Environmental
Protection
Careers
Guidebook
US Department of Labor
Employment and Training Administration
U.S. Environmental Protection Agency
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Material contained in this publication is
in the public domain and may be
reproduced, fully or partially, without
permission of the Federal Government.
Source credit is requested but not
required. Permission is required only
to reproduce any copyrighted material
contained herein.
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Environmental
Protection
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Employment and Training Administration
1980
U.S. Environmental Protection Agency
Douglas M. Costle, Administrator
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Ill
I am pleased to present this new publication, the Environmental Protection
Careers Guidebook. The U.S. Department of Labor has always been respon-
sive to the needs of the Nation's workforce and to the needs of our economy
and social life. In this we recognize the impact upon our lives brought about by
the emergence of environmental protection as one of the vital issues of our
time. Our growing knowledge of the effects of our daily activities upon the en-
vironment has increased the demand for action in environmental protection
and preservation of our environmental resources. This has been reflected by the
need for more knowledge and an increasing interest in all occupations con-
cerned with environmental protection.
To make possible the translation of these needs into activities which will bring
about the effective management of our environment, the U.S. Department of
Labor and the U.S. Environmental Protection Agency have merged their tech-
nical and informational resources to produce, as a cooperative enterprise, this
Environmental Protection Careers Guidebook.
The Guidebook provides both overviews and descriptions in detail of the ac-
tivities, responsibilities, and educational and training requirements of the major
occupations directly concerned with environmental protection. Many of these
occupations have never before been fully described to the public. The informa-
tion has been developed and presented in a manner to make it readily accessible
to a wide range of readers.
The counselor, the student, and other persons who want specific occupational
and career information in the environmental field will find the Guidebook an
important tool. May it prove the key to productive and satisfying careers for
many Americans.
RAY MARSHALL
Secretary
U.S. Department of Labor
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IV
In today's complicated job market, individuals need the best possible informa-
tion to help in making career decisions. They need assistance in selecting careers
that provide adequate incomes, opportunities for individual growth, and feel-
ings of personal usefulness. When a new career field emerges, particularly one
that draws a great deal of interest from the student-age population, it becomes
essential to provide uniform and current information on the opportunities and
requirements in that field.
Environmental occupations have been in existence for a long time, but the re-
cent emphasis on environmental protection has caused many changes as well as
an expansion in environmentally related career fields. The U.S. Congress has
passed laws directing a wide range of pollution control programs. The En-
vironmental Protection Agency has been created to provide a broad, com-
prehensive approach to national environmental problems. States have passed
pollution control laws of their own and have created their own environmental
protection agencies. New pollution control techniques have been developed,
and new facilities have been built. Most important, the heightened concern for
the environmental conditions in which we live has caused us to consider new
ways of applying greater human skills to environmental problems. The En-
vironmental Protection Careers Guidebook will help students and counselors
evaluate occupations in the light of these many changes.
As society develops and expands, greater skills are needed to carry out the man-
date of the National Environmental Policy Act that human activity exist in
"productive harmony" with the earth's biosphere. The U.S. environmental
workforce, including both the public and private sectors, comprises over a
million workers. The size of this workforce is growing, and the level of skills re-
quired to carry out national pollution control programs is increasing. The
Guidebook provides information on over 100 different occupations, many of
which did not exist a decade ago.
Besides describing environmental career fields, however, the Guidebook offers
a unique perspective on environmental protection. While most publications on
environmental subjects concern themselves with environmental problems, the
Guidebook provides insight into solutions—jobs that help to correct the pro-
blems created by humans' interaction with the environment. The Guidebook
will be of interest to any person seeking an introduction to the issues in en-
vironmental protection.
DOUGLAS M. COSTLE
Administrator
U.S. Environmental Protection Agency
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Acknowledgments
The Environmental Protection Careers Guidebook is one of the Career Guide-
book Series developed by the U.S. Employment Service and produced under
the planning and direction of Jules Specter. The series is compiled in the Di-
vision of Occupational Analysis, Maurice L. Hill, Acting Chief, with general
direction by the U.S. Employment Service's Office of Technical Support, Luis
Sepulveda, Director.
Major responsibility for the cooperative effort of the Environmental Pro-
tection Agency belongs to Jeff Meetre of the National Workforce Development
staff, Office of Research and Development.
Grateful acknowledgment is made to the members of the Occupational
Analysis Field Centers affiliated with the U.S. Employment Service for their
contribution to the development of the occupational descriptions included in the
Guidebook: Mildred Barker of the New York Field Center, Lawrence Ruscher,
Supervisor; Howard McNeely and Jerry Shea of the California Field Center, J.
Edmond Phillips, Supervisor; and Doris Phelan of the Missouri Field Center,
Bernard J. Teiber, Supervisor.
Special acknowledgment is made to Doris Phelan for her technical assis-
tance in the development of the draft materials for the Guidebook.
