extensively with the public, they must be friendly, confident, and able to communicate clearly. Since they usually are responsible for a wide variety of tasks, they also must be exceptionally versatile. The fact that they work closely with nature, which can be unpredictable,



means that these people must be creative problem solvers. In addition to these general requirements, each of the positions within the National Park Service also involves a set of characteristics and abilities that are unique to that position. Superintendents, for instance, must be excellent administrators and must have the vision to make long-term plans for a park. Enforcement rangers must be able to react quickly and effectively in crisis situations, and they must be able to convey authority to individuals who are violating park rules. Interpreters must have extensive knowledge about the resources in their parks and must be excellent educators. They must also have excellent communication skills. “An ability to work with people is what I believe to be the most important quality to have in this job,” says Naomi Torres. “Most of my time is spent developing relationships with community partners, facilitating their connection to the site, and figuring out what we can do together that will help more of the public recognize the value and connection to their national park sites.” “The most important skill for a park ranger is the skill of learning,” says Sarah Bone. “You can do a lot of different things and hold the title of park ranger. You can move around the country with that title. But everywhere you go you will have to learn something new, whether that is learning a different subject to teach visitors (geology, history, ecology, etc), learning how to live in a different place, learning new procedures to follow, learning new technology, etc. Being open to and excited about learning is very important to being a

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park ranger. You often have to be a ‘jack of all trades’ because you alone have to figure out how to do something you have never done before.”

hoW Do I BEComE a  NatIoNal park SErvICE  EmployEE?

Almost no one enters the National Park Service in the position they would ultimately like to hold. Students who hope to one day serve as a ranger must begin by getting a foot in the door. Most people begin as seasonal employees, working for three to four months a year in parks that receive more visitors during either the summer or winter seasons. This seasonal experience enables people to gain an understanding of the National Park Service mission and determine whether they would enjoy a career within the park system. Those who choose to continue usually try to get experience in a variety of entry-level positions or in several different parks. This process helps individuals become familiar with the complex park system. It also allows park managers to gauge their strengths and abilities. When a person has gained experience through seasonal positions, he or she may be considered for a permanent position when one becomes available. Once an individual has gained permanent employment within the park system, he or she will receive on-the-job training. Rangers also undergo fire, search and rescue, and lawenforcement training. Until that first opportunity becomes available, however, there are many ways

for individuals to prepare themselves for a career in the National Park Service.

Education “I entered the NPS because my degree in Natural Resource Management and Interpretation is perfect for a NPS career,” says Jason Walz. “After graduation I decided to pursue an NPS career and I applied at Mammoth Cave National Park because I like caves.” High School Students who hope to join the National Park Service should study science and history during high school. They should also stress communication skills. Because interaction with the public is such a significant part of park careers, students also may want to take psychology, education, and sociology courses. Those who plan to become rangers also should concentrate on physical education courses; physical fitness is a definite asset for people who must hike miles of backcountry trails, fight fires, and climb rocks to perform rescues. Hands-on experience can be a distinct advantage for a person who is trying to enter a competitive field. Students who are interested in working for the National Park Service should seek this experience by volunteering for a national park through the Volunteers-in-Parks (VIP) program (http://www.nps.gov/gettinginvolved/volunteer). Park volunteers can help park employees in any number of ways, including answering phone calls, welcoming visitors, maintaining trails, building fences, painting buildings, or picking up litter.

National Park Service Employees

Students who do not live near a national park should contact the Student Conservation Association (SCA), which provides volunteers to assist federal and state natural resource management agencies. The SCA brings together students from throughout the United States to serve as crew members within the national parks. These students live and work within the parks for four to five weeks at a time. Other volunteer programs are available from the Youth Conservation Corps, Job Corps, Boy Scouts, Girl Scouts, and Public Land Corps. The VIP, SCA, and other volunteer experiences can help a student prepare for a career in the National Park Service and determine whether he or she would enjoy such a career. Postsecondary training Though not currently required, prospective park employees would be well advised to obtain a bachelor’s degree. Most rangers currently in the park system are college graduates and many believe that this will one day become a requirement. Any individual who hopes to serve as a scientist, archaeologist, or historian within the parks must have a college degree, with a major in the relevant discipline. Those who plan to be interpretive rangers should place particular emphasis on science. Since many national parks are historical in nature, interpreters should also study history and related areas. Though there is no specific curriculum for people hoping to enter the National Park Service, students should continue to study science, with an emphasis on environmental science. History, public speak-



ing, and business administration courses all would be useful for anyone entering this field. Because there is so much competition for National Park Service jobs, particularly ranger jobs, many people put themselves through additional training programs to distinguish themselves from other candidates. Some undergo medical technician training programs or police academies. Others attend independent ranger academies to learn the fundamentals of law enforcement, emergency procedures, and firefighting. These training programs can offer an excellent foundation for a prospective ranger.

Certification or licensing While some park employees, such as architects or attorneys, may need to be certified or licensed in their fields, there is no general certification requirement for park employees. Individuals who become rangers may be given emergency medical training. Those who work in parks with underwater resources, such as the Channel Islands, may become certified divers.

Internships and volunteerships The National Park Service lists available internships in the Support Your Park section of its individual Web sites. “I pursued my dream to work for the NPS by volunteering at Ford’s Theatre National Historic Site in Washington, D.C., while I was a high school junior and senior,” says Sarah Bone. “I then landed a Student Conservation Association internship my freshman year of college at Fredericksburg and Spotsylvania National Military Park in Virginia,

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More Lingo to Learn National Historic Park A national historic park is an area that preserves the location of an event or activity that is important to our country’s heritage. National Historic Site A national historic site is similar to a national historic park, but is usually smaller. National Memorial These areas commemorate events or individuals of national significance. National Monument National monuments cover smaller areas than the national parks and do not have as great a diversity of attractions. National Park National parks cover large areas and contain a variety of resources. Most are chosen for the natural scenic and scientific values. National Parkway A national parkway is a scenic roadway designed for leisurely driving. National Preserve A national preserve is an area set aside for the protection of specific natural resources. National Recreation Area An area or facility that has been set aside for recreational use.

and I have been employed with the NPS on and off ever since.” Jason Walz interned at Redwood National Park as an interpretive ranger. “I had a lot of fun and the job was very challenging,” he says. “I volunteered with the Resource Management Division at Mammoth Cave National Park to qualify for my current position at Wind Cave National Park,” he says.

The NPS offers more than 25 volunteer programs for people between the ages of five and 24. The programs, such as the Youth Conservation Corps and Public Land Corps, will help educate you about the environment while you work with conservation workers to improve national parks. Visit http://www.nps.gov/ gettinginvolved/volunteer to learn about the wide range of programs that are available and to view photos of past projects. If you are unable to land an internship or a volunteership with the NPS, you can try to seek out a position with private environmental organizations, other government agencies (such as the Bureau of Land Management), and government organizations at the state and local level.

Who WIll hIrE mE?

If you are interested in applying for a National Park Service job, contact your local Federal Job Information Center or the federal Office of Personnel Management (http://www.usajobs.gov) in Washington, D.C., for application information. Although the National Park Service is the only employer for people who would like to pursue this career at the national level (similar jobs are available at state and local parks), there are many, radically different national parks. People who pursue this career may work in mountainous areas like Grand Teton National Park in Wyoming; desert locales like Saguaro National Park in Arizona; marine areas, such as the Channel Islands National Park in California; and urban parks, such

National Park Service Employees

as Independence National Historical Park in Pennsylvania. The skills necessary for many positions within the National Park Service also are highly transferable. Interpretive rangers, for instance, may pursue careers as botanists, educators, or naturalists. Law enforcement rangers may consider careers as police officers, firefighters, or emergency medical personnel. The scientists who study our parks’ resources may move into private research, or, like the historians and archaeologists, they may consider becoming educators.

WhErE CaN I Go from  hErE?

As is true of most professions, advancement within the National Park Service usually means assuming managerial and administrative responsibilities. Rangers, for instance, may become subdis-

Related Jobs • biologists • botanists • emergency medical technicians • firefighters • police officers • security personnel • teachers • tour guides • zoologists

3

trict rangers, district rangers, and then chief rangers. Chief rangers may one day become park superintendents. (Naomi Torres, for example, is about to start a new job as the superintendent of the Juan Bautista de Anza National Historic Trail, which is located in Arizona and California.) Superintendents, in turn, may assume regional responsibilities. While this is the traditional path to advancement, it is not one that anyone treads very quickly. The opportunities for upward mobility within the National Park Service are limited because the turnover rates at upper levels tend to be quite low. While this may hinder an ambitious employee’s advancement, it is indicative of a high level of job satisfaction.

What arE thE Salary  raNGES?

The salaries for National Park employees are based on individuals’ level of responsibility and experience. Employees are assigned salary grade levels. As they gain more experience, they are promoted to higher grade levels, or to higher salary steps within their grade levels. The National Park Service uses two categories of levels. The first, called the General Schedule (GS), applies to professional, administrative, clerical, and technical employees and is fairly standard throughout the country. Firefighters and law enforcement are included in the General Schedule. The other, called the Wage Grade (WG), applies to employees who perform trades, crafts, or manual labor and is based on local pay scales.

    What Can I Do Now? Enironment

Pros and Cons of Being a National Park Service Employee The editors of What Can I Do Now? Environment asked Sarah Bone, a park ranger at National Park of American Samoa, what she likes most and least about her job: There are many pros to my job. I get to work in amazing places all across the country. I get to meet and talk to people from all across the world. I get to learn and talk about very important things. If there were a con to my job I would say that it is a difficult career for someone who wants a career. You have to make a lot of sacrifices to work for the NPS. It is difficult to get a permanent job (a year-round, guaranteed job with the normal benefits). While you are a seasonal employee you work without benefits and without a decent housing situation in a lot of cases. Some people who very much love the National Park Service get fed up and move on to other work because being a seasonal worker can be so difficult.

Most rangers begin at or below the GS5 level, which, in 2009, translated to earning between $27,026 and $31,401. The average ranger in 2009 was on the second step of the GS-7 level, which translates to a salary of $34,953. The most experienced rangers can earn $43,521, which is the highest salary step in the GS-7 level. To move beyond this level, most rangers must become supervisors, subdis-

trict rangers, district rangers, or division chiefs. At these higher levels, employees can learn more than $89,000 per year. These positions are difficult to obtain, however, because the turnover rate for positions above the GS-7 level is exceptionally low. National Park Service employees receive benefits such as paid vacations, sick leave, paid holidays, health and life insurance, and pension plans. The NPS often provides housing to rangers who work in remote areas.

What IS thE JoB   outlook?

Although it covers a lot of ground, the National Park Service is really a very small government agency. Because the agency is small, job opportunities are limited and, although they are not highly lucrative, they are considered very desirable among individuals who love outdoor work and nature. Consequently, competition for National Park Service jobs is very intense. This is not a situation that is likely to improve, since turnover rates are low and new parks are seldom added. Students who are interested in working for the National Parks should not be discouraged, however. Determined people will always be able to get into the National Park Service if they really want to; they just have to be willing to take a seasonal or entry-level position and be willing to relocate to a park that has an opening.

a a a Oceanographers sum mary

Definition

Oceanographers apply scientific principles and procedures to the study of the ocean. They strive to understand the chemical, physical, and geological composition of the ocean, the patterns of life within the ocean, and the relationship between the ocean and the atmosphere.

Alternative Job Titles

Employment Outlook

Salary Range

High School Subjects

Marine scientists Ocean scientists

$41,020 to $75,800 to $144,450+

Educational Requirements Bachelor’s degree; master’s degree or doctorate strongly recommended

Certification or Licensing None available

Summer has come to the Arabian Ocean, bringing with it intense heat and blazing sunlight. Dr. Ken Brink and a team of five other oceanographers gather at the back of the ship to confer. Though their voices are low, their faces betray the concern and frustration they are feeling. Ken and his colleagues are gathering data about the Arabian Ocean from aboard the T. G. Thompson, a research ship run by the University of Washington. A temperamental piece of equipment is jeopardizing their project. The instrument, called the SeaSoar, is being towed

Much faster than the average Biology Chemistry Earth science Foreign language

Personal Interests Boating The environment Science Wildlife

behind the ship. Loaded with sensors, the SeaSoar enables scientists to measure the depth, temperature, salinity, ambient light, chlorophyll fluorescence, and zooplankton abundance at various depths. Members of Ken’s team quickly conclude that they must haul the SeaSoar out of the water and attempt to repair it. As they begin the arduous task of pulling hundreds of meters of cable out of the ocean, the team encounters another difficulty. The cable has been damaged. They now must try to repair the cable as they pull it in. An hour’s job has just become a day-long project. 

    What Can I Do Now? Enironment

Lingo to Learn abyssal plain The deep ocean floor, an expanse of low relief at depths of 4,000 to 6,000 feet. Coriolis effect The deflection of air or water bodies, relative to the solid earth beneath, as a result of the earth’s eastward rotation. Ekman circulation Movement of surface water at an angle from the wind as a result of the Coriolis effect. epibenthic Living on the surface of the bottom of the ocean.

Sweating profusely, they continue the painstaking effort. Word of their difficulty has begun to spread to the other science teams aboard the Thompson. Members of these teams gradually move to the back of the ship to assist. Before long, every available scientist and many crew members have joined the effort. Late that evening, after nearly eight grueling hours, the SeaSoar is pulled onto the deck. Tomorrow, the team will be able to repair it and resume collecting data. “In some ways this was a really frustrating experience,” says Ken, “but in others it demonstrates some of the greatest things about oceanography. Professionals in this field tend to help one another out. It’s a very cooperative field.”

What DoES aN   oCEaNoGraphEr Do? 

Oceanographers investigate the ocean through scientific study. They explore the

physical, chemical, and biological makeup of the seas, the geological structure of the seabed, and the relationship between the oceans and the atmosphere. Because the subject is so broad, however, oceanographers usually concentrate on one particular area of study. There are six primary subspecialties within oceanography: biological oceanography, physical oceanography, chemical oceanography, geological oceanography, ocean engineering, and marine policy. Biological oceanographers study the many forms of life in the sea. Unlike marine biologists, who study the physiology and habits of individual organisms, biological oceanographers strive to understand the relationship between living organisms and their environment. They study patterns in population density, life cycles, and the cycling of nutrients through the marine food chain. They also examine the distribution of plants and animals through the ocean, the interrelationships between different organisms, and the impact of human behavior on ocean life. Physical oceanographers examine physical forces and features within the ocean. They observe and record the currents, temperatures, density, salinity, and acoustical characteristics of the ocean. Physical oceanographers are also concerned with the interaction between the ocean and the atmosphere. A physical oceanographer might, for instance, try to determine how the ocean influences the climate or weather. Chemical oceanographers are interested in the chemical characteristics of the ocean and the chemical interactions that occur

Oceanographers

between the ocean, the atmosphere, and the sea floor. Chemical oceanographers try to identify and understand the forces that determine the ocean’s chemical composition and they study the impact this composition has on living organisms and man-made materials. They also investigate ocean resources that may be useful for fuel, food, or medicine and study the effects of pollution on the ocean. Geological oceanographers explore the shape and material of the seafloor to draw conclusions about the origins of ocean sediment and about the patterns of the ocean’s geological features. They map underwater mountains, ridges, and valleys and study sediment samples from the ocean floor to learn about the history of oceanic circulation and climates. Geological oceanographers attempt to understand the origin of volcanoes and the gradual movement of the earth’s surface. They also try to identify potential sources of oil, gas, and minerals. Oceanography requires sophisticated equipment and instrumentation that has been adapted to the unique underwater environment. The individuals who specialize in designing and building equipment for ocean research are called oceanographic engineers. To design oceanography instruments, these engineers must understand research methods and the way materials react to conditions beneath the ocean’s surface. Marine policy experts are oceanographers who use their secondary knowledge of law, business, or the social sciences to help develop responsible policies for use of ocean and coastal resources.



Although individual oceanographers concentrate on specific characteristics of the ocean, the living organisms, chemical composition, physical characteristics, and geological features within the ocean are all interrelated. Consequently, oceanographers from the various subspecialties must work closely together. Many oceanographic research projects are interdisciplinary and involve several ocean scientists with different areas of expertise. Oceanographers may conduct research from a ship, in a laboratory, or at a desk. While oceanographers spend the majority of their time on land analyzing data, many also go to sea at least once or twice each year. While at sea, oceanographers use weighted hollow tubes, called corers, to collect sediment samples. They use cameras equipped with underwater lights to view the depths and echo sounders to measure the distance to the ocean floor. Sonar devices enable the researchers to map the shape and features of the ocean floor. Other devices enable them to measure temperature, density, salinity, magnetic variations, and gravitational pull. One two-week research cruise can provide an oceanographer with enough data to study for an entire year. Some oceanographers also gather data by observing the ocean’s surface from airplanes. Those who specialize in estuaries and coastal waters may be able to dive from small boats to collect samples and make observations. Still other oceanographers are able to collect data without leaving their offices. These scientists obtain data from remote-sensing satellites or by analyzing mathematical models.

    What Can I Do Now? Enironment

The Challenger Expedition 1872–1876 Oceanography did not begin until December 7, 1872, when the HMS Challenger set sail from Sheernes, England. Throughout the ensuing expedition, which was to last more than four years and cover 68,890 nautical miles, Wyville Thomson and six other scientists carefully measured and recorded information about depth, temperature, currents, and contours of the great ocean basins. Thomson, a professor of natural history at Edinburgh University, had begun planning the unprecedented adventure in 1870. With help from the Royal Society of London, he was able to persuade the British government to provide one of Her Majesty’s ships for the voyage. The ship, a wooden corvette that weighed 2,306 tons, was essentially a sailing vessel, although it did possess an engine for maneuvering. Between December 1872 and May 1876, the Challenger traversed the Atlan-

What IS It lIkE to BE aN  oCEaNoGraphEr?

Ken Brink is quick to explain that he does not spend the majority of his time at sea or hauling cables out of the ocean. Most of the year, Ken can be found behind his desk at the Woods Hole Oceanographic Institution. As a senior scientist at Woods Hole, Ken teaches one graduate course every two years. He is also responsible for advising graduate students and overseeing scientists who are working on postdoctoral projects.

tic Ocean several times, sailed through the Pacific Ocean, visited the polar seas, and crossed the Antarctic Circle. Thomson and his colleagues recorded measurements and gathered samples at 362 stations. At each station, the scientists measured the depth of the ocean and its bottom temperature, collected samples of the bottom sediment and water, collected samples of fauna from various depths, recorded the direction and rate of the surface current, and noted atmospheric conditions. In the process, Challenger scientists discovered 4,717 new species. The results of the Challenger Expedition were published between 1885 and 1895, in a 50-volume report that is still used by oceanographers today. In 1895, John Murray, a member of the Challenger Expedition, described this report as “the greatest advance in knowledge of our planet since the celebrated discoveries of the 15th and 16th centuries.”

Despite the rigors of his academic responsibilities, Ken manages to average a few weeks each year gathering data at sea. He looks forward to these trips for both the research and the camaraderie. “At sea, you might work like a dog for 18 straight hours, but when you’re done for the day you have a great sense of accomplishment. Oceanographers also have a reputation for working hard and then having a great time.” Ken feels that oceanography is an exciting, deeply rewarding profession. “You look at some problem that you

Oceanographers

don’t understand and then one day you can say ‘Aha! This is why that happens,’” he explains. “When that happens, it’s wonderful.”

Do I havE What It   takES to BE aN   oCEaNoGraphEr?

To succeed as an oceanographer, a person must be intelligent, willing to work hard and at irregular hours, and able to work closely with other people. Oceanographers must have superior computer and math skills. They must also be able to tolerate sea travel; people who suffer from seasickness may want to think twice about choosing a career in seagoing oceanography. (It is important to note that many career paths in oceanography don’t involve going to sea.) Cooperation is particularly important in this field, since oceanographers must work closely together on research projects. Ken Brink explains, “Oceanographers regularly spend weeks or months together on a boat. Personalities with a lot of rough edges just aren’t going to make it. I think seagoing oceanography just naturally tends to [attract] calmer personalities.” Because oceanographers must publish the results of their research, excellent writing skills are also essential. “I originally got into science because I hated writing,” Ken recalls ruefully. “When I got here I found out that writing is a big part of the job.” The most important characteristic for an oceanographer, however, may be intellectual curiosity. Oceanographers must yearn to solve nature’s mysteries.



hoW Do I BEComE aN  oCEaNoGraphEr?

Education

High School “Study the basic sciences, math, and computer competency,” Ken Brink advises. “These things will serve you well in a range of careers, not just oceanography.” English and communications courses are also helpful. Because oceanographers from all over the world work together and share information, language classes also are recommended. Ken advises high school students to learn Spanish, Chinese, or Japanese. “Most of the oceanographers in Western Europe speak English, whereas relatively fewer people in Latin America or Asia speak English.” Students who are interested in this career should seek opportunities to gain firsthand oceanographic experience. Many coastal universities offer summer camp programs that enable young people to collect and analyze ocean data. Sea Grant, a federally funded program available in most states, also offers students oceanographic experiences. Postsecondary training Once in college, prospective oceanographers should continue to take science courses, including biology, chemistry, physics, and geology. While some universities do offer undergraduate oceanography programs, students who plan to go on to graduate school should not necessarily major in marine science or oceanography. In fact, most oceanographers concentrate on a related area of science, such as chemistry, physics, geology, or biology, before

0    What Can I Do Now? Enironment

Advancement Possibilities Marine and ocean engineers use their scientific and technical knowledge to design and build instruments and machinery that assist oceanographers in their research. Marine educators teach marine science at aquariums, museums, colleges, and universities. Marine policy experts are oceanographers with extensive training in the social sciences, law, or business. They use this knowledge to help develop guidelines and policies for wise use of ocean resources.

studying oceanography in graduate school. A well-rounded background in science is essential to a career as an oceanographer. “A solid background in the sciences can be applied in a lot of different ways. You don’t have to make a final decision right away,” says Ken, who majored in applied physics as an undergraduate student. “I studied oceanography in graduate school because it offered me an opportunity to study the ocean and to do some serious physics at the same time. “You should look into the ocean sciences enough to find out whether they are what you want to pursue,” Ken advises, “but do not take many ocean courses as an undergraduate, since they can be a distraction from the needed basics. One very useful thing is to work in a scientist’s laboratory. Sometimes you can do this

on your own college campus during the school year. Many times, oceanographic research institutions, including my own, advertise opportunities for undergraduates to work during summers.” Students who plan to pursue an advanced degree in oceanography should look for institutions that offer significant hands-on research experience. More than 100 institutions offer programs in marine studies, and more than 35 universities offer graduate programs in oceanography.

Certification or licensing No licensing or certification is available for this profession.

Internships and volunteerships  Most college oceanography programs require students to participate in an internship with a government agency or a private company. Internships are typically unpaid and last four to 12 months. Students receive course credit and excellent opportunities to learn about the field and interact with oceanographers and other science professionals. The American Society of Limnology and Oceanography offers a list of internships at its Web site, http://www.aslo.org.

Who WIll hIrE mE?

At present, the government employs approximately 25 percent of practicing oceanographers. Another 40 percent hold academic positions. The remainder work for private industry and not-for-profit environmental organizations. Oceanographers who work for the government may be responsible for resource

Oceanographers

management, research and development, environmental monitoring and protection, or regulation enforcement. Within the federal government, oceanographers are employed by the Department of Energy, Minerals Management Service,

Biological Resources Discipline of the U.S. Geological Survey, National Oceanic and Atmospheric Administration, Naval Oceanographic Office, Naval Research Laboratory, Office of Naval Research, and National Science Foundation.

Jacques-Yves Cousteau: Oceanographer and Environmentalist Jacques Cousteau, the famed oceanographer and champion of the environment, may have made his greatest contributions in his capacity as a teacher. Not content to share his discoveries with fellow oceanographers and the scientific elite, Cousteau made it his life’s mission to share the wonders of the depths with people from all walks of life. In the process, he may have done more than any other individual to alert the world to the importance and necessity of preserving the oceans’ resources. Jacques-Yves Cousteau was born on June 11, 1910, in St. André de Cubzac, a small town near Bordeaux, France. At age 20, he entered the French Naval Academy and began training to become a naval pilot. When a near-fatal automobile accident put an end to his aviation career in 1936, Cousteau transferred to sea duty and discovered a love for the ocean that was to last his lifetime. For the next 50 years, Cousteau shared his many underwater adventures and discoveries with the world through more than 70 films, more than 50 books, and the immensely popular television series, “The Undersea World of Jacques Cousteau.” A self-described oceanographic technician, Cousteau also developed numerous tools for exploring the ocean depths.



In 1943 Cousteau and Emile Gagnan developed the first regulated compressedair breathing device for sustained diving. In 1959 he and Jean Mollard designed a maneuverable diving saucer capable of carrying two people to a depth of 350 meters. In 1982 he and two colleagues developed the Turbosail wind-propulsion system. Throughout his career, Cousteau was a passionate environmental advocate, drawing attention to the dangers of pollution, overpopulation, and the mindless squandering of the world’s natural resources. “Future generations,” he said, “would not forgive us for having deliberately spoiled their last opportunity and the last opportunity is today.” For his efforts, Cousteau received the United Nations’ International Environmental Prize and the U.S. Presidential Medal of Freedom. In 1974 he founded The Cousteau Society, which is dedicated to protecting and improving the quality of life for present and future generations. When Jacques Cousteau died in 1997, at the age of 87, he was mourned by people around the world. Said French President Jacques Chirac, “[Cousteau] represented the defense of nature, modern adventure, and the invention of the impossible.”

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Academic positions usually entail a combination of teaching and research. Experienced oceanographers who work for large universities may devote most of their time to research, teaching only one or two classes each year. Oceanographers who teach at smaller institutions or at the undergraduate level, on the other hand, may be entirely occupied with teaching. Within academia, the two largest employers of oceanographers are Woods Hole Oceanographic Institution and the Scripps Institution of Oceanography, though many coastal universities also maintain excellent oceanographic programs. Private-sector oceanographers may be engaged in research and development or resource management. A geological oceanographer, for instance, might help a petroleum company locate new sources of petroleum beneath the ocean floor. A biological oceanographer might work for a pharmaceutical company, trying to identify chemicals that could lead to the development of new medicines. A manufacturer might employ an oceanographer to ensure that its plants are not violating federal or state regulations by polluting coastal waters. The insurance industry is a recent, but growing source of private-sector career opportunities for oceanographers. Judi Rhodes, former executive director of The Oceanography Society, notes, “Insurance underwriters are concerned about global warming and what it will mean to human life. A relatively small increase in global temperature could lead to a significant rise in the sea level. The loss liability is

enormous. Insurance underwriters’ concerns have created a new niche for marine scientists and oceanographers.” Judi also encourages students interested in oceanography to consider combining oceanographic knowledge with expertise in another field, such as communications or graphic arts. “Science writing,” she explains, “is sadly lacking. This lack of communication contributes to less-than-adequate funding. Students who are good communicators will benefit the entire field. Those who acquire a second skill set also are able to offer employers an extra dimension and are more marketable.” While positions in private industry tend to offer higher compensation than academic or governmental positions, industry scientists are expected to study topics of concern to their employer. Oceanographers who work for universities usually have more freedom to pursue the questions and ideas that interest them.

WhErE CaN I Go from  hErE?

People who bring only a bachelor’s degree or a master’s degree to the study of oceans will find themselves competing with oceanography graduate students for a limited number of technical assistant positions. The work can be interesting, often requiring sojourns at sea, but the opportunities for advancement are limited. Individuals who are not interested in conducting oceanographic research, however, may build rewarding careers

Oceanographers

designing or selling oceanographic equipment, advising industry, or developing communications materials for environmental organizations. Such positions may lead to opportunities in middle or upper management. Most research and teaching positions are reserved for oceanographers with doctoral degrees. Oceanographers who complete a doctorate usually begin their careers in postdoctoral positions, assisting experienced oceanographers with research projects. After gaining two or three years of experience, an individual may become an assistant professor or assistant scientist. As such, the oceanographer may continue to assist more experienced scientists, and also assume teaching responsibilities. After establishing credentials as a knowledgeable, creative scientist, an oceanographer may begin to conduct his or her own research projects. Experienced oceanographers usually can receive promotions and earn higher salaries by assuming administrative responsibilities. Administrative posts are not for everyone, however. Ken Brink, for instance, says, “I don’t want to become a department head or a dean. These options are available, but all I want is to do good research and to help others do good research.”

What arE thE Salary  raNGES?

Individuals who have excellent academic credentials and the motivation to conduct innovative, thorough research will

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Related Jobs • chemists • geodesists • geographers • geologists • geophysicists • hydrologists • mathematicians • meteorologists • mineralogists • paleontologists • petrologists • physicists

find that oceanography can be a financially rewarding and intellectually fulfilling career. Salaries for geoscientists (an occupational group that includes geologists, geophysicists, and oceanographers) ranged from less than $41,020 to more than $144,450 in 2007, with a median of $75,800, according to the U.S. Department of Labor. The average salary for experienced oceanographers working for the federal government was $88,820 in 2007. Established oceanographers can augment their income by accepting speaking engagements and providing consulting services to not-for-profit and private sector organizations. Oceanographers usually receive benefits such as health insurance and retirement plans offered by their employers.

    What Can I Do Now? Enironment

What IS thE JoB  outlook?

Employment for all geoscientists (including oceanographers) will grow much faster than the average for all occupations through 2016, according to the U.S. Department of Labor. Although the field of marine science is growing, researchers specializing in the popular field of biological oceanography, or marine biology, will face competition for available positions and research funding over the next few years. However, funding for graduate students and professional positions is expected to increase during the coming decade in the areas of global climate change, environmental research and management, fisheries science, and marine biomedical and pharmaceutical research programs. Oceanographers who speak a foreign language and who are willing to work abroad will have good employment prospects. Heightened public awareness of environmental issues has led to the creation of new private-sector positions for earth

scientists. In response to pressure from consumers, private industry has begun employing scientists, including oceanographers, to oversee their use of environmental resources and their waste disposal procedures. “Over the next few years, I expect that there will not be a lot of growth in employment opportunities because the economy in general is slow right now,” says Ken Brink. “Over the longer term, I am much more optimistic. There seems to be a growing recognition that we have a number of major environmental issues that need attention, ranging from habitat modification and nutrient overloading up to global climate change. Dealing effectively with these problems will call for real expertise in the environmental sciences, including oceanography. I would still encourage a bright student to pursue an oceanographic career because it’s an exciting field with a lot of good problems still to be solved. And no matter how tough the field becomes, there is always room for extremely talented people.”

a a a Recycling Coordinators sum mary

Definition

Recycling coordinators manage recycling programs for city, county, or state governments or large organizations, such as colleges, hospitals, or military bases.

Alternative Job Titles

Environmental administrators Solid waste planners Waste and recycling specialists

Salary Range

High School Subjects

Educational Requirements

Personal Interests

$22,000 to $40,000 to $75,000+ Bachelor’s degree

Certification or Licensing None available

Business Earth science Speech

The environment Science Teaching

Employment Outlook Faster than the average

What DoES a rECyClING  CoorDINator Do?

“I never know what to expect when I come to work in the morning,” says Jean Lundquist, waste and recycling specialist/recycling coordinator for Blue Earth County Environmental Services in Mankato, Minnesota. “Every day is different. For that reason, I usually keep a change of clothes in my office. I’ve had days when I dressed for making a presentation to a group of business people in the morning, then gone out in the field with steel-toed boots in the afternoon, inspecting a landfill or looking for an illegal dumping site.”

Recycling coordinators set up and manage recycling programs for a variety of organizations. They work to improve recycling rates in several ways. While recycling coordinators spend some time on administrative tasks, such as meeting with waste haulers and government officials and writing reports, they often need a considerable amount of time for public-education efforts. This often consists of educating the public about the proper separation of recyclables as well as 

    What Can I Do Now? Enironment

explaining the need for recycling. Getting people who haven’t recycled before to start doing so can take some convincing. Recycling coordinators spread their message by speaking to schools, community groups, and businesses. As a result, coordinators need good oral communication skills. “I really enjoy public speaking and answering questions about recycling and disposal for hotline callers,” says Mary Overlee Olson, the recycling coordinator for a rural county in Minnesota. “I spoke to a record 104 groups last year—ranging in age from two years to senior citizens.” Another part of a recycling coordinator’s role as educator is answering questions about recycling. Especially with new programs, residents often have questions about recyclables, such as “Do I need to separate bottles from paper?,” “What types of items other than paper and glass can be recycled?,” “What day each month or week should I set my recyclables out with the trash?,” and “Where can I take my old computer and other electronics to be recycled?” Responding to these types of questions always demands some portion of a recycling coordinator’s time. Recycling coordinators must complete a small amount of paperwork and recordkeeping. For example, coordinators are responsible for making monthly, or sometimes quarterly, reports to state and federal government agencies. They also fill out grant applications for state and federal funding to improve their programs. Recycling coordinators need to monitor costs, understand markets, work within budgets, and investigate new recycling opportunities. They need to have good

judgment and leadership, and they may need to justify their decisions and actions to city council members, citizens, or others. It can sometimes be stressful to deal with government bureaucracy, initiatives that fall short of expectations, decreases in community participation, fluctuating markets for recyclables, and other lessthan-ideal situations. “Bureaucracy and red tape also come into play from timeto-time,” says Mark Rust, a solid waste planner. “But it’s just a part of the world we live in and worth dealing with as long as we keep our focus and see results. Sometimes the length of time it takes to get things done and wasted energy are a drain but, if it pays off, it’s all worth it.” Full-time recycling coordinators usually work 40 hours per week. Working hours are generally during the day with weekends off. Occasionally, recycling coordinators may need to attend meetings in the evening, such as a county or city board meeting, or speak to a community group that meets at night. Sometimes facility or landfill tours that a recycling coordinator may arrange or participate in to generate publicity for the program may be offered on weekends. Recycling coordinators may occasionally travel to visit material recovery facilities, which can be dirty and loud if compacting equipment and conveyers are running. Some recycling coordinators work on college campuses or military bases or at large hospitals or medical centers such as the Mayo Clinic. The goal of a recycling coordinator who works in one of these settings is the same as a municipal recycling coordinator—getting people to

Recycling Coordinators

recycle; how they go about it may differ. The recycling coordinator on a college campus, for example, has a new set of residents every year to educate about the college’s recycling program. Recycling coordinators who come up with creative uses for waste may find opportunities in other fields as well. For example, recycling of computers and computer parts is a growing area. Some with knowledge in this area have founded their own companies or work for computer manufacturers.

What IS It lIkE to BE   a rECyClING   CoorDINator?

Other than her occasional forays into the field, Jean Lundquist, a recycling coordinator for more than 15 years, spends most of her time in an office, at a desk, where she has many duties. “I respond to phone calls about how to handle materials, and which facilities can accept them for either recycling or disposal,” she explains. “I develop brochures. I create displays for county fairs and trade shows. I compile annual reports on recycling tonnages and monitor budgets. I write radio ads and design newspaper layouts. I also write news releases and public service announcements and create new programs to keep recycling in the mindset of the public. My goal is to help every person understand that everything they do or don’t do has an impact. My favorite saying is, ‘If you think you’re too small to make a difference, you’ve never been in bed with a mosquito.’”