Sincere appreciation is due to the following representatives of the Environ-
mental Protection Agency: Gladys Harris, for her efforts in the initial devel-
opment of this publication, and to J. Donald Cook, Charles Oakley, Patricia
Powers, and Karen J. Morehouse, for their continued cooperation and support.
Grateful appreciation for their assistance is also expressed to the following
representatives of the Environmental Protection Agency: John M. Ropes, Re-
becca W. Hanmer, Mary Faye Dudley, Joan M. Nicholson, Stephen J. Gage,
Reba Cummings, Virginia L. Gibbons, Peter F. Smith, Ronald B. Hoffman,
Linda K. Smith, Ronnie E. Townsend, Albert C. Trakowski.
Special recognition is due to the following members of the Environmental
Protection Consultant Group whose expertise was essential to the project: Harry
H. Hovey, Jr., of the New York State Department of Environmental Conser-
vation; Maxwell J. Wilcomb, of the U.S. Environmental Protection Agency in
Kansas City; Donna M. Dickman, of the Metropolitan Washington Council of
Governments; Earl P. Carini, of the Connecticut Department of Environmental
Protection; Robert S. Flick, of the Metropolitan St. Louis Sewer District; Charles
K. Foster, of the Texas Department of Health; and Arthur J. Slater, of the Office
of Environmental Health and Safety of the University of California, Berkeley.
Grateful acknowledgment is made to Paul E. Danels and Oscar W. McCrary
of the National Urban League for their support in the initial phase of readying
this project.
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VI
The following contributors gave generous assistance in the preparation of the
Guidebook.
Government Sources
Federal
Federal Aviation Administration; Federal Highway Administration, Noise and
Air Quality Branch; Tennessee Valley Authority, Division of Forestry, Fisher-
ies, and Wildlife Development; U.S. Fish and Wildlife Service (Alaska Area
Office); U.S. Bureau of Land Management (Alaska State Office); and U.S.
Forest Service; Guam Environmental Protection Agency.
State
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kentucky
Forestry Commission
Department of Fish and Game Habitat Protection
Department of Natural Resources, Division of Parks
Department of Administration, Personnel Division
Department of Health Services, Bureau of Air Quality
Division of Environmental Health Services
Game and Fish Department
Game and Fish Commission
Department of Food and Agriculture
Department of Health
Department of Health, Radiologic Health Section
Department of Transportation, Office of Transportation
Laboratory
State Solid Waste Management Board
Department of Health
Department of Health, Water Quality Control Division
Department of Environmental Protection
Department of Environmental Protection, Division of
Conservation and Preservation
Department of Transportation
Department of Transportation, Bureau of Planning and
Research
Department of Natural Resources and Environmental
Control
Department of Environmental Regulation
Department of Natural Resources, Environmental Pro-
tection Division
Department of Agriculture
Department of Health and Welfare: Air Quality Bureau,
Division of Enforcement and Division of Environment
Environmental Protection Agency
State Board of Health
Department of Environmental Quality
Bureau of Environmental Protection, Division of Air
Pollution Control
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vn
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Jersey
New Mexico
New York
North Carolina
North Dakota
Department of Fish and Wildlife Resources
Department of Natural Resources and Environmental
Protection
Department of Health and Human Resources, Office of
Health Services and Environmental Quality
Department of Personnel
Department of Health and Mental Hygiene, Environ-
mental Health Administration, Division of Radiation
and Noise Control
National Capital Park and Planning Commission
Department of Natural Resources, Wildlife Administra-
tion
Department of Environmental Management, Bureau of
Solid Waste Disposal
Department of Environmental Quality Engineering, Di-
vision of Air Quality Control
Department of Public Health
Executive Office of Environmental Affairs, Division of
Law Enforcement
Department of Natural Resources
Department of Transportation
Pollution Control Agency
Department of Natural Resources
Department of Health and Environmental Sciences, Air
Quality Bureau and Environmental Science Division
Department of Environmental Control
Game and Park Commission
Department of Agriculture
Department of Conservation and Natural Resources,
Division of Environmental Protection
Department of Health and Welfare, Division of Public
Health Services and Occupational Health Service
Department of Resources and Economic Development,
Division of Forests and Lands
Fish and Game Department
Water Supply and Pollution Control Commission
Department of Environmental Protection
Department of Environmental Protection, Bureau of Air
Pollution Control and Water Resource Division
Health and Social Services Department, Environmental
Improvement Agency
Department of Environmental Conservation
Department of Environmental Conservation, Division of
Air Resources