One of Jean’s most rewarding experiences was when she developed a home sharps-disposal program for syringes, lancets, and infusion devices. “A friend was working on a recycling project when she was accidentally injured by a needle stick,” she explains. “The more sharps we can dispose of properly, the less likely it is that anyone will have to go through that again.” Mary Overlee Olson is the recycling coordinator for Steele County, a rural county in southern Minnesota that has about 35,000 people with about 27,000 living in one of the four cities of the county. She has held the position for 18 years and is the only employee in Steele County to have held this position. Steele County has won recognition from the state several times (most specifically the Governor’s Awards in Waste and Pollution Prevention) for work she has directed. “I have been interested in the environmental field and in particular, recycling, for decades,” she explains. “While some recycling coordinators are also facility managers, which might require expertise in collecting recyclables, equipment repair, supervising employees, and marketing materials, my county contracts for these services with a private hauler, so my particular position is largely public education. Much of my job involves public speaking or appearing on radio or cable TV talk shows, writing news releases and news advisories, participating in photo opportunities as needed, writing a column on recycling and the environment for two local papers, answering disposal questions on a recycling hotline, designing

    What Can I Do Now? Enironment

To Be a Successful Recycling Coordinator, You Should… • have good communication skills • be able to interact with people from different backgrounds • have excellent leadership and management abilities • be persuasive • have good organization skills • be creative • be a good teacher

brochures and other print pieces, adding to or updating the environmental services portion of the county’s Web site, and occasionally writing grant proposals.” Mark Rust is a solid waste planner for the Minnesota Pollution Control Agency. He provides support to local units of government, businesses, nonprofits, schools, and residents on solid waste management, recycling, policy, and environmental education-related projects. “I like working on projects with people who are committed to finding solutions and are willing to get their hands dirty,” he says. “I enjoy working on local projects that may have very general similarities to any community in Minnesota, but that always end up with their own unique challenges and identities. It’s probably cliché by now, but turning a challenge into an opportunity and winding up with something that has a real, tangible impact on the environment is a very rewarding feeling.”

Do I havE What It takES to BE a rECyClING  CoorDINator?

“The skills I find most important to me in my work,” says Mary Overlee Olson, “are to have excellent speaking and writing skills and to enjoy this kind of work. You also need the ability to work independently; be creative and have an eye for design when developing educational activities for children’s presentations and print pieces; be constantly alert to new developments in the field through reading professional magazines and articles; enjoy attending conferences and various trainings offered and networking with others in similar positions; understand how governments operate and how programs are funded; and have strong organizational skills to manage the varied and often very different tasks. Personal qualities include enjoying interacting with people, patience with being asked the same questions over and over again by different people, and flexibility.” Rebecca Haug, the environmental administrator for Elk River, Minnesota, believes that one of the most important personal qualities for success in the field is having a great passion for preserving our environment. “However,” she explains, “there are times when development must occur, and the role of a person in my field is to make sure that the impacts to the environment are minimal or they are mitigated. One of the greatest professional qualities a person needs in this field is the understanding that not everyone is as passionate about the environment as you are and that you have to sometimes agree to disagree.”

Recycling Coordinators

hoW Do I BEComE a rECyClING  CoorDINator?

Education

High School You will need many skills to be successful in this field, so doing well in a variety of classes in high school is a good start.

Classes in economics, business, and civics will provide you with an understanding of the public sector, where most recycling coordinators work. Knowledge of how local governments and markets for recycled materials function is something you will need to know later, and civics and economics courses provide this framework. Take English and speech classes in order to

An Award-Winning Recycling Program Mark Rust is the coordinator of the Recycle MORE Minnesota campaign, which was awarded the National Recycling Coalition’s “Best Environmental Education Campaign” for 2008. The campaign, which is a joint effort of the Minnesota Pollution Control Agency and the Recycling Association of Minnesota, aims to increase recycling throughout the state. Mark details the challenges and rewards of the campaign below: Learning about what really motivates people to recycle and taking the time to reconsider preconceived notions we had about recycling were two things that really helped us lay a good foundation for the campaign. Focus groups held around the state helped us on both of those aspects and from there, we were able to develop and test messages that would work well for our audience—the people of Minnesota. A lot of time was spent working with these groups, stakeholders from city and county government, industry, nonprofits, and elected officials, and while sometimes tedious, it proved very useful. The campaign is still in its early stages, with the official kick-off this last



April. But now that we have a host of customizable resources for local programs to use in local recycling campaigns, a onestop-shop Web site, and plans to expand and improve the Web site and outreach to businesses in the coming year, I think things are moving in the right direction, and we are beginning to achieve our goal of increasing recycling in Minnesota to 50 percent by 2011. We have three pilot projects currently underway that will provide measurable results this year, but early feedback has been good. It’s been challenging, but exciting, work and definitely a team effort that I could not have done on my own. I am very passionate about recycling and have worked for many years in the field and on local projects, but this was the first time we undertook such a significant, statewide effort. For me, I could not do something for long if I didn’t believe in it, so I am lucky to be working in a field with so many opportunities to explore my love of the environment. For more information about Recycle MORE Minnesota and some great information about the benefits of recycling and ways you can recycle more, go to http://www.recyclemoremn.org.

00    What Can I Do Now? Enironment

What Can I Recycle? • aluminum • appliances • carpet • cell phones • clothing and textiles • compact fluorescent lights • glass • mattresses • other nonferrous metals

Other recycling coordinators, such as Mary Overlee Olson, have a background in education. “My undergraduate degree is in English education with a speech/ theatre minor,” she says, “and I did postgraduate work in public relations. I have found my background in education to become a teacher is helpful now as I work with students and design educational presentations that appeal to and are appropriate for various age groups (about two-thirds of my speaking engagements are to children or youth groups).”

• paper

Certification or licensing

• plastics

No certification or licensing is available for this profession.

• steel • toner and ink-jet cartridges • wood • yard waste

develop good oral and written communication skills, which will help you convince others about the importance of recycling. Postsecondary training Colleges generally don’t offer degrees in recycling coordination, and, in the past, people from a wide variety of backgrounds and experience became recycling coordinators. Today, a bachelor’s degree in environmental studies or a related area and strong communication skills are desirable. Some schools offer minors in integrated waste management. Classes may include public policy, source reduction, transformation technology (composting/waste energy), and landfills.

Internships and volunteerships  Volunteering or participating in an internship with a recycling program in your area during summers off from college or, if necessary, after college, is an excellent way to get experience in the field. Volunteering at a nonprofit environmental organization or a waste-management consulting firm is another way to get practical experience in the field. Most colleges have their own recycling programs, and you may find part-time work during the school year in your own school’s recycling program.

Who WIll hIrE mE?

Jean Lundquist entered college sure she would become either a lawyer or a journalist. She graduated with a major in mass communications with a broadcast emphasis, and a minor in political science. “While still in college,” she recalls,

Recycling Coordinators

“I started working for a local radio station. At the time, there was a bit of controversy about locating an ash landfill in the area. The combination of reporting and learning about the environment was exhilarating, and I knew I wanted to find a job educating people about the environment. I didn’t want a classroom setting, but a real-world setting. When I applied for this job, my boss remembered the way I had reported on issues, and could communicate with people. He gave me a chance to learn on the job, using the skills acquired from my education. Because we are the ‘first generation’ of people in the recycling field, most of my colleagues have come to their jobs through passion rather than through formal education.” After graduating with a degree in environmental studies from the University of Minnesota, Mark Rust was hired by the Minnesota Pollution Control Agency. “I talked to a lot of people and tried to get as many interviews as I could,” he recalls. “As it turns out, I got my job after participating in an interview for another job I had very little qualifications for, but because of that interview I was offered another position, which ultimately started me in my environmental career. My best advice is find something you love to do and do it. If you can get paid for doing your hobby, you are a very lucky person indeed. While every day in my job certainly isn’t like that, I find it increasingly important to have something meaningful to look forward to since I spend about 35 percent of my time each day at work.” Recycling coordinators are almost exclusively employed by some level of

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government; they oversee recycling programs at the city, county, or state level. A limited number of recycling coordinators may find work with waste haulers that offer recycling coordination as part of their contracts to municipalities. Recycling coordinators work in communities of all sizes—from rural countywide programs to urban ones. At the state level, state environmental protection agencies or community development agencies may employ coordinators to administer state grants to and advise local recycling programs all over the state. Large organizations, such as colleges, hospitals, or military bases, are other employers of recycling coordinators. Recent graduates are typically hired by small municipal programs. Most colleges offer career referral services for their students, and city or county governments with openings for recycling coordinators often use these services to advertise positions to qualified graduates. Positions at the state level also may be available. Someone with previous experience with waste management projects, issues, and operations, in addition to the right educational background, is likely to get the more sought-after positions in larger cities and state governments.

WhErE CaN I Go from  hErE?

The position of recycling coordinator is usually the top spot in the recycling program. As a result, advancement isn’t really an option, unless the coordinator moves to another, perhaps larger, municipal program, to a private employer, or

0    What Can I Do Now? Enironment

Did You K now? In 2007 Americans generated approximately 254 million tons of trash, according to Municipal Solid Waste in the United States. They recycled or composted 33.4 percent of this total—an increase of 23.3 percent since 1985.

in some cases, to a different field. There is a fair amount of turnover in the field because recycling coordinator positions, in many cases, are training ground for college graduates who eventually move on to other fields where they use skills they developed as recycling coordinators. Because recycling coordinators develop so many useful skills, they often find work in related fields, such as small business administration and nonprofit organizations or as government administrators. A recycling coordinator with extensive experience may find employment at the state level, working as a recycling expert, a position in some states’ waste-handling departments. Opportunities with private businesses that have in-house recycling needs or with solid-waste management consultants or businesses might also constitute advancement. Finally, recycling coordinators also have the opportunity to expand their own programs. Through their efforts, a modest program with a limited staff and budget could blossom into a full-scale, profitable venture for the community. The coordinator could conceivably extend the scope of the program;

improve links with state or local government officials, the public, and private business and industry; receive more funding; add staff; and otherwise increase the extent and prominence of the program.

What arE thE Salary  raNGES?

Salaries vary widely for recycling coordinators depending on their level of experience and education and the size of the recycling program they coordinate. Salaries also vary in different regions of the country. Positions in areas with a higher cost of living, such as California, Arizona, New York, and Washington, D.C., for example, tend to pay more. Starting salaries range from $22,000 per year in smaller counties or cities to $75,000 and higher for coordinators in larger municipalities. Benefits vary, but most local governments offer full-time employees a benefit package that generally includes paid health insurance; a retirement plan; and holiday, vacation, and sick pay.

What IS thE JoB   outlook?

The outlook for municipal recycling coordinators is strong. According to the National Recycling Coalition, the recycling and reuse industry consists of approximately 56,000 establishments that employ more than 1.1 million people, generate an annual payroll of nearly $37 billion, and gross more than $236 billion in annual revenues. As states strive to

Recycling Coordinators

meet their increasingly ambitious recycling and waste-reduction goals, recycling coordinators—especially those at the local level—will be in strong demand. “This is a great time to enter an environmental field,” says Jean Lundquist. “Expect excitement! This world is changing rapidly, and so do careers. Learn about technology, chemistry, and public relations. Follow your passion!” Rebecca Haug also sees a bright outlook for the field. “With so much emphasis on going ‘green’,” she says, “there will be numerous jobs created in the environmental field—a lot of which will be dealing with how to change what we have already done to our planet and how to reuse things we have tossed away. I see us going back in to landfills and extracting materials to be reused. I also see much more technology being developed to utilize the wind, water, sun, vegetation, etc. This field will be looking for people with good ideas that may or may not work but are worth trying.”

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Mark Rust predicts that opportunities for recycling coordinators will be strong in his state and throughout the country. “Every county in Minnesota and many cities have recycling and solid waste positions that need qualified people to fill,” he says. “State agencies, nonprofits, and private companies also offer many jobs in the recycling and solid waste field. While you won’t get rich working for government, the benefits and stability are definitely an asset (and the pay isn’t that bad either), but the most important thing is you really are in a position to affect real change and lead efforts that impact the people and the world around you for the better. The economy is, of course, in a very bad state these days, but given the benefits recycling plays in saving energy, reducing greenhouse gases, creating jobs, and improving our environment, it’s nice to know there will always be a very real need to teach others about these benefits and help develop programs that people and our world need.”

a a a Renewable Energy Workers sum mary

Definition

Renewable energy is defined as a clean and unlimited source of power or fuel. The renewable energy industry is actually a group of subindustries that provide employment opportunities for people with every type of educational background—from high school graduate to Ph.D.

Alternative Job Titles

(Note: The following is a small sample of career opportunities; there are dozens of unique job opportunities available.) Green energy workers Green-collar workers

Photovoltaic technicians Windsmiths Wind Technicians

Salary Range

$20,000 to $50,000 to $120,650+

Educational Requirements High school diploma (administrative and support positions) Bachelor’s degree (technical and professional positions)

Certification or Licensing Recommended for most technical positions (certification) Required for engineering positions (licensing)

Although many people may think of renewable energy as a new field, people such as Brian Kuhn, the cofounder of Aeronautica Windpower, have been focusing on ways to develop cleaner energy technologies for decades. “In 1975 I graduated from the University of Massachusetts in a special program named bachelor’s degree with individual concentration,” he says. “It allowed me to mix engineering school and business school. My degree was renewable 0

None available for administrative and support positions (certification or licensing)

Employment Outlook

Faster than the average (wind, solar, and bioenergy industries) About as fast as the average (geothermal and hydropower industries)

High School Subjects Varies by specialty

Personal Interests

The environment (all workers); other personal interests vary greatly by specialty

energy systems and business. At the time, the first ‘oil crisis’ was underway, which probably brought energy to my attention. The concept of solar energy (of which wind is a part) just seemed to fit my mental, as well as spiritual, needs (which I still don’t really understand). I don’t consider myself an altruist, but I do believe that we need to take longer-range views on many things, especially taking care of the good ship ‘Earth.’”

Renewable Energy Workers

What DoES a rENEWaBlE  ENErGy WorkEr Do?

Renewable energy is defined as a clean and unlimited source of power or fuel. This energy is harnessed from different sources such as wind, sunlight (solar), water (hydro), organic matter (biomass), and the earth’s internal heat (geothermal). Unlike nonrenewable energy sources such as oil, natural gas, or coal, or nuclear energy, renewable energy is not based on extracting a limited resource. The renewable energy industry can be broken down into the following subindustries: wind, solar, hydropower, geothermal, and bioenergy. A wide variety of career options are available to workers. Additionally, many career skills are transferable from one subindustry to another.

Wind Wind energy has been the fastest-growing energy technology in the world for the past three years, according to the American Wind Energy Association (AWEA). According to the AWEA, the U.S. wind industry contributes directly to the economies of 46 states. In 2007, wind energy made up 5 percent of all renewable energy in the United States, according to the Energy Information Administration (EIA). The wind turbine is the modern, hightech equivalent of yesterday’s windmill. A single wind turbine can harness the wind’s energy to generate enough electricity to power a house or small farm. Wind plants, also called wind farms, are a collection of high-powered turbines that

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To Be a Successful Renewable Energy Worker, You S hould… • have a strong interest in environmental issues • be able to work as a member of a team • have good time-management skills • have excellent communication skills • have good reasoning skills • be organized

can generate electricity for tens of thousands of homes. In order to achieve this capacity, a variety of technical workers are employed in the wind power industry. Electrical, mechanical, and aeronautical engineers design and test the turbines as well as the wind farms. Meteorologists help to identify prime locations for new project sites, and may serve as consultants throughout the duration of a project. Skilled construction workers build the farms; windsmiths, sometimes called mechanical or electrical technicians, operate and maintain the turbines and other equipment on the farm.

Solar In 2007 solar energy made up 1 percent of all renewable energy in the United States, according to the EIA. Its potential as a major energy source is largely untapped.

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There are different ways to turn the sun’s energy into a useful power source. The most common technology today uses photovoltaic (PV) cells. When a PV cell is directly struck by sunlight, the materials inside it absorb this light. Simply put, the activity of absorption frees electrons, which then travel through a circuit. Electrons traveling through a circuit produce electricity. Many PV cells can be linked together to produce unlimited amounts of electricity. The Concentrating Solar Power (CSP) technologies use mirrors to focus sunlight onto a receiver. The receiver collects sunlight as heat, which can be used directly or generated into electricity. The three CSP methods used are parabolic troughs, power towers, and parabolic dishes. Parabolic troughs can produce solar electricity inexpensively compared to the other methods, and can generate enough power for large-scale projects. Power towers can also generate power for large-scale projects, while parabolic dishes are used for smaller-scale projects. Using solar collectors and storage tanks, the sun’s energy can be used to heat water for swimming pools or buildings. Many schools, hospitals, prisons, and government facilities use solar technology for their water use. A building’s design or construction materials can also utilize the sun’s energy for its heating and light through passive solar design, water heating, or with electrical PV cells. Skilled workers are needed for all aspects of solar technology. Electrical, mechanical, and chemical engineers work in research and development departments. Technicians, electricians, install-

ers, and construction workers build and maintain solar projects. Architects, many of whom specialize in passive solar design and construction, design solar-powered structures. Tom Brown is an architect in Steven’s Point, Wisconsin. He specializes in sustainable design, including passive solar and renewable energy, and has won statewide and national awards for sustainable design. “I have been involved in promoting energy-efficient and environmentally-responsive design since serving as a VISTA Volunteer Architect in the 1970s,” he says. “I have always followed my values regarding the environment and the wise use of limited resources in both my professional and in my personal life. This has included several years of providing technical assistance to school-building projects in Mozambique in southern Africa.” Tom says he enjoys the mix of artistic and technical skills that are required of an architect. “It is quite satisfying to walk through a building you have designed and see how it feels,” he says.

hydropower Hydropower is the largest and least expensive type of renewable energy in the United States. In 2007 hydropower energy made up 36 percent of all renewable energy in the United States, according to the EIA. Hydropower uses the energy of flowing water to produce electricity. Water is retained in a dam or reservoir. When the water is released, it passes through and spins a turbine. The movement of the turbine in turn spins generators, which produces electricity. In “run of

Renewable Energy Workers

the river” projects, dams are not needed. Canals or pipes divert river water to spin turbines. Electrical and mechanical engineers and technicians design, construct, and maintain hydropower projects. Biologists and other environmental scientists assess the effects of hydropower projects on wildlife and the environment. Fish farmers develop fish screens and ladders and other migration-assisting devices. Recreation managers and trail planners manage and preserve the land surrounding the reservoir or dam.

Geothermal In 2007 geothermal energy made up 5 percent of all renewable energy in the United States, according to the EIA. Geothermal heat comes from the heat within the earth. Water heated from geothermal energy is tapped from its underground reservoirs and used to heat buildings, grow crops, or melt snow. This direct use of geothermal energy can also be used to generate electricity. Most water and steam reservoirs are located in the western United States. However, dry rock drilling, a process that drills deeper into the earth’s magma, is an innovation that will eventually allow geothermal projects to be undertaken almost anywhere. Employment opportunities in the geothermal industry are excellent for geologists, geochemists, and geophysicists, who are needed to research and locate new reservoirs. Hydraulic engineers, reservoir engineers, and drillers work together to reach and maintain the reservoir’s heat supply.

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The building of new geothermal projects requires the work of electricians, welders, mechanics, and construction workers. Drilling workers, machinists, and mechanics also are needed to keep the drilling equipment in good order. Environmental scientists, chemists, and other scientists are needed to research and develop new technology to reach other geothermal sources of energy.

Bioenergy In 2007 bioenergy made up 53 percent of all renewable energy in the United States, according to the EIA. Bioenergy is the energy stored in biomass—organic matter such as trees, straw, or corn. Bioenergy can be used directly, as is the case when we burn wood for cooking or heating purposes. Indirect uses include the production of electricity using wood waste or other biomass waste as a source of power. Another important biomass byproduct is ethanol, which is converted from corn. [Note: In the past several years, researchers have found that growing biofuels such as corn in an unsustainable manner can actually be harmful to the environment. Carol Werner, executive director of the Environmental and Energy Study Institute, says that the most environmentally friendly biofuels should be made from agricultural waste products (nonedible food products) and from biomass grown on nonagricultural lands.] Chemists, biochemists, biologists, and agricultural scientists work together to find faster and less costly ways to produce bioenergy. Engineers, construction workers, electricians, and technicians build and

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Interview: Chamomile Nusz Chamomile Nusz is the program and marketing director of the Artha Sustainable Living Center LLC in Amherst, Wisconsin. She discussed the center with the editors of What Can I Do Now? Environment. Q.   Can  you  please  tell  us  about  the    center? a. Artha Sustainable Living Center is a place that strives to exist in harmony with our environment. This harmony includes living within the boundaries of our ecosystem as well as being in tune with our inner selves. We lead by example and offer our experiences and expertise to those who wish to learn from us. On site we have a sustainable bed and breakfast, yoga studio, the Solar Thermal Training Center, and a zero-energy home available for tours. We also work with Wisconsin’s Focus on Energy renewable energy program in the solar thermal department. In addition, we do workshops and trainings all over the United States in solar thermal, yoga, living sustainable, and herbs. Artha is a small family-run and -owned business, so I do a little of everything. Q.   Why did  you  decide  to  enter  this  career? a. I live my life with the belief that I can make a difference, and that the work I do each day needs to be moving us toward a better world. This belief in right livelihood has given me the chance to work with many great people, and affect change on an individual, community, and global level. I try and live each day practicing what I preach so that those that I encounter will learn from my actions as well as

my words. I work in a business with my parents who have similar beliefs; because we own our business we get to decide what work we do and for whom. If something is not profitable or we no longer want to do it, we change; it is important to be open to new ideas and to go with the flow. Q. What do you like least and most about your job?  a. The thing I like most about my job is teaching people and watching as these ideas sink in and a whole new way of thinking becomes their reality. It is often accompanied by great excitement and motivation. What I like least is encountering those people with the opposite take on things, people who only want to argue and will not change their view of the world for anything. Q.   What  adice  would  you  gie  to  young people who are interested in entering the  renewable energy/sustainable liing field? a. My advice is to take workshops or classes on renewable energy, probably in the specific technology you are interested in. You will find the most jobs in installation and maintenance, and there are more and more programs becoming available to train people wanting to go into these fields. The more people you know and meet in the field you want to go into the better off you are, so find ways to engage with those people. If there is not someone already doing what you want to do you just might have to create that job. Because it is such a quickly growing industry there are many opportunities; you just need to find them.

Renewable Energy Workers

maintain bioenergy conversion plants. Farmers and foresters raise and harvest crops or other sources of biomass. Truck drivers transport crops to the conversion plants.

Nontechnical Careers: all Sectors  Within all sectors of the renewable energy industry, nontechnical workers are also needed to perform clerical duties, manage workers, sell, market, and advertise products, maintain records, and educate the public. Sales and marketing professionals, advertising workers, secretaries, receptionists, customer service representatives, media relations specialists, personnel and human resources specialists, accountants, information technology workers, and educators are just some of the types of nontechnical workers who work in this industry.

What IS It lIkE to BE  a rENEWaBlE ENErGy  WorkEr?

The work environment will vary depending on the industry and the type of position a worker holds. For example, meteorologists in the wind industry may need to travel to distant sites in order to better gauge wind capabilities for a proposed wind turbine project. Solar industry technicians often travel from site to site in order to install or maintain equipment needed for solar projects such as homes, buildings, or thermal generators. Hydropower industry professionals may perform much of their work outdoors. Biologists and fisheries managers work at or near ponds and rivers. Recreation managers may often find

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themselves developing outdoor walking paths and trails near hydroelectric projects to ensure that vegetation and wildlife are protected. In the geothermal industry, drilling crews work outdoors when they operate heavy drilling tools to locate new reservoirs. Farmers employed by bioenergy companies work outdoors tending their biomass crops. All workers who work outdoors must deal with occasionally extreme weather conditions such as high wind, rain, sleet, snow, and temperature extremes. Many scientists work in laboratories, which are clean, comfortable, and well-lit. Most employees work a standard 40-hour week. Important projects or deadlines may require overtime and weekend work. Administrative support staff, industry educators, research and development workers, sales and marketing staff, and other nontechnical workers often work indoors in comfortable offices. Brian Kuhn is the director of marketing and sales at Aeronautica Windpower (http://www. aeronauticawind.com) in Plymouth, Massachusetts. “We started the company in 2008 with five partners,” he explains. “Our target market is mid-scale (100kW to 1000 kW) machines, for which we think there is a large market. Our company started in refurbishing machines coming from California fields, but we are about to open a plant for new machines. Right now, my primary job is trying to get the entire business off the ground from a marketing and business strategy standpoint. But we’re a startup, which means I also take out the trash. I design and build our Web site, write literature, speak with dealers, do wind appraisals, among other tasks.”

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Global Warming Scientists today are struggling to predict the possible consequences of a phenomenon called global warming. Global warming is the slow rise in our planet’s average temperature. The Earth’s average temperature has increased 1.5°F since the mid-1800s, and scientists estimate that it may increase by 2.5 to 10.4°F in the coming century. The decade of 1998–2007 was the warmest span in recorded history, according to the World Meteorological Association. Global warming has the potential to significantly change the climate in most regions of the world and to alter the balance within many of our planet’s ecosystems. It is already causing flooding in some regions and drought in others. It could lead to the spread of diseases usually associated with warm climates, such as malaria. Ecologists and climate scientists from around the globe are concerned about how this change in our environment will affect humans and other living organisms. What causes global warming? Global warming is caused by an increase in the so-called greenhouse gases, such as carbon dioxide, methane, and nitrous oxide, that trap heat within the Earth’s atmosphere, much as glass panels trap heat within a greenhouse. Greenhouse gases are not all harmful, however. Without them, we could not survive on the earth’s surface. The sun heats the earth, and the earth radiates this heat back into space. If atmospheric greenhouse gases did not trap some of this heat within the earth’s atmosphere, our planet would be extremely cold and uninhabitable.

Global warming occurs when human beings add to our atmosphere’s greenhouse gases by driving cars and trucks, heating buildings, and running factories. The United States is one of the biggest contributors to this problem. In 2005, the United States contributed 21.3 percent of the total global greenhouse gas emissions. What Can We Do? On February 16, 2005, more than 140 governments around the world (but not the United States) ratified the Kyoto Protocol, which required them to limit the greenhouse gases that they create. In the meantime, we can all take steps to minimize the greenhouse gases we add to the atmosphere. Here are a few of things you can do to help: • Whenever possible, walk, bike, or use public transportation instead of driving. • Insulate your walls and ceilings. • Wash clothes in warm or cold water instead of hot water. • Use the energy-saving settings to dry dishes in your dishwasher. • Turn down your water heater thermostat to 120 degrees and wrap your water heater in an insulating jacket. • Clean or replace air filters on furnaces and air conditioners. • Reduce the waste you create by choosing reusable products and products with less packaging. • Recycle. • Use renewable energy resources.

Renewable Energy Workers

Brian worked on the Wind Furnace I (WF-1) project (http://www.ceere.org/ rerl/WF1), one of the U.S. Department of Energy’s first wind power projects in the 1970s. “The WF-1 machine is now heading off to its new home at the Smithsonian Institution,” he says. “My hair is gray now, but it’s great to be back working in renewables, which was my ‘first love.’”

Do I havE What It takES  to BE a rENEWaBlE  ENErGy WorkEr?

If you want to be successful in this field, you need to have knowledge of environmental issues and be passionate about conserving natural resources and making the world a better place. Teamwork is another important skill. The ability to work with large groups of people with varying backgrounds and technical knowledge is a must. You also need to be organized and have strong time-management skills. Al Zeitz, director of the Wind Energy & Turbine Technology Program at Iowa Lakes Community College, believes that good reasoning skills are key to success in the field. “Troubleshooting in some ways is an art,” he says. “Knowing how to systematically work through a problem is a very valuable asset when working with wind turbines. If a person is a good troubleshooter, they will go far in this industry. Leadership and communication skills are also very important for someone interested in moving into a management position someday.” “I believe that there needs to be a good mix of practicality and vision,” says Tom



Brown, when asked what he believes are the most important skills for architects. “Good public-speaking and people skills are essential, since you need to be able to sell your ideas and skills to potential clients, while trying to understand and meet their needs. It’s also important to be able to visually explain concepts to people who find it hard to visualize three-dimensional spaces from two-dimensional drawings. Newer computer-aided drawing (CAD) programs help because they can create 3D models.”

Windows, Not Wind Turbines, Causing Most Bird Fatalities Opponents of the wind industry cite wind turbines as a major cause of bird deaths, but this is untrue, according to the Summary of Anthropogenic Causes of Bird Mortality. Here are the major causes of bird deaths in the United States: Buildings/ windows:

55 percent of deaths

Other:

10 percent

Cats:

10 percent

High-tension lines:

8 percent

Vehicles:

7 percent

Pesticides:

7 percent

Communication towers:

2.5 percent

Wind turbines:

<1 percent

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hoW Do I BEComE a rENEWaBlE ENErGy WorkEr?

Education

High School For many jobs in the renewable energy industry, it pays to have a strong background in science and mathematics. For example, earth science, agriculture, and biology classes will be useful if you plan to work in the hydropower industry researching the effects of a new hydropower project on the surrounding vegetation and animal life. Mathematics, earth science, and chemistry classes will be helpful if you plan to work in the geothermal energy industry identifying and harvesting possible sources of geothermal energy. Physics classes will be helpful if you plan to work in the wind industry designing windmills and turbine engines to capture and convert wind energy into electricity, or “green” buildings and homes of the future. However, you don’t need to be a science or math “geek” to be successful in the renewable energy industry. Computer classes are useful for workers who run design programs, organize research, and maintain basic office records. Finance, accounting, communications, and English classes will be helpful to anyone who is interested in working in the business end of the industry. Taking a foreign language is highly useful since there are opportunities available abroad. Postsecondary training You will need at least an associate’s or bachelor’s degree to work in most techni-

cal jobs in this industry. Courses of study range from environmental science and mathematics to architecture and meteorology. Many people who are employed in the research and development or technical departments of their respective renewable subindustry have bachelor’s or master’s degrees in electrical, chemical, or mechanical engineering. Some scientists have graduate degrees in engineering or the sciences (such as biology, physics, or chemistry). A small, but growing, number of colleges offer classes, certificates, and degrees in renewable energy. For example, San Juan College (http://www.sanjuancollege. edu/pages/4003.asp), located in Farmington, New Mexico, offers a course of study in renewable energy. An associate’s degree or one-year certificate is available with emphasis in photovoltaic applications, as well as a focus on wind, hydro, and fuel cell applications. Four-year degrees in liberal arts, business, or other professional degrees are not required, but are recommended for many nontechnical jobs. For example, a community affairs representative or public relations specialist should have a communications, public relations, or journalism background. Directors of marketing should have a degree in marketing.

Certification or licensing The Association of Energy Engineers (AEE) offers certification in a variety of specialties. To be eligible for certification, a candidate must have a minimum of three years relevant work experience and membership in a professional organization. Most programs consist of classroom

Renewable Energy Workers

work and examination. One of the most popular certifications for engineers is the certified engineering manager (CEM) designation, which is offered by the Society of Manufacturing Engineers. Certification and licensing requirements for other jobs in the renewable industry will vary according to the position. Solar panel installers must be certified in order to work on most projects, especially government contracts. Different associations offer certification needs and continuing education training. For example, the Midwest Renewable Energy Association offers certification for those working with photovoltaics. Contractors in the solar industry must apply for certification to ensure that their structures are sound and in compliance with industry standards. Contact the industry trade associations for specifics on project certification. Most states require engineers to be licensed. There are two levels of licensing for engineers. Professional engineers (PEs) have graduated from an accredited engineering curriculum, have four years of engineering experience, and have passed a written exam. Engineering graduates need not wait until they have four years experience, however, to start the licensure process. Those who pass the Fundamentals of Engineering examination after graduating are called engineers in training (EIT) or engineer interns (EI). The EIT certification usually is valid for 10 years. After acquiring suitable work experience, EITs can take the second examination, the Principles and Practice of Engineering exam, to gain full PE licensure.

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Electricians may require licensure depending on the requirements of their job, as well as the industry sector for which they are employed. All states and the District of Columbia require that architects be licensed before contracting to provide architectural services in that particular state. Though many work in the field without licensure, only licensed architects are required to take legal responsibility for all work. Truck drivers must meet federal requirements and any requirements established by the state where they are based. All drivers must obtain a state commercial driver’s license. Truck drivers involved in interstate commerce must meet requirements of the U.S. Department of Transportation.

Internships and volunteerships  Internships are also a great way to obtain relevant work experience, not to mention valuable contacts. Many of the larger energy companies and nonprofit groups offer internships (either with pay or for course credit) to college juniors or seniors. For example, the National Renewable Energy Laboratory (NREL) offers both undergraduate and graduate students the opportunity to participate in its many research and development programs. Students in the Wind Energy & Turbine Technology Program at Iowa Lakes Community College have to complete an internship to earn a degree. “The internship is designed to be taken during the third semester (summer term),” says Al Zeitz. “The students apply for positions with various companies within the wind industry for the summer. A few of our students

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U.S. Energy Production by Energy Source 000

00

Coal

31.8%

32.7%

+.09%

Natural Gas

27.5%

27.6%

+.01%

Crude oil

17.3%

15.1%

-2.2%

3.7%

3.3%

-.04%

11.0%

11.7%

+.07%

hydropower

3.9%

3.4%

-.05%

Nonhydro renewables

4.8%

6.0%

+1.2%

Natural Gas plant liquids Nuclear

% Change

Source: U.S. Department of Energy

were able to complete their internship with a company called B9 Energy Services in Ireland, which was a great experience.” Volunteer opportunities are available at environmental organizations, industry associations, and at government agencies. They are much easier to obtain than internships and will provide you with valuable experience you can include on your resume.

Who WIll hIrE mE?

The renewable energy industry is a large and diverse field. Employment opportunities in each sector exist at manufacturing or research and development companies, both large and small; utilities; government organizations; and nonprofit groups and agencies. Research or education oppor-

tunities can be found at universities or trade associations. Because the benefits of renewable energy are a global concern, many employment opportunities can be found outside of the United States. It is important to note that while employment in the renewable energy industry can be found nationwide, some sectors of the industry tend to be clustered in specific regions of the United States. A good example of this is the wind power industry. Although wind is everywhere, different sections of the United States are windier than others. For this reason, wind-related projects tend to be most concentrated in the states of California and Texas, other western states such as Colorado and New Mexico, the Pacific Northwest, and the Midwest (especially Illinois, Iowa, and Minnesota).