Department of Natural Resources and Community De-
velopment, Air Quality Section
Department of Health
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vm
Ohio Environmental Protection Agency
Oklahoma State Department of Health, Air Quality Service
Oregon Department of Agriculture
Department of Environmental Quality
Rhode Island Department of Environmental Management
South Carolina Department of Health and Environmental Control
Department of Health and Environmental Control, Bu-
reau of Air Quality, and Bureau of Wastewater and
Stream-Quality Control
Wildlife and Marine Resources Department
South Dakota Department of Environmental Protection
Tennessee Air Pollution Control Division
Department of Public Health
Texas Air Control Board
Department of Health, Division of Water Hygiene
Utah Division of Health, Bureau of Air Quality
Vermont Agency of Environmental Conservation, Division of En-
vironmental Engineering
Virginia Department of Health, Bureau of Occupational Health
Washington Department of Agriculture
Department of Ecology
West Virginia Department of Natural Resources
Wisconsin Department of Natural Resources
Regional
Fox Valley Water Quality Planning Agency, Neenah, Wis.: Ohio River Valley
Water Sanitation Commission, Cincinnati, Ohio
Local
Cities of Beaumont, Tex.; Buffalo, N. Y.; Houston, Tex., Department of Public
Health, Air Pollution Control Program; Jacksonville, Fla., Department of
Health, Welfare, and Bio-Environmental Services, Air and Water Pollution Con-
trol; Los Angeles, Calif.', Department of Environmental Quality, Personnel De-
partment, and City Sanitation Bureau; Metropolitan Washington, D.C., Council
of Governments, Environmental Noise Program; New York Environmental Pro-
tection Administration; Philadelphia, Pa., Air Management Services; Hammond,
Ind., Air Pollution Control; and San Diego, Calif., Civil Service Department
and Noise Abatement and Control Administration.
Also, County of Los Angeles, Calif., Personnel Department, and Department
of Health Services, Occupational and Radiation Management; Lincoln-Lancaster
County, Nebr., Health Department, Division of Environmental Health; Metro-
politan St. Louis, Mo., Sewer District; Mobile, Ala., County Board of Health;
Orange County, Santa Ana, Calif., Environmental Management Agency and
Public Health and Medical Services; Sacramento, Calif., Airport; and St. Louis
County, Mo., Water Department.
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IX
Industry and Business Sources
Air Pollution Technology, Inc., Calif.; Anheuser-Busch, Inc., St. Louis, Mo.;
Chevron USA Inc., Environmental Affairs Group; E. J. DuPont deNemours and
Co., Engineering Department, and Occupational Environmental Control Group,
Del.; Lenox Hill Hospital Center for Communications Disorders, New York,
N.Y.; Lockheed-California Company, Industrial Security and Safety; Mallinck-
rodt, Inc., St. Louis, Mo.; Richman, Edgerly, Tomlinson and Associates, a
division of Environdyne Engineers, St. Louis, Mo.; Rossnagel and Associates
Engineering and Testing Consultants, N.J.; Shell Oil Company, Wood River
Refinery, Wood River, 111.; Southern California Edison Co., Rosemead, Calif.;
and Sverdrup & Parcel and Associates, St, Louis, Mo.
Educational Sources
Abraham Baldwin Agricultural College, Ga.; Charles County Community Col-
lege, LaPlata, Md.; College of the Redwoods, Calif.; Los Angeles, Calif.,
County Law Library; Michigan State University, College of Agricultural and
Natural Resources; Missoula Technical Center, Mont.; Paul Smith's College of
Arts and Sciences, Forestry Department; Pennsylvania State University, School
of Forest Resources and the Environmental Acoustics Laboratory; Rutgers Uni-
versity, Camden, N.J.; St. Louis, Mo., Community College; St. Louis Univer-
sity, St. Louis, Mo.; Santa Fe Community College, Gainesville, Fla.; Southern
Illinois University, School of Science and Technology, Edwardsville; State
University of New York, College of Environmental Science and Forestry at
Syracuse; Syracuse, N.Y., University, Department of Civil Engineering; Unity
College, Maine; University of Maine at Orono, School of Forest Resources;
University of Florida, School of Forest Resources and Conservation; University
of Missouri at Rolla; University of Tennessee, Department of Forestry, Wildlife,
and Fisheries, and Department of Audiology and Speech Pathology; University
of Idaho, College of Forestry, Wildlife, and Range Sciences; University of
Washington, College of Forest Resources, Seattle; University of Wisconsin-
Green Bay; Utah State University, College of Natural Resources; Virginia Po-
lytechnic Institute and State University, School of Forestry and Wildlife Re-
sources; and Water and Wastewater Technical School, Neosho, Mo.
Membership Groups Sources
American Board for Occupational Health Nurses, Inc.; American Speech and
Hearing Association, Audiology Department; The Biometric Society; Council
for Accreditation in Occupational Hearing Conservation; Environmental Action;
Environmental Defense Fund; Friends of the Earth; Sierra Club; and Sierra Club
Legal Defense Fund, Inc.
Photo Sources
U.S. Environmental Protection Agency, U.S. Department of Labor, and
the U.S. Department of Agriculture.