Renewable Energy Workers

There are a wide variety of employment opportunities in solar energy. Contractors, dealers, distributors, builders, utilities, government agencies, manufacturers, installers, and research and development companies can be found throughout the United States. The Southwest has the greatest potential for solar energy, although states such as Washington, New Jersey, New York, and Pennsylvania have also increased their solar energy development. The Solar Energy Industries Association, a trade organization that supports companies with an interest in solar use, has 13 chapters and more than 600 business members located nationwide. Currently, most geothermal employment opportunities in the United States exist where most geothermal reservoirs are located—in the western states (especially California, Nevada, Utah, Hawaii, and Idaho). However, since magma is located everywhere under the earth’s surface, better technology and more powerful tools may enable geothermal-related projects to be undertaken throughout the United States. Hydropower plants are found throughout the United States. Hydropower projects can be separated into two categories: large hydropower projects run by the federal electric utilities and operated by the Bureau of Reclamation and the Army Corps of Engineers, and nonfederal hydropower dams—about 2,600— licensed by the Federal Energy Regulatory Commission. States that rely heavily on hydropower generation of electricity include Washington, California, Oregon,



New York, Idaho, Montana, Alabama, Arizona, Tennessee, and Maine. Biomass is bulky and thus costly to transport. Because of this, bioenergy projects are located where biomass crops are grown. This is a great benefit for many rural areas of the United States since jobs and their economic benefits are kept close to home. Industry associations are a great source of information, especially when you are looking for your first job. Association Web sites offer industry news, market forecasts, and career information. Professional associations, such as the AEE, also offer career advice and job postings on their Web sites. Many companies recruit on college campuses or at job fairs. Contact your school’s career center for upcoming fairs in your area. Other good job hunting resources are trade journals, some of which may have job advertisements in their classifieds sections. Check out notable renewable energy publications, such as Wind Energy Weekly (http://www. awea.org/wew), Solar Industry (http:// www.solarindustrymag.com), and Solar Today (http://ases.org).

WhErE CaN I Go from  hErE?

Advancement paths depend on the type of position a person holds in the industry. For example, solar panel installers may advance to positions of higher responsibility, such as managing other workers. With experience, they may opt to start their own business specializing in panel

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installation and maintenance. Engineers may start with a position at a small company with local interests and advance to a position of higher responsibility within that same company, such as director of research and development. Or they may move on to a larger, more diverse company, such as a public utility, whose interests may cover a broader area. A nontechnical employee with a background in communications, for example, may advance from the human resource department of a windmill turbine–manufacturing company to handle media and communication requests for a state’s energy program. With the proper expertise and credentials, he or she may advance to direct a nonprofit organization representing a sector of the renewable energy industry.

What arE thE Salary  raNGES?

The U.S. Department of Labor does not provide information on salaries in the renewable energy industry. However, it does report that the median salary for electrical engineers employed in electric power generation, transmission, and distribution (a field that is linked to the renewable energy industry) was $81,280 in 2007. Salaries for all electrical engineers ranged from less than $51,220 to more than $120,650. Annual salaries for nontechnical workers vary according to the position, type and size of the employer, and job responsibilities. The average administrative worker might earn a salary that ranges

from $20,000 to $50,000. Those employed by nonprofit organizations tend to earn slightly less than their corporate counterparts. Most employees receive a standard benefits package including medical insurance, paid vacation and sick days, and a retirement savings program.

What IS thE JoB   outlook?

According to a 2001 National Energy Policy report released by the National Energy Policy Development Group, energy use in the United States increased by 17 percent between 1991 and 2000. However, our energy production increased by a marginal 2.3 percent. Consumption of oil in the United States is projected to increase by 33 percent or more by 2020. Presently, we depend on foreign sources for two out of every three barrels of oil. Natural gas consumption is projected to grow by 50 percent, yet production in the United States will only grow by 14 percent. There is only enough coal in the United States to last another 250 years. Electricity consumption continues to increase faster than conventional methods can produce it, leaving many people and businesses at the mercy of brown outs or black outs. Political instability in foreign countries, increasing costs, an overreliance on fossil fuels, and growing concern about the effects of the use of fossil fuels on the environment have prompted many to look to renewable energy as a source for unlimited power and fuel. Overall, prospects are very bright for green-industry jobs. According to the

Renewable Energy Workers

American Solar Energy Society, green industries currently generate 8.5 million jobs in the United States. The society predicts that the industry could grow to provide 40 million jobs by 2030. Robert Rafson, PE, vice-president of sustainable engineering at Full Circle Sustainability Management Solutions, believes that employment in the field will be strong and varied. He says that opportunities will include those in “research and development (developing new technologies and techniques to install and maintain them), as well as for architects and engineers (to analyze, design, and build both renewable and energy efficiency projects), construction managers, trade managers, shipping workers, rigging workers, crane operators, roofers, electricians, plumbers (solar thermal, geothermal, water reduction strategies), all the way down to laborers.” He cites electrical engineering as being a particularly promising area. “If you don’t have the training for that, [think about being an] electrician, especially one who is not afraid of heights (there presently is a shortage of electrical and mechanical maintenance workers for wind turbine repair nationwide, and this is a growing problem and also limits the implementation of this technology). If not an electrician, [consider being] a crane operator or a plumber and get a job with a solar or geothermal company. There are also going to be increased production jobs in the manufacturing of all types of renewable energy equipment, energy efficiency equipment, other conservation equipment (low and dual flush toilets, for example), and energy-efficient



car production (but this will be taken up by the existing work force; therefore there is not opportunity for expansion, especially in this market). Another option would be work as an insulator. I think there will be an expansion in energy efficiency projects, and insulation will be a big part of it.” The wind industry is the fastest-growing sector of the renewable energy industry. The greatest factor in this growth can be attributed to lower production costs. Better technology and equipment have lowered the cost of wind-generated electricity by about 80 percent in the past 20 years; this almost matches the cost of electricity generated by conventional methods such as coal or nuclear power. Though much of this growth in renewable energy sources is occurring in European countries, it is also evident in the United States. In fact, from 2000 to 2006, world wind capacity quadrupled. The American Wind Energy Association estimates that the U.S. wind energy industry will triple or even quadruple in the next decade. This is good news for windsmiths, engineers, meteorologists, electricians, and other technical workers. Brian Kuhn believes that the employment outlook for the field is very bright. “Right now,” he says, “we’re in a major recession, but the cost of capital is now getting to be less than the cost of fuel, which means that capital-intensive equipment can be a better choice than buying the fuel itself. We need service people, sales people, project managers, financial people, you name it.” Solar energy use is already well established in high-value markets such as

    What Can I Do Now? Enironment

remote power, satellites, and communications. Industry experts are working to improve current technology and lower costs to bring solar generated electricity, hot water systems, and solar optimized buildings to the public. The manufacturing of PV cell systems also presents many employment opportunities. According to the NREL, 67 percent of all PV cell systems are manufactured in the United States. Seventy percent of PV cells manufactured in the United States are exported to other nations, resulting in $300 million in sales every year. Hydropower is an important renewable energy resource because of its abundance and ability to produce electricity inexpensively without harmful emissions. However, some dams and other water reservoirs have been found to harm fish and wildlife located in or near the project site. The industry has responded to such claims by hiring specialists to protect vegetation and wildlife affected by hydropower projects. Two factors may limit growth in the hydropower industry. First, most potential sites for hydropower projects have already been utilized. Second, the licensing process for hydropower projects is slow and inefficient. License requests must be reviewed and approved by federal and state agencies, which often have a conflict in goals and regulations, making it difficult to obtain a license. Improved technological advances, such as more powerful drilling tools, have helped the geothermal energy industry grow in the past few years. Employment opportunities are greatest in the West (especially in California, Nevada, Utah,

Hawaii, Idaho, and Alaska) for the direct use, or drilling, of geothermal energy, and in the Midwest for geothermal heat pumps. However, with advances in technology, employment opportunities will be plentiful throughout the United States. Long delays in obtaining geothermal land leases from the government could hinder the growth of this industry. Bioenergy is also experiencing steady growth. Interest in bioenergy will not only stem from its electricity potential, but also the biofuels converted from biomass such as biodiesel, biobutanol, and ethanol (which grew by 30 percent from 2006 to 2007). The U.S. Department of Agriculture estimates that 17,000 jobs are created for every million gallons of ethanol, an important biomass byproduct, produced. Employment opportunities will exist for chemists, engineers, and agricultural scientists. The U.S. Department of Energy reports that advanced water power—such as ocean, river, and tidal currents—is also beginning to be studied as a source of renewable energy. In 2008, the U.S. government set aside approximately $10 million for research and development in the field. Public interest in renewable energy has grown rapidly in the last decade. Research has brought better technology, lowered generating costs, and even developed other uses for renewable energy. However, there are still many barriers that hinder this industry’s growth potential, including lack of infrastructure to transport renewable energy reliably and competition for local distribution.

a a a Soil Science and Conservation Workers sum mary

Definition

Soil science and conservation workers help study and promote the wise use of soils. The main specialists in the field are soil scientists, soil conservationists, and soil conservation technicians.

Alternative Job Titles

Agronomists Cartographic scientists and technicians Crop scientists Engineering technician aides Physical science technicians and scientists Range scientists and conservationists Range technicians

Soil fertility experts Soil mappers Soil surveyors Surveying technicians

Salary Range

$34,620 to $58,000 to $120,000 (soil scientists) $28,862 to $64,284 to $82,080+ (soil conservationists) $23,460 to $33,520 to $51,040+ (soil conservation technicians)

Educational Requirements Bachelor’s degree (soil scientists and conservationists) High school diploma (soil conservation technicians)

“People ask me, ‘What’s the best part of your job?’” says Astrid Martinez, a soil scientist for the Natural Resources Conservation Service, “and I tell them: being outside mapping soils, looking at the landscape, and differentiating one soil from another. But the best part of all is getting dirty and muddy; feeling the soil between

Certification or Licensing Voluntary

Outlook

About as fast as the average (soil scientists) More slowly than the average (soil conservationists and technicians)

High School Subjects Agriculture Earth science

Personal Interests The environment Science

my fingers. Soil scientist is a career not known by many and a very important one. We should be on the endangered careers list if there is such a list. We need soil scientists. What do you need to do become one? Love the outdoors and do not be afraid of getting dirty or being alone doing your work.” 

0    What Can I Do Now? Enironment

What Do SoIl SCIENCE or CoNSErvatIoN WorkErS  Do?

Soil scientists study the physical, chemical, and biological characteristics of soils to determine the most productive and effective planting strategies. Their research helps produce larger, healthier crops and develop more environmentally sound farming procedures. Soil is formed by the breaking of rocks and the decay of trees, plants, and animals. It may take as long as 500 years to make just one inch of topsoil. Unwise and wasteful farming methods can destroy that inch of soil in just a few short years. In addition, rainstorms may carry thousands of pounds of precious topsoil away and dissolve necessary chemicals to grow healthy crops through a process called erosion. Soil scientists work with engineers to address these issues. Soil scientists spend much of their time outdoors, tramping over fields, advising farmers on crop rotation or fertilizers, assessing the amount of field drainage, and taking soil samples. After researching an area, they may suggest certain crops to farmers to protect bare earth from the ravages of the wind and weather. Soil scientists may also specialize in one particular aspect of the work. For example, they may work as a soil mapper or soil surveyor. These specialists study soil structure, origin, and capabilities through field observations, laboratory examinations, and controlled experimentation. Their investigations are aimed at determining the most suitable uses for a particular soil.

Soil fertility experts develop practices that will increase or maintain crop size. They must consider both the type of soil and the crop planted in their analysis. Various soils react differently when exposed to fertilizers, soil additives, crop rotation, and other farming techniques. All soil scientists work in laboratories. They study soil samples under the microscope to determine bacterial and plantfood components. They also write reports based on their field notes and analyses done within the lab. Soil science is part of the science of agronomy, which encompasses crop science. Soil and crop scientists work together in agricultural experiment stations during all seasons, doing research on crop production, soil fertility, and various kinds of soil management. Soil conservationists and technicians help scientists and engineers collect samples and data to determine soil quality, identify problems, and develop plans to better manage the land. They work with farmers, range managers, agricultural professionals, landowners, and public and private agencies to establish and maintain sound conservation practices. A farmer or landowner contacts soil conservationists to help identify soil quality problems, improve soil quality, maintain it, or stop or reverse soil degradation. Conservationists visit the site to gather information, beginning with past and current uses of the soil and future plans for the site. They consult precipitation and soil maps and try to determine if the way land is currently being used is somehow degrading the soil quality. Conser-

Soil Science and Conservation Workers

vationists consider irrigation practices, fertilizer use, and tillage systems. At least a five- to 10-year history of land use is most helpful. Site observation reveals signs of soil quality problems. The farmer or landowner can point out areas of concern that occur regularly, such as wet spots, salt accumulation, rills and gullies or excessive runoff water that could indicate erosion, stunted plant growth, or low crop yield. Samples are taken from these areas and tested for such physical, chemical, and biological properties as soil fertility, soil structure, soil stability, water storage and availability, and nutrient retention. Conservationists also look at plant characteristics, such as rooting depth, which can indicate density or compaction of the soil. Once all the data are gathered and samples tested, conservationists analyze the results. They look for patterns and trends. If necessary, they take additional samples to verify a discrepancy or confirm a result. They prepare a report for the farmer or landowner. Soil conservation technicians work with soil conservationists to help preserve and protect the earth’s natural resources. They devise plans to control land and water erosion, reforest lands, and improve and preserve wildlife habitat that adhere to government conservation regulations. Soil conservation technicians assist landowners in conserving woodlands, pastures, and range land. They typically work with farmers and ranchers, but recreational landowners often request help, as do home owners. With their knowledge of conservation practices



and engineering and agricultural science, soil technicians know best how to minimize the damage that humans may cause to the land. Most soil conservation technicians work for the federal government, and several programs are available to assist land users with specific problems. By using survey and field information, soil conservation technicians are able to put together plans according to the landowner’s needs, finances, and maintenance requirements. In their work, technicians use basic engineering surveys. They design and implement conservation practices like terraces and grassed waterways. They lay out contours, tile drainage, and irrigation systems; plant grasses and trees; collect soil samples and gather information from field notes; improve woodlands; assist in farm pond design; build manure storage units; make maps; and inspect areas to determine conservation needs. When starting their careers, soil conservation technicians may begin in a variety of aide-level positions that allow them to develop their skills. Cartographic survey technician aides assist mapmakers in surveying public lands and pinpointing certain land features. Engineering technician aides conduct field studies and oversee some phases of construction or irrigation projects. They also manage water resources and define drainage areas on maps. Physical science technician aides study the physical characteristics of soil and produce aerial survey maps used by soil conservationists. In addition to aide positions, soil conservation technicians can also hold a variety

    What Can I Do Now? Enironment

Lingo to Learn cartography The science and practice of mapmaking. cover crop A temporary crop grown to reduce or prevent erosion to farmland. It builds up the soil’s organic content to make it more fertile. geotextile An anti-erosion fabric used to line settling basins, or large holes filled with rocks, dug to displace water flowage. loam Soil that contains a variable mixture of sand, silt, and clay. rangeland The vast area of land, primarily in the western United States, where livestock roam and feed. sheepsfoot A piece of equipment used to tightly pack soil. A five-by-eight-foot roller with blunt prongs sits on the front of a machine, packing dirt as it burrows through the ground. topsoil The surface soil that includes the layer where most plants have their roots.

of entry-level technician positions. Range technicians work closely with range conservationists to manage rangeland, mostly in the western part of the United States. They determine the value of the rangeland, the number of livestock it can support, and the potential for damage caused by animals and erosion. Cartographic technicians perform technical work in mapping or charting the earth. Geodetic survey technicians, who are concerned with measuring the size and shape of the earth, do nonprofessional work in analyzing and evaluating geodetic survey information. Physical science technicians assist professional scientists to set up and operate

measuring instruments and testing equipment, and make routine chemical analysis. Finally, survey technicians conduct field measurements for mapmaking, construction, and dredging operations. They also gather measurements for highways and dams.

What IS It lIkE to BE   a SoIl SCIENCE or   CoNSErvatIoN WorkEr? 

Astrid Martinez has been a soil scientist for 12 years. She started her career with the USDA-Natural Resources Conservation Service (NRCS) in Greenfield, Massachusetts. She has also worked as a soil scientist in Wisconsin and Nebraska and is currently the state soil scientist for the NRCS in Wyoming. “It was not until my second year of college when I took Introduction to Soils that I fell in love with it,” she recalls. “On that first day of class my professor, Dr. Villarubia, taught us the wonders of soils. Since that day, I knew I wanted a career as a soil scientist. Why? Because everything that we have comes from soil, everything we have goes back to soil.” Astrid’s main job is to map, describe, classify, and analyze soils to develop soil maps and soils interpretations. Her work is divided into two seasons: field season and winter season. “During our field season,” she explains, “we go out to the field to map soils. I use digital and satellite images to map soils. This imagery will help me to analyze the areas that I want to visit. I will identify differences in soils based on the landscape, plant communities, geology, or the colors of the

Soil Science and Conservation Workers

photo before going to the field. To get to my sites, most of the time I have to hike them. Once in the field I dig holes to describe the physical and chemical properties of the soil (color, texture, horizon designations, structure, wetness, pH and plant communities, to name a few). This information will help to determine the name of the soil (oh yeah, soils have names; we call them soil series), and to do this I carry an auger and shovel with me all the time, not forgetting my satellite image, topographic map, and my GPS and compass so I don’t get lost.” Once Astrid has compiled all the soils information, she develops a soils map and interpretation. “This is what we call winter season,” she says. “A soils map consists of an aerial photo with line breaks where each soil occurs with its respective label, and it is developed using GIS software. Also, I enter the information in a database to develop soils interpretations.” Astrid says that there are approximately 80 soils interpretations used by the NRCS. These include soil erosion factor, engineering properties, sewage disposal, map unit descriptions, forest land productivity, and physical properties. “These interpretations,” she explains, “are used by realtors, engineers, and tax assessors, to name a few.” Joe Moore has worked as a soil scientist for 32 years. He is currently employed as the state soil scientist for the U.S. Department of Agriculture in Alaska. “Working in Alaska has been the most interesting and challenging part of my career,” he says. “When I first started in the state 26 years ago, most of the existing U.S. literature regarding soils

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did not apply to the state. Existing technical standards and procedures common elsewhere in the United States did not apply to Alaska soil conditions and land use. This provided the challenge to be innovative and develop new methods and procedures that did work. Without compromising technical standards, I and others in Alaska were able to propose and test new ideas, many of which are now accepted and published in the U.S. soils literature. We proposed and achieved a new soil order, Gelisols (permafrost soils), to the U.S. taxonomic system for classifying soils. Gelisols are now recognized in all high latitude areas of the world, and in high mountainous areas also. My work with permafrostaffected soils has allowed me to cooperate with other scientists around the world and to work in countries including Canada, Russia, China, and Tibet.”

Related Jobs • agricultural engineers • cartographers • dairy technologists • drafters • environmental engineers • forestry technicians • horticulturists • land appraisers • range managers • surveying and mapping technicians • surveyors

    What Can I Do Now? Enironment

Do I havE What It takES  to BE a SoIl SCIENCE or CoNSErvatIoN WorkEr?

Most soil science and conservation workers have a love for the environment. They care about the planet’s fragile natural resources and feel deeply committed to seeing those resources protected so future generations can enjoy their use. Astrid Martinez says that soil science professionals should love the outdoors. “Do not be afraid of being alone in the field all day (most of the time we work alone),” she says. “You also need to be able to hike or walk long distance to get to your sites.” But love for the outdoors isn’t all it takes to work in this field. You must have comprehensive knowledge of land and water characteristics and be able to apply those characteristics to practical solutions. You must understand how humans, livestock, and weather affect natural resources, both in the long- and short-term. Soil science and conservation workers are analytical and can assess complex data, use surveys and other equipment, and read and interpret maps. Clear communication, both oral and written, is important. Soil science and conservation workers write clear, concise plans; explain the results of tests and assessments; and make recommendations. “Our ideas and work efforts have little impact unless we can clearly and concisely explain them to others,” says Joe Moore. “We can only learn new ideas and concepts if we can effectively listen to and understand the ideas of others. This is true in almost every profession. In addition to effective communication, the

motivation and enthusiasm to work hard, always learn new things, and to try new ideas are important qualities.”

hoW Do I BEComE a   SoIl SCIENCE or   CoNSErvatIoN WorkEr?  

Education

“I did not know what I wanted to major in when I first entered college, so I took several varied classes in physical and social sciences,” Joe Moore recalls. “Ultimately, I discovered that physical geography best fit my interests. It focused on the complex interrelationships between various natural sciences and gave me a good understanding of the natural processes that occur around us every day. I studied soil science as part of the overall discipline of physical geography. Soils are a direct reflection of these interrelationships, especially between geologic materials, landforms, plant and animal life, climate, and time. I then completed a master’s degree in physical geography focused on soil science.” High School While in high school, would-be soil science and conservation workers should concentrate on mathematics, especially algebra. Figuring out conservation plans involves working extensively with numbers, measurements, and ratios. Both oral and written communication is needed for report writing and discussing complex issues with land users. Interested students should also take biology, for a background in plants, and earth science

Soil Science and Conservation Workers

or geography to acquire a good understanding of the natural sciences. Joining Future Farmers of America is another good way to explore what this career is all about. Science clubs that focus on problem solving, such as Science Olympiad, would also provide valuable experience. Postsecondary training A bachelor’s degree in soil science, natural resources, agronomy, or agriculture is the minimum educational requirement to become a soil scientist. “The most important part,” says Astrid Martinez, “is to have 15 semester hours in soil-related subjects such as soil genesis, pedology, soil chemistry, soil physics, and soil fertility. Geology and GIS classes are also recommended.” A master’s degree is required to work in research and teaching positions. Soil conservationists hold bachelor’s degrees in areas such as crop or soil science, forestry, general agriculture, range management, and agricultural engineering. Research and teaching positions require further graduate-level education in a natural resources field. Though government jobs do not necessarily require a college degree (a combination of appropriate experience and education can serve as a substitute), candidates with a college education usually have an advantage. Although it’s still possible to become a soil conservation technician with just a high school diploma, many technicians have degrees in environmental studies, agronomy, general agriculture, or crop soil science. A few have degrees in related fields such as wildlife biology, forestry, and range management. Soil technicians must have some practical knowledge



in soil conservation, and a lot of this is obtained through on-the-job training and experience.

Certification or licensing Many soil scientists and conservationists pursue voluntary certification to enhance their careers. The Soil Science Society of America and the American Society of Agronomy offer certification in the following areas: crop advisory, agronomy, and soil science/classification. In order to be accepted into a program, applicants must meet certain levels of education and experience. Soil science technicians do not need to be certified or licensed; however, becoming certified can improve one’s skills and professional standing. Most government agencies require applicants to take a competitive examination for consideration.

Internships and volunteerships Government and private agencies offer a variety of internships to college students who are interested in soil science and conservation. Contact agencies such as the Natural Resources Conservation Service and the Bureau of Land Management for details. Information on volunteer opportunities with federal environmental agencies— including the Bureau of Land Management, Bureau of Reclamation, Fish & Wildlife Service, Forest Service, National Park Service, Natural Resources Conservation Service, U.S. Army Corps of Engineers, and U.S. Geological Survey—can be found at http://www.volunteer.gov/gov.

    What Can I Do Now? Enironment

Astrid says she benefited greatly from her participation in a summer internship with the NRCS. “I learned more about the importance of soils, why we have soil surveys, and how we make them,” she recalls. “This internship and my trainer Milton Cortes helped me to realize that what I wanted to do was to be a soil scientist for the NRCS to map soils and help to conserve the land.” Joe feels a research assistantship he participated in was especially worthwhile to his career development. “Quite honestly,” he recalls, “my interest in soils

To Be a Successful Soil Professional, You Should… • have a strong love of the environment • not be afraid to get your hands dirty • be in good physical condition • be able to work alone at times • have good analytical skills • be able to assess complex data • be able to use surveys and other equipment • have the ability to read and interpret maps • have excellent communication skills • be motivated and enthusiastic

became more focused when I was offered a research assistantship to study soils as a method to predict natural conditions (climate, vegetation, landforms) that occurred at archeological sites. Here I began to see how soils directly reflect the interrelationships between other sciences, plus most of my work was outdoors. This ultimately led me to a career as a field soil scientist.”

Who WIll hIrE mE? 

“USDA agencies such as the NRCS and the Forest Service need soil scientists,” advises Astrid Martinez. “Contracting and engineering companies need them as well. You can do volunteer work or a summer internship with any of these so you can have a feel for the work and open the door for a future job with them.” At the federal level, most soil professionals work for the Natural Resources Conservation Service, the Bureau of Land Management, the Forest Service, and the Bureau of Reclamation. Others work for agencies at the state and county level. Soil professionals also work for private agencies and firms such as banks and loan agencies, mining or steel companies, and public utilities companies. Some workers are self-employed consultants that advise private industry owners and government agencies. Joe Moore says that there tend to be a lot of entry-level opportunities for soil professionals at consulting firms. Soil professionals who work overseas may be employed by the U.S. Agency for International Development. If you’re in school, you can gain experience by working a summer job in your field

Soil Science and Conservation Workers

of interest. Contacts made on summer jobs often lead to permanent employment, and your school’s career services office should be able to help you find work. In the spring, government representatives usually come to schools to talk with graduating students about opportunities in their agencies, and these recruitment sessions could lead to a job. In order to be considered for a position, you can expect to take the civil service examination and fill out the required government application. Many students begin this application procedure during their final semester before graduation.

WhErE CaN I Go from  hErE? 

Soil scientists and conservationists advance by receiving salary increases. The nature of the job may not change appreciably even after many years of service. Administrative and supervisory positions are few in comparison with the number of jobs that must be done in the field. Opportunities for advancement will be higher for those with advanced degrees. For soil scientists and conservationists engaged in teaching, advancement may translate into a higher academic rank with more responsibility. In private business firms, soil professionals have opportunities to advance into positions such as department head or research director. Supervisory and managerial positions are also available in state agencies such as road or conservation departments. The Natural Resources Conservation Service classifies different ranks, or grades, of soil conservation technician;



what separates one rank from another is usually the number of years of experience you have and the specialized skills you’ve acquired through field work and training courses. Many soil professionals choose to go to higher ranks, and with each advancement comes an increase in salary as well as additional duties and responsibilities. As these duties increase, the amount of time spent in the field tends to decrease while the amount of time spent behind a desk increases. For some soil professionals, working outdoors and being with people and solving their problems are the parts of the job they love. Soil conservation technicians also have the option of becoming conservationists with private companies. Research and testing firms have increased their hiring of conservationists in response to the demand for environmental impact statements and erosion control plans. These firms help private companies monitor water near logging sites and advise on tree harvesting practices.

What arE thE Salary  raNGES?

Median earnings for soil and plant scientists were $58,000 in 2007, according to the U.S. Department of Labor. Some scientists earned less than $34,620, while others earned $100,800 or more annually. Federal mean salaries for soil scientists were higher: in 2007, they made $72,800 a year. Government earnings depend in large part on levels of experience and education. Those with doctorates and a great deal of experience may qualify for

    What Can I Do Now? Enironment

higher government positions, with salaries ranging from $80,000 to $120,000. The majority of soil conservationists work for the federal government, and their salaries are determined by their government service rating. In 2007 the average annual salary for soil conservationists employed by the federal government was $64,284, according to the Occupational Outlook Handbook. Starting salaries for those with bachelor’s degrees employed by the federal government were $28,862 or $35,752 in 2007, depending on academic achievement. Those with master’s degrees earned a higher starting salary of $43,731 or $52,912, and with a doctorate, $63,417. Salaries for all conservation scientists ranged from less than $32,750 to $82,080 or more in 2007. Median earnings for forest and conservation technicians (including those who specialized in soil science) were $33,520 in 2007, according to the U.S. Department of Labor. Salaries ranged from less than $23,460 to more than $51,040 annually. County and state wage scales vary widely across the country. Salaries in state and local governments tend to be lower than federal government salaries. Private industry wages, however, are comparable to the federal government’s. Soil science and conservation workers who work for large private firms and local, state, and federal government agencies usually receive generous benefit packages.

What IS thE JoB   outlook? 

Employment within the field of soil science is expected to grow about as fast as the

average for all occupations through 2016, according to the Occupational Outlook Handbook. “Employment opportunities for soil scientists vary around the country and also vary depending on the area of specialty,” says Joe Moore. “Employment opportunities for soil surveyors or mappers, like myself, have slowed since many areas of the United States are now completed. There are more job opportunities, however, with private companies whose work involves wetland soils, soils engineering, or contaminated soils. These companies are kept busy helping businesses and developers keep in compliance with environmental laws and regulations. There are always employment opportunities in soil science related to agriculture. This is especially true with work involving crops for biofuels and also work to increase food production worldwide.” Because most soil conservation workers are employed by the federal government, employment opportunities are largely tied to government spending. It is always difficult to predict future government spending policies, but the issue of soil conservation is currently a pressing one. A large portion of America’s farmland has suffered from some sort of erosion, and only by continued work on this problem will we be able to preserve our soil and prevent further damage. The public demand for responsible land management and environmental protection almost assures the need for soil professionals. Several government incentives and programs exist to help farmers and landowners use their land wisely, and soil conservationists and technicians are needed to implement these programs.

Soil Science and Conservation Workers

The Natural Resources Conservation Service works with all aspects of conservation and land use, including wildlife habitat, reforestation, and recreation. As more soil technicians and conservationists are needed to provide technical assistance to land users, more jobs in the NRCS should open up. Because government regulations require private companies to comply with standards and procedures to assure environmental protection, there should be an



increase in jobs for soil technicians and conservationists in the private sector. Most of these jobs will be in research and testing firms who do environmental impact statements and ground and water testing. Today there is a strong emphasis on protecting our natural resources, preventing further damage to our environment, and cleaning up our soil and water. As long as this trend continues, there will be jobs for soil science and conservation workers who know how to do this work.

a

Section 3 Do It Yourself

3    What Can I Do Now? Enironment

Imagine living in a city full of polluted air. The brown smog is so thick that it’s difficult to breathe and see. The landfills are overflowing, and they’re leaking chemicals into the groundwater that you drink. Sewage, chemicals, and solid waste are dumped into the ocean, destroying sea life and causing beaches to be closed. Animals and humans are becoming sick from chemical pesticides. Does this sound like a fictitious horror story? It’s not. Each of these types of environmental problems has actually occurred somewhere in the United States. We all know that many things need to be done to clean up the environment and prevent or cut back on further pollution. If you are considering a career in an environmental field, getting involved in environmental projects as a student is an excellent way to get valuable experience and give yourself a big head start in your chosen profession. How? By organizing and participating in projects such as cleanup days, water pollution monitoring, recycling, and so on, you have a chance to develop your skills in problem solving, organizing, teamwork, communication, leadership, and research. Another big plus is that you will build up experience—something all newcomers to the job market complain about: “They say I need experience to get the job, but how can I get experience if they won’t give me a job?” Here’s your chance. Create your own opportunities to get experience. One thing most environmental workers share is a passion for the environment and a desire to get things done. This field is more like a calling than a job for some,

and it takes dedication and the willingness to stand up for what you believe in, no matter what the opposition says. If you’re the kind of person who sees a problem and says, “Somebody should do something about this,” step aside. The environmental field needs people who see a problem and say, “What can we do about this?” Consider the following story. Nine-year-old Kory Johnson from Phoenix, Arizona, started a group called Children for a Safe Environment after her 16-year-old sister died from a heart ailment that was likely caused by polluted well water her mother drank while pregnant. Her group’s first goal was to prevent a nearby incinerator from burning hazardous waste near her town. Kory wrote letters to the governor, local newspaper, department of environmental quality, and health department. To inform local residents, she mailed out countless letters and fliers. In addition, she spoke to the press about the issue at the incinerator site. Her group also held a protest at the state capital, as well as a candlelight rally, where members of her group spoke for three hours about protecting the environment. As a result of Kory’s efforts and the help of her mother, Greenpeace, and many volunteers, the governor announced that the incinerator project was off, even though the Arizona state government had already made a deal with the company to build it. Without Kory’s strong commitment to getting the public involved in her cause, that incinerator might be burning hazardous waste today. This is just one of many examples of young people who have taken the initia-

Do It Yourself

tive and made a difference—despite often being told that they couldn’t. Too often “young people feel very isolated and powerless,” says Isabel Abrams, treasurer of Caretakers of the Environment, U.S.A. Don’t. Too often, while they’re still students living at home with their parents, young people believe their lives don’t really begin until they’re adults living on their own. Don’t. If you see an environmental problem in your community, don’t sit around and wait for somebody to do something about it; ask yourself, “What can I do about this?”

❑ rEaD BookS aND  pErIoDICalS

Looking for detailed information on environmental issues? If so, your high school or local library is a great place to start. There, you’ll find books and periodicals about environmental issues such as global warming, acid rain, deforestation, and endangered species; famous environmentalists such as Rachel Carson, David Brower, and Al Gore; competitions (like the Canon Envirothon); career options (such as environmental lobbyist, writer, or engineer); and almost any other topic you can think of. For a great list of books and periodicals about the environment, check out “Get Involved” and “Read a Book” in Section 4.

❑ Surf thE WEB

You are probably already familiar with the Internet. You probably use it for research, to communicate with friends, and you

33

may even have a page on MySpace. But did you know that the Web also offers countless resources for those who are interested in the environment? You can surf the Web to find environmental associations, blogs, competitions, college programs, glossaries, company information, worker profiles and interviews; the list goes on and on. So surf the Web, and begin learning about the environment! To help get you started, we’ve prepared a list of what we think are the best environmental sites on the Web. Check out the chapter “Surf the Web” in Section 4 for more information.

❑ takE ClaSSES

Every high school offers at least a few environmental classes. For example, Jericho Senior High School in Jericho, New York, offers the following environmentally oriented courses: Physical Setting/Earth Science, Living Environment, Advanced Placement Biology, Environmental Chemistry: Chemistry in Our Community, and Advanced Placement Environmental Science. Be sure to take advantage of the opportunity to take any classes that are available at your school. This will help you learn about environmental issues and careers in the field.

❑ JoIN a SChool CluB

Many schools already have environmental clubs or groups for you to join. If your school does not, start one. You’ll need a teacher to sponsor your club and, of course, you’ll need at least two or three

3    What Can I Do Now? Enironment

other students who are interested in working on environmental projects. Ask around school to find out who’s interested. If there doesn’t seem to be much interest, create some. Here’s your first environmental problem: educating the public (your peers) about environmental issues. Most people are too busy doing what they’re already interested in to pay attention to things they don’t know much about. Your job is to get them involved by getting them concerned about something. How? Tell them about it between classes, at lunch, during homeroom. Write about it in the school newspaper, in your local paper, in your term paper. Take pictures and display these on posters or bulletin boards. It’s much easier to generate interest for a club if you have an immediate problem to tackle. People are motivated right away and your chances of success are much better. Consider the following two examples: Miranda wants to start an environmental club because she likes nature and recycling and thinks what is happening to the rain forest is really bad. She talks to some friends at school, and the substitute math teacher agrees to be the sponsor. At their first meeting five people show up. Miranda calls the meeting to order and says, “So. Here’s our environment club. What do we want to do?” Nobody really says much. They all just kind of look at each other until someone makes a joke and everybody bursts out laughing. There are a few attempts at bringing the discussion around to something environmental, but eventually everyone ends up talking about the upcoming football game. Then it’s time for the meeting to end.

Veronica is disgusted with all the trash that litters the highway near her school. She talks to some friends about it and they agree it’s an eyesore. So does the substitute math teacher. They decide to start an environmental club with the immediate goal of cleaning up the trash by the highway. They take some pictures and arrange to set up a small table in the lunchroom during lunch hour where they can display the pictures and talk about the project and the club to the people who wander by. At the first meeting 20 people show up. Veronica calls the meeting to order and says, “What are we going to do about this trash problem along the highway?” Everyone just kind of looks at each other until someone makes a joke and everybody bursts out laughing. Veronica laughs, too, then says, “No, seriously, what can we do?” One of the guys says, “We could organize a cleanup day,” and then pretty soon everyone is talking. The meeting ends with the group setting a date for the cleanup day, appointing a committee to paint posters to advertise it, assigning a student to write an article about it for the school paper, and assigning another student to contact the state Adopt-a-Highway program. Which club do you think is going to be more successful?

❑ takE aDvaNtaGE of  your SummEr vaCatIoN

Another good way to learn more about the environment is to participate in summer programs at colleges and universities. This will give you the opportunity to meet other

Do It Yourself

young people who are interested in the field and interact with environmental educators and other professionals. Summer programs usually consist of workshops, seminars, and outdoor activities that introduce you to the field. Summer programs are covered in depth in Section 4.

❑ JoIN aN  ENvIroNmENtal  orGaNIzatIoN

Countless local, national, and international environmental advocacy organizations are seeking motivated young people just like you who care about the environment and want to make a difference in the world. These organizations often offer youth programs or even separate youth chapters that you can join for a small fee. Activities include letter-writing campaigns to save the rain forest, restoring natural areas, recycling campaigns, participation in peaceful protests, or cleaning up trash in your neighborhood. Some of the major organizations that offer membership for teens include Earthwatch Institute (http://www.earthwatch. org), Friends of the Earth (http://www. foe.org), Greenpeace (http://www.greenpeace.org/usa), and the Sierra Student Coalition (http://ssc.sierraclub.org/). Don’t forget professional associations, too. Many offer membership to high school and college students. Membership benefits include the chance to participate in association-sponsored competitions, seminars, and conferences; subscriptions to magazines (some of them geared specifically toward students); discounts on

3

products and activities; mentoring and networking opportunities; and access to financial aid. See “Look to the Pros” in Section 4 for more information on environmental organizations and associations that offer student membership.

❑ vISIt a NaturE CENtEr  or NaturE arEa

Many cities and towns have nature centers where you can learn about the environment and view the local flora and fauna of your area. For example, the Sand Ridge Nature Center is a 235-acre preserve in South Holland, Illinois, a suburb of Chicago. It features a variety of habitats, including oak savannas and woodlands, prairies, a pond, marshes, and ancient sand dunes. Its visitor center offers information about the region’s natural and cultural history and features an exhibit room that offers interpretive displays and native wildlife such as fish, turtles, and snakes. Naturalists lead hikes and other nature-based activities. Visiting such a place will provide you with an excellent introduction to the environment and even give you a glimpse of a few possible careers in the field. Ask your science teacher to arrange a field trip to one of these centers. Of course, you can always go on your own or with some friends on a weekend or day off. Another way to learn more about the environment and environmental issues is to simply get outdoors and take a hike in a forest preserve, state park, or other natural area near your home. It’s a good idea to bring a field guide that explains

3    What Can I Do Now? Enironment

the local ecology to help you get a fuller understanding of what you see as you hike, along with the challenges this natural area may face (such as suburban sprawl, pollution, etc.). Does the work of nature center professionals interest you? Maybe you’re on your way to becoming naturalist or environmental educator.

❑ WrItE lEttErS

Environmental activist Robert F. Kennedy Jr. was once asked, “What’s the most effective thing an individual can do to protect the environment?” Mr. Kennedy answered, “Write letters. Write personal letters to decision-makers. They keep a special file for personal letters, and they calculate that for every person who writes a personal letter, there are 5,000 who hold the same opinion. So write letters!” Keep that in mind if you feel that your letters won’t matter, because they will. Contacting your member of Congress about environmental issues can be very effective, but before you do so there are some facts you need to know. There are two senators in your state and one representative in your congressional district, and you should choose your correspondent from these three people. This is because members of Congress traditionally think in terms of their responsibility to people who live in their geographic districts. Letters written to Congress members in districts other than your own will probably be sent back to your local representatives anyway. It is a good idea to contact the senator who belongs to the same

political party as the president, because his or her office can often get things done faster and more efficiently. If both senators belong to the same party, you should contact the one with more seniority. To find out who your local representatives are take a trip to the library. The library has many reference books about Congress, and the following reference book is an excellent source of more in-depth information on senators, local representatives, and congressional committees and subcommittees: Congressional Staff Directory (Washington, D.C.: CQ Press, 2008). This directory is updated continually, so you should find the most recent edition. This book will give addresses, phone numbers, Web sites, and other information for every Congress member in the country. For those of you with access to the Internet, similar Congressional information is available at the Web sites of the U.S. Senate (http://www. senate.gov) and U.S. House of Representatives (http://www.house.gov). Once you know to whom to write, you need to determine what to write. A very important fact to note is that members of Congress take into consideration how much effort people put into contacting them. Therefore, you should write a personal letter because it means more than a form letter, phone call, telegram, or signatures on a petition. However, this does not mean that long letters are better (or that you can’t send a form letter, copies of which are often available at the Web sites of environmental advocacy organizations). Letters that you write should be short (ideally only one page) and to the

Do It Yourself

point. Your letter should be specific and informative, not rhetorical or bombastic. Congress member Morris Udall said once, “I usually know what the major lobbying groups are saying, but I don’t often know of your experiences and observations, or what the proposed bill will do to or for you.” Therefore, let your members of Congress know what the problem is, how it affects you, and what he or she can do to help. The most useful letters are factual accounts of your own personal experiences. You should not send letters at the last minute, since it takes time for all of the decision making to get done. Make sure you include your name and address, typed or printed, so your representative or senator can get back to you. If you do not hear from him or her in three to four weeks, send a follow-up letter. Finally, always remember that if your Congress member helped you or tried hard to help you, send him or her a note of appreciation. Are you good at this? Maybe you’re on your way to becoming an environmental activist or a lobbyist.

❑ plaNt trEES

Planting trees is a task with which many environmental groups are involved. For example, the Sierra Club often needs volunteers to help plant trees. On your own, you can plant trees around your school and, depending on the amount of land available, do much more with the landscape. For example, students at Jefferson High School in Rockford, Illinois, planted trees and shrubs along a drainage ditch

3

and established a pine plantation and a prairie restoration area on school land. Working on school property requires talking to officials in the school district to get permission. Next, you will need to get the trees, shrubs, seeds, and other materials that your planting project requires. Often, organizations may donate trees or sell them to you very cheaply. For example, the group at Jefferson High School received trees from a conservation service at no cost. If you can’t get anyone to donate trees, you’ll have to raise money to buy them. Is someone in your club artistic? Have him or her create a special design and put it on a T-shirt. Yard sales, bake sales, car washes, pet washes, carnivals, theater performances, music performances, and raffles are other common ways of raising money. Are you good at this? Maybe you’re on your way to becoming an arborculturist, landscaper, grounds manager, or forest ranger.

❑ Buy raIN forESt aCrES

The environmental club from Erindale Secondary School in Mississauga, Ontario, Canada, raised money to buy acres of rain forest land for $25 an acre. Each acre was then protected by a program established by an international environmental organization. Their goal was to buy 75 acres, and they ended up raising enough money to adopt 280 acres. The club educated students in homeroom for a week, and then each homeroom tried to buy an acre, creatively raising the money to do so. Some of the fund-raising activities that took place

3    What Can I Do Now? Enironment

included sending $2 singing telegrams to students in class, a teacher-student basketball game (that earned almost $1,000 in ticket sales), and a booth to sell hot dogs and hamburgers made with meat that did not come from former rain forest land. Students also bought their families Christmas presents of rain forest acres. Are you good at activities like this? Maybe you’re on your way to becoming a fund-raiser.

❑ ClEaN up

Cleaning up the environment is another project that students can undertake. You can approach this in a few different ways. First, there may already be a creek or river cleanup project taking place in your community that you can join. A good way to determine what projects are currently underway is to contact your state Environmental Protection Agency, state or county department of public health, county soil and water conservation service, or department of environment. They will tell you what cleanup projects they themselves are working on, and may know what projects other groups are working on. An example of a project started by a group outside city or state departments is a rivers project that originated at Southern Illinois University—Edwardsville. Hononegah High School in Rockton, Illinois, took part in this. The students collected data from one section of the river to determine how polluted it was. The college put this data into a database on the Internet, along with data from the other participants. Since each group of

participants sampled different sections of the river, they created a valuable database regarding pollution levels in various areas of the river. You can also start your own cleanup projects in your city. You will need to get permission from the city to do so, which should not be a problem. City officials are generally very cooperative with volunteers who are willing to clean up a polluted area of the city. Make sure to let them know if you have plans to plant any trees or shrubs on city land. Another way to get involved in a cleanup is to participate in an Adopt-aHighway program, which exists in many states. Through this program, your group can adopt a section of a state road to keep clean. You will need to call your state department of transportation for more information, since each state and each district within a state may have different procedures. Generally, the supervisor of your group will fill out an application to adopt a highway and request a specific state route that your group is interested in cleaning up. The section of adopted road is approximately two miles long, although it may be longer, and a sign is put up along the road with the name of your group. Your responsibility is to clean up the trash littered along your section of highway, which must be done once every one to two months during a designated time span. You must notify the bureau of maintenance at the department of transportation, so that they know when and where to pick up the bags of trash, which you leave along the road when finished. Are you good at this? Maybe you’re on your way to becoming a groundwater

Do It Yourself

professional, soil conservationist or technician, soil scientist, or pollution control technician.

❑ rECyClE

Your school doesn’t have a recycling program? Start one. You will need to seek permission from your principal. If your principal feels that you need to discuss the idea with your school board, you may have to present it to them. Generally, school officials have no problem with recycling programs, as long as they know your group will take care of the recyclables. You must present a clear, well-thought-out plan to both your principal and the board. Remember, you’re handing them a solution to a problem, not another problem. Do some research on the Internet on what other schools have done to find out what works and what doesn’t. For any recycling program to work, it must be just as easy for people to recycle as it is for them to do what they used to do with their trash. And they have to know about it. You’ll need plenty of posters, school newspaper ads and articles, and announcements by teachers, as well as the example set by those who do recycle, to motivate the rest. If your school already has a recycling program, see how much is really recycled. It may be that only soda cans and paper are recycled. Plastic jugs, tin cans, glass containers, and milk cartons from the cafeteria can be recycled in many communities. If the cafeteria does not recycle, talk to the principal about changing this. A nineyear-old from Vancouver, Washington, for example, wrote a letter to his school principal requesting that their school start

3

recycling when he found out that they did not. In return, he received a thank you note from the principal, and the school started to recycle. Simple as that. If a nine-yearold can do it, so can you. While you’re looking into cafeteria recycling practices, take a look at what type of trays and cups are used. Are they using Styrofoam or paper? If your school still uses Styrofoam, you can tackle the challenge of getting them to switch to paper. Often, Styrofoam is used because it’s cheaper. Paper can be recycled, however, and it is biodegradable, making it worth a bit more expense. You will need to go to the principal again, and probably the school board, to request that paper be used instead of Styrofoam. Most likely you will run into some opposition here, because school boards are always concerned with cost. The board may not want to pay more for paper. However, if you can persuade them that the majority of students would rather pay a little extra for paper, you will have a much better chance of succeeding. To gain student support, educate your peers on the detrimental effects of Styrofoam on the environment, the recycling qualities of paper, and the cost difference between the two. You can also take a look around the rest of your school to see which conservation practices have been implemented, and which ones need to be. So much paper is used in schools—by teachers, students, and office personnel—that it makes sense to use recycled paper. You can find out in the school office if recycled paper is ordered by the school for teachers to use. If not, you can take on the project of getting the school to switch to recycled paper.

0    What Can I Do Now? Enironment

You can also come up with ways to reduce the amount of paper used and propose these ideas to the principal. In addition, you can examine the use of art supplies. Petroleum, a nonrenewable resource, is used in some paints and crayons. Some supplies also contain chemicals that are bad for your health, such as formaldehyde and toxic solvents. If your school uses supplies made with these chemicals, encourage them to use alternative supplies. Are you good at this? Maybe you’re on your way to becoming a recycling coordinator.

❑ SavE ENErGy

You might also want to find out how much water and energy your school uses each year. If your school does not use lowflow toilets or water-reducing devices on faucets, for example, see if this can be changed. In addition, your school may not use fluorescent light bulbs or compact fluorescent light bulbs, which are more energy-efficient than regular bulbs. (But if you use compact fluorescent light bulbs, be sure to dispose of them properly when they break or stop working: they contain a tiny amount of mercury, which is a dangerous neurotoxin and environmental contaminant.) Energy use can also be decreased by turning off lights and heating or air-conditioning when no one is in the building. What about home energy use? Start a campaign to educate students about ways to save energy at home. Learn about insulation, thermostat settings, water use, light bulbs, efficient home heating and cooling systems, and windows and doors, and share your knowledge.

Are you good at this? Maybe you’re on your way to becoming an energy conservation technician.

❑ GEt aN INtErNShIp

Another great way to get valuable, handson experience is to work as an intern, either after school, on the weekends, or during the summer. To be perfectly honest, there are many more internships available for college students. But that shouldn’t keep you from trying to locate a local environmental nonprofit organization, nature center, or government agency that would be willing to exchange experience for a little extra help. Start with the obvious places. Ask your science teachers if they know of any environmental companies or organizations in the area that offer internships. Contact adults you, your parents, or your teachers know who work in the environmental field. Visit the Web sites of professional associations and environmental organizations to see if they have any available opportunities. If you still have trouble finding an internship, visit http://ecojobs.com and http://envi ronmental-jobs.com, which lists internships for high and college students.

❑ CoNDuCt aN  INformatIoN INtErvIEW/ JoB ShaDoW a WorkEr  IN thE fIElD

Talking with environmental professionals and shadowing them for a day will help you learn more about the pros and cons of working in the field. For example, you might learn that ecologists don’t get

Do It Yourself

to spend all their time outdoors like you thought, but instead have to spend a lot of time at a computer writing reports and summarizing their research. Information interviews consist of a phone or in-person conversation with a worker about his or her job. You can ask them why they chose their specialty, what tasks they do daily, what types of tools and other equipment they use to do their jobs, what personal skills are required, and how they prepared for work in the field. Here are a few basic rules when conducting an information interview: dress and act appropriately, arrive or call on time, have written questions prepared, listen closely and don’t interrupt the subject while he or she is talking, have a notepad and pen ready to record the subject’s responses, don’t overstay your welcome (if the subject has volunteered 20 minutes of his or her time, then stick to that time frame), and be sure to thank the subject both verbally and in writing (send a thank you via mail soon after the interview) for his or her time. Job shadowing simply means observing someone while they do their job. In the case of an environmental engineer, for example, you might shadow them as they work in offices, laboratories, at work. A few rules to follow when shadowing a worker are dress and act appropriately, arrive on time, take plenty of notes, pay attention (if the job seems boring, don’t say so!), follow the ground rules established by the subject, and thank the subject both verbally and in writing for the opportunity. Ask your science teacher to help arrange an information interview or job shadowing opportunity. Perhaps one of your parents has a friend who is a biolo-



gist, ecologist, or solar technician you could job shadow. You could also take the initiative and call or email the public relations department of an environmental company or organization near you to see if they can refer you to someone. Some environmental associations may also offer these opportunities to student members.

❑ GEt a JoB

No, without a college education, you won’t be able to work as an oceanographer, hydrologist, or soil conservationist, but you will be able to find an entry-level position that will introduce you to issues and careers in the field. For example, you might be able to provide clerical support at an environmental engineering firm or in the office of an environmental lobbyist. Or perhaps you can assist an environmental technician as he or she gathers water samples in the field. When applying for jobs, be sure to mention any experience you have gained in high school clubs, during summer camps, or via internships or volunteer opportunities. It might give you an advantage in the job-search process.

❑ oN your oWN

You don’t necessarily have to be involved in a school club to gain experience for a future environmental career. There is a lot that you can do as an individual to start an environmental program. One student, 16-year-old Dan Shuman from Dover, Pennsylvania, set up a creek-testing program of his own. He came up with the idea after noticing that there were fewer numbers of certain species of fish in

    What Can I Do Now? Enironment

local lakes and streams. He was worried that acid rain may have caused the reduction in fish populations. He then learned from a fishing magazine that Dickinson College had a program that would provide kits to test water for acid rain for $20 each, and he decided to make it a Boy Scout project. Dan started by asking local scoutmasters if boys could volunteer for the project. In return the Scouts would receive service hours. He then asked for Scout volunteers, and about 15 wanted to participate. To raise money to buy the testing kits, he went to sports clubs, told them of the problem, and asked for donations. He received more than $400 from three sports clubs for the project. The group ran tests for a year on 22 streams. The data was sent to Dickinson College, where it was analyzed. The analysis confirmed Dan’s theory that acid rain was contaminating the water in local streams. Dan informed the Scouts and sports clubs of the results, which prompted them to want to do more. Some of them wrote letters and called legislators. Although the legislators have not yet taken action, they all say that they will. All on his own, Dan identified a possible environmental problem. He did some research, persuaded others to join him, and together they identified a real environmental problem. Finally, they got the attention of those with the power to

enforce a solution. Now even if Dan does not eventually become a water pollution control technician, he has gained valuable experience as a researcher, organizer, fund-raiser, and leader—while he was doing something that genuinely interested him. Sometimes it takes a little creative thinking to come up with a project idea. For example, the yearbook staff at Trinity High School in Longview, Texas, wanted all students to be more involved in environmental issues. As a result, they made environmentalism the theme of their yearbook. They wrote articles about what students had done over the year to save resources, recycle, etc., and they printed the books on recycled paper. As a result, more students were inspired to become active in helping the environment, and the school eventually added an environmental science course. The examples in this chapter show that, as a student, you can do something to help the environment right now. You can start programs where none existed before. You can educate your community about important environmental issues. You can motivate people to work together to solve environmental problems. In doing all this, you are combining something you are interested in—the environment—with actions that will build the skills and experience you will need in your future career.

a

Section 4

What can i Do Right now?

a a a

Get Involved: A Directory of Camps, Programs, Competitions, and Other Opportunities Now that you’ve read about some of the different careers available in the environmental field, you may be anxious to experience this line of work for yourself, to find out what it’s really like. Or perhaps you already feel certain that this is the career path for you and want to get started on it right away. Whichever is the case, this section is for you! There are plenty of things you can do right now to learn about environmental careers while gaining valuable experience. Just as important, you’ll get to meet new friends and see new places, too. In the following pages you will find programs designed to pique your interest in the environment and start preparing you for a career. You already know that this field is complex, and that to work in it you need a solid education. Since the first step toward an environmental career will be gaining that education, we’ve found more than 65 programs offered by more than 45 organizations that will start you on your way. Some are special introductory sessions, others are actual college courses—one of them may be right for you. Take time to read over the listings and see how each compares to your situation: how committed you are to the environment, how much of your money and free time you’re willing to devote to it, and how the program will help you after

high school. These listings are divided into categories, with the type of program printed right after its name or the name of the sponsoring organization.

❑ thE CatEGorIES

Camps

When you see an activity that is classified as a camp, don’t automatically start packing your tent and mosquito repellent. Where academic study is involved, the term camp often means a residential program including both educational and recreational activities. It’s sometimes hard to differentiate between such camps and other study programs, but if the sponsoring organization calls it a camp, so do we! For an extended list of camps, visit http:// www.kidscamps.com.

College Courses/Summer Study These terms are linked because most college courses offered to students your age must take place in the summer, when you are out of school. At the same time, many summer study programs are sponsored by colleges and universities that want to attract future students and give them a head start in higher education. Summer study of almost any type is a good idea because it keeps your mind and your study skills sharp over the long vacation. Sum-



Get Involved

mer study at a college offers any number of additional benefits, including giving you the tools to make a well-informed decision about your future academic career. Study options, including some impressive college and university programs, account for most of the listings in this section— primarily because higher education is so crucial to every environmental career.

Competitions Competitions are fairly self-explanatory, but you should know that there are only a few in this book because environmental competitions on a regional or national level are relatively rare. What this means, however, is that if you are interested in entering a competition, you shouldn’t have much trouble finding one yourself. Your school counselor or science teacher can help you start searching in your area. In your own city or county, however, you should be able to find some civic groups or government agencies that sponsor essay contests, science fairs, recycling drives, and other competitions related to your interest in the environment.

Conferences Conferences for high school students are usually difficult to track down because most are for professionals in the field who gather to share new information and ideas with each other. Don’t be discouraged, though. A number of professional organizations with student branches invite those student members to their conferences and plan special events for them. Some student branches even run their own conferences. This is an option worth



pursuing because conferences focus on some of the most current information available and give you the chance to meet professionals who can answer questions and offer advice.

Employment and Internship  opportunities As you may already know, employment opportunities for teenagers can be very limited. This is particularly true in environmental professions, where many positions require workers to have a bachelor’s or even graduate degree in addition to research experience. There are a few jobs in the field for high school students, but you may just have to earn your money by working at a mall or restaurant and get your environmental experience in an unpaid position elsewhere. Bear in mind that, if you do a good enough job and the group you work for has the funding, this summer’s volunteer position could be next summer’s job. Basically, an internship combines the responsibilities of a job (strict schedules, pressing duties, and usually written evaluations by your supervisor) with the uncertainties of a volunteer position (no or low wages, no fringe benefits, no guarantee of future employment). That may not sound very enticing, but completing an internship is a great way to prove your maturity, your commitment to the environment, and your knowledge and skills to colleges, potential employers, and yourself. Some internships here are just formalized volunteer positions; others offer unique responsibilities and opportunities. Choose the kind that works best for you!

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field Experience This is something of a catchall category for activities that don’t exactly fit the other descriptions. But anything called a field experience in this book provides a good opportunity to get out and explore the work of environmental professionals.

membership When an organization is in this category, it simply means that you are welcome to pay your dues and become a card-carrying member. Formally joining any organization brings the benefits of meeting others who share your interests, finding opportunities to get involved, and keeping up with current events. Depending on how active you are, the contacts you make and the experiences you gain may help when the time comes to apply to colleges or look for a job. In some organizations, you pay a special student rate and receive benefits similar to regular members. Many organizations, however, are now starting student branches with their own benefits and publications. As in any field, make sure you understand exactly what the benefits of membership are before you join. Finally, don’t let membership dues discourage you from making contact with these organizations. Some charge dues as low as $25 because they know that students are perpetually short of funds. When the annual dues are higher, think of the money as an investment in your future and then consider if it is too much to pay.

Seminars Like conferences, seminars are often classes or informative gatherings for those already working in the field; they

are generally sponsored by professional organizations. This means that there aren’t all that many seminars for young people, but, like conferences, they are often open to affiliated student members. Check with various organizations to see what kind of seminars they offer and if there is some way you can attend.

volunteer programs Volunteerism is now enjoying great popularity, particularly among young people. Whether you’re volunteering to meet your school’s community service requirements or simply to help others and support a worthy cause, you can use the experience to explore environmental careers. Caring for wildlife, campaigning for pollution control, and preserving the wilderness are just a few common volunteer activities—the listings in this book and your own ingenuity can lead to many more. Depending on your needs and interests, volunteering can be a long- or short-term commitment, perhaps part time during the school year or full time during the summer. This is an option that is flexible and broad enough for almost everyone.

❑ proGram  DESCrIptIoNS

You’ll find that the individual listings contain a lot of information. Naturally, there is a general description of each program, but wherever possible we also have included the following details.

application Information Each listing notes how far in advance you’ll need to apply for the program or position,

Get Involved

but the simple rule is to apply as far in advance as possible. This ensures that you won’t miss out on a great opportunity simply because other people got there ahead of you. It also means that you will get a timely decision on your application, so if you are not accepted, you’ll still have some time to apply elsewhere. As for the things that make up your application—essays, recommendations, etc.—we’ve tried to tell you what’s involved, but be sure to contact the program about specific requirements before you submit anything.

Background Information This includes such information as the date the program or organization was established, the name of the organization that is sponsoring it financially, and the faculty and staff who will be there for you. This can help you—and your family—gauge the quality and reliability of the program.

Classes and actiities Classes and activities change from year to year, depending on popularity, availability of instructors, and many other factors. Nevertheless, colleges and universities quite consistently offer the same or similar classes, even in their summer sessions. Courses like Introduction to Environmental Science and Biology 101, for example, are simply indispensable. So you can look through the listings and see which programs offer foundational courses like these and which offer courses on more variable topics. As for activities, we note when you have access to recreational facilities on campus, and it’s usually a given that special social and



cultural activities will be arranged for most programs.

Contact Information Wherever possible, we have given the title of the person whom you should contact instead of the name because people change jobs so frequently. If no title is given and you are telephoning an organization, simply tell the person who answers the phone the name of the program that interests you and he or she will forward your call. If you are writing, include the line “Attention: Summer Study Program” (or whatever is appropriate after “Attention”) somewhere on the envelope. This will help to ensure that your letter goes to the person in charge of that program.

Credit Where academic programs are concerned, we sometimes note that high school or college credit is available to those who have completed them. This means that the program can count toward your high school diploma or a future college degree just like a regular course. Obviously, this can be very useful, but it’s important to note that rules about accepting such credit vary from school to school. Before you commit to a program offering high school credit, check with your guidance counselor to see if it is acceptable to your school. As for programs offering college credit, check with your chosen college (if you have one) to see if they will accept it.

Eligibility and Qualifications The main eligibility requirement to be concerned about is age or grade in school. A term frequently used in relation to

    What Can I Do Now? Enironment

grade level is “rising,” as in “rising senior”: someone who will be a senior when the next school year begins. This is especially important where summer programs are concerned. A number of university-based programs make admissions decisions partly in consideration of GPA, class rank, and standardized test scores. This is mentioned in the listings, but you must contact the program for specific numbers. If you are worried that your GPA or your ACT scores, for example, aren’t good enough, don’t let them stop you from applying to programs that consider such things in the admissions process. Often, a fine essay or even an example of your dedication and eagerness can compensate for statistical weaknesses.

facilities We tell you where you’ll be living, studying, eating, and having fun during these programs, but there isn’t enough room to go into all the details. Some of those details can be important: what is and isn’t accessible for people with disabilities, whether the site of a summer program has air-conditioning, and how modern the laboratory and computer equipment are. You can expect most program brochures and application materials to address these concerns, but if you still have questions about the facilities, just call the program’s administration and ask.

financial Details While a few of the programs listed here are fully underwritten by collegiate and corporate sponsors, most of them rely on you for at least some of their funding. The 2009 prices and fees are given here, but

you should bear in mind that costs rise slightly almost every year. You and your parents must take costs into consideration when choosing a program. We always try to note where financial aid is available, but most programs will do their best to ensure that a shortage of funds does not prevent you from taking part.

residential s. Commuter options Simply put, some programs prefer that participating students live with other participants and staff members, others do not, and still others leave the decision entirely to the students themselves. As a rule, residential programs are suitable for young people who live out of town or even out of state, as well as for local residents. They generally provide a better overview of college life than programs in which you’re only on campus for a few hours a day, and they’re a way to test how well you cope with living away from home. Commuter programs may be viable only if you live near the program site or if you can stay with relatives who do. Bear in mind that for residential programs especially, the travel between your home and the location of the activity is almost always your responsibility and can significantly increase the cost of participation.

❑ fINally . . .

Ultimately, there are three important things to bear in mind concerning all of the programs listed in this volume. The first is that things change. Staff members come and go, funding is added or withdrawn, supply and demand determine which programs continue and which terminate. Dates, times,

Get Involved

and costs vary widely because of a number of factors. Because of this, the information we give you, although as current and detailed as possible, is just not enough on which to base your final decision. If you are interested in a program, you simply must contact the organization concerned to get the latest and most complete information available or visit its Web site. Contacting the organization directly has the added benefit of putting you in touch with someone who can deal with your individual questions and problems. Another important point to keep in mind when considering these programs is that the people who run them provided the information printed here. The editors of this book haven’t attended the programs and don’t endorse them: we simply give you the information with which to begin your own research. And after all, we can’t pass judgment because you’re the only one who can decide which programs are right for you. The final thing to bear in mind is that the programs listed here are just the tip of the iceberg. No book can possibly cover all of the opportunities that are available to you—partly because they are so numerous and are constantly coming and going, and partly because some are waiting to be discovered. For instance, you may be very interested in taking a college course but don’t see the college that interests you in the listings. Call their admissions office! Even if they don’t have a special program for high school students, they might be able to make some kind of arrangements for you to visit or sit in on a class. Use the ideas behind these listings and take the initiative to turn them into opportunities!



❑ thE proGramS

american Geophysical union Bright  StarS (Students training as research Scientists) program Conferences

If you participate in after-school and summer research experiences in the earth and space sciences, you are eligible to apply for the Bright StaRS program. Participants present their research findings at the American Geophysical Union (AGU) fall conference and get an opportunity to “learn about exciting research, education, and career opportunities in the geosciences.” They also get their research published in a meeting program; are invited to attend technical sessions and exhibits; receive access to the Academic Showcase, which provides information on 30 institutions offering geoscience educational programs; and are invited to attend a luncheon with scientists and symposium speakers. Contact the AGU for more information. American Geophysical Union 2000 Florida Avenue, NW Washington, DC 20009-1277 202-777-7508 [email protected] http://www.agu.org/outreach/ education/brightstars.shtml

american Society of limnology  and oceanography minority Student Directory Employment and Internship Opportunities

Minority high school (junior and senior years) and undergraduate and graduate students can post information about their

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educational backgrounds and aquatic science interests in the Minority Student Directory, which is available at the society’s Web site. Listings include your name, current student status, an overview of your interests in the field, and a statement detailing your background and goals. Participating in the directory will help you meet other people in the field, as well as possibly obtain internships and employment. American Society of Limnology and Oceanography 5400 Bosque Boulevard, Suite 680 Waco, TX 76710-4446 http://www.aslo.org/mas/directory. html

american Solar Energy Society  National Solar tour and  membership Conferences/Membership

The National Solar Tour is a grassroots event that allows people to tour solar homes and buildings in all 50 states. You will get a chance to study solar building designs, solar technologies, green construction techniques, energy-saving technologies, and other industry developments in a town near you. The annual tour is held on the first Saturday in October. In 2007, more than 115,000 attendees visited 5,000 buildings in 2,900 communities. Visit http://www.nationalsolartour. org for more information. Anyone who is interested in the use of solar energy can become basic members of the society. Members receive Solar Today magazine, discounts on books and merchandise, an e-newsletter, and alerts about developments in the field.

American Solar Energy Society 2400 Central Avenue, Suite A Boulder, CO 80301-2862 303-443-3130 [email protected] http://www.ases.org

aquatic Sciences adenture  Camp at Southwest texas State  uniersity Camps

The Aquatic Sciences Adventure Camp is run by the Edwards Aquifer Research and Data Center at Southwest Texas State University—San Marcos. It offers students from ages nine to 15 the chance to explore and conduct research on various bodies of water, from artesian wells, to ponds, to rivers. During the weeklong residential camp, your days start early (around 6:45 a.m.) and include snorkeling and scuba lessons, lectures, videos, and evening recreational activities (including cave tours, swimming and tubing in the San Marcos River, swimming in a spring-fed pool, a raft trip on the Guadalupe River, and a trip to Sea World). Each session costs about $450, which includes room, board, equipment, and field trips. Students are accepted into each session on a first come, first served basis. All participants should be accustomed to moderate physical activity, be comfortable around water, and preferably have the ability to swim. Aquatic Sciences Adventure Camp Southwest Texas State University­— San Marcos 248 Freeman Building San Marcos, TX 78666-4616

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512-245-2329 [email protected] http://www.eardc.txstate.edu/ aboutcamp.html

Bureau of land management  volunteer opportunities/Student  Educational Employment program Employment and Internship Opportunities/Volunteer Programs

The Bureau of Land Management (BLM) is the division of the U.S. Department of the Interior responsible for managing the land and resources of more than 258 million acres of public-owned property. It offers volunteer opportunities to people of all ages and skill levels. As a volunteer, you can take part in research projects, help monitor wilderness areas, perform office work, or participate in any number of activities designed to conserve and preserve the land’s natural and historic resources. Depending on your interests and the BLM’s needs, you can work alone or in a group, on a prearranged project or on one of your own devising, for a few hours or every day, just once or on a continuing basis. (Note: Information on volunteer opportunities with other federal environmental agencies—including the Bureau of Reclamation, Fish & Wildlife Service, Forest Service, National Park Service, Natural Resources Conservation Service, U.S. Army Corps of Engineers, and U.S. Geological Survey—can be found at http://www.volunteer.gov/gov.) Additionally, you can participate in the federal government’s Student Educational Employment Program (SEEP). High school students in SEEP are employed in entry-level positions with the BLM



and other federal agencies that match their interests and career goals. Applicants must be U.S. citizens or residents of American Samoa or Swains Islands. Successful completion of SEEP may lead to permanent opportunities in federal service upon completion of other educational requirements (namely, a college degree). College students at the undergraduate and graduate levels are also eligible to participate in SEEP. For further information, visit http://www.opm. gov/employ/students. Bureau of Land Management U.S. Department of the Interior 1849 C Street, Room 406-LS Washington, DC 20240-0001 http://www.blm.gov/wo/st/en/res/ Volunteer.3.html

Carolina raptor Center Volunteer Programs

The Carolina Raptor Center (CRC) has been working since 1981 to care for injured and orphaned birds of prey (raptors) while running an environmental education program for visitors to the center and for local schoolchildren. Volunteers are largely responsible for the continuing success and growth enjoyed by the CRC, and high school students who are at least 16 years of age are encouraged to donate their time. (Note: Those who are between the ages of 10 and 15 can become junior volunteers.) Opportunities are available in the educational, animal care, administrative, and fund-raising areas of operation. Work may include training birds, preparing exhibits at the center, maintaining the nature trail and its aviaries, or working in

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the office or gift shop. All volunteers, but especially those working directly with the raptors, receive comprehensive training from experienced staff members. Contact the director of volunteer services for more information, or visit the center to find out more about its work. Carolina Raptor Center Attn: Louise Bhavnani, Director of Volunteer Services PO Box 16443 Charlotte, NC 28297-6443 704-875-6521, ext. 102 [email protected] http://www.carolinaraptorcenter.org

Catalina Sea Camp Camps/Field Experience

Catalina Sea Camp is located on Catalina Island, a 26-mile-long island off the coast of Southern California. You must be between the ages of 12 and 17 to attend. (Note: A Junior Sea Camp is available for those between the ages of eight and 11.) Campers become certified scuba divers during the three-week course. In addition to scuba certification, you also learn the basics of marine biology, oceanography, and island ecology. You explore tide pools and marine life of the Catalina Island system—sharks, skaters, rays, and other marine mammals. A typical day consists of scuba diving in the morning and twoand-a-half hours of labs and instruction in the afternoon. Catalina Island campers partake of island life in their spare time. You can learn to sail, sea kayak, snorkel, and rock climb. During the camp session, everyone takes a day hike to the beach located on the other side of the island. All

instructors at the Catalina Sea Camp have at least a bachelor’s degree in science or a related field, and scuba diving instructors are fully certified. Applicants for this program are taken on a first come, first served basis. You must prove that you are in good physical health, as scuba diving is a rigorous activity. Teacher recommendations are required for first-time applicants. The cost of the summer camp is $3,500. Financial aid is available. There is no deadline, but camp enrollment is limited and usually fills up every year. Catalina Sea Camp offers two different sessions every summer. To receive a brochure and application, contact Guided Discoveries. Guided Discoveries Inc. Catalina Sea Camp PO Box 1360 Claremont, CA 91711-1360 909-625-6194 http://www.catalinaseacamp.org/ catalinaseacamp.html

the Center for Excellence in  Education uSa Biology olympiad/ research Science Institute Competitions/Field Experience

The goal of the Center for Excellence in Education (CEE) is to nurture future leaders in science, technology, and business. And it won’t cost you a dime: all of CEE’s programs are free (except for transportation costs). All high school students are eligible to participate in the USA Biology Olympiad (USABO). To participate, you must be nominated by your teacher. If you score well on a multiple-choice exam

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and then subsequently excel on another exam, you will make the final group of 20 finalists who are eligible to compete at the USABO National Finals at a leading university. The National Finals consist of two weeks of intensive practical and theoretical tutorials, where you will get the opportunity to work with leading biologists in the United States. At the end of the two weeks, you will take a theoretical and practical exam to compete for one of the four positions on the U.S. team that will compete in the International Biology Olympiad. Contact Marcy Reedy, the program manager, via email (mreedy@ cee.org) for more information. Since 1984, the CEE has sponsored the Research Science Institute, a six-week residential summer program held at the Massachusetts Institute of Technology. Seventy-five rising high school seniors with scientific and technological promise are chosen from a field of more than 700 applicants to participate in the program, conducting projects with scientists and researchers. You can read more about specific research projects online.