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XI
Contents
Page
Acknowledgments v
Introduction 3
Problems in Environmental Protection 3
Trends for the Future 7
Environmental Careers 7
Organization of Occupational Descriptions 8
Environmental Protection Occupations
Water and Wastewater 11
Legislation 11
Employment 12
Water Treatment Occupations 13
Chemist, Water Purification 13
Meter Repairer 14
Pump-Station Operator, Waterworks 14
Supervisor, Waterworks 15
Water-Filter Cleaner 16
Water-Meter Reader 17
Water-Treatment-Plant Operator 17
Wastewater Treatment Occupations 18
Chemist, Wastewater Treatment 19
Industrial Waste Inspector 20
Industrial Waste Sampler 21
Laboratory Technician, Wastewater Treatment 21
Microbiologist 22
Photo-Inspection Technician, Wastewater Collection 23
Sewage-Disposal Worker 23
Sewer Maintenance Worker 24
Superintendent, Wastewater-Treatment-Plant 25
Supervisory Wastewater-Treatment-Plant Operator 26
Treatment-Plant Mechanic 27
TV Technician, Wastewater Collection 27
Wastewater-Treatment-Plant Attendant 28
Wastewater-Treatment-Plant Operator 29
Water-and-Sewer Systems Supervisor 31
Irrigation Occupations 31
Basin Operator 31
Ditch Rider 32
Water Control Supervisor 33
Watershed Tender 33
Research, Development, and Design Occupations 34
Aquatic Biologist 34
Drafter, Water and Sewer 35
Estuarine Resource Technician 36
Hydrographer 37
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Contents
Hydrologic Engineer 37
Hydrologist 38
Industrial-Water-Treatment Engineer 39
Oceanographer 40
Sanitary Engineer 41
Water Pollution Analyst. -. 42
Water Pollution-Control Technician 44
Regulation and Control Occupations 45
Oil Pollution-Control Engineer 45
Water Pollution-Control Engineer 47
Water Pollution-Control Inspector 48
Treatment-Plant Instructor 49
Noise Control 53
Legislation 53
Employment 54
Occupations 54
Audiologist 54
Audiometrist 55
Noise Engineer 56
Noise Specialist 57
Noise Technician 57
Air Resource Management 61
Legislation 61
Employment 61
Occupations 62
Air Chemist 62
Air Engineer 63
Air Scientist 64
Air Technician 66
Air Technician, Meteorology 68
Biometrician 68
Meteorologist, Air Quality 69
Land, Fish, and Wildlife Management 73
Legislation 73
Employment 73
Occupations 74
Conservation Officer 74
Fish Biologist 75
Fish Culturist 76
Forester 77
Forest Technician 79
Land Planner 80
Landscape Architect 81
Park Ranger 82
Wildlife Biologist 83
Pesticides and Toxic Substances 87
Legislation 87
Employment 87
Occupations 88
Agricultural Chemicals Inspector 88
Agricultural Chemist 89
Agricultural Pest Control Specialist 89
Agricultural Services Biologist 90
Entomologist 91
Entomology Field Assistant 92
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Contents
Environmental Epidemiologist 92
Hazardous Waste Management Specialist 93
Industrial Hygiene Chemist 93
Pest Control Helper 94
Pest Exterminator 95
Pesticide Control Inspector • 95
Pesticide Use Medical Coordinator 96
Plant Physiologist 97
Registration Specialist (Agricultural Chemicals) 98
Toxicologist 99
Vector Control Assistant 100
Solid Waste Management 103
Legislation 103
Employment 103
Occupations 104
Refuse Collection Superintendent 104
Refuse Collection Supervisor 105
Refuse Collection Truck Operator 105
Resource Recovery Engineer 106
Sanitation Inspector 10'
Waste Management Engineer • • • • 107
Waste Management Specialist 108
Radiation Control 1U
Legislation HI
Employment HI
Occupations 112
Chemical Radiation Technician 112
Emergency Services Radiation Coordinator 113
Health Physicist 113
Radiation Laboratory Technician 115
Radiation Monitor 116
Radiation Protection Engineer 117
Radiation Protection Specialist 117
Radiological Instrument Technician 118
Other Environmental Activities 121
Occupations 121
Chemical-Laboratory Technician 121
Engineering Aide 123
Engineering Technician 123
Environmental Economist 124
Environmental Lawyer , 125
Environmental Lobbyist 126
Industrial Hygiene Engineer 127
Industrial Hygienist 128
Industrial Waste Chemist 129
Laboratory Aide 130
Occupational Health Nurse 130
Physician 131
Federal Job Information Centers 135
Glossary 139
Bibliography 143
Appendix 1: Financial Assistance 149
U.S. Office of Education 150
National'Science Foundation 152
U.S. Department of Energy 152
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xiv Contents
Other Sources of Information 152
Appendix 2: Postsecondary Environmental Education Programs,
by Type of Pollution, by State 155
Appendix 3: The Environmental Protection Agency, 193
Legislation 193
Research and Development Programs 196
Financial and Technical Assistance 197
Sharing Domestic Responsibilities 198
Sharing International Responsibilities 202
Index to Occupations 205
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Introduction
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I-
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Introduction
Problems in Environmental
Protection
In proportion to the earth's size, the layer of air that sur-
rounds our globe is no thicker than the skin on an apple.