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gram for rising high school seniors who want to experience college life and explore career options in engineering. The program, in existence since 1990, allows you to spend a Friday and Saturday on campus, living in the dorms and attending up to four sessions in the career areas of your choice. Each year, several sessions focus on engineering and environmental issues. Past sessions include Environmental Management: All Dressed Up Where Nothing Will Grow; Public Policy: The World of a Policy Analyst; and Civil Engineering Technology: Making a Difference in Our World. In each session, participants work with RIT students and faculty to gain hands-on experience in the topic area. This residential program is held twice each summer, usually once in mid-July and again in early August. The registration deadline is one week before the start of the program, but space is limited and students are accepted on a first come, first served basis. For further information about the program and specific sessions on offer, contact the RIT admissions office.

The Center for Excellence in Education 8201 Greensboro Drive, Suite 215 McLean, VA 22102-3813 703-448-9062 [email protected] http://www.cee.org

College and Careers Program Rochester Institute of Technology­ Office of Admissions 60 Lomb Memorial Drive Rochester, NY 14623-5604 585-475-6631 http://www.rit.edu/emcs/ admissions/careers/index.php

College and Careers program at  rochester Institute of technology

Cornell uniersity Summer College  for high School Students

College Courses/Summer Study

College Courses/Summer Study

The Rochester Institute of Technology (RIT) offers its College and Careers Pro-

As part of its Summer College for High School Students, Cornell University offers

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a one-week Exploration in the Life Sciences program for high school students who have completed their sophomore, junior, or senior years and a three-week version for juniors and seniors. During the one-week session, you will explore the agriculture and food sciences, environmental sciences, life sciences, and applied social sciences and participate in discussions with faculty and tour laboratories and other facilities. You’ll also be required to take a class called College and Career Explorations in the College of Agriculture and Life Sciences. You must bear in mind that this a regular undergraduate course condensed into a very short time span, so it is especially challenging and demanding. The three-week program includes all of the components of the one-week program, but examines the topics in more detail. You will also have to “keep a research notebook and participate in morning and lunchtime discussions, sharing your research and career-exploration findings.” At the end of the session, you will be required to make a final presentation on your research project and exploration experiences. Cornell University awards letter grades and undergraduate credit for any course you complete. Residents live and eat on campus and enjoy access to the university’s recreational facilities and special activities. Applications are due in early May, although Cornell advises that you submit them well in advance of the deadline; those applying for financial aid must submit their applications by April 1. Further information and details about the application procedure are available from the Summer College office.

Cornell University Summer College for High School Students B20 Day­ Hall Ithaca, NY 14853-2801 607-255-6203 http://www.sce.cornell.edu/sc

Earthwatch Institute Conferences/Field Experience/ Employment and Internship Opportunities/Membership

Earthwatch Institute is the organization for people whose spirit of adventure is as great as their commitment to the earth’s wellbeing. A nonprofit membership organization founded in 1971, Earthwatch’s major activity is linking volunteers with scientific research expeditions that need them. There are about 130 different expeditions every year, covering all continents except Antarctica, each lasting anywhere from five days to almost three weeks. If you are 16 or 17, you can join a Teen Team and participate in an expedition researching Costa Rican caterpillars, for example, or Australia’s fossil forests. Whichever expedition you choose, you work with five to 10 other people under the guidance of a research scientist (often a university professor working in his or her field of expertise). Living and working conditions vary widely among the expeditions; you might stay in a hotel or a tent, remain at one site or hike to several locations while carrying a heavy backpack. Expenses also vary widely, from about $199 to $4,000, depending on travel, accommodation and eating arrangements, and other necessary provisions. Earthwatch reminds potential volunteers, however, that your payment

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of expenses (along with the donation of your time) is really an investment in environmental research. Of course, you’re also investing in your own future. With so many expeditions to choose from, you’ll be able to gain experience in career fields ranging from ecology to national park service, and from natural history to wildlife preservation. Contact Earthwatch for its annual catalog listing all the details. Even if you’re not up for one of their demanding expeditions, Earthwatch invites you to become a member at the standard rate of $35 per year. High school students can benefit from the organization’s own scholarship, fellowship, and grant opportunities. You can also attend Earthwatch’s annual conference or apply for an internship at its offices in Oxford, England; Melbourne, Australia; or Tokyo, Japan. Contact the organization for more information. Earthwatch Institute Three Clock Tower Place, Suite 100 PO Box 75 May­nard, MA 01754-2549 800-776-0188 [email protected] http://www.earthwatch.org

Enironmental field Studies  abroad program at the School for  field Studies Field Experience

The School for Field Studies (SFS) offers summer programs in seven locations around the world for students who are at least 16 years of age and have completed at least their junior year in high school. You spend one month on loca-



tion pursuing the four main tenets of the SFS curriculum: an interdisciplinary, “case studies” approach; problem-solving through fieldwork; involvement in the local community; and a proactive role in your own education. You can choose one of the following SFS programs based on your scientific and environmental interests: Community Wildlife Management in Kenya; Community Wildlife Management in Tanzania; Marine Protected Areas: Management Techniques and Policies in the Turks and Caicos Islands; Natural Resource Management and Rainforest Research Field Techniques in Australia; Tropical Rainforest Studies in New Zealand; Sustaining Tropical Ecosystems: Biodiversity, Conservation, and Development in Costa Rica; and Coastal Diversity and Threatened Marine Turtles in Mexico. Each program focuses on a genuine environmental problem facing local inhabitants, and your research and suggestions become part of SFS’s solution to that problem. All programs are physically demanding and, because there are academic lectures as well as field expeditions, you have virtually no free time. Meals are included in the tuition fee, which ranges from $3,720 to $5,800, depending on the location. Extensive financial aid is available. You have to provide some of your own personal backpacking gear and transportation to and from your departure point. The SFS, established in 1981, is fully accredited by Boston University, and participants can earn college credit via the summer program. The SFS staff consists largely of trained academics, including many Ph.D.’s, with years of field research experience behind them.

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The School for Field Studies also offers semester-long programs at all seven locations in the fall and spring for students who have completed at least one semester of college credit and one college-level biology or ecology class. All correspondence should be directed to the SFS Admissions Office. Environmental Studies Program The School for Field Studies Admissions Office 10 Federal Street Salem, MA 01970-3860 800-989-4418 http://www.fieldstudies.org

Enironmental Studies Summer  youth Institute at hobart and  William Smith Colleges College Courses/Summer Study

Hobart and William Smith Colleges sponsor the Environmental Studies Summer Youth Institute (ESSYI) for rising high school juniors and seniors. Academically talented students are invited to participate in this examination of environmental issues from scientific, social, and humanistic perspectives. Running for two full weeks beginning in late July, the ESSYI comprises classroom courses, laboratory procedures, outdoor explorations, and plenty of time to discuss and think about integrating these many approaches to understanding the environment. Lectures encompass ecology, philosophy, geology, literature, topography, and art, among other areas of study, and are conducted by professors from Hobart and William Smith Colleges. Your study of the environment and how humans relate to it also

includes field trips to such places as quaking bogs, organic farms, the Adirondack Mountains, and Native American historical sites. Participants also make use of the HMS William F. Scandling, the colleges’ 65-foot research vessel, as they explore the ecology of nearby Seneca Lake. ESSYI students live on campus and have access to all the colleges’ recreational facilities. Those who complete this intellectually and physically challenging program are awarded college credit. The fee for the program is $2,200. For information on financial aid and application procedures, contact the institute director. Environmental Studies Summer Youth Institute Hobart and William Smith Colleges Attn: Director Geneva, NY 14456-3397 315-781-4401 essy­[email protected] http://academic.hws.edu/enviro

Explorations in Engineering/ Women in Engineering/Summer  youth program at michigan  technological uniersity College Courses/Summer Study

Michigan Technological University (MTU) offers three different opportunities for high school students to explore engineering (including environmental engineering) and science in a college setting. The residential Explorations in Engineering Program is for minority or economically disadvantaged students; freshmen, sophomores, and juniors are eligible. While living on campus for one week, participants engage in informa-

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tional discussions and technical projects with MTU faculty and other professional engineers. The program is usually held in June or July, and applications are due in April. The only cost for the program is a $125 registration fee. The Women in Engineering Program is almost identical to the Explorations in Engineering Program except, of course, that only female students are eligible. Finally, Michigan Technological University offers the Summer Youth Program for all students in grades six through 11. Participants attend one of four week-long sessions usually held during the months of July or August, choosing either to commute or to live on campus. Students undertake an Exploration in one of many career fields through laboratory work, field trips, and discussions with MTU faculty and other professionals. Past Explorations include Aquatic Ecology, Field Geology, Wildlife Ecology, Wolf Ecology, Mechanical Engineering, and General Engineering. The cost of the Summer Youth Program is $625 for the residential option and $395 for commuters. Applications are accepted up to one week before the Exploration begins. Explorations in Engineering/ Women in Engineering/ Summer Youth P rogram Michigan Technological University­ Youth Programs Office, Alumni House 1400 Townsend Drive Houghton, MI 49931-1295 906-487-2219 http://youthprograms.mtu.edu



Enirothon Competitions

The Envirothon, sponsored by Canon USA, is a series of competitions, established in 1979, for ninth- through 12thgraders who want to increase their knowledge of the natural sciences and environmental issues. Progressing from local to state/provincial/territorial to national competitions, teams of five students perform experiments and activities and then work together to answer the questions they are given. Competition questions come from five subjects: soils and land use, aquatic ecology, forestry, wildlife, and a current wildlife issue that changes each year. State/provincial/territorial competitions feature questions about the local environment, regulations, and concerns in addition to general knowledge questions. While the goal of the Envirothon is to develop knowledgeable, environmentally active adults, the program is also designed to be fun for all participants. Teams are headed by high school teachers or other youth leaders and may draw members from schools or from other organizations and associations. At the national level, the Envirothon is sponsored by Canon USA; at the regional level, usually by state EPAs, forest services, and game and parks commissions. More than $100,000 in scholarships and prizes is awarded at the national competition. For information about the Envirothon program in your area, contact the relevant state agencies, or speak to your science teacher or guidance counselor. You may also contact the national executive director at the address below.

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Envirothon Attn: National Director PO Box 855 League City­, TX 77574-0855 800-825-5547 [email protected] http://www.envirothon.org

friends of the Earth Membership

This international organization is made up of people working to protect the earth’s well-being. If you’re interested in joining their ranks, you can simply pay your dues ($25 annually). Members receive a subscription to the organization’s magazine, voting rights at its annual meeting, and the opportunity to participate in Friends of the Earth initiatives. You can also join the Friends of the Earth Action Network by registering at its Web site. Members of the Action Network receive action alerts and a biweekly newsletter by email. Additionally, all site visitors can use organization email templates to lobby members of Congress about environmental issues. Friends of the Earth 1717 Massachusetts Avenue, Suite 600 Washington, DC 20036-2008 202-783-7400 http://www.foe.org

Genesis farm College Courses/Summer Study/Seminars

Genesis Farm was founded by the Dominican Sisters of Caldwell, New Jersey, in 1980 to provide a site for progressive ecological action and education. The farm comprises

226 acres of woodlands, marshes, and gardens, as well as fields that are organically cultivated by the Sisters on behalf of local families. You can participate in a number of programs and seminars to help you adapt the Sisters’ Earth-friendly ways to your own gardening and other everyday activities. The spiritual connection between humans and the earth is an important aspect of the Sisters’ work and educational projects, and although they are Roman Catholic nuns, they welcome people of all faiths to their programs. For college students and those interested in continuing education, Genesis Farm offers the Earth Literacy Program. It is a 12-week module, composed of four short courses, which helps participants “read” what the natural world has to tell us and integrate that experience with intellectual, scientific learning. In conjunction with St. Thomas University in Miami, Florida, Genesis Farm offers the Earth Literacy Certificate, which requires completion of the module as well as an independent ecological study. Undergraduate and graduate students enrolled elsewhere can complete the Earth Literacy 12-week module, or selected parts of it, for credit through St. Thomas University. For more information on the Earth Literacy Program and college credit possibilities, contact Genesis Farm. For a current calendar of events—including cooking classes and weekend seminars—visit its Web site. Genesis Farm 41 A Silver Lake Road Blairstown, NJ 07825-4158 908-362-6735 http://www.genesisfarm.org

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Global response Enironmental  action and Education Network Employment and Internship Opportunities/Membership

Global Response is an international action and education network that works with environmental, indigenous, peace, and justice groups. Its mission is to help these groups develop strategies to raise public awareness and create public pressure to address specific environmental emergencies. Every month, Global Response issues an Action Alert to its members. Eco-Club Actions is the monthly bulletin specifically for high school students and youth environmental clubs. It describes an environmental emergency, gives background information, recommends points to be made in a letter, and provides the names, addresses, fax numbers, and email addresses of people who are in a position to make positive changes. Then it’s up to you to write your own letter requesting that action be taken (or use a template at its Web site). The idea is for small groups of students, perhaps getting together to share a pizza, to sit down and write these letters. This simple approach is highly effective. Global Response played a major role in creating a wetlands park in South Africa and stopping the dredge mining within it. It also saved 900,000 acres on Honduras’s Mosquito Coast from clear cutting by a lumber company, and protected a fishery in Russia from development by the oil industry. The organization has youth members in more than 35 countries. The student membership fee is $30. Internships and employment opportunities are also available. Contact Global Response



for more information and the latest EcoClub Actions newsletter. Global Response PO Box 7490 Boulder, CO 80306-7490 303-444-0306 [email protected] http://www.globalresponse.org

G.r.a.D.E. Camp the uniersity of  houston Camps

The Cullen College of Engineering at the University of Houston offers G.R.A.D.E Camp (Girls Reaching and Demonstrating Excellence) for female eighth graders and high school freshmen, sophomores, juniors, and seniors in the Houston area. The weeklong commuter program, which is held four times in the summer, offers girls the chance to explore engineering by participating in fun, hands-on activities. Program cost is about $250; some financial aid is available. Applications are evaluated starting in January of each year. For more information, contact the program director. G.R.A.D.E. Program Director University­ of Houston Cullen College of Engineering E301 Engineering, Building 2 Houston, TX 77204-4009 http://www.egr.uh.edu/grade/ ?e=camp

high School field Ecology program  at the teton Science School College Courses/Summer Study/Field Experience

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The Teton Science School operates an intense High School Field Ecology summer program for rising high school juniors and seniors. The program lasts four weeks and, while based in Jackson Hole, Wyoming, includes time at Yellowstone and Grand Teton National Parks. In the program, you “learn field ecology by doing field ecology” and are expected to maintain a high level of physical activity while conducting research and exploring the ecosystem. Working with instructors, scientists, and representatives of federal agencies, you learn proper field investigation techniques as well as how to keep a field journal, read and make maps, and explore the wilderness without harming the environment. The program culminates with a major independent research project that addresses a current conservation issue. Each participant is formally assigned a grade and given a written evaluation for his or her work in the program, so this is a suitable source of high school credit. You live in log cabinstyle dormitories with modern facilities, except during a backpacking trip through the mountains. Most outdoor gear and all meals are covered by the tuition fee of around $3,500; some financial assistance is available. You must have completed a biology class and received favorable teacher recommendations to be considered. The Teton Science School also runs a Middle School Field Ecology program; a Field Natural History program for rising high school freshmen, sophomores, and juniors; and various programs for adults and teachers. All correspondence should be directed to the registrar.

High School Field Ecology Program Attn: Registrar Teton Science School 700 Coy­ote Cany­on Road Jackson, WY 83001-8501 307-733-1313 [email protected] http://www.tetonscience.org

Junior Engineering technical  Society pathassess Competitions/Field Experience

The Junior Engineering Technical Society (JETS) offers several opportunities for young people in grades nine through 12 to assess their aptitude for engineering before making college and career decisions. One of the most useful methods is the JETS PathAssess, an online vocational assessment tool that assesses your thinking, reasoning, and understanding processes and suggests engineering careers in which you will be successful. PathAssess not only reveals whether your skills are generally suited to an engineering career, but also what your weaknesses are so that you can work to improve them before starting college. To take this exam, you need to go to the JETS Web site and create a user account; the cost is about $12.95. Junior Engineering Technical Society (JETS) 1420 King Street, Suite 405 Alexandria, VA 22314-2794 703-548-5387 [email protected] http://www.jets.org

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Junior Science and humanities  Symposium (JShS) Competitions/Conferences

The Junior Science and Humanities Symposium encourages high school students (grades nine through 12) who are gifted in engineering, mathematics, and the sciences (including environmental, life, and physical science) to develop their analytical and creative skills. There are approximately 48 regional symposia held throughout the United States, which enables some 12,000 students to participate each year. Funded by the U.S. Army Research Office since its inception in 1958 (and by the U.S. Army, Navy, and Air Force since 1995), the JSHS has little to do with the military and everything to do with research. At each individual symposium, researchers and educators from various universities and laboratories meet with the high school students (and some of their teachers) to study new scientific findings, pursue their own interests in the lab, and discuss and debate relevant issues. Participants learn how scientific and engineering research can be used to benefit humanity, and they are strongly encouraged to pursue such research in college and as a career. To provide further encouragement, one attendee at each symposium will win a scholarship and the chance to present his or her own research at the national Junior Science and Humanities Symposium. Finalists from each regional JSHS win all expense paid trips to the national symposium, where the top research students can win additional scholarships and trips to the prestigious London International Youth



Science Forum. For information about the symposium in your region and eligibility requirements, contact the national Junior Science and Humanities Symposium. Junior Science and Humanities Symposium Academy­ of Applied Science 24 Warren Street Concord, NH 03301-4048 603-228-4520 http://www.jshs.org

marine technology Society (mtS)  Summer Internship program for  high School Students Employment and Internship Opportunities/Membership

High school students who are at least 16 years old and have a GPA of at least 3.5 can participate in a six-week summer internship (which is sponsored by the society’s San Diego section). Participants receive “hands-on, science/technology experience, and build important scientific, technical, and employment skills under the direction of a workplace mentor.” After they complete the program, they receive a stipend of $1,920. Junior and high school students can become MTS Club Members for free; members at this level receive the MTS Club Newsletter. There are also membership categories for college students and anyone who is interested in marine technology. Marine Technology Society PO Box 371348 San Diego, CA 92137-1348 410-884-5330 http://www.mtsociety.org

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midwest renewable Energy  association Energy fair and  membership Conferences/Membership

The association has hosted an annual Energy Fair for more than 20 years. The fair, which features workshops and exhibits that emphasize clean energy and sustainable living, was attended by more than 22,500 people in 2008. This is a great way to learn about renewable energy, energy efficiency, and sustainable living. And if you’re between the ages of 13 and 18, ticket prices range from only about $10 for a one-day pass to $20 if you plan to attend for the entire weekend. There are even discounts if you travel to the fair by eco-friendly bus or bicycle. Visit the association’s Web site for complete details. The association also offers basic membership to students for only $30. Members receive admission to the Energy Fair, the association’s quarterly newsletter, voting privileges, and a discount on association publications. Midwest Renewable Energy Association 7558 Deer Road Custer, WI 54423-9734 715-592-6595 [email protected] http://www.the-mrea.org

National Ground Water  association Membership

If you are interested in groundwater resources, you can become an associate member of this association; the cost is

$105 a year. Members receive access to association publications and the opportunity to participate in interest groups and volunteer events. National Ground Water Association PO Box 73124 Cleveland, OH 44193-0002 800-551-7379 [email protected] http://www.ngwa.org/membership/ membership.aspx

National park Serice Student  Educational Employment  program/youth programs/ volunteers-In-parks Employment and Internship Opportunities/Field Experience/ Volunteer Programs

The federal government’s Student Educational Employment Program is available to high school, college, and professional degree students. Participants are paid a salary and gain valuable work experience while attending school, which may lead to future employment with the National Park Service (NPS) or other federal agencies after graduation. Applicants must be U.S. citizens or residents of American Samoa or Swains Islands. For further information, visit http://www.opm. gov/employ/students. The NPS offers more than 25 programs for people between the ages of five and 24. The programs, such as the Youth Conservation Corps and Public Land Corps, will help educate you about the environment while you work with conservation

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workers to improve national parks. Visit the NPS Web site to learn about the wide range of programs that are available and to view photos of past projects. You can also protect and preserve America’s natural and cultural heritage by becoming a park volunteer. You might work as a volunteer at a visitor center in Acadia National Park, an archaeological lab assistant at the Southeast Archaeological Center, help out in the office at Big Cypress National Preserve, or perform a variety of other tasks. Visit the NPS Web site to search for volunteer opportunities by state and national park. National Park Service U.S. Department of the Interior 1849 C Street, NW Washington, DC 20240-0001 202-208-6843 http://www.nps.gov/gettinginvolved

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Natural resources Conseration  Serice (NrCS) Earth team  volunteers Volunteer Programs

If you are at least 14 years of age, you can become an Earth Team Volunteer. Program participants help NRCS professionals conserve soil, water, and other natural resources. Contact the NRCS for more information. Natural Resources Conservation Service U.S. Department of Agriculture 5140 Park Avenue, Suite C Des Moines, IA 50321-1280 888-526-3227 [email protected] http://www.nrcs.usda.gov/feature/ volunteers

the Nature Conserancy Membership/Volunteer Programs

The National Science Bowl, which is sponsored by the U.S. Department of Energy, is an academic competition that tests your knowledge of all science and math fields. Teams of students are quizzed using a style that is similar to the television show Jeopardy. High school and middle school students may participate. Contact the U.S. Department of Energy for more information about this annual competition.

People of any age can join the conservancy, an organization that has protected more than 119 million acres of land and 5,000 miles of rivers throughout the world. Members receive four issues of Nature Conservancy magazine and receive invitations to participate in field trips, events at conservancy preserves, and local chapter events. If you care about the environment and want to make a difference, The Nature Conservancy needs your help as a volunteer. Opportunities are available in all 50 states. Visit the conservancy’s Web site for more information.

U.S. Department of Energy http://www.scied.science.doe.gov/ nsb

The Nature Conservancy Attn: Treasury­ (Web/Support) 4245 North Fairfax Drive, Suite 100

National Science Bowl for high  School Students Competitions

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Arlington, VA 22203-1606 800-628-6860 http://www.nature.org

New Jersey Goernor’s School on  the Enironment College Courses/Summer Study

The New Jersey Governor’s School on the Environment is a summer program for gifted and talented rising high school seniors. To participate in this program, you should have an interest in environmental issues, but you do not need to excel academically in the sciences. Guided by experienced faculty, you perform research activities on such topics as pollution and public health, pesticides, environmental law, and global ecosystems. You will attend daily intensive courses on such topics as “pinelands ecology and policy, environmental protection and economic development, geographic information systems, community design, pollution and public health, the quality of urban life, air and water pollution, marine science, biodiversity, alternate energy sources, environmental ethics, and global environmental issues.” You will also participate in integrative seminars and field experiences. There are also opportunities to watch and participate in performing arts events, and you experience campus life by living at Stockton State College. Admission to the Governor’s School on the Environment is highly selective. You must first be recommended by your principal and/or guidance counselor, who consider GPA, test scores, curriculum, and extracurricular activities to determine whether you possess the established characteristics of the

talented and gifted. Their recommendations along with essays you have written are then considered by county and state selection committees, which ultimately decide who will attend. This residential program is fully funded by the New Jersey Department of Education. In New Jersey, contact the Governor’s School on the Environment or your principal or guidance counselor for further details. Outside New Jersey, contact your governor’s office or state department of education to see if a similar program is available. New Jersey Governor’s School on the Environment Stockton State College PO Box 195 Pomona, NJ 08240-0195 609-652-4924 [email protected] http://intraweb.stockton.edu/eyos/ page.cfm?siteID=102&pageID=2

the peregrine fund at the World  Center for Birds of prey Volunteer Programs

The Peregrine Fund has worked nationally and internationally to promote conservation and environmental education since 1970, “focusing on birds to conserve nature.” The fund is headquartered at the World Center for Birds of Prey, which houses more than 100 birds and releases their young into the wild. The Velma Morrison Interpretive Center at the headquarters provides opportunities for the public to learn more about birds of prey by encountering live birds and viewing multimedia presentations and exhibits. Volunteers are needed to make

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presentations and lead tours of the Interpretive Center. Other volunteer opportunities include chamber cleaner, office assistant, and bird sitter. Volunteers must be at least 15 years old, be willing to participate in training sessions, and able to commit to working a set number of hours per month. Continuing education programs are offered to all volunteers who want to learn more about birds of prey and general conservation work. Training classes are scheduled annually, but applications are accepted year-round and individual training is also available. For more information about volunteer opportunities, contact the volunteer coordinator. Peregrine Fund at the World Center for Birds of Prey Velma Morrison Interpretive Center Attn: Volunteer Coordinator 5668 West Fly­ing Hawk Lane Boise, ID 83709-7289 208-362-3716 [email protected] http://www.peregrinefund.org

rainforest action Network Membership

The Rainforest Action Network (RAN) is a 30,000-member grassroots organization that “runs hard-hitting campaigns to break America’s oil addiction, reduce our reliance on coal, protect endangered forests and Indigenous rights, and stop destructive investments through education, grassroots organizing and nonviolent direct action.” You can become involved with RAN on an individual basis by simply visiting its Web site frequently and responding to “Action Alerts.” Or you



can join RAN Youth Sustaining the Earth, the organization’s youth branch. RANs, as they’re called (or RYSEs, RAN Youth Sustaining the Earth), are community or student groups of concerned people. They work through direct action, letter writing, protests, and by pressuring corporations and politicians. If you decide to start your own group, RAN will provide information, advice, event notification, ideas for activities, a quarterly report, and a bimonthly newsletter. Visit the Rainforest Action Network on the Web or write for more information. Rainforest Action Network Attn: Levana Saxon, Youth Organizor 221 Pine Street, 5th Floor San Francisco, CA 94104-2705 415-572-2592 [email protected] http://www.ran.org

roots & Shoots at the Jane  Goodall Institute—uSa Membership

In 1960 anthropologist Jane Goodall ventured into East Africa to begin a field study on wild chimpanzees. Her ongoing research constitutes the longest continual field study of animals in their natural habitat. The Jane Goodall Institute was founded in 1977 to work on wildlife research, environmental education, and the conservation and welfare of animals, especially chimpanzees. The Institute’s Roots & Shoots club is for students from preschool to university age. Its mission encompasses both humanitarian and environmental issues. When you sign up to be a member, you join other students in every U.S.

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state and more than 100 countries. This club is extremely active. For example, it organized International Roots & Shoots Peace Day, with events and projects held in local communities to promote respect, consideration, and understanding among people. It also works on recycling projects and efforts to clean up local parks. As a member, you’ll receive its international newsletter, receive access to useful articles and reports, and get special discounts on products. Dues for premium members are $25 per year. The Jane Goodall Institute—USA 4245 North Fairfax Drive, Suite 600 Arlington, VA 22203-1698 http://www.janegoodall.org http://www.rootsandshoots.org

Science olympiad Competitions

The Science Olympiad is a national competition based in schools. School teams feed into regional and state tournaments, and the winners at the state level go on to the national competition. Some schools have many teams, all of which compete in their state Science Olympiad. Only one team per school, however, is allowed to represent its state at the national contest, and each state gets a slot. There are five divisions of Science Olympiad: Divisions A1, A2, and A3 for younger students, Division B for grades six through nine, and Division C for grades nine through 12. There is no national competition for Division A. Recent competition areas for Division C included Life, Personal, and Social Science; Earth and Space Science; Physical Science and Chemistry; Tech-

nology and Engineering; and Inquiry and Nature of Science. A school team membership fee must be submitted with a completed membership form 30 days before your regional or state tournament. The fee entitles your school to a copy of the Science Olympiad Coaches and Rules Manual plus the eligibility to have up to 15 students at the first level of your state or regional contest. Fees vary from state to state. The National Science Olympiad is held in a different site every year, and your school team is fully responsible for transportation, lodging, and food. Specific rules have been developed for each event and must be read carefully. There are numerous different events in each division. You and your teammates can choose the events you want to enter and prepare yourselves accordingly. Winners receive medals, trophies, and some scholarships. For a list of all Science Olympiad state directors and a membership form, go to the Science Olympiad Web site. You can also write or call the national office for information. Science Olympiad National Office Two Trans Am Plaza Drive, Suite 415 Oakbrook Terrace, IL 60181-4290 630-792-1251 http://www.soinc.org

SEaCamp San Diego Camps/College Courses/Summer Study

SEACAMP, founded in 1987, offers summer camps for those ages 12 to 18, using

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the Pacific Ocean as a classroom for marine science education. Campuses are fully equipped with modern residential facilities as well as an aquarium room and laboratory. Staff members have degrees in marine science and are trained in safety and first aid. SEACAMP I is offered as a residential or day program and includes labs and workshops in marine biology and ecology, oceanography, and a study of career opportunities; field trips, tidepooling, snorkeling, and an introduction to scuba diving round out the curriculum. SEACAMP II is a residential program for those who have completed SEACAMP I and want to tackle a more in-depth marine science research project and improve their scuba and snorkeling capabilities. SEACAMP III is an advanced version of SEACAMP II. Participants will get even more opportunities to develop their inwater skills and field research and observation techniques. The camps are offered several times each summer. SEACAMP I is a six-day program, SEACAMP II lasts a week, and SEACAMP III is eight days in length. The number of places available in all programs is limited. The tuition fees are all-inclusive and average about $790 for SEACAMP I, $1,300 for SEACAMP II, and $1,550 for SEACAMP III. There is a special offer for students who take SEACAMP I and SEACAMP II back-to-back. SEACAMP also offers programs for visiting classes during the school year, traveling programs for area schools, and programs for adults. SEACAMP San Diego 1380 Garnet Avenue, PMB E6 San Diego, CA 92109-3013



800-723-2267 [email protected] http://www.seacamp.com

Secondary Student training  program/life Science Summer  program at the uniersity of Iowa College Courses/Summer Study

The University of Iowa offers two interesting youth programs for those who are interested in science: the Secondary Student Training Program and the Life Science Summer Program. Those who have completed grade 10 or 11 can apply to the Secondary Student Training Program (SSTP). The program allows students to explore a particular area of science, such as biology, hydroscience, or environmental engineering, while conducting scientific research. Participants work with university faculty in one of the many laboratories on campus, studying and conducting research projects for approximately 40 hours per week. At the end of the program, which usually runs from late June to early August, you present your project to a formal gathering of faculty, staff, and fellow SSTP participants. Throughout the program you also take part in various seminars on career choices and the scientific profession, and a variety of recreational activities designed especially for SSTP participants. Students live in University of Iowa dormitories and use many of the facilities on campus. The admissions process is highly competitive and is based on an essay, transcript, and recommendations. Those who complete the program have the option of receiving college credit from the

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University of Iowa. Applications are due in March, and applicants will be notified of the decisions by mid-May. Tuition fees, room, and board generally total around $2,360; spending money and transportation to and from the university are not included. Financial aid is available. For an application form, financial aid information, and to discuss possible research projects, contact the Secondary Student Training Program. Rising high school freshmen and sophomores who are interested in biology can participate in the Life Science Summer Program. The program, which is sponsored by The Center for Diversity & Enrichment (CDE), is held for two weeks each July. Applicants must demonstrate aptitude for and interest in biology. In the program, you will “participate in hands-on laboratory training and classroom instruction covering a wide range of topics in the area of developmental biology.” Participants live on campus in air-conditioned residence halls. The cost for the program is $25 plus transportation costs to and from the university. Contact the CDE for more information about the program. Secondary Student Training Program Attn: Will Swain University­ of Iowa E203 Seashore Hall Iowa City­, IA 52242 319-335-3876 [email protected] http://www.continuetolearn.uiowa. edu/SSTP

Life Science Summer Program University­ of Iowa The Center for Diversity­ & Enrichment 24 Phillips Hall Iowa City­, IA 52242 319-335-3555 [email protected] http://cde.uiowa.edu/index.php/lifescience-summer-program.html

Sierra Student Coalition College Courses/Summer Study/ Employment and Internship Opportunities/Membership

The Sierra Student Coalition (SSC) was founded by a high school student in 1991 as the student-run arm of the Sierra Club, America’s oldest and largest environmental organization. Those between the ages of 14 and 30 are welcome to join the SSC as individuals or as part of a group (such as an ecology club or scouting troop). Student dues are $25 a year. The SSC develops grassroots campaigns on environmental issues, working largely through a network of activists and coordinators who organize campaigns at all levels. As a member, you receive an e-newsletter full of action opportunities, organizing advice, and articles on student activism. Each semester, the SSC runs major national campaigns and local projects that you can work on or even lead. The SSC is also a great resource if you’re already part of an existing club. The newsletter should give you great ideas and boost your enthusiasm for ongoing projects. Members can also link up with the Sierra Club’s speakers and get help in capturing media attention for local campaigns.