A shallow crust on the earth's surface provides a limited
supply of water and other resources. The tiny envelope of
air and this shallow crust of earth and water are the bios-
phere—that part of our world that supports life. It is a
closed system in which all things are recycled and reused
in support of the life process.
Human beings are a part of this closed life system and
depend on it for survival. Of all living things, however,
they alone are capable of consciously cooperating with na-
ture to insure their survival and progress.
Since the Industrial Revolution, the accelerating growth
of science and applied technology has given us increased
power and new tools to alter this planet as we choose. Our
scientific discoveries and technological developments have
enhanced life, but too little thought has been given to the
second- or third-order consequences of our actions. As the
following paragraphs will show, we have failed to antici-
pate that the environmental modifications accompanying
our actions have a global impact on human health and wel-
fare in both direct and indirect ways, as well as on gener-
ations to follow.
Wastewater
Our waters used to be clean. But industry and population
growth have produced more and more industrial and human
waste—more than Nature's own purification systerrr-ean
handle; and our waters are overloaded with impurities.
Thousands of industrial plants discharge billions of gal-
lons of wastes into our waterways each day. Much of it is
inadequately treated; some is not treated at all. Public sewer
systems dump another 40 billion gallons of waste daily,
including untreated sewage from more than 1,400 cities and
towns and inadequately treated sewage from another 2,300
communities. An additional 50 billion gallons a day—most
of it untreated—comes from agricultural sources including
pesticides and fertilizers from farmlands as well as bacteria
and chemicals from cattle and hog feedlots.
A huge volume of storm water drains into waterways
every day, bringing with it tons of pollutants and eroded
soil. More than 62 million tons of garbage, sludge, chem-
icals, explosives, debris, and dirt are dumped off our coast
annually. About 8,500 accidental and deliberate oil spills
contaminate our coastal and inland waters each year.
Water need not be dirty to be polluted. Power plants and
many industries borrow some 130 billion gallons of water
from our waterways each day for cooling purposes. When
this heated water is returned to the body of water from
which it has been taken, it can raise the average temperature
by 20 to 60 degrees. Although the water remains clean,
raising the temperature creates "thermal pollution." When
the temperature of water increases, its chemical makeup
changes and it loses its ability to hold oxygen. Animal life
is threatened because, unfortunately, animals require more
oxygen to survive as the temperature rises.
Thermal water pollution also affects reproductive behav-
ior and alters the balance of marine populations. It increases
the susceptibility of marine life to disease and causes in-
creases in populations of bacteria and viruses.
Drinking Water
Besides damaging marine life, water pollution affects the
source water from which drinking water must be processed.
The quality of source water usually determines the treat-
ment processes required to produce safe, acceptable drink-
ing water. More than 50,000 community drinking water
systems are in use in this country and more than 200,000
drinking water systems serve locations such as restaurants
and motels. Many of these systems were designed, pri-
marily, to remove from the relatively clear water of earlier
days the types of bacteria found in animals and people and
are not equipped to cope with the present water quality.
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Introduction
Air
Beginning in 1970, the public drinking water systems in
13 states were studied. Many systems had not met bacteria
standards 1 or more months during the 12-month period
before the studies were made. Numerous systems also did
not meet bacteria surveillance standards, and others needed
either additional treatment facilities or important changes
in their operation. In all 13 studies, major increases in State
budgets were recommended for drinking water supervisory
agencies to protect public health.
In 1978, an EPA survey of public drinking water supplies
in 80 cities found that small quantities of organic chemicals
were present in drinking water systems in all parts of the
country. Although the survey found them in very low con-
centrations, their presence was cause for concern. Most
conventional treatment plants, originally built to produce
water from less polluted sources, may be ineffective in the
removal of increasing amounts and varieties of these chem-
ical contaminants, trace metals, and radioactive materials.
Because of deficiencies in the operation of drinking water
treatment facilities and distribution systems, EPA investi-
gators are also concerned about viruses in drinking water.
Infectious hepatitis, for example, an illness of the liver, is
caused by a virus that may find its way into drinking water.
Most Americans are now familiar with air pollution alerts,
and most are aware of the causes of air pollution. Auto-
mobiles and airplanes burn fuel and discharge millions of
tons of pollution into the air every year. Factories, while
producing goods for households and businesses, also pour
poisonous smoke into the air. Power plants produce elec-
tricity, but the coal and oil they burn cause air pollution.
We are able to buy more goods than ever before, but when
we are finished with them we burn many of them and fur-
ther pollute the air.