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All SSC members entering the ninth through 12th grades may take part in its summer High School Environmental Leadership Training Program. The program is held in several locations throughout the United States each summer. Each session runs for a week, during which experienced student activists help you learn how and when to take action and how to recruit others to support your cause. Each session includes seminars on specific topics such as Effective Public Speaking, Creative Fund-Raising, and How to Make a Group More Effective. Because both sessions of the Leadership Training Program are held in rustic settings with woodsy or rural surroundings, a good deal of time is also devoted to the exploration and appreciation of the natural world. Room and board, entertainment expenses, and local transportation to and from the site are all included in the program fee that ranges from $150 to $200. Scholarships are available for those who otherwise could not attend due to financial need. Applications are accepted on a rolling basis, but because space is limited you are encouraged to apply earlier. You may apply to both sessions to increase your chances of securing a place, but you may attend only one. The SSC also offers a variety of internships. For further information, contact the SSC. Sierra Student Coalition 600 14th Street, NW, Suite 750 Washington, DC 20005-2088 888-564-6772 [email protected] http://www.ssc.org



Society of Women Engineers high  School Conference/Summer Camp  at texas a&m uniersity Conferences/College Courses/Summer Study

The Society of Women Engineers (SWE) at Texas A&M University welcomes female and male high school students at all grade levels to its annual High School Conference. Each March, conference participants spend a weekend on the Texas A&M campus learning about the many engineering disciplines and seeing what the university has to offer. Students attend typical classes, participate in a design competition, attend a seminar on each engineering discipline, attend an informal banquet, tour the campus, and tour the departments of engineering that most interest them and learn more about those disciplines. The registration fee is $25 for two days and $15 for one day. For more information about the conference, including specific dates and times, email [email protected]. The society also offers a summer camp for young women who are entering the eighth and ninth grades and interested in math, science, or engineering. The registration fee is $175. Participants stay on campus in dorms and are supervised by engineering students and faculty. Email [email protected] for more information. Texas A&M University Society­ of Women Engineers Dwight Look College of Engineering 204 Zachary­ Engineering Center College Station, TX 77843-3127 http://swe.tamu.edu/?programs

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Stockholm Junior Water prize  (SJWp) Competitions

High school students in grades nine through 12 can compete for the Stockholm Junior Water Prize, which is sponsored by the Water Environment Federation. Applicants must submit a water-related science project that focuses on local, regional, national, or global issues. The project must “use scientifically accepted methodologies for experimentation, monitoring, and reporting, including statistical analysis.” To participate in the state competition, students should complete an online application and electronically submit their research paper. Winners of state contests proceed to compete at the national level, and the winner of the national competition will go on to compete at the international SJWP competition in Stockholm, Sweden. Contact the federation for more information. Water Environment Federation 601 Wy­the Street Alexandria, VA 22314-1994 703-535-5263 [email protected] http://www.wef.org/AboutWater/ ForStudents/SJWP

Student Career Experience  program/Student temporary  Employment program/Student  volunteer program at the  Enironmental protection agency  (Epa) Employment and Internship Opportunities/Volunteer Programs

College students can participate in the Student Career Experience Program (SCEP) in the EPA’s Office of Enforcement and

Compliance Assurance and in the Office of Prevention, Pesticides and Toxic Substances. Applicants must be U.S. citizens, have a GPA of at least 2.95 on a 4.0 scale, and be enrolled at an accredited college or university. Employment is available in the summer and throughout the school year. Participants work as environmental protection specialists, environmental scientists, chemists, biologists, toxicologists, program analysts, economists, or environmental or chemical engineer trainees. Internship opportunities are also available. High school and college students who are interested in the environment can participate in the Student Temporary Employment Program (STEP), which offers employment options in the summer and throughout the school year. Applicants must be U.S. citizens, at least 16 years of age, have at least a C average, and be enrolled as diploma- or degree-seeking students. Employment opportunities are available at EPA facilities throughout the nation. The EPA offers volunteer opportunities for high school students who are interested in protecting the environment. Volunteers learn about the EPA and explore career options in the field. Participants do not have to be U.S. citizens. The EPA also offers resources to encourage people to start voluntary water (local streams, lakes, estuaries, and wetlands) monitoring programs in their communities. Environmental Protection Agency 109 TW Alexander Drive Durham, NC 27709 http://www.epa.gov/epahome/ aboutepa.htm (volunteer opportunities)

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http://www.epa.gov/owow/ monitoring/volunteer (volunteer monitoring) http://www.epa.gov/oppts/pubs/ oppts_careers.htm#student (SCEP/ STEP)

Student Conseration association  National Crew/Community  programs Field Experience/Volunteer Programs

Students between the ages of 15 and 19 can participate in summer trail crew opportunities at state and national parks throughout the United States. You will be responsible for building hiking trails, protecting threatened ecosystems, and performing a variety of other tasks. Crew assignments last anywhere from 15 to 35 days. Crew members work about eight hours a day and sleep outdoors in tents. Past crew members have worked in nature areas like Denali National Park, Indiana Dunes National Lakeshore, and Great Sand Dunes National Monument and Preserve. Other than a $25 application fee, there is no charge for this exciting program. If you are interested in conservation, making new friends, and live in Baltimore, Md.; the San Francisco Bay Area; Boston, Mass.; Dallas, Tex.; Houston, Tex.; Jacksonville, Fla.; Manchester, N.H.; Milwaukee, Wisc.; Pittsburgh, Pa.; Seattle, Wash.; Stamford, Conn.; or Washington, D.C., you can participate in one or more of the SCA’s Community Programs. If you participate in the Conservation Leadership Corps, for example, you’ll work every weekend during the school year to “build trails, restore river and lakefront environments, and conserve habitats; learn about your environment through field trips and



weekend camping excursions; and give back to your community through service projects.” If you join a Summer Commuter Crew, you’ll “complete trail maintenance and site restoration projects in national, regional, and state parks; learn about your local environment through field trips; and plan and go on a recreational camping trip where you will learn outdoor skills, and visit local parks.” Community Programs last for six to seven weeks. In addition to the aforementioned programs, the SCA also offers internships for students who are 18 and older. Student Conservation Association 689 River Road PO Box 550 Charlestown, NH 03603-0550 603-543-1700, ext. 496 [email protected] http://www.thesca.org/serve/ national-crews

Summer program in marine  Studies at the acadia Institute of  oceanography College Courses/Summer Study

The Acadia Institute of Oceanography, offering educational programming since 1975, runs residential marine science programs every summer. Introductory (ages 10–12, $995, one week in length), intermediate sessions (ages 12–15, $2,100, two weeks in length), and advanced (ages 15–19, $2,100, two weeks in length) sessions are available. Participants at the intermediate level receive a solid natural history approach to oceanography, learning basic marine concepts and becoming acquainted with the methods

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and materials of laboratory research. Students in advanced sessions must have completed at least one year of high school biology or chemistry. These sessions are more analytical in nature, and students must prepare regular laboratory reports and analyses of their work. Sessions are primarily academic (although there is some recreation time each day), but no one is expected to have any previous training in oceanography. Students live at the Acadia Institute on Mount Desert Island in Seal Harbor, Maine. Transportation to and from the mainland, room, board, and virtually all other expenses are included in the tuition fee. Exemplary students who complete the advanced session may be eligible for a special winter course in marine science. Additionally, the institute offers the Florida Career Seminar, which gives students age 14 and older the chance to interact with marine biologists at SeaWorld in Orlando, Homassasa Springs Wildlife Refuge, and the Everglades National Park. Summer Program in Marine Studies Acadia Institute of Oceanography­ [email protected] http://www.acadiainstitute.com

u.S. fish and Wildlife Serice  Volunteer Programs

Volunteers of all ages are welcomed by the U.S. Fish &Wildlife Service. Volunteers may be tasked with conducting wildlife population surveys, leading tours, helping with laboratory work, banding ducks at a National Wildlife Refuge, restoring wildlife habitat, performing clerical tasks,

and photographing natural and cultural resources. Contact the U.S. Fish &Wildlife Service for more information. U.S. Fish and Wildlife Service U.S. Department of the Interior Division of Human Resources 4401 North Fairfax Drive, Mailstop: 2000 Arlington, VA 22203-1610 800-344-9453 http://www.fws.gov/volunteers http://volunteer.gov/gov

the Wildlife Society Membership

The society offers regular membership to anyone who is interested in wildlife conservation and management. Regular members receive four issues of The Wildlifer newsletter and four issues of The Wildlife Professional magazine. The cost of membership is $69 per year. Contact the society for more information. The Wildlife Society 5410 Grosvenor Lane Bethesda, MD 20814-2144 301-897-9770 http://www.wildlife.org

Women in the Sciences and  Engineering (WISE) Camp at  pennsylania State uniersity Camps

The Pennsylvania State University (Penn State) offers the Women in the Sciences and Engineering (WISE) Camp (residential or day) each June for female rising high school juniors and seniors who are interested in science, technology, engineering,

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and mathematics. Participants are academically talented with strong math and science skills, headed for college, and considering a career in science or engineering. Students take part in weeklong team projects and attend 90-minute workshops representing disciplines from the following Penn State colleges: Agricultural Sciences, Earth and Mineral Sciences, Engineering, Health and Human Development, Science, and Information Sciences and Technology. During WISE Camp you also meet female role models and learn about educational opportunities at Penn State. Accommodation is in a campus residence hall with collegiate women as your supervisors. The cost of the residential program is about $425; the day program costs about $145, which covers everything except transportation to and from Penn State’s University Park campus. A limited number of need-based scholarships are available. A completed application form, one letter of recommendation, an essay, any recent standardized test scores, and a current high school transcript must be submitted by the beginning of April. Members of minority groups and students with physical disabilities are strongly encouraged to apply. For further information about WISE Camp and the application process, contact the program. Women in the Sciences and Engineering Camp The Pennsy­lvania State University­ 319 Boucke Building University­ Park, PA 16802-5901 814-865-3342 [email protected] http://www.equity.psu.edu/wise/ k12-camps.asp

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Worldwide youth in Science  and Engineering (WySE) at the  uniersity of Illinois, Champaignurbana College Courses/Summer Study

The College of Engineering at the University of Illinois—Champaign-Urbana sponsors the Worldwide Youth in Science and Engineering (WYSE) program twice each summer. Rising high school juniors and seniors are eligible for the program, which is subtitled “Exploring Your Options.” The weeklong program features visits to each department within the College of Engineering, where faculty, graduates, and undergraduates conduct presentations, discussions, and hands-on activities concerning their particular area. Participants can make personal appointments with faculty members in engineering and nonengineering fields alike. Students live and eat on campus. Participants are selected according to the following factors: GPA, class ranking, curriculum, PSAT/SAT/ ACT scores, letters of recommendation, and a personal essay. Applications are due in April, but applying earlier is encouraged. The all-inclusive fee for the program is about $600; some financial aid is available for women and minority students. For more information about the WYSE program and an application, contact the program director. Worldwide Youth in Science and Engineering Attn: Director University­ of Illinois, Champaign-Urbana 210 Engineering Hall, MC-268 1308 West Green Street

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Urbana, IL 61801-2936 800-843-5410 wy­[email protected] http://engineering.illinois.edu/wyse/

yosemite Institute Camps/Field Experience

The Yosemite Institute, established in 1971, works in cooperation with the National Park Service to offer several programs for young people. Overnight Wilderness Backpacking Trips are oneto three-night camping adventures that encourage young people to “appropriately challenge themselves while exploring the wilderness and practicing Leave No Trace ethics.” Led by professional naturalist guides, you explore Yosemite’s high peaks, deep canyons, alpine lakes, and other features rarely seen by other visitors. You learn about the area’s abundant wildlife and unique cultural and natural history while hiking four to six miles per day at elevations of 6,000 to 10,000 feet. Only 12 participants are accepted for each Overnight Wilderness Backpacking Trip. The program fee includes meals and group overnight gear (tents, cooking pots, etc.). You must provide your own personal gear, however, including sleeping bag, water bottle, and utensils. Teens who participate in the institute’s two-week Field Research Course can earn college credit by creating their own ecology research project. You will learn “wilderness survival and backpacking skills;

Sierra Nevada natural history and ecology; how to record field observations and identify patterns; how to generate answerable questions and hypotheses; how to collect data that will answer your question; and how to analyze and present your data to other scientists.” To participate, you must be at least 16 years old and have completed at least one year of high school biology. The cost of the program is $1,900 for California residents and $2,400 for out-of-state participants. Participants will receive three college credits when they complete the program. Additionally, young women between the ages of 15 and 18 can participate in the Armstrong Scholars Program, which “seeks to inspire young women to reach their highest potential and develop a stronger sense of self and community and a stronger connection to nature.” The nine-day program costs $150 (the remaining costs are covered by a scholarship). The Yosemite Institute also offers environmental workshops for teachers and various programs throughout the year. Contact the institute for further information and for details on available scholarship funds. Yosemite Backcountry Adventure Yosemite Institute PO Box 487 Yosemite, CA 95389-0487 209-379-9511 http://www.yni.org/yi

a a a Read a Book

When it comes to finding out about the environment, don’t overlook a book. (You’re reading one now, after all.) What follows is a short, annotated list of books and periodicals related to the environment. The books range from fiction and personal accounts to biographies of the greats and career-oriented publications. Don’t be afraid to check out the professional journals, either. The technical stuff may be way above your head right now, but if you take the time to become familiar with one or two, you’re bound to pick up some of what is important to environmental professionals, not to mention begin to feel like a part of their world, which is what you’re interested in, right? We’ve tried to include recent materials as well as old favorites. Always check for the most recent editions, and, if you find an author you like, ask your librarian to help you find more. Keep reading good books!

❑ BookS

American Academy of Environmental Engineers. Environmental Engineering Selection Guide. Annapolis, Md.: American Academy of Environmental Engineers, 2009. This annual directory lists accredited environmental engineering programs and consult-

ing firms that employ board-certified environmental engineers. (Note: A free electronic copy is available online at http://www.aaee.net/Website/SelectionGuide.htm.) Baine, Celeste. Is There an Engineer Inside You?: A Comprehensive Guide to Career Decisions in Engineering. 2d ed. Belmont, Calif.: Professional Publications, 2004. Provides a detailed description of the engineering profession, an overview of the different areas in which to specialize, and information on education and professional societies. Barr, Nevada. Endangered Species. Reprint ed. New York: Berkley Books, 2008. One in a series of ecological mysteries featuring Anna Pigeon, park ranger. In the Cumberland Island National Seashore in Georgia, in a world of loggerhead turtles and wild ponies, Anna finds herself embroiled in a plot involving espionage, airplane crashes, eccentric islanders, and many twists and turns of plot before she can unravel the mystery. Brewer, Richard. Conservancy: The Land Trust Movement in America. Lebanon, N.H.: University Press of New England, 2004. Provides a detailed history of land trusts, as well as details on their various types and major organizations in the field.



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Christofferson, Bill. The Man from Clear Lake: Earth Day Founder Senator Gaylord Nelson. Madison, Wisc.: University of Wisconsin Press, 2004. A fascinating look at one of the key figures of the environmental movement. Crane, Kathleen. Sea Legs: Tales of a Woman Oceanographer. New York: Basic Books, 2004. An informative and inspiring autobiography from a pioneer in the study of underwater volcanic activity. Crane details the wonders of the sea and the challenges of being a woman in a male-dominated field. Croston, Glenn. 75 Green Businesses You Can Start to Make Money and Make a Difference. Newburgh, N.Y.: Entrepreneur Media Inc., 2008. Provides a detailed overview of the variety of green entrepreneurial opportunities—from careers in energy and green construction, to financial management and transportation, to water management and business, and more. DeGalan, Julie. Great Jobs for Environmental Studies Majors. 2d ed. New York: McGraw-Hill, 2008. This book will help environmental science majors develop winning job-search strategies and explore career options in the field. Earley, Sandra Leibowitz. Ecological Design and Building Schools: Green Guide to Educational Opportunities in the United States and Canada. Oakland, Calif.: New Village Press, 2005. This book provides an overview of sustainable design education and lists ecological design and building schools in North America. Eash, Neal, Cary J. Green, Aga Ravzi, and William F. Bennett. Soil Science

Simplified. 5th ed. Hoboken, N.J.: Wiley-Blackwell, 2008. Students seeking a basic introduction to soil science will find this guide to be an excellent resource. Fletcher, Susan R., Claudia Copeland, Linda Luther, and James E. Mccarthy. Environmental Laws: Summaries of Major Statutes Administered by the Environmental Protection Agency. Hauppauge, N.Y.: Nova Science Publishers, 2008. An excellent overview for aspiring environmental lobbyists, as well as those just interested in learning more about our nation’s environmental laws. Heitzman, Ray. Opportunities in Marine Science and Maritime Careers. Rev. ed. New York: McGraw-Hill, 2006. This book provides an overview of educational requirements, earnings, and career options for a variety of marine science and maritime careers. Heyerdahl, Thor. Green Was the Earth on the Seventh Day. New York: Random House, 1996. Warm, spirited, and amusing memoir of Heyerdahl’s youth, setting out with his new wife to discover the natural and unspoiled world of the South Pacific. This was the first of many journeys and expeditions that would lead to his distinguished career as a naturalist and adventurer. Hunter, Malcolm L., David Lindenmayer, and Aram Calhoun. Saving the Earth as a Career: Advice on Becoming a Conservation Professional. Hoboken, N.J.: Wiley-Blackwell, 2007. Professionals provide advice on choosing and landing a career in conservation biology.

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Kaplan, Eugene H. Sensuous Seas: Tales of a Marine Biologist. Princeton, N.J.: Princeton University Press, 2006. These wonderful essays by a Hofstra University educator serve as an excellent introduction to the beauty, mysteries, and science of the sea. Klass, David. California Blue. New York: Scholastic Paperbacks, 1996. When 17-year-old John Rodgers discovers a new subspecies of butterfly that may necessitate closing the lumber mill where his dying father works, he and his father find themselves on opposite sides of the environmental conflict. A gripping novel that brings to life the heated emotions on both sides of an environmental issue. Lear, Linda J. Rachel Carson: Witness for Nature. Boston, Mass.: Mariner Books, 2009. Definitive biography of an environmental pioneer who combined a scientific background with a clear and passionate writing style to alert the masses to the dangers of pollution. Llewellyn, A. Bronwyn. Green Jobs: A Guide to Eco-Friendly Employment. Cincinnati, Ohio: Adams Media, 2008. Anyone interested in learning about green-industry careers will benefit from reading this book. Lowman, Margaret D., Edward Burgess, and James Burgess. It’s A Jungle Up There: More Tales from the Treetops. New Haven, Conn.: Yale University Press, 2008. A rain forest biologist, nicknamed “Canopy Meg” because she often climbs to the top of the rain forest to conduct research, details the rewards of working in rain forests in Peru, India, and Samoa alongside her sons. (Note:



For more information on Canopy Meg, visit http://www.canopymeg.com.) Mackay, Richard. The Atlas of Endangered Species. Berkeley, Calif.: University of California Press, 2008. This illustrated guide to the world’s endangered species provides an overview of the major threats to biodiversity (loss of habitat, war, hunting, global warming) and the steps conservation scientists are taking to slow the destruction of wildlife. McDilda, Diane Gow. 365 Ways to Live Green: Your Everyday Guide to Saving the Environment. Cincinnati, Ohio: Adams Media, 2008. Provides a wealth of tips on attaining an environmentally friendly lifestyle. McNamee, Gregory. Careers in Renewable Energy: Get a Green Energy Job. Masonville, Colo.: PixyJack Press, 2008. From solar and wind energy, to biofuels and geothermal energy, to energy management and efficiency and other sectors, this book will provide you with the lowdown on exciting and lucrative careers in this fast-growing industry. Merchant, Carolyn, and Thomas Paterson. Major Problems in American Environmental History. 2d ed. Florence, Ky.: Wadsworth Publishing, 2006. Examines pollution, conservation, and wilderness preservation issues in the United States. Muir, John. A Thousand-Mile Walk to the Gulf. Whitefish, Mont.: Kessinger Publishing, LLC, 2008. The book details the youthful travels of noted conservationist and naturalist John Muir. Muir’s hike from Kentucky to Florida’s Gulf

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Coast occurred soon after the Civil War and focused on nature and conservation as well as his social observations on a war-torn land and its people. Peterson’s Guides. Graduate Programs in Engineering & Applied Sciences 2009. 43rd edition. Lawrenceville, N.J.: Peterson’s, 2008. Lists more than 4,700 programs, from bioengineering to civil, environmental, and electrical engineering. Absolutely indispensable. Renner, Michael. Green Jobs: Working for People and the Environment. Washington, D.C.: Worldwatch Institute, 2008. This short book provides an overview of the wide variety of green-industry careers—from recycling and renewable energy, to forestry and green building. Riley, Trish. The Complete Idiot’s Guide to Green Living. New York: Alpha, 2007. Provides an overview of global warming and other challenges to our environment and practical advice on how you can live in a more environmentally friendly manner at home, school, and work. Schueler, Don. A Handmade Wilderness. Boston, Mass.: Mariner Books, 1997. Suspenseful, funny, and deeply moving account of two men, one white and one black, who in 1968 purchased 80 acres in Mississippi to bring back the native plant and animal life, creating a wilderness area that contained every ecosystem in the region. Stephens, Lester D., and Dale R. Calder. Seafaring Scientist: Alfred Goldsborough Mayor, Pioneer in Marine Biology. Columbia, S.C.: University of South Carolina Press, 2006. This biography details the fascinating life of the

Harvard-trained scientist who founded the first tropical marine biology laboratory in the western hemisphere. Unger, Paul. Soil and Water Conservation Handbook: Policies, Practices, Conditions, and Terms. Boca Raton, Fla.: CRC Press, 2006. An encyclopedia that details more than 700 soil and water conservation terms and concepts. Entries cover climate characteristics, erosion types, soil and land conditions, planting and seeding methods, water control practices, and more. Wilson, Edward O. Naturalist. Washington, D.C.: Island Press, 2006. Memoir of one of the most prominent biologists working today in which he celebrates the changes in our view of nature in this century—namely, that we now know that “we are bound to the rest of life in our ecology, our physiology, and even our spirit.” Younger, Paul L. Groundwater in the Environment: An Introduction. Hoboken, N.J.: Wiley-Blackwell, 2006. An excellent primer on hydrogeology for college students. Provides information on groundwater quality, pollution sources, groundwater modeling, remediation solutions, and much more.

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American Naturalist. Published monthly by the University of Chicago Press (Journals Division, PO Box 37005, Chicago, IL 60637-0005, 877-7051879, [email protected]. edu) for the American Society of Naturalists. This publication covers issues in ecology, evolution, and population

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and integrative biology research. Visit http://www.journals.uchicago.edu/ AN/home.html to read a sample issue. Converting Magazine. Published monthly by Reed Business Information (Attn: Customer Service, 8878 Barrons Boulevard, Highlands Ranch, CO 80129-2345, 800-446-6551, [email protected], http:// www.convertingmagazine.com). Official publication for manufacturers involved in converting paper, paperboard, film, and foil into packaging and other products. Crops & Soils. Published quarterly by the American Society of Agronomy (677 South Segoe Road, Madison, WI 537111086, 608-268-4968, cropsandsoils@ agronomy.org, https://www.agronomy. org/cropsandsoils), this magazine is geared toward practicing professionals in agronomy, crops, and soils. Earthwatch Journal. Member publication of the Earthwatch Institute (Three Clock Tower Place, Suite 100, Box 75, Maynard, MA 01754-2549, 800-7760188, [email protected], http:// www.earthwatch.org/newsandevents/ publications). Topics discussed range from acid rain to endangered species. Environmental Business Journal. Published eight times annually by ZweigWhite Information Services (One Apple Hill Drive, Suite 2, Natick, MA 01760-2080, 800-466-6275). This publication provides in-depth coverage of trends in the environmental industry. Visit http://www.ebiusa.com to read a sample issue. Environmental Career Opportunities. Published bimonthly by Environ-



mental Career Opportunities Inc. (700 Graves Street, Charlottesville, VA 22902-5722, 866-750-9777, [email protected], http://ecojobs.com). This newsletter provides job listings in a variety of environmental fields, including environmental science and engineering, renewable energy, law, and natural resources and conservation. Environmental Engineer. Published quarterly by the American Academy of Environmental Engineers (130 Holiday Court, Suite 100, Annapolis, MD 21401-7003, [email protected], http:// www.aaee.net/Website/Magazine. htm). Professional journal that offers articles on well-known environmental engineers, the history of the field, and advances in environmental engineering practice. Environmental Practice. Published quarterly by Cambridge University Press (100 Brook Hill Drive, West Nyack, NY 10994-2133, 800-872-7423, subscriptions_newyork@cambridge. org, http://journals.camb ridge.org/ action/login) for the National Association of Environmental Professionals. This interdisciplinary journal provides research and commentary on a wide variety of environmental issues. Environmental Protection. Published by 1105 MEDIA Inc. (9121 Oakdale Avenue, Suite 101, Chatsworth, CA 91311-6517). Dedicated to air and water pollution control. Sample articles can be read at http://www. eponline.com. Friends of the Earth Newsmagazine. Quarterly resource from Friends of the

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Earth (1717 Massachusetts Avenue, Suite 600, Washington, DC 200362008, 202-783-7400), an organization that focuses on environmental justice and activism. Issues cover organization events, environmental hot topics, and leaders in the field. Visit http:// www.foe.org to read a sample issue. Frontiers in Ecology and the Environment. Published 10 times annually by the Ecological Society of America (1990 M Street, NW, Suite 700, Washington, DC 20036-3415, 202-833-8773, [email protected], http://www.esajournals.org/loi/fron). This professional publication focuses on ecology and related disciplines. Green Careers Journal. Published 10 times annually by the Environmental Career Center LLC (Two Eaton Street, Suite 711, Hampton, VA 23669-4095), this publication lists environmental job openings and provides information on career trends and educational programs. Ground Water Monitoring & Remediation. Published by Wiley (111 River Street, Hoboken, NJ 07030-5774, 800-225-5945, [email protected], http://www.wiley.com/WileyCDA/) for the Association of Ground Water Scientists and Engineers, this is a professional publication for hydrogeologists and engineers. Journal of Environmental Quality. Published bimonthly by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America (677 South Segoe Road, Madison, WI 53711-1086, 608273-8080, [email protected],

http://www.agronomy.org/publications/journals). Professional journal that covers a wide variety of environmental topics including plant and environment interactions, surface and groundwater water quality, ecosystem restoration, waste management, and biodegradation and bioremediation. Journal of Forestry. Published eight times annually by the Society of American Foresters (5400 Grosvenor Lane, Bethesda, MD 20814-2198, 301-8978720). Discusses numerous aspects of forest use, including protection and management. Visit http://www.safnet. org/publications/jof/index.cfm to read a sample issue. Journal of Soil and Water Conservation. Published bimonthly by the Soil and Water Conservation Society (945 SW Ankeny Road, Ankeny, IA 50023-9723, 515-289-2331). This professional journal covers issues and developments in soil and water conservation. Visit http:// www.swcs.org to read sample articles. Journal of Solar Energy Engineering. Published four times annually by ASME International (PO Box 2300, Fairfield, NJ 07007-2300, 800-8432763, [email protected], http:// journaltool.asme.org/Content/JournalDescriptions.cfm?journalId=15). Covers a wide variety of topics in solar energy engineering including energy conversion; industrial process systems; ocean energy conversion; collector development and testing; wind energy systems; photovoltaics; solar design; and energy storage. Journal of the Air & Waste Management Association (AWMA). Published

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monthly by the AWMA (One Gateway Center, 3rd Floor, Pittsburgh, PA 15222-1435, 412-232-3444, [email protected], http://www.awma. org/publications). Offers articles on developments in environmental engineering. LAND&People. Published twice a year by The Trust for Public Land (116 New Montgomery Street, Fourth Floor, San Francisco, CA 94105-3638), this attractive magazine provides an overview of conservation trends throughout the United States. Visit http://www.tpl.org to sign up for a free subscription. Limnology and Oceanography. Published bimonthly by the American Society of Limnology and Oceanography (5400 Bosque Boulevard, Suite 680, Waco, TX 76710-4446, 800-929-2756, [email protected], http://www.aslo.org/ publications.html). This professional journal features original articles about limnology and oceanography and seeks to promote an understanding of aquatic ecosystems. National Parks. Published quarterly by the National Parks Conservation Association (1300 19th Street, NW, Suite 300, Washington, DC 20036-1628). This attractive publication for the general public includes information about national parks and reserves in the United States and the conservation of natural resources. National Wildlife. Published six times annually by the National Wildlife Federation (11100 Wildlife Center Drive, Reston, VA 2019-5361, 800-822-9919). A popular magazine devoted to wild-



life conservation issues. Visit http:// www.nwf.org/nationalwildlife to read sample articles. Nature Conservancy. Quarterly publication of The Nature Conservancy (4245 North Fairfax Drive, Suite 100, Arlington, VA 22203-1606, 800-628-6860), a “conservation organization working around the world to protect ecologically important lands and waters for nature and people.” Visit http://www. nature.org/magazine to read sample articles. Oceanography. Published four times annually by The Oceanography Society (PO Box 1931, Rockville, MD 20849-1931, 301-251-7708, [email protected], http://www.tos. org/oceanography). Discusses current issues involving ocean science worldwide. Pollution Engineering: Magazine of Environmental Control. Published 13 times annually by BNP Media (PO Box 2146, Skokie, IL 60076-9785, 847-763-9534, [email protected]). A trade publication for pollution-control professionals and environmental engineers. Available for free at http:// www.pollutionengineering.com. The Pre-Engineering Times. Published monthly by the Junior Engineering Technical Society (1420 King Street, Suite 405, Alexandria, VA 22314-2750, 703-548-5387). Offers information for students and educators on engineering disciplines, profiles of interesting engineers and engineering programs, scholarship opportunities, Web links, information on engineering salaries, and much more. Available for free at

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http://www.jets.org/newsletter/index. cfm. Recycling Today. Published monthly by GIE Media Inc. (4020 Kinross Lakes Parkway, #201, Richfield, OH 442869084, 800-456-0707, http://www. recyclingtoday.com). A newsletter that serves the recycling industry. Resource Recycling. Published monthly by Resource Recycling (PO Box 42270, Portland, OR 97242-0270, 503-2331305, [email protected], http://www.resource-recycling.com), this professional journal provides information on trends in recycling and composting. Sierra. Published bimonthly by the Sierra Club (85 Second Street, 2nd Floor, San Francisco, CA 94105-3456, 415-9775500, [email protected]). Fascinating consumer publication that focuses on environmental protection and conservation of natural resources. Visit http://www.sierraclub.org/sierra to read sample articles. Soil Profiles. Published quarterly by the National Society of Consulting Soil Scientists (PO Box 1724, Sandpoint, ID 83864-0901, 800-535-7148). Professional newsletter that covers issues in soil science and conservation. Visit http://www.nscss.org/node/28 to read sample issues. Solar Industry. Published monthly by Zackin Publications Inc. (PO Box 2180, Waterbury, CT 06722-2180, [email protected], http:// www.solarindustrymag.com). This trade publication is “dedicated to the solar energy segment of the renew-

able energy industry, covering both solar photovoltaic and solar thermal technologies.” Solar Today. Published bimonthly by the American Solar Energy Society (2400 Central Avenue, Suite A, Boulder, CO 80301-2843, 303-443-3130, info@ solartoday.org). Covers a wide range of industry issues for solar energy industry professionals. Visit http://ases.org to read sample issues. SWE, Magazine of the Society of Women Engineers. Published five times annually by the Society of Women Engineers (230 East Ohio, Suite 400, Chicago, IL 60611-3265, 312-596-5223, [email protected], http:// societyofwomenengineers.swe.org). Offers stories on the achievements of women engineers, career development resources, and career guidance for students. The Wildlife Professional. Published quarterly by The Wildlife Society (5410 Grosvenor Lane, Suite 200, Bethesda, MD 20814-2144, 301-8979770, http://joomla.wildlife.org). Provides information for professionals in wildlife management and conservation. Wind Energy Weekly. Published by the American Wind Energy Association (1101 14th Street, NW, 12th Floor, Washington, DC 20005-5601, 202-383-2500, [email protected], http://www.awea.org/wew). Covers a wide range of issues of interest to wind industry professionals. Winds of Change. Published five times (including a College Guide) per year

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by American Indian Science and Engineering Society Publishing Inc. (4450 Arapahoe Avenue, Suite 100, Boulder, CO 80303-9102). Provides information

3

on career and educational advancement for American Indians and Native Alaskans/Hawaiians. Read selected articles at http://www.wocmag.org.

a a a Surf the Web

You must use the Internet to do research, to discover, to explore. The Internet is the closest you’ll get to what’s happening right now all around the world. This chapter gets you started with an annotated list of Web sites related to the environment. Try a few. Follow the links. Maybe even venture as far as asking questions in a chat room. The more you read about and interact with environmental professionals, the better prepared you’ll be when you’re old enough to participate as a professional. One caveat: You probably already know that URLs change all the time. If a Web address listed below is out of date, try searching on the site’s name or other key words. If it’s still out there, you’ll probably find it. If it’s not, maybe you’ll find something better.

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About.com: Environmental Issues http://environment.about.com

Everything you ever wanted to know about environmental issues—from global warming and green living to renewable energy and environmental law/policy— is available on this appropriately named Web site. The site has four main sections: Environmental Issues, What’s at Risk, What to Do (which provides advice

on living green and how to reduce global warming), and Global Warming. You might also want to sign up to receive a free environmental issues newsletter to keep abreast of the latest developments in the field. In the Community Forum section, you can register to participate in conversations with others interested in learning about topics in the field. The Aquaventurer Time Machine http://www.wef.org/AboutWater/ ForStudents/WastewaterTimeline

Travel through the past, present, and future of wastewater using The Aquaventurer Time Machine! This interactive tool uses anecdotes, photographs, videos, and music to educate users on the importance of water and wastewater treatment over the past 10,000 years. The Machine is sponsored by the Water Environment Foundation. A teacher’s guide is also available. Careers in Forestry & Natural Resources http://www.forestrycareers.org This site, which is sponsored by the National Science Foundation, provides a wealth of information about careers in the following subdisciplines in the field: Fish &



Surf the Web

Wildlife Management; Parks, Recreation, and Tourism; Management and Conservation; Policy and Planning; Forestry & Natural Resources Sciences; Environmental Science and Technology; Wood and Paper Science; and Genetics and Biotechnology. Each section offers a list of possible careers, brief interviews with forestry and natural resources workers in the field, photographs of workers in the field, and links to other Web sites. There is also a useful Education section (which features information on schools that offer degrees in forestry or natural resources) and a Diversity section that encourages people of color to enter the field. Cool Works http://www.coolworks.com Can you picture yourself saddling up burros at the Grand Canyon or working as a tour guide at Mount Rushmore this summer? Cool Works quickly links you to a wealth of information about seasonal employment at dozens of national and state parks, preserves, monuments, and wilderness areas. There are also listings of jobs and volunteer opportunities at ski areas, private resorts, cruise ships, and summer camps. Most of the national and state jobs require that applicants be 18 years or older. Most national and state parks listed here have seasonal positions available in similar departments. Specific job descriptions can also be accessed by searching a pull-down menu of U.S. states and regions or international locations. Some jobs allow you to apply directly online and many have downloadable application forms.