The air pollution settles on land and on buildings, making
them dirty. It smells bad and stings our eyes. The health
costs and damage to property are estimated in the billions
of dollars every year. Scientists are convinced that air pol-
lution is a very real contributing factor to the three major
diseases that cause sickness and death in our society—heart
disease, lung disease, and cancer.
Noise
Noise, a more subtle pollutant, usually leaves no visible
evidence. An estimated 14.7 million Americans are ex-
posed to on-the-job noise that threatens their hearing. An-
other 13.5 million of us are exposed, without knowing it,
to dangerous noise levels from trucks, airplanes, motor-
cycles, hi-fi's, lawn mowers, and kitchen appliances.
Recent scientific evidence shows that relatively contin-
uous exposure to sound exceeding 70 decibels—expressway
traffic, for instance—can be harmful to hearing. More than
that, noise can cause temporary stress reactions such as
increasing heart rate, increases in blood pressure, high
blood cholesterol levels, and digestive and respiratory ail-
ments. As a result of persistent, unrelenting noise exposure,
it is possible for these reactions to become chronic stress
diseases like high blood pressure or ulcers.
Pesticides
Pesticides, like many other discoveries, have the capacity
for great good or great harm, depending on how they are
used. They have saved millions of lives through control of
disease-carrying insects. They have minimized catastrophic
crop damage from insects, weeds, plant diseases, rodents,
and other pests; they have preserved valuable forest and
parkland from insect destruction; and they have protected
households against damaging beetles, moths, and other
bugs. Used in plant regulators, they prevent premature
dropping of fruit. In defoliants they stimulate uniform plant
maturity so that mechanical harvesting can be used more
effectively. Pesticides retard the growth of fungi in asphalt,
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Introduction
paint, plastics, and jet fuel, and they are used in products
that sterilize, disinfect, and saniti/e.
On the other hand, certain pesticides, if not handled
properly, present an immediate danger to the user. Some
are highly toxic and may cause serious illness and even
death if they are spilled on the skin, inhaled, or otherwise
carelessly used.
Even more perilous are pesticides that persist in the en-
vironment over long periods of time and move up in the
food chain. For example, small amounts of chemicals ab-
sorbed by plankton and insects arc transferred in increasing
concentrations to fish, birds, animals, and eventually to
humans through food. These chemicals are retained in body
fat and other tissues. There is no evidence that this con-
centration is harmful to humans. There is evidence, how-
ever, that concentrated pesticide residues act adversely on
the reproduction and behavior of certain birds and may
threaten the survival of some wildlife species.
Pesticides can be widely dispersed in the environment,
mainly by the action of wind and water. The most signif-
icant concentrations are around the areas of intensive use,
but traces have been found in the Antarctic and other areas
far from the area of application.
Solid Waste
Each year U.S. households and commercial sources gen-
erate over 140 million tons of solid waste: bottles, cans,
newspapers, deodorant containers, insect spray cans, gas-
oline rags, packaging material, and so forth. Although some
of this waste is recovered for productive uses, most of it
is disposed of in landfills, incinerators, and open dumps;
is littered on city streets and country landscapes; or is car-
ried out to sea and dumped. In addition, sewage sludge,
demolition, waste, construction refuse, and recycled junked
autos add to the municipal solid waste disposal burden.
This does not even include runoff from mining and agri-
cultural activities. Nor does it include waste from industrial
processing activities.
Although consumers enjoy the benefits of industrial pro-
ductivity, they also share the problems of disposal. Wastes
that are deposited in open dumps breed rats and insects,
and rains may wash chemicals from these dumps into
streams. Wastes that are covered in a sanitary landfill may
seep into a spring below and into a large river where they
kill fish and wildlife. Those wastes that are burned cause
air pollution.
The esthetic effects of open dump sites, uncollected
trash, and littered streets are of general concern. Although
these effects are not directly measurable in dollar terms,
millions are spent annually for litter pickups. High rates of
solid waste production also imply that we are digging
deeply into our supply of natural resources such as fuels,
minerals, and forests. This digging is a most significant
source of environmental damage. Many persons have come
to regard our high-waste, low-recycle system as inherently
wasteful of our endowment of natural resources.
Hazardous wastes are the particularly dangerous discards
of our highly industrialized society. Although they should
be disposed of with special care, sometimes they are not.
They can poison, burn, maim, blind, and kill people and
other living organisms. They may snuff out life immedi-
ately when inhaled, swallowed, or brought into contact with
the skin. Some are nondegradable and persist in nature in-
definitely. Some may accumulate in living things. Some
may work their way into the food chain.
Hazardous wastes are with us as solids, liquids, gases,
and sludges. They may catch fire or explode when exposed
to normal temperatures and pressures or when exposed to
air or water. Some may be set off by an electrostatic charge,
others by being dropped or jarred. Some are highly sensitive
to heat and friction.