Cyber-Sierra’s Natural Resources Job Search http://www.cyber-sierra.com/nrjobs/ index.html This site is overflowing with up-to-date information to assist job seekers in the fields of forestry, water resources, and other environmental careers. In spite of its abundance of data, the site has a friendly tone and has the interests of a job seeker in mind. Take the time to read the Overview page for insights into how to best use this site and general advice about looking for work. Even if you’re only at the preliminary stage of exploring options for your future, there’s plenty to glean from this site. Besides seeing the scope of career possibilities, you can link to many environmental organizations, online courses, and reference tools. Dig It: The Secrets of Soil http://forces.si.edu/soils Did you know that soils breathe? That a teaspoon of quality farm soil has more than one million bacteria? That the quality and health of soil plays a key role in agricultural productivity? If not, the Smithsonian Institution offers a 5,000 square-foot exhibit space at its museum in Washington, D.C., that will fill you in on the importance of soil. If you can’t make it to the museum, the Smithsonian has created this interesting Web site to give you the dirt on the basics of soil. Sections include What is Soil?, Soil Forming Factors, Matters of Life and Death, and Underneath It All. There are also interesting profiles of soil professionals in a variety of fields.

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EE-Link: Environmental Education on the Internet http://eelink.net/pages/EELink+Introduction Sponsored by the North American Association for Environmental Education, EE-Link aims to provide online educational resources for students and teachers interested in the environment. At this site, you’ll find more than 5,800 links to environmental organizations, foundations, schools, and current projects that are on the Internet. The Encyclopedia of Earth http://www.eoearth.org The Encyclopedia of Earth is written by environmental scholars, professionals, educators, and experts. The articles, which are peer-reviewed, are written in nontechnical, easy-to-understand language for students and the general public. There are thousands of detailed entries on a variety of topics and well-known individuals in the field including acid rain, the Exxon Valdez oil spill, the Ocean Dumping Act, Rachel Carson, species diversity, wind farms, and the Yapen rain forests. There are also news articles on the latest environmental developments and a forum where you can comment on issues ranging from man-made chemicals in drinking water to the ecological impacts of climate change. Energy Efficiency and Renewable Energy http://www.eere.energy.gov This U.S. Department of Energy Web site provides a wealth of information about

government energy programs in renewable energy (including biomass, geothermal, solar, wind, and hydropower), vehicle efficiency, and weatherization. Environmental Career.com http://environmental-jobs.com EnvironmentalCareer.com provides environmental job listings in a variety of fields. Users can search by keyword, job category (such as activism/advocacy, ecotourism, and hydrogeology), employment type (full or part time, contract, internship, etc.), geographic area, and salary range. Environmental Career Opportunities http://ecojobs.com This Web site lists environmental internships and careers in a wide range of fields, including natural resources and conservation, environmental science, advocacy, renewable energy, education, policy, and law. There is also information on environmental degree programs, such as the Environmental Studies Program at the University of Colorado at Boulder and the master’s program in environmental sciences and policy at Johns Hopkins University. You can also sign up for an email listserv that will send you announcements of new job listings in selected environmental fields. Environmental News Network http://www.enn.com The Environmental News Network publishes information from a variety of sources to “help people understand and

Surf the Web



communicate the environmental issues and solutions that face us and hopefully inspire them to get involved.” This site is loaded with timely articles on environmental issues; subject areas include Wildlife, Agriculture, Ecosystems, Energy, Business, Climate, Pollution, Green Building, Science/Technology, and Lifestyle. This is an excellent clearinghouse of environmental articles and a great place to start to learn more about environmental issues.

graduate schools searchable by country. From the home page, use the drop-down menu to choose your area of interest, such as Education, Engineering, Management, Policy, Health, and Pollution Control. Listings include program info, degrees offered, school Web site, and email contact.

Global Learning and Observations to Benefit the Environment (GLOBE) http://www.globe.gov

GreenFacts is a nonprofit organization that seeks to “bring complex scientific consensus reports on health and the environment to the reach of non-specialists.” Visit its Web site to read peer-reviewed articles about air pollution, biodiversity, climate change, sustainable development, and a variety of other topics.

GLOBE is an ambitious project in which students from 110 countries take core sets of scientific measurements and observations about their local environment, such as air temperature, precipitation, soil moisture, and watershed dynamics. The data is forwarded to GLOBE-affiliated scientists who record it online for all participants to access. While there are plenty of fun activities like an online expedition to Mt. McKinley, GLOBE emphasizes learning solid scientific protocol. Visit For Scientists to read scientific research papers and Web chats or to see how data is used to create global contour maps. Students on every continent are taking part in GLOBE; students from a high school in Arkansas might find themselves exchanging data with students in Finland or China! GradSchools.com http://www.gradschools.com This site, while somewhat rough around the edges, offers listings of environmental

GreenFacts: Facts on Health and the Environment http://www.greenfacts.org

Green for All http://www.greenforall.org Green For All is a national organization that advocates for the creation of green-collar jobs, with a primary goal of helping people from disadvantaged communities escape poverty. Visit its Web site to get the lowdown on green-collar jobs (which can be defined as environmentally friendly careers that require more than a high-school diploma, but less than a bachelor’s degree), volunteer opportunities, and to read a blog about environmental issues. Green.org http://www.green.org Green.org is sponsored by Communications for the World, a nonprofit think

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tank. It seeks to teach people “how they can play an active role in the ecosystem.” Detailed overviews of recycling and solar and wind energy are provided at the site. There are also profiles of environmental organizations and individuals who are trying to make the world a healthier place, along with fun activities that you can get involved in (such as joining a Sunflower Club, in which people grow and learn about this popular plant). Grist: Environmental News and Commentary http://gristmill.grist.org Grist is a cutting-edge Web site that provides an independent take on environmental issues. You can read articles about green issues and sustainable living. Topics range from biofuels and greenwashing, to climate change and environmental justice, to the Obama administration’s record on the environment. There are also regular columns, Q&A sections, a blog, product reviews, and much more. How S tuff Works http://www.howstuffworks.com If you spend a lot of time wondering how stuff you use or see every day actually works, then this site should be on your short list of Web sites to explore, as it covers how “stuff,” as varied and timely as tsunamis, identity theft, or satellite radio, works. Complex concepts are carefully broken down and examined, with photos and links to current and past news items about the subject. Envi-

ronmental topics include How Hydrology Works, How Animal Camouflage Works, How the World Wildlife Fund Works, How the Earth Works, How Solar Cells Work, How Hydropower Plants Work, and more. National Park Service: Nature and Science: Views of the National Parks http://www.nature.nps.gov Views of the National Parks is a multimedia program that “presents the natural, historical, and cultural wonders associated with national parks.” Users can learn about parks in the system (such as the Badlands, Palo Alto Battlefield, Devil’s Tower, and the Grand Canyon), listen to interviews about the parks and their features, and view photos of the parks. National Renewable Energy Laboratory (NREL): Learning About Renewable Energy http://www.nrel.gov/learning The NREL is a government laboratory that conducts research on and explores development of renewable fuels and electricity. Visit its Web site to get the basics on renewable energy, advanced vehicles and fuels, and how to save energy at home and work. Check out the Student Resources section for information about programs and competitions for K–12 students (such as the Junior Solar Sprint/Hydrogen Fuel Cell Car Competitions and the High School Science Bowl) and mentored research internships and fellowships for college students.

Surf the Web

Natural Resources Conservation Service: Backyard Conservation http://www.nrcs.usda.gov/feature/ backyard Soil and water conservation practices are key to the success of farms across the country, but did you know that you can conserve and protect natural resources in your own backyard? This Web site lists 10 things you can do in your backyard to protect the environment and make your backyard more beautiful. Topics include Backyard Pond, Backyard Wetland, Composting, Mulching, Nutrient Management, Pest Management, Terracing, Tree Planting, Water Conservation, and Wildlife Habitat. Peterson’s Summer Camps and Programs http://www.petersons.com/ summerop/code/ssector.asp This Web site offers great information about academic and career-focused summer programs. Finding a camp that suits your interests is easy enough at this site; just search Peterson’s database by activity (Academics, Arts, Sports, Wilderness/ Outdoors, Special Interests), geographic region, category (Day Programs in the U.S., Residential Programs in the U.S., Travel in the U.S. and to Other Countries, Special Needs Accommodations), keyword, or alphabetically. By conducting a keyword search using the word environment, you’ll find a list of links to hundreds of programs. Click on a specific program or camp for a quick overview. In some instances you’ll get a more in-depth



description, along with photographs, applications, and online brochures. Public Broadcasting Service: American Field Guide http://www.pbs.org/americanfield guide This fascinating Web site features more than 14,000 videos in the following environmental categories: Animals, Ecosystems, Human History, Livelihoods, Earth & Space, Plants, Public Policy, and Recreation. For example, under Ecosystems you can view videos of tidal pools in South Carolina; the Blanton Forest, the largest old-growth forest in Kentucky; and Saguaro cacti and other desert life in Saguaro National Park in Arizona. This is an excellent place to learn more about the environment. Rainforest Action Network (RAN) http://www.ran.org The Rainforest Action Network has a Web site that you don’t merely visit: you make a statement while you’re there. This dynamic, colorful home page draws you in with its sense of urgency to tackle the network’s signature issues: forests, global warming, human rights, energy, and sustainable economies. The Take Action section allows visitors to read about pressing environmental issues (such as reducing the carbon content of fuels) and send an email to legislators right from the site, using the RAN’s sample letters or emails. The Our Campaigns section describes ongoing campaigns such as the Freedom From Oil Campaign, the Rainforest Agribusiness

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Campaign, and the Old Growth Campaign. This is a great educational resource on the serious environmental challenges that we face. It will inspire you to get involved and do your part to save the earth. Sea Grant Marine Careers http://www.marinecareers.net Interested in a career as a marine biologist, oceanographer, or ocean engineer? If so, you’ve come to the right place. Sea Grant Marine Careers provides detailed information on careers, educational requirements, typical work settings, earnings, and much more. There are also profiles of workers in the field (such as marine biotechnologists, aquatic chemists, geological oceanographers, and environmental engineers), answers to frequently asked questions, and photographs of marine science professionals at work. U.S. Fish & Wildlife Service Students’ Page http://www.fws.gov/educators/ students.html

This site provides links to information on a variety of environmental resources—from birds and fish, to habitat and endangered species, to plants and wildlife. There is also a FAQ section and links to the service’s photo and video libraries. Yahoo!: Environment & Nature http://dir.yahoo.com/Society_and_ Culture/Environment_and_Nature? skw=%22Environment%22 It might seem odd to include the popular search engine Yahoo! among a list of environmental Web sites, but it won’t seem so after you’ve visited it. Yahoo! has done a tremendous amount of legwork for you. For example, if you’re interested in environmental organizations, then scan through the more than 4,045 sites currently included. There are over 660 sites devoted to water resources, and there are 385 links to sites focused on global change. Yahoo! even offers 10 sites dedicated to environmental crime, a relatively obscure topic.

a a a Ask for Money

By the time most students get around to thinking about applying for scholarships, grants, and other financial aid, they have already extolled their personal, academic, and creative virtues to such lengths in essays and interviews that even their own grandmothers wouldn’t recognize them. The thought of filling out yet another application fills students with dread. And why bother? Won’t the same five or six kids who have been competing for academic honors for years walk away with all the really good scholarships? The truth is that most of the scholarships available to high school and college students are being offered because an organization wants to promote interest in a particular field, encourage more students to become qualified to enter it, and finally, to help those students afford an education. Certainly, having a great grade point average is a valuable asset. More often than not, however, grade point averages aren’t even mentioned; the focus is on the area of interest and what a student has done to distinguish himself or herself in that area. In fact, sometimes the only requirement is that the scholarship applicant must be studying in a particular area.



❑ GuIDElINES

When applying for scholarships there are a few simple guidelines that can help ease the process considerably.

plan ahead The absolute worst thing you can do is wait until the last minute. For one thing, obtaining recommendations or other supporting data in time to meet an application deadline is incredibly difficult. For another, no one does his or her best thinking or writing under the gun. So get off to a good start by reviewing scholarship applications as early as possible—months, even a year, in advance. If the current scholarship information isn’t available, ask for a copy of last year’s version. Once you have the scholarship information or application in hand, give it a thorough read. Try to determine how your experience or situation best fits into the scholarship, or if it even fits at all. Don’t waste your time applying for a scholarship in literature if you couldn’t finish Great Expectations. If possible, research the award or scholarship, including past recipients and, where applicable, the person in whose name the scholarship is offered. Often, scholarships are established to

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memorialize an individual who majored in environmental science, for example, but in other cases, the scholarship is to memorialize the work of an individual. In those cases, try to get a feel for the spirit of the person’s work. If you have any similar interests, experiences, or abilities, don’t hesitate to mention them. Talk to others who received the scholarship, or to students currently studying in the same area or field of interest in which the scholarship is offered, and try to gain insight into possible applications or work related to that field. When you’re working on the essay asking why you want this scholarship, you’ll have real answers—“I would benefit from receiving this scholarship because studying environmental law will help me become a better advocate for safe air and drinking water.” Take your time writing the essays. Be certain that you are answering the question or questions on the application and not merely restating facts about yourself. Don’t be afraid to get creative; try to imagine what you would think of if you had to sift through hundreds of applications: What would you want to know about the candidate? What would convince you that someone was deserving of the scholarship? Work through several drafts and have someone whose advice you respect—a parent, teacher, or guidance counselor—review the essay for grammar and content. Finally, if you know in advance which scholarships you want to apply for, there might still be time to stack the deck in your favor by getting an internship, volunteering, or working part time. The more you know about a scholarship and the sooner you learn it, the better.

follow Directions Many of the organizations that offer scholarships devote 99.9 percent of their time to something other than the scholarship for which you are applying. Don’t make a nuisance of yourself by pestering them for information. Simply follow the directions as they are presented to you. If the scholarship application specifies that you should write for further information, then write for it—don’t call. Pay close attention to whether you’re applying for an award, a scholarship, a prize, or financial aid. Often these words are used interchangeably, but just as often they have different meanings. An award is usually given for something you have done: built a park or helped distribute meals to the elderly; or something you have created: a musical composition, a design, an essay, a short film, a screenplay, or an invention. On the other hand, a scholarship is frequently a renewable sum of money that is given to a person to help defray the costs of college. Scholarships are given to candidates who meet the necessary criteria based on essays, eligibility, grades, or sometimes all three. Supply all the necessary documents, information, and fees, and make the deadlines. You won’t win any scholarships by forgetting to include a recommendation from a teacher or failing to postmark the application by the deadline. Bottom line: Get it right the first time, on time.

apply Early Once you have the application in hand, don’t dawdle. If you’ve requested it far enough in advance, there shouldn’t be any reason for you not to turn it well before

Ask for Money

the deadline. You never know, if it comes down to two candidates, your timeliness just might be the deciding factor. Bottom line: Don’t wait.

Be yourself Don’t make promises you can’t keep. There are plenty of hefty scholarships available, but if they all require you to study something that you don’t enjoy, you’ll be miserable in college. And the side effects from switching majors after you’ve accepted a scholarship could be even worse. Bottom line: Be yourself.

Don’t limit yourself There are many sources for scholarships, beginning with your guidance counselor and ending with the Internet. All of the search engines have education categories. Start there and search keywords such as “financial aid,” “scholarship,” and “award.” But don’t be limited to the scholarships listed in these pages. If you know of an organization related to or involved with the field of your choice, write a letter asking if they offer scholarships. If they don’t offer scholarships, don’t stop there. Write them another letter, or better yet, schedule a meeting with the president or someone in the public relations office and ask them if they would be willing to sponsor a scholarship for you. Of course, you’ll need to prepare yourself well for such a meeting because you’re selling a priceless commodity—yourself. Don’t be shy, and be confident. Tell them all about yourself, what you want to study and why, and let them know what you would be willing to do in exchange—volunteer at their favor-

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ite charity, write reports on your progress in school, or work part time on school breaks and full time during the summer. Explain why you’re a wise investment. Bottom line: The sky’s the limit.

❑ thE lISt

Advancing Hispanic Excellence in Technology, Engineering, Math and Science Foundation c/o Scholarship Program University­ of Texas at Arlington College of Engineering 416 Yates Street, Box 19019 Nedderman Hall, Room 634 Arlington, TX 76019-0019 [email protected] http://www.ahetems.org

The foundation offers scholarships to Hispanic high school seniors and undergraduate and graduate students who plan to or who are currently pursuing degrees in engineering, mathematics, science, and computer science. Visit its Web site for more information. American Ground Water Trust Scholarship Application 50 Pleasant Street Concord, NH 03301-4073 603-228-5444 http://www.agwt.org/scholarships. htm The trust offers three scholarships for high school seniors who are interested in pursuing careers in groundwater. Scholarships range from $1,000 to $2,000. Applicants must be U.S. citizens or legal residents, have a GPA of at least 3.0, and

    What Can I Do Now? Enironment

“either have completed a science/environmental project in high school which directly involved ground water resources or have had vacation/out of school work experience that is related to the environment and natural resources.” Visit the trust’s Web site for more information and to download an application. American Indian Science and Engineering Society (AISES) PO Box 9828 Albuquerque, NM 87119-9828 505-765-1052 [email protected] http://www.aises.org/Programs/ ScholarshipsandInternships/ Scholarships The AISES offers several scholarships for Native American students at the undergraduate and graduate level who are studying engineering, the natural/physical sciences, natural resources, and other fields. Applicants must be student members and demonstrate proof of tribal membership. Contact the society for more information and to download applications. American Meteorological Society (AMS) 45 Beacon Street Boston, MA 02108-3631 617-227-2426 http://www.ametsoc.org/ams studentinfo/scholfeldocs The society offers several scholarships to high school seniors and college students. The AMS/Industry Minority Scholarship is open to minority students who have been traditionally underrepresented in

the sciences, especially Native American, Hispanic, and Black/African-American students. Applicants must be high school seniors who plan to pursue a career in the atmospheric or related oceanic and hydrologic sciences. The AMS/Freshman Undergraduate Scholarship is available to high school seniors who plan to study atmospheric or related oceanic or hydrologic sciences in college. Visit the society’s Web site for more information and to download applications. Annie’s Homegrown Scholarship Committee 564 Gateway­ Drive Napa, CA 94558-7517 http://www.annies.com/sustainable_ agriculture_scholarship This environmentally friendly food company offers the Sustainable Agriculture Scholarship to high school seniors and college students who are planning to or are currently attending an accredited sustainable/organic agriculture program. In 2007, Annie’s awarded $50,000 to scholarship recipients. Visit its Web site for further details. Collegeboard.com http://apps.collegeboard.com/ cbsearch_ss/welcome.jsp This testing service (PSAT, SAT, etc.) also offers a scholarship search engine at its Web site. It features scholarships (not all environment-related) worth nearly $3 billion. You can search by specific major (such as biology, botany, ecology, environmental engineering, and environmental science) and a variety of other criteria.

Ask for Money

CollegeNET http://www.collegenet.com/mach25/ app CollegeNET features 600,000 scholarships (not all environment-related) worth more than $1.6 billion. You can search by keyword (such as “environment,” “natural resources,” and “ecology”) or by creating a personality profile of your interests. Environmental Protection Agency http://www.epa.gov/careers/stuopp. html#schol The EPA, in cooperation with the American Indian Science and Engineering Society (AISES), offers the Tribal Lands Environmental Science Scholarship for college juniors and seniors and graduate students of Native American heritage who are pursuing degrees in environmental science. Scholarships are awarded based on applicants’ “grade-point average, knowledge of Indian culture, commitment to environmental protection, character and leadership ability, level of study, and work experience.” Interested students should apply through the AISES (PO Box 9828, Albuquerque, NM 871199828, 505-765-1052, [email protected], http://www.aises.org). FastWeb http://www.fastweb.com FastWeb is one of the best-known scholarship search engines around. It features 1.3 million scholarships (not all environment-related) worth more than $3 billion. To use this resource, you will need to register (free).



Foundation for the Carolinas Attn: Scholarships 217 South Try­on Street Charlotte, NC 28202-3201 704-973-4537 [email protected] http://www.fftc.org The foundation administers more than 70 scholarship funds that offer awards to high school seniors and undergraduate and graduate students who plan to or who are currently pursuing study in engineering, science, business, and other disciplines. Visit its Web site for a list of awards. The Garden Club of America 14 East 60th Street, 3rd Floor New York, NY 10022-7147 212-753-8287 http://www.gcamerica.org/ scholarships.php3 The club offers several scholarships and fellowships to college students who are interested in studying field botany, ornamental horticulture, ecological restoration, urban forestry, tropical botany, horticulture, and other environmental fields. Funds are available for study during the summer and the regular school year. Visit the club’s Web site for detailed information about available awards. Golden Key International Honor Society 621 North Avenue, NE, Suite C-100 Atlanta, GA 30308-2842 800-377-2401 http://www.goldenkey.org Golden Key is an academic honor society that offers its members “opportunities for

    What Can I Do Now? Enironment

individual growth through leadership, career development, networking, and service.” It awards more than $400,000 in scholarships annually. Membership in the society is selective: only the top 15 percent of college juniors and seniors—who may be pursuing education in any college major—are considered for membership by the organization. There is a one-time membership fee of $70. Contact the society for more information. GuaranteedScholarships.com http://www.guaranteed-scholarships. com This Web site offers lists (by college) of scholarships, grants, and financial aid (not all environment-related) that “require no interview, essay, portfolio, audition, competition, or other secondary requirement.” Hawaii Community Foundation 1164 Bishop Street, Suite 800 Honolulu, HI 96813-2817 888-731-3863 http://www.hawaiicommunity foundation.org/scholar/scholar.php The foundation offers a variety of scholarships for high school seniors and college students planning to or currently studying marine science or other majors in college. Applicants must be residents of Hawaii, demonstrate financial need, and attend a two- or four-year college. Visit the foundation’s Web site for more information and to apply online. Hispanic College Fund (HCF) 1301 K Street, NW, Suite 450-A West

Washington, DC, 20005-3317 800-644-4223 [email protected] http://www.hispanicfund.org The Hispanic College Fund, in collaboration with several major corporations, offers many scholarships for high school seniors and college students planning to or currently attending college. Applicants must be Hispanic, live in the United States or Puerto Rico, and have a GPA of at least 3.0 on a 4.0 scale. Contact the HCF for more information. Illinois Career Resource Network http://www.ilworkinfo.com/icrn.htm Created by the Illinois Department of Employment Security, this site offers a useful scholarship search engine, as well as detailed information on careers (including environmental jobs). You can search for environmental scholarships based on major (such as biology, environmental engineering, environmental studies, and oceanography), and other criteria. This site is available to everyone, not just Illinois residents; you can get a password by simply visiting the site. The Illinois Career Information System is just one example of sites created by state departments of employment security (or departments of labor) to assist students with financial- and career-related issues. After checking out this site, visit your state’s department of labor Web site to see what it offers. Marine Technology Society Student Scholarship 5565 Sterrett Place, Suite 108

ask for money    

Columbia, MD 21044-2606 http://www.mtsociety.org/education/ scholarships.aspx The society offers approximately $59,000 in scholarship funds annually to high school, undergraduate, graduate, and two-year college students who are interested in pursuing careers in a marinerelated field. Visit its Web site for detailed information on available scholarships. Midwest Renewable Energy Association 7558 Deer Road Custer, WI 54423-9734 715-592-6595 [email protected] http://www.the-mrea.org/ scholarship_fund.php The association awards the Steve Hansen Scholarship to high school seniors, college students, and nontraditional students who are interested in studying renewable energy, energy efficiency, or other sustainable-living topics in college or in other educational settings. Applicants must live in the Midwest (Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, or Wisconsin) and demonstrate a desire to make the world a better and more sustainable place to live. Visit the association’s Web site for more information. Morris K. Udall Foundation Morris K. Udall Scholarship Program 30 South Scott Avenue Tucson, AZ 85701-1922 520-901-8500 [email protected] http://www.udall.gov

The foundation awards approximately 80 scholarships to college students in their sophomore or junior year who have outstanding potential and intend to pursue environmental careers. The foundation “seeks future leaders across a wide spectrum of environmental fields, including policy, engineering, science, education, urban planning and renewal, business, health, justice, and economics.” Visit its Web site for more information. National Ground Water Association National Ground Water Research and Educational Foundation Attn: Scholarship Coordinator 601 Dempsey­ Road Westerville, OH 43081-8978 [email protected] http://www.ngwa.org/ngwref/assante High school seniors and college undergraduates are eligible to apply for scholarships from the Len Assante Scholarship Fund. Applicants must be “entering a field of study that serves, supports, or promotes the ground water industry” and have a GPA of at least 2.5 on a 4.0 scale. Visit the association’s Web site for details and to download an application. National Hydropower Association Past President’s Legacy­ Scholarship Program Scholarship Management Services One Scholarship Way­ PO Box 297 Saint Peter, MN 56082-0297 http://www.hydro.org

    What Can I Do Now? Enironment

The association offers the Past President’s Legacy Scholarship to college juniors and seniors and graduate students who are interested in pursuing an area of study that is related to the hydropower industry, which includes engineering, the sciences (biology, fisheries, and hydrology), communications, and environmental studies. Visit its Web site for more information. National Recycling Coalition National Recy­cling Trust Fund 805 15th Street, NW, Suite 425 Washington, DC 20005-2239 202-789-1430 http://www.nrc-recycle.org Each year, the National Recycling Trust Fund awards $1,500 to three high school seniors or college students who attend schools located in the city where it holds its annual meeting. Students must be planning to pursue an environmental career. Contact the coalition for more information. National Society of Black Engineers (NSBE) 205 Daingerfield Road Alexandria, VA 22314-2833 703-549-2207 [email protected] http://national.nsbe.org High school and college students who are members of the NSBE are eligible to apply for a variety of scholarships that range in value from $500 to $7,500. Visit the society’s Web site for a complete list. National Society of Professional Engineers 1420 King Street

Alexandria, VA 22314-2794 703-684-2800 http://www.nspe.org/Students/ Resources/scholarships.html The society offers a variety of scholarships (ranging from $1,000 to $10,000) to high school seniors and undergraduate and graduate students who are interested in pursuing careers in environmental engineering and other engineering subspecialties. High school students will be most interested in learning more about the Maureen L. and Howard N. Blitman, P.E., Scholarship to Promote Diversity in Engineering ($5,000, ethnic minorities are eligible). Visit the society’s Web site to download an application. Sallie Mae http://www.collegeanswer.com/ paying/scholarship_search/pay_ scholarship_search.jsp This Web site offers a scholarship database of more than 2.9 million awards (not all environment-related) worth more than $16 billion. You must register (free) to use the database. Scholarship America One Scholarship Way­ PO Box 297 Saint Peter, MN 56082-0297 800-537-4180 http://www.scholarshipamerica.org This organization works through its local Dollars for Scholars chapters throughout the United States. In 2008, it awarded more than $219 million in scholarships to students. Visit Scholarship America’s Web site for more information.

ask for money    

Scholarships.com http://www.scholarships.com Scholarships.com offers a free college scholarship and grant search engine (you must register to use it) and financial aid information. Its database of awards features 2.7 million listings worth up to $19 billion in aid. Society for Range Management (SRM) 10030 West 27th Avenue Wheat Ridge, CO 80215-6601 303-986-3309 http://www.rangelands.org/ education_masonicscholarship.shtml The society offers the Masonic-Range Science Scholarship to high school seniors and college freshmen and sophomores who plan to or who are currently attending a college program in range management. Applicants must be sponsored by a member of the SRM, the Soil and Water Conservation Society, or the National Association of Conservation Districts. Visit the society’s Web site for more information. Society of Women Engineers 230 East Ohio Street, Suite 400 Chicago, IL 60611-3265 312-596-5223 [email protected] http://www.swe.org/stellent/ idcplg?IdcService=SS_GET_PAGE&n odeId=9&ssSourceNodeId=5 Female high school seniors and college students who plan to or who are currently studying engineering are eligible for a variety of scholarships ranging from

$1,000 to $10,000. Visit the SWE Web site for details and an application. Triangle Education Foundation (TEF) Chairman, Scholarship & Loan Committee 120 South Center Street Plainfield, IN 46168-1214 http://www.triangleef.org/index.php/ Programs/Scholarships-Loans.html The foundation offers a variety of scholarships (ranging from $1,000 to $8,000) to undergraduate- and graduate-student members who are currently studying engineering and other “hard sciences.” The foundation also offers loans. Contact the TEF for more information and to download applications. United Negro College Fund (UNCF) http://www.uncf.org/forstudents/ scholarship.asp Visitors to the UNCF Web site can search for information on thousands of scholarships and grants, many of which are administered by the UNCF. Its search engine allows you to search by major (such as biology, ecology, environmental engineering, environmental science, forestry, and geophysics), state, scholarship title, grade level, and achievement score. High school seniors and undergraduate and graduate students are eligible. Virginia Society of Professional Engineers 3420 Pump Road, #240 Richmond, VA 23233-1111

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804-364-0505 [email protected] http://www.vspe.org Students who are planning to or are currently attending one of the eight engineering programs in Virginia are eligible to apply for a $1,000 scholarship. The schools are

George Mason University, Old Dominion University, Hampton University, University of Virginia, Virginia Commonwealth University, Virginia Military Institute, Virginia Polytechnic Institute & State University, and Virginia State University. Contact the society for more information.

a a a Look to the Pros

The following professional organizations offer a variety of materials, from career brochures, to lists of accredited schools, to salary surveys. Many publish journals and newsletters that you should become familiar with. Some also have annual conferences that you might be able to attend. (While you may not be able to attend a conference as a participant, it may be possible to “cover” one for your school or even your local paper, especially if your school has a related club.) When contacting professional organizations, keep in mind that they all exist primarily to serve their members, be it through continuing education, professional licensure, political lobbying, or just “keeping up with the profession.” While many are strongly interested in promoting their profession and sharing information with the general public, these busy professional organizations do not exist solely to provide you with information. Whether you call or write, be courteous, brief, and to the point. Know what you need and ask for it. If the organization has a Web site, check it out first: what you’re looking for may be available there for downloading, or you may find a list of prices or instructions, such as sending a self-addressed stamped envelope with your request. Finally, be aware that organizations, like people, move. To save time when writing, first confirm the address, preferably with a quick phone call

to the organization itself: “Hello, I’m calling to confirm your address.…”

❑ thE SourCES

Academy of Board Certified Environmental Professionals PO Box 42564 Towson, MD 21284-2564 866-767-8073 [email protected] http://www.abcep.org

This organization offers certification to environmental professionals. Accreditation Board for Engineering and Technology (ABET) 111 Market Place, Suite 1050 Baltimore, MD 21202-4012 410-347-7700 http://www.abet.org Contact the ABET for a list of accredited engineering schools and programs.

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Air and Waste Management Association 420 Fort Duquesne Boulevard One Gateway­ Center, 3rd Floor Pittsburgh, PA 15222-1435 412-232-3444 [email protected] http://www.awma.org

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Check out the association’s Web site for a list of colleges and universities that offer degrees in air, waste, and environmental fields; a career fact sheet; fact sheets on sustainable development, air pollution, and pollution prevention; and scholarships for graduate-level students. The association also offers membership to college students. American Academy of Environmental Engineers 130 Holiday­ Court, Suite 100 Annapolis, MD 21401-7003 410-266-3311 [email protected] http://www.aaee.net Visit the academy’s Web site for information on certification, careers, salaries, and publications, such as the Environmental Engineering Selection Guide, which lists accredited environmental engineering programs. American Geophysical Union 2000 Florida Avenue, NW Washington, DC 20009-1277 800-966-2481 http://www.agu.org The union offers education programs to encourage young people (especially students of color) to enter the field. Visit its Web site for more information. American Institute of Hydrology Southern Illinois University­— Carbondale Engineering D113, Mail Code 6603 1230 Lincoln Drive Carbondale, IL 62901-4335 618-453-7809

[email protected] http://www.aihydrology.org The institute offers information on certification, college student chapters, and job listings at its Web site. American Society for Engineering Education (ASEE) 1818 N Street, NW, Suite 600 Washington, DC 20036-2479 202-331-3500 http://www.asee.org and http://www. engineeringk12.org The ASEE’s precollege Web site is a guide for high school students and others interested in engineering and engineering-technology careers. It will help you learn about the different engineering and engineering-technology fields, interesting people who got their start as engineers, what engineers actually do, and how to get (and pay for) an engineering education. One of the ASEE’s most useful publications is Engineering: Go For It, which is available for a small charge. American Society of Limnology and Oceanography 5400 Bosque Boulevard, Suite 680 Waco, TX 76710-4446 800-929-2756 [email protected] http://www.aslo.org The society offers information on careers, volunteer positions, and internships. It also offers diversity programs to encourage students of color to enter the field. American Solar Energy Society 2400 Central Avenue, Suite A Boulder, CO 80301-2862

Look to the Pros

303-443-3130 [email protected] http://www.ases.org Contact the society for information on publications (such as Solar Today), job listings, conferences, career opportunities, and membership (for anyone who advocates the use of solar energy). American Wind E nergy Association 1501 M Street, NW, Suite 1000 Washington, DC 20005-1769 202-383-2500 [email protected] http://www.awea.org Visit the association’s Web site for fact sheets about wind energy, job listings, and membership information (for anyone who advocates the use of wind energy). Association of Energy Engineers 4025 Pleasantdale Road, Suite 420 Atlanta, GA 30340-4260 770-447-5083 http://www.aeecenter.org The association offers technical seminars, certification programs, conferences, publications, and membership for college students. Association of Environmental Engineering and Science Professors 2303 Naples Court Champaign, IL 61822-3510 http://www.aeesp.org Visit the association’s Web site for information on colleges and universities that

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offer degrees in environmental engineering or science. Bureau of Land Management (BLM) U.S. Department of the Interior 1849 C Street, Room 406-LS Washington, DC 20240-0001 http://www.blm.gov This U.S. government agency employs environmental professionals. Visit the BLM’s Web site for information on its land holdings and career and volunteer opportunities. Container Recycling Institute 89 East Lake Shore Trail Glastonbury­, CT 06033-4008 202-263-0999 http://www.container-recycling.org The institute offers information on container recycling at its Web site. Earthwatch Institute 3 Clock Tower Place, Suite 100 PO Box 75 May­nard, MA 01754-2549 800-776-0188 [email protected] http://www.earthwatch.org This organization offers international environmental expeditions that educate people about biodiversity, sustainability, habitat loss, coral reef health, indigenous cultures, climate change, and other environmental issues. Students can become members of the institute. Ecological Society of America (ESA) 1990 M Street, NW, Suite 700

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Washington, DC 20036-3415 202-833-8773 [email protected] http://esa.org In addition to certification and membership for college students, the ESA offers a wide variety of publications, including Issues in Ecology; Careers in Ecology; and fact sheets about specific ecological concerns. Friends of the Earth 1717 Massachusetts Avenue, NW, Suite 600 Washington, DC 20036-2002 877-843-8687 http://www.foe.org This group offers internships and fellowships for college and graduate students with an interest in environmental issues. Geothermal Education Office 664 Hilary­ Drive Tiburon, CA 94920-1446 415-435-4574 [email protected] http://www.geothermal.marin.org This organization offers general information about the geothermal industry and educational teaching guides and videos at its Web site. Geothermal Energy Association 209 Pennsy­lvania Avenue, SE Washington, DC 20003-1107 202-454-5261 research@geo-energy­.org http://www.geo-energy.org Visit the association’s Web site for information on geothermal energy, publications, conferences, and career opportunities.