When simply dumped on the land, hazardous wastes may
percolate or leach into groundwater and thus contaminate
or poison water supplies. They may be carried by rain run-
off directly into streams, rivers, lakes, and oceans. At some
manufacturing plants, hazardous wastes are stored in open
ponds or lagoons; these wastes can also create pollution
problems. Hazardous wastes may pollute the air when in-
cinerated; the residues from the incineration may them-
selves be hazardous and still require careful disposal.
Sanitary landfills, where wastes are covered with earth
each day, are preferable to burning or open dumping. But
unless specially designed, a sanitary landfill may still pol-
lute water, and venting gas may pollute the air. Injecting
hazardous wastes into deep wells can pollute groundwater.
Ocean dumping is a threat to marine life and the ecolog-
ical balance of the seas, as well as to humans who come
in contact with improperly sealed and weighted hazardous
materials dropped into the oceans.
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Introduction
However—and this is the key to effective regulation—
technology is available today to treat and safely dispose of
most nonradioactive, hazardous wastes. What is needed is
a general realization that business as usual in the disposal
of hazardous wastes is just not good enough.
Radiation Control
Although no absolute evidence exists that adverse health
effects are caused by low levels of radiation, EPA assumes
that even the smallest amounts of radiation are potential
causes of cancers or other health damage. Besides being
open to natural radiation from the sun, humans are exposed
to radiation from X-ray equipment, color television sets,
luminous dial watches, microwave ovens, fallout from past
testing of nuclear weapons in the earth's atmosphere, and
radiation from jet flights.
The most controversial sources, however, are nuclear
plants that use uranium as fuel to generate electricity. A
sufficient supply of clean energy is essential if we are to
sustain healthy economic growth and improve the quality
of our national life. Utilities are turning to nuclear power
stations to fill expanding needs: whereas there were 29 nu-
clear plants in operation in the United States in 1973, there
will be 200 to 300 plants by 1985. Although they avoid
many of the environmental problems of fossil-fueled plants,
nuclear plants present their own potential hazards that must
be controlled.
Safety problems in nuclear reactors will become more
complicated as larger reactors are built. Moreover, the day-
to-day operation of nuclear reactors results in radioactive
waste. The serious problems of how the very hazardous,
high-level wastes will be stored, reduced in volume, and
finally disposed of has not been fully resolved.
Although most of the waste at present comes from the
production of nuclear weapons and related research, the
expanded construction of nuclear power reactors will fur-
ther complicate the problem. High-level radioactive waste
from expanding commercial nuclear power production is
expected to grow to 4.5 million gallons by 1980 and to
about 60 million gallons by the year 2,000, compared to
600,000 gallons in 1973.
Toxic Substances
In recent years toxic substances have become a major con-
cern. Residues from chemical manufacturing products are
all around us—in our air, our water, our food, and things
we touch. Many of these chemicals have become essential
to our lives. Synthetic fibers are used to replace human
tissue and to create our easy-to-wear wardrobes. Plastics
have been molded for use in almost every phase of our
activities—in transportation, in communication, and in in-
dustrial and consumer goods industries. Our leisure time
has been enhanced, for example, by durable, low-mainte-
nance pleasure boats and other recreational equipment made
from plastics.
Also, the chemical industry makes a significant contri-
bution to the national economy, with sales representing
more than 6 percent of our gross national product. Millions
of workers are employed by the chemical industry or chem-
ical-dependent industries.
Nevertheless, while we have enjoyed the extensive eco-
nomic and social benefits of chemicals, we have not always
realized the risks that may be associated with them. In
recent years, many chemicals commonly used and widely
dispersed have been found to present significant health and
environmental dangers. Vinyl chloride, which is commonly
used in plastics, has caused the deaths of workers who were
exposed to it. Asbestos, used in flame retardants and in-
sulation, has been known to cause cancer when inhaled.
Mercury, another substance in everyday products, has
caused debilitating effects in Japan.
Perhaps the most vivid example of the danger of uncon-
trolled contaminants is the family of chemicals called po-
lychlorinated biphenyls (PCB's), which are used in such
products as housing insulation, plastic food containers, etc.
It was not until after tens of millions of pounds of PCB's
were produced and released into the environment that sci-
entists realized how toxic and persistent they were. Despite
limited restrictions imposed by the industry in the early
1970's to reduce the production of PCB's and to restrict
use of PCB's to electrical equipment where escape to the
environment would be minimal, high levels of PCB's con-
tinue to persist in the Great Lakes and other major waters
across the nation. Over the past few years, we have found
PCB's in our bodies and in the milk of nursing mothers.
Recently some close relatives of PCB's, polybrominated
biphenyls, or PBB's, have posed a similarly grave threat
to human health and the environment. PBB's are used, for
instance, as flame retardants in textiles and are used in
making plastics. Accidental use of PBB's in animal feed
led to the contamination of thousands of Michigan cattle,
which had to be slaughtered. The health effects of PBB's
on the Michigan farming families who were exposed to
PBB's and consumed PBB-contaminated products are still
uncertain.