Greenpeace 702 H Street, NW, Suite 300 Washington, DC 20001-3876 202-462-1177 http://www.greenpeace.org Greenpeace is an environmental campaigning organization that has 250,000 members in the United States and 2.5 million members worldwide. Visit its Web site for information about environmental issues, careers, and membership (open to anyone interested in protecting the environment). Institute of Professional Environmental Practice 600 Forbes Avenue 339 Fisher Hall Pittsburgh, PA 15282-0001 [email protected] http://www.ipep.org This organization offers certification to environmental professionals. Information on certification and job listings are available at its Web site. Interstate Renewable Energy Council PO Box 1156 Latham, NY 12110-1156 518-458-6059 http://www.irecusa.org This organization provides information about renewable energy and careers, develops quality and competency standards for renewable energy professionals and education programs, and publishes Small Wind Energy Newsletter.

Look to the Pros

Junior Engineering Technical Society (JETS) 1420 King Street, Suite 405 Alexandria, VA 22314-2750 703-548-5387 [email protected] http://www.jets.org Contact JETS for information on starting a student chapter in your high school and for details on high school programs that provide opportunities to learn about engineering technology. JETS’s guidance brochures for most engineering specialties (suitable for middle and high school students) may be reviewed at its Web site. Titles include Engineering and You, Engineering Is For You, Engineering Technologists and Technicians, and Environmental Engineering. Land Trust Alliance 1660 L Street, NW, Suite 1100 Washington, DC 20036-5635 202-638-4725 [email protected] http://www.landtrustalliance.org This is a national organization of more than 1,660 land trusts. Visit its Web site for information on land trusts, training opportunities, and jobs. Marine Technology Society 5565 Sterrett Place, Suite 108 Columbia, MD 21044-2606 410-884-5330 http://www.mtsociety.org Visit the society’s Web site for information on programs for students in grades six through 12, the publication Education and Training Programs in Ocean-

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ography and Related Fields (which is available for a small fee), and information on membership for college students and those with a general interest in the marine field. Midwest Renewable Energy Association 7558 Deer Road Custer, WI 54423-9734 715-592-6595 [email protected] http://www.the-mrea.org The association offers solar tours, energy fairs, industry workshops, certification, and scholarships (for high school students who live in the Midwest). National Association of Clean Air Agencies 444 North Capitol Street, NW, Suite 307 Washington, DC 20001-1512 202-624-7864 http://www.4cleanair.org This association represents air pollution control agencies in 53 states and territories. Visit its Web site for information about air pollution and government pollution control boards. National Association of Conservation Districts 509 Capitol Court, NE Washington, DC 20002-4937 202-547-6223 http://www.nacdnet.org This organization represents the 3,000 conservation districts in the United States.

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National Association of Environmental Professionals 100 North 20th Street, 4th Floor Philadelphia, PA 19103-1443 888-251-9902 http://www.naep.org The cross-disciplinary association offers job listings and information on internships at its Web site. National Ground Water Association 601 Dempsey­ Road Westerville, OH 43081-8978 800-551-7379 [email protected] http://www.ngwa.org Visit the association’s Web site for job listings, a career-mentoring database, and information on certification, scholarships, and membership (for college students and anyone who is interested in groundwater resources). National Hydropower Association 1 Massachusetts Avenue, NW, Suite 850 Washington, DC 20001-1401 202-682-1700 help@hy­dro.org http://www.hydro.org The association offers information on hydropower, scholarships for college students, publications, conferences, and membership at its Web site. National Parks Conservation Association 1300 19th Street, NW, Suite 300 Washington, DC 20036-1628

800-628-7275 [email protected] http://www.npca.org The association’s goal is to protect our national parks and historical sites. Visit its Web site for general information on national parks and to subscribe to National Parks magazine. National Park Service (NPS) U.S. Department of the Interior 1849 C Street, NW Washington, DC 20240-0001 202-208-6843 http://www.nps.gov Visit the NPS’s Web site for information on national parks and other protected areas in the United States, careers, volunteer opportunities, internships, and youth programs. National Recycling Coalition 805 15th Street, NW, Suite 425 Washington, DC 20005-2239 202-789-1430 info@nrc-recy­cle.org http://www.nrc-recycle.org For information on recycling, including state recycling resources, visit the coalition’s Web site. National Renewable Energy Laboratory 1617 Cole Boulevard Golden, CO 80401-3393 303-275-3000 http://www.nrel.gov The laboratory offers comprehensive information about renewable energy, careers, and internships.

Look to the Pros

National Society of Consulting Soil Scientists PO Box 1724 Sandpoint, ID 83864-0901 800-535-7148 [email protected] http://www.nscss.org The society provides a list of educational institutions offering soil science programs at its Web site. National Society of Professional Engineers 1420 King Street Alexandria, VA 22314-2794 703-684-2800 http://www.nspe.org The society offers information on licensing, membership for college students, and job listings at its Web site. National S olid Wastes Management Association 4301 Connecticut Avenue, NW, Suite 300 Washington, DC 20008-2304 202-244-4700 http://www.environmentalistsevery day.org/about-nswma-solid-wastemanagement/index.php This organization offers information about the private waste-services industry. Visit its Web site for answers to frequently asked questions about hazardous waste, nonhazardous waste, municipal solid waste, source reduction, recycling, waste combustion, landfills, and the solid waste industry.

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National Wildlife Federation 11100 Wildlife Center Drive Reston, VA 20190-5362 800-822-9919 http://www.nwf.org Visit the federation’s Web site for information on internships, volunteerships, job opportunities, and National Wildlife magazine. Natural Resources Conservation Service (NRCS) U.S. Department of Agriculture 1400 Independence Avenue, SW Washington, DC 20250-0002 http://www.nrcs.usda.gov The NRCS “helps America’s private land owners and managers conserve their soil, water, and other natural resources.” Visit its Web site for information on volunteer opportunities and youth programs. The Nature Conservancy 4245 North Fairfax Drive, Suite 100 Arlington, VA 22203-1606 703-841-5300 [email protected] http://nature.org The Nature Conservancy’s mission is “to preserve the plants, animals and natural communities that represent the diversity of life on Earth by protecting the lands and waters they need to survive.” It has protected more than 119 million acres of land and 5,000 miles of rivers throughout the world. Visit its Web site for information on conservation, careers, internships, membership, volunteerships, and more.

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North American Association for Environmental Education (NAAEE) 2000 P Street, NW, Suite 540 Washington, DC 20036-6921 http://www.naaee.org The NAAEE is a “network of professionals, students, and volunteers working in the field of environmental education throughout North America and in over 55 countries around the world.” Visit its Web site for information on membership for college students. The Oceanography Society PO Box 1931 Rockville, MD 20849-1931 301-251-7708 [email protected] http://www.tos.org The society offers Oceanography magazine and membership for college students. Visit its Web site for more information. Renewable Fuels Association 1 Massachusetts Avenue, NW, Suite 820 Washington, DC 20001-1401 202-289-3835 [email protected] http://www.ethanolrfa.org The association offers general information on bioenergy and a list of colleges that offer bioenergy programs at its Web site. Society of American Foresters (SAF) 5400 Grosvenor Lane Bethesda, MD 20814-2198

301-897-8720 [email protected] http://www.safnet.org This organization provides a wealth of information about careers and educational paths in forestry. Visit its Web site for the following resources: Getting Started in Forestry, SAF-Accredited Professional Forestry Degree Programs, SAFRecognized Forest Technology Degree Programs, and Choose Forestry: Career Brochure. Membership for college students, scholarships, job listings, and online mentoring are also available. Soil and Water Conservation Society 945 SW Ankeny­ Road Ankeny­, IA 50023-9723 515-289-2331 http://www.swcs.org The society provides information on soil conservation, job listings, college student membership, and publications (such as the Journal of Soil and Water Conservation) at its Web site. Soil Science Society of America 677 South Segoe Road Madison, WI 53711-1086 608-273-8080 http://www.soils.org Visit the society’s Web site for information on certification, job listings, and to read the career brochure Soils Sustain Life. Solar Energy Industries Association 805 15th Street, NW, Suite 510

Look to the Pros

Washington, DC 20005-2207 202-682-0556 [email protected] http://www.seia.org Visit the association’s Web site for an overview of solar energy, trade news and updates, publications, and job listings. Student Conservation Association (SCA) 689 River Road PO Box 550 Charlestown, NH 03603-0550 603-543-1700 [email protected] http://www.thesca.org The SCA is a nonprofit organization that offers summer trail crew opportunities to high school students and conservation internships to those age 18 and over. Visit its Web site for detailed information about these programs. The Trust for Public Land (TPL) 116 New Montgomery­ Street, 4th Floor San Francisco, CA 94105-3638 415-495-4014 [email protected] http://www.tpl.org The TPL provides information on land conservation and careers in the field. U.S. Environmental Protection Agency (EPA) Ariel Rios Building 1200 Pennsy­lvania Avenue, NW Washington, DC 20460-0001 202-272-0167 http://www.epa.gov

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The EPA is a government agency that protects the health of people who live in the United States and the environment. Visit its Web site for general information about air quality and other environmental issues and employment opportunities. U.S. Fish and Wildlife Service U.S. Department of the Interior Division of Human Resources 4401 North Fairfax Drive, Mailstop: 2000 Arlington, VA 22203-1610 800-344-9453 http://www.fws.gov/jobs The U.S. Fish and Wildlife Service manages the 96 million-acre National Wildlife Refuge System. This system includes 548 National Wildlife Refuges, thousands of smaller wetlands, and other special management areas. Visit its Web site for information on careers, conservation, endangered species, and volunteer opportunities. U.S. Green Building Council 1800 Massachusetts Avenue, NW, Suite 300 Washington, DC 20036-1216 800-795-1747 [email protected] http://www.usgbc.org Contact the council for information on green construction. Water Environment Federation 601 Wy­the Street Alexandria, VA 22314-1994 800-666-0206 http://www.wef.org

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Contact the federation for information on water and sanitation, job listings, the Stockholm Junior Water Prize, details on membership for college students, and to read descriptions of 50 careers in the water environment field. The Wildlife S ociety 5410 Grosvenor Lane Bethesda, MD 20814-2144 301-897-9770 http://www.wildlife.org

The Wildlife Society offers Careers in Wildlife Conservation, which details more than 10 careers in the field. The publication is available at the society’s Web site, along with information on student chapters, certification, and membership for college students or anyone who is interested in wildlife conservation and management.

a a a Index

Entries and page numbers in bold indicate major treatment of a topic.

American Meteorological Society 194 American Society for Engineering Education 202 American Society of Agronomy 125 American Society of Limnology and Oceanography 90, 149–150, 202 American Solar Energy Society 17, 117, 150, 202–203 American Wind Energy Association (AWEA) 105, 117, 203 analytical chemists 12 Annie’s Homegrown 194 Apollo alliance 17 aquaculturists (fish farming specialists) 16 Aquatic Sciences Adventure Camp 150–151 The Aquaventurer Time Machine 184 architects 13, 14, 106. See also renewable energy workers Arizona 115 Artha Sustainable Living Center LLC (Amherst, Wisconsin) 108 associate ecologist 27 Association of Energy Engineers (AEE) 112, 115, 203 Association of Environmental Engineering and Science Professors 203 associations. See organizations Audubon Society 6, 8 automobile fuel efficiency standards 7 AWEA. See American Wind Energy Association

A ABET. See Accreditation Board for Engineering and Technology About.com: Environmental Issues 184 Abrams, Isabel 133 Academy of Board Certified Environmental Professionals 38, 201 Acadia Institute of Oceanography 171–172 accountants 109. See also renewable energy workers Accreditation Board for Engineering and Technology (ABET) 37, 40, 41, 201 acid rain 4, 5 administrative workers 14 Adopt-a-Highway program 134, 138 Advancing Hispanic Excellence in Technology, Engineering, Math and Science Foundation 193 advertising workers 109. See also renewable energy workers AEE. See Association of Energy Engineers aeronautical engineers 105. See also renewable energy workers Aeronautica Windpower 104, 109 Agenda 21 9 Agent Orange 7 agricultural scientists 107. See also renewable energy workers Air and Waste Management Association 201–202 Air Quality Act 6 air quality engineers 12 air quality planners 12 Alabama 115 Alaska 118 Alaska Wilderness League 46 American Academy of Environmental Engineers 37, 40–42, 202 American Academy of Water Resources Engineers 38 American Geophysical Union 149, 202 American Ground Water Trust 193–194 American Indian Science and Engineering Society 194 American Institute of Hydrology 62, 202 American Lung Association 4

B bacteriologists 15 Baltz, Mike 67–68, 69, 70–71, 72 BCEE. See Board Certified Environmental Engineer BCEEM. See Board Certified Environmental Engineer Member biochemists 15, 107. See also renewable energy workers biological oceanographers 86. See also oceanographers biologists 11, 15, 107. See also renewable energy workers bird fatalities and wind turbines 111 Blue Earth County Environmental Services (Mankato, Minnesota) 95 Blue Planet Foundation 47, 50 board certified environmental engineer (BCEE) 37–38, 40, 41 board certified environmental engineer member (BCEEM) 38, 40, 41



    What Can I Do Now? Enironment Bone, Sarah 73–74, 76–77, 79, 81–82, 84 books, environmental 133, 175–178 botanists 12, 16 Boy Scouts 81 Brink, Ken 85–86, 88–89, 90, 93, 94 Brower, David 133 Brown, Tom 106 Brown-Williams, Nicole 35, 36, 39,43 Bush, George W. 9 business managers 14

C California 114, 115, 118 camps 144, 149–174 Canon USA 133, 157–158 carbon dioxide emissions 9 careers 14–16, 19–129. See also specific career Careers in Forestry & Natural Resources 184–185 Caretakers of the Environment, U.S.A. 133 Carolina Raptor Center 151–152 Carson, Rachel 6, 60, 133 cartographic survey technician aides 121. See also soil science and conservation workers cartographic technicians 122. See also soil science and conservation workers Cass County (Iowa) Engineering Department 38–39 Catalina Sea Camp 152 Cavarretta, Joseph 40–42 CEM. See certified engineering manager Center for Excellence in Education 152–153 certification. See specific careers certified engineering manager (CEM) 113 Challenger expedition 88 Channel Islands 81 Chavez, Cesar 52 chemical engineers 106. See also renewable energy workers chemical oceanographers 86–87. See also oceanographers chemists 11, 15, 56–57, 107. See also groundwater professionals; renewable energy workers Children for a Safe Environment 132 China 4 Chirac, Jacques 91 Clay, Tom 68–69, 71, 72 Clean Air Act 6, 8 clean-up projects 138–139 Clean Water Act 8 club membership 133–134 Clutter, David 65–66, 68, 69, 70, 72 Collegeboard.com 194 college courses/summer study 134–134, 144–145, 149–174 CollegeNET 195 college professors 11

Colorado 114 community affairs representatives 112. See also renewable energy workers competitions 41, 133, 145, 149–174 Concentrating Solar Power (CSP) technologies 106 conferences 145, 149–174 Congress, contacting 136–137 Conservation Tour 7 conservation workers. See soil science and conversation workers construction workers 13, 106, 107. See also renewable energy workers consultants 16 Container Recycling Institute 203 CoolWorks 185 Cormier, Susan 23–26, 27–28, 29 Cornell University 27, 153–154 corporate communications professionals 11 Cortes, Milton 126 Council on Environmental Quality 8 Cousteau, Jacques-Yves 91 Cousteau Society 91 CSP technologies. See Concentrating Solar Power technologies customer service representatives 109. See also renewable energy workers Cyber-Sierra’s Natural Resources Job Search 185

D DDT (dichlorodiphenyltrichloroethane) 7, 60 Des Moines Water Works (DMWW) 31, 34 dichlorodiphenyltrichloroethane. See DDT Dickinson College 142 Dig It: The Secrets of Soil 185 drillers 107. See also renewable energy workers Duke University 27

E Earth Day 7–8 Earth Summit 9 Earthwatch Institute 135, 154–155, 203 Ecological Society of America 26, 27, 203–204 ecologist (certified) 27 ecologists 15, 20–30 Edinburgh University (Scotland) 88 editors 16 education, high school 133. See also specific careers educators 109. See also renewable energy workers Edward I, King 5 EE-Link: Environmental Education on the Internet 186 EIA 107 EIS. See environmental impact statement EIT. See engineer-in-training

Index    3 electrical engineers 105, 106, 107. See also renewable energy workers electrical technicians 105, 107. See also renewable energy workers electricians 107. See also renewable energy workers Elk River, Minnesota 98 employment opportunities 16, 145, 149–174 The Encyclopedia of Earth 186 energy, saving 140 energy auditors 13 energy conservation auditors 14 energy conservation workers 14 Energy Efficiency and Renewable Energy Web site 186 Worker Training Program 9 Energy Independence and Security Act 9 Energy Policy Act 8–9 engineering technician aides 121. See also soil science and conservation workers engineer-in-training (EIT) 37, 113 engineers 11, 13, 57, 107. See also groundwater professionals; renewable energy workers England 5–6 Environmental and Energy Study Institute 107 Environmental Business Journal 16 Environmental Career.com 186 Environmental Career Opportunities 186 Environmental Engineer 41 environmental engineers 15, 31–43 environmental impact statement (EIS) 8, 10 environmental industry 4 careers 14–16, 19–129. See also specific careers employment opportunities 16 general information 4–10 industry outlook 16–17 language 10, 21, 32, 48, 56, 76, 82, 86, 122 structure of 10–14 air quality management 12 education and communication 11 energy efficiency 13–14 fishery and wildlife management 13 forestry 13 green construction 13 hazardous waste management 11–12 land and water conservation 12–13 parks and outdoor recreation 13 planning 10–11 renewable energy 14 solid waste management 11–12 water quality management 12 environmentalists 4, 11 environmental lobbyists 14, 16, 44–54 environmental movement 6

Environmental News Network 186–187 environmental planners 10 Environmental Protection Agency. See U.S. Environmental Protection Agency environmental racism 10 environmental scientists 107. See also renewable energy workers Envirothon 133, 157–158 EPA. See U.S. Environmental Protection Agency Erindale Secondary School (Mississauga, Canada) 137– 138 ethnobotanists 15 Everglades (Florida) 14

F farmers 14, 109. See also renewable energy workers FastWeb 195 Federal Energy Regulatory Commission 115 Federal Job Information Center 82 field experience 146, 149–174 financial aid 191–200 fish and wildlife scientists 12 fishery biologists 13 fish farmers 107. See also renewable energy workers Focus on Energy (renewable energy program) 108 foresters 13, 16, 109. See also renewable energy workers forest firefighters 13 Foundation for the Carolinas 195 freelance. See self-employment, environmental lobbyists French Naval Academy 91 Friends of the Earth 8, 51, 135, 158, 204 Full Circle Sustainability Management Solutions 117 Future Farmers of America 125

G Gagnan, Emile 91 Garden Club of America 195 General Schedule (GS) 83–84 Genesis Farm 158–159 geochemists 107. See also renewable energy workers geodetic survey technicians 122. See also soil science and conservation workers geographic information systems (GIS) specialists 16 geological oceanographers 87. See also oceanographers geologists 11, 13, 107. See also renewable energy workers geophysicists 107. See also renewable energy workers Geothermal Education Office 204 Geothermal Energy Association 204 Gibbs, Lois 52 Girl Scouts 81 GIS specialists. See geographic information systems specialists 16 global climate change 4

    What Can I Do Now? Enironment Global Learning and Observations to Benefit the Environment 187 Global Response 159 global warming 4, 9, 110 Golden Key International Honor Society 195–196 Goodall Institute, Jane 165–166 Gore, Al 133 GradSchools.com 187 grants. See financial aid grassroots lobbying 45 GreenFacts: Facts on Health and the Environment 187 Green for All 187 greenhouse gases 9, 110 green industry 8–9 Green Jobs Act 9 Green Jobs: Working for People and the Environment (Renner) 13 Green.org 187–188 Greenpeace 132, 135, 204 Grist: Environmental News and Commentary 188 Ground Water Monitoring & Remediation 62 groundwater professionals 55–64 GS. See General Schedule GuaranteedScholarship.com 196

H Hagley, Mark 59 Harvard University 15 Haug, Rebecca 98, 103 Hawaii 115, 118 Hawaii Community Foundation 196 Hispanic College Fund (HCF) 196 Hobart and William Smith Colleges 156 Hononegah High School (Rockton, Illinois) 138 horticulturists 15 How Stuff Works 188 human resource professionals 14, 109. See also renewable energy workers Hurricane George 20 Hurricane Gustav 23 Hurricane Hugo 20, 23 Hurricane Katrina 23 hydraulic engineers 107. See also renewable energy workers hydrogeologists 11, 56. See also groundwater professionals Hydrogeology Journal 62 hydrologists 12, 56. See also groundwater professionals

I Idaho 115, 118 Illinois 114 Department of Natural Resources 66 Illinois Audubon Society 68–69 Illinois Career Resource Network 196

industrial health specialists/hygienists 11 industrial revolution 5–6 industry outlook, in general 16–17 information technology workers 109. See also renewable energy workers inspectors 16 installers 106. See also renewable energy workers Institute of Professional Environmental Practice 38, 204 internships 140, 145, 149–174. See also specific careers Interstate Renewable Energy Council 204 interview worker in field 140–141 Iowa Lakes Community College 111, 113

J Jefferson High School (Rockford, Illinois) 137 Jericho Senior High School (Jericho, New York) 133 JETS. See Junior Engineering Technical Society Job Corps 81 jobs, part-time 141. See also specific careers job shadow 140–141 Johannesburg, South Africa 9 Johnson, Kory 132 Junior Engineering Technical Society (JETS) 160, 205 Junior Science and Humanities Symposium 161

K Kennedy, John F. 7 Kennedy, Robert F., Jr. 136 King, Martin Luther, Jr. 52 Kuhn, Brian 104, 109, 111, 117 Kyoto Protocol 9–10, 110

L land acquisition professionals 16, 65–72 landscape architects 13 Land Trust Alliance 66, 71, 72, 205 land trust managers 16 lawyers 14, 16 letter-writing campaign 136–137 licensing. See specific careers lobbyists. See environmental lobbyists Louisiana State University 20, 24 Love Canal 52 Lundquist, Jean 95, 97, 100–101, 103 Lundy, Jim 55–56, 58–61, 62–63 Luquillo Experimental Forest (Puerto Rico) 20, 23

M machinists 107. See also renewable energy workers magazines. See periodicals, environmental Maine 115 maintenance personnel 13 Mammoth Cave National Park 80 marine educators 90. See also oceanographers

Index     marine engineers 90. See also oceanographers marine policy experts 87, 90. See also oceanographers Marine Technology Society 161, 196–197, 205 marketing professional 109. See also renewable energy workers Martinez, Astrid 119, 122–123, 124, 125, 126 Masur, David 44, 46–47, 48–49, 52–53, 54 McHan Construction 38 mechanical engineers 105, 106, 107. See also renewable energy workers mechanical technicians 105, 107. See also renewable energy workers mechanics 14, 107. See also renewable energy workers media relations specialists 109. See also renewable energy workers membership 146. See also club membership; organizations meteorologists 105. See also renewable energy workers Michigan Technological University 156–157 microbiologists 15 Midwest Renewable Energy Association 113, 162, 197, 205 Mikulina, Jeff 47–48, 49–50, 51, 54 Minerals Management Service 91 Minnesota 114 Department of Health 58 Department of Natural Resources 62–63 Pollution Control Agency 63, 98, 99, 101 Mollard, Jean 91 Montana 115 Moore, Joe 123, 124, 126, 128 Muir National Historical Site, John 75–76 mycologists 15

N National Association of Clean Air Agencies 205 National Association of Colleges and Employers 43 National Association of Conservation Districts 205 National Association of Environmental Professionals 206 National Energy Policy 116 National Energy Policy Development Group 116 National Engineers Week Foundation 35 National Environmental Policy Act 8, 10 National Forest system 12 National Ground Water Association 62, 162, 197, 206 National Hydropower Association 197–198, 206 National Land Trust Census 72 National Oceanic and Atmospheric Administration 15, 91 National Park of American Samoa 73, 76–77 National Parks Conservation Association 206 National Park Service (NPS) 6, 13, 27, 73–84, 162–163, 188, 206 National Park Service employees 73–84 National Recycling Coalition 99, 102, 198, 206 National Renewable Energy Laboratory (NREL) 113, 118, 188, 206

National Resources Conservation Service 163, 189 National Science Bowl 163 National Science Foundation 91 National Society of Black Engineers 198 National Society of Consulting Soil Scientists 207 National Society of Professional Engineers 198, 207 National Solid Wastes Management Association 207 National Wildlife Federation 45, 51, 207 National Wildlife Refuge System 6 naturalists 11 Natural Land Institute 66 Natural Resources Conservation Service 66, 119, 122– 123, 125, 126, 127, 129, 207 Natural Resources Defense Council 45 Natural Resources Foundation of Wisconsin 68, 69 nature center/nature area, visit to 135–136 The Nature Conservancy (TNC) 51, 66, 67–68, 71, 163–164, 207 Naval Oceanographic Office 91 Naval Research Laboratory 91 Nelson, Gaylord 7 Nevada 115, 118 New Jersey 115 New Jersey Governor’s School on the Environment 164 New Mexico 114 New York 115 NGO. See nongovernmental organization nongovernmental organization (NGO) 66, 70, 72 North American Association for Environmental Education 208 North Carolina State University 16 NPS. See National Park Service NREL. See National Renewable Energy Laboratory Nusz, Chamomile 108

O Obama, Barack 9 oceanographers 15, 85–94 oceanographic engineers 87. See also oceanographers The Oceanography Society 92, 208 Occupational Outlook Handbook 128 Office of Personnel Management 82 Olson, Mary Overlee 96, 97–98, 100 O’Neill National Historical Site, Eugene 75 operators 14 Oregon 115 organizations 135, 149–174, 201–210. See also specific organization/association ozone layer 4, 9

P park managers 13 park superintendent 76. See also National Park Service employees PE. See professional engineer

    What Can I Do Now? Enironment Pelican Island, Florida 6 PennEnvironment 47, 52, 53 Pennsylvania 115 Pennsylvania State University 172–173 Peregrine Fund at the World Center for Birds of Prey 164–165 periodicals, environmental 133, 178–183 personnel specialists 109. See also renewable energy workers pesticide regulation 60 Peterson’s Summer Camps and Programs 189 phosphates, detergents and 7 photovoltaic (PV) cell 106, 118 physical oceanographers 86. See also oceanographers physical science technician aides 121. See also soil science and conservation workers physical science technicians 122. See also soil science and conservation workers planners 16 politicians 16 population, world 5 Port Chicago National Memorial 75 preserve managers 16 Princeton Review 25 professional engineer (PE) 37, 113 professional organizations. See organizations programs descriptions, in general 146 activities 147 application information 146–147 background information 147 classes 147 contact information 147 credit 147 eligibility for programs 147–148 facilities 148 financial details 148 qualifications for programs 147–148 residential vs. commuter options 148 listing of specific 149–174 protozoologists 15 public affairs specialists 14 Public Broadcasting Service: American Field Guide 189 Public Interest Research Group 53 Public Land Corps 81, 82 public relations specialists 11, 112. See also renewable energy workers Puffer, Jennifer 31–32, 34–35, 36, 38–39, 42 PV cell. See photovoltaic cell

R radioactive waste managers 11 Rafson, Robert 117 Rainforest Action Network 165, 189–190

rainforests 9, 137–138 rangers 13 range technicians 122. See also soil science and conservation workers Reagan, Ronald 8 receptionists 109. See also renewable energy workers recreation managers 107. See also renewable energy workers Recycle MORE campaign 99 Recycling Association of Minnesota 99 recycling coordinators 11, 95–103 recycling experts 11, 102. See also recycling coordinators recycling program 139–140 renewable energy sources 9 renewable energy workers 16, 104–118 Renewable Fuels Association 208 Renner, Michael 13 researchers 13 reservoir engineers 107. See also renewable energy workers Resource Conservation and Recovery Act 8 resource managers 13 Rhodes, Judi 92 Rio de Janeiro, Brazil 9 Rochester Institute of Technology 153 Rosie the Riveter/WWII Home Front National Historical Park 75 Royal Society of London 88 Rust, Mark 96, 98, 99, 101, 103

S Salary.com 54 sales workers 14, 109. See also renewable energy workers Sallie Mae 198 Sand Ridge Nature Center (South Holland, Indiana) 135 San Jose State College (Farmington, New Mexico) 7, 112 SCA. See Student Conservation Association Scholarship America 198 scholarships. See financial aid Scholarships.com 199 School for Field Studies 155–156 Schowalter, Tim 20–21, 23, 24, 25, 26, 27, 29–30 Science Olympiad 125, 166 scientists 14 Scripps Institution of Oceanography 92 SEACAMP San Diego 166–167 Sea Grant Marine Careers 190 secretaries 109. See also renewable energy workers self-employment, environmental lobbyists 54 seminars 146, 149–174 senior ecologist 27 Shogan, Cindy 45, 48, 51 Shuman, Dan 141–142

Index     Sierra Club 6, 8, 45, 51 Student Coalition 135, 168–169 Silent Spring (Carson) 6, 60 Smithsonian Institution 111 Society for Range Management 199 Society of American Foresters 208 Society of Manufacturing Engineers 113 Society of Women Engineers 169, 199 Soil and Water Conservation Society 208 soil conservationists 15–16, 120. See also soil science and conservation workers soil conservationist technicians 120. See also soil science and conservation workers soil fertility experts 120. See also soil science and conservation workers soil mappers 120. See also soil science and conservation workers soil science and conservation workers 119–129 Soil Science Society of America 125, 208 soil scientists 15–16, 120. See also soil science and conservation workers soil surveyors 120. See also soil science and conservation workers Solar Energy Industries Association 115, 208–209 Solar Industry 115 Solar Today 115 solid waste managers 11 solid waste planners 96. See also recycling coordinators Southern Illinois University 138 Southwest Texas State University 150–151 Soviet Union 4 Steele County (Minnesota) 97–98 Stockholm Junior Water Prize 170 Stockton State College (New Jersey) 164 strip mining 7 structure of environmental industry 10–14 Student Conservation Association (SCA) 38, 81, 171, 209 summer study 134–135, 149–174 Superfund 8 survey technicians 122. See also soil science and conservation workers

T teachers 11 teach-ins 7 technicians 14, 106, 107. See also renewable energy workers Tellico Dam (Little Tennessee River) 8 Tennessee 115 Teton Science School 159–160 Texas 114 T. G. Thompson 85–86 Thomson, Wyville 88

Thoreau, Henry David 6 TNC. See The Nature Conservancy Torres, Naomi 75–76, 79, 82 tour guides 11 toxicologists 12, 15 TPL. See Trust for Public Land trail planners 107. See also renewable energy workers trees, planting 137 Triangle Education Foundation 199 Trinity High School (Longview, Texas) 142 truck drivers 109. See also renewable energy workers Trust for Public Land (TPL) 66, 209

U Udall, Morris 137 Udall Foundation, Morris K. 197 U.N. Environment Programme 4 United Negro College Fund 199 University of Alberta 27 University of British Columbia 27 University of California 26 University of Connecticut 53 University of Houston 159 University of Illinois 173–174 University of Iowa 167–168 University of Massachusetts 104 University of Minnesota 101 University of Missouri 70 University of Toronto 27 University of Washington 27, 85 University of Wisconsin 7, 26, 52–53 USA Biology Olympiad (USABO) 152–153 USABO. See USA Biology Olympiad U.S. Agency for International Development 126 U.S. Army Corps of Engineers 115, 125 U.S. Bureau of Land Management 13, 27, 82, 125, 126, 151, 203 U.S. Bureau of Reclamation 115, 125, 126 U.S. Department of Agriculture 118, 122–123, 126 U.S. Department of Energy 9, 91, 111, 118, 163 U.S. Department of Labor 187 earnings data ecologists 29 environmental engineers 43 groundwater professionals 64 oceanographers 93 renewable energy workers 116 soil science and conservation workers 127 job outlook 17 ecologists 29 environmental engineers 43 groundwater professionals 64 oceanographers 94 soil science and conservation workers 128

    What Can I Do Now? Enironment U.S. Department of the Interior 78 U.S. Department of Transportation 113 U.S. Environmental Protection Agency (EPA) air quality standards 9 contact information 209 creation of 7, 8, 60 described 209 employer 27, 170–171 internship opportunities 170–171 National Center for Environmental Assessment 23, 25 science scholarship 195 volunteer programs 170–171 U.S. Fish and Wildlife Service 4, 13, 27, 125, 172, 190, 209 U.S. Forest Service 13, 68, 78, 125, 126 U.S. Geological Survey 27, 125 Biological Resources Discipline 91 U.S. Green Building Council 209 U.S. National Park System 74 U.S. War Department 78 Utah 115, 118

V Villarubia, Dr. 122 VIP program. See Volunteers-in-Parks program Virginia Society of Professional Engineers 199–200 VISTA Volunteer Architect 106 volunteer programs 146, 149–174. See also specific careers Volunteers-in-Parks (VIP) program 80–81

W Wage Grade (WG) 83 Walz, Jason 77–79, 80, 82 Washington State 115

Water Environment Federation 170, 209–210 Web sites 133, 184–190 welders 107. See also renewable energy workers Werner, Carol 107 wetlands ecologists 12 WF-1. See Wind Furnace WG. See Wage Grade Who’s Who in Environmental Engineering 41 Wild and Scenic Rivers Act 8 Wilderness Act 7 Wilderness Society 8, 51 wildlife biologists 13 wildlife guides 11 The Wildlife Society 172, 210 Wilson, Woodrow 78 Wind Cave National Park (South Dakota) 77–79 Wind Energy Weekly 115 Wind Furnace (WF-1) 111 windsmiths 105. See also renewable energy workers Wisconsin Wildlife Federation 68 Women in the Sciences and Engineering 172–173 Woods Hole Oceanographic Institution 88, 92 World Summit on Sustainable Development 9 World War II 60 Worldwide Youth in Science and Engineering 173–174 writers 16

Y Yahoo!: Environment & Nature 190 Yellowstone National Park 73, 76, 77, 78 Yosemite Institute 174 Youth Conservation Corps 81, 82

Z Zeitz, Al 111, 113–114