By the late 1960's, lakes and waterways of our country
had become choked with sewage, waste, and other forms
of pollution. The air in urban centers was continually fouled
with suspended dirt and poisons. The rate of lung ailments
was increasing noticeably. Quantities of the residue of DDT
and other pesticides were being discovered in tissue samples
from wild life and even human beings. Empty cans, the
carcasses of automobiles, and other forms of trash littered
the landscape. Concern was being expressed about potential
problems associated with the use of radioactive materials.
Levels of noise from highways and airports were deafening.
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Introduction
Trends for the Future
The first steps toward achieving a cleaner environment and
protecting human health have been fruitful. Americans are
learning how to use modern technology for the service of
civilization. A deeper respect is being developed for the
nature of the biosphere. The belief that industry cannot
endure the restrictions of environmental controls is being
replaced by an awareness of industry's role in taking care
of the environment.
Between 1970 and 1975, EPA took well over 6,000 en-
forcement actions against the violators of air, water, and
pesticide laws. As a result of rigorous enforcement of the
Clean Air Act amendments, current standards for auto-pro-
duced pollutants require reductions of automobile emis-
sions. Regulatory actions leading to the diminished use of
persistent pesticides, such as DDT, have reduced the de-
tection of these pesticides in human tissues. By 1980, ap-
proximately 25 major American cities are to be involved
in some form of resource recovery from municipal trash.
Federal standards are being established to protect citizens
from unnecessary exposure to radiation. EPA has set noise
standards for new heavy duty trucks and for portable air
compressors. The agency is also developing regulations for
new buses, loaders, motorcycles, garbage compactors, and
truck refrigeration units.
Through the municipal construction grant program for
waste water treatment, the water discharge permit program,
and the industrial water pollution control program, many
of our rivers and lakes, such as Lake Erie, one of the most
threatened waterways, are becoming cleaner.
The growing problems of ocean spills and ocean dumping
have become matters of special concern. The Marine Pro-
tection, Research, and Sanctuaries Act authorized EPA to
regulate ocean waste disposal, and accordingly the agency
has carried out a permit program to limit the kinds and
amounts of waste that can be dumped. The need for im-
proved international cooperation to protect the oceans from
oil and other pollution hazards is recognized, as demon-
strated by the Ocean Dumping Convention adopted at Lon-
don in 1972 and by the 1973 London Convention for the
Prevention of Pollution from Ships.
Certainly EPA could not have begun the job on its own.
The Agency has always emphasized that positive environ-
mental action demands public participation. State and local
governments, citizen organizations, and countless private
individuals, many of whom have been working on pollution
control for years, are working with the Agency.
The realization that we are part of an ecosystem that we
must not destroy has forced us to ask ourselves some fun-
damental questions. Where and how do we want economic
and urban growth? How can we best use and re-use our
natural resources? How can we adjust our priorities to in-
sure that we fulfill our energy, transportation, housing, rec-
reation, and personal consumer needs without intensifying
environmental problems? It is up to Americans to develop
a new pattern of environmental management. We must be-
come the first generation to work with nature instead of
against her.
Environmental Careers
Before choosing careers in the environment, students
should consider a few questions: What do they enjoy doing?
What are they good at? How much education do they plan
to get? How much can they spend on training? Having
narrowed their goals a bit, students can start investigating
the many different jobs that deal with the improvement of
the environment.
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Introduction
Guidance counselors are a good source of further infor-
mation on general and specific subjects. Many guidance
departments keep files of job opportunities and a reference
library to provide assistance.
There are many ways to find out more about careers in
the environment. For information write to local, State, and
Federal agencies and to special-interest national organiza-
tions. Watch for newspaper articles reporting current local
efforts to deal with environmental problems. From these
stories students can get ideas about future job needs in their
communities and can learn the names of people in charge
of operations. Some of these officials may be willing to
discuss environmental careers.
There are many postsecondary schools that have training
programs directly concerned with environmental work.
Postsecondary schools—either traditional 2-year or 4-year
colleges and universities or trade schools, technical insti-
tutes, vocational schools, or correspondence courses—are
continually adding courses in environmental fields. After
students have selected career fields and discussed them with
counselors, parents, employment officers, persons estab-
lished in careers, or other advisors, they should ask some
basic questions about the postsecondary schools with en-
vironmental studies programs. Do graduates find jobs when
they graduate? What specific courses are required, and what
is the normal length of time for their completion? Who are
the faculty?
Making sound evaluations of schools is especially im-
portant to students seeking environmental careers. Growing
concern for the environment has resulted in increased com-
petition.
Students seeking undergraduate degrees may prefer to
major in traditional fields rather than concentrate on envi-
ronmental studies. Federal, State and local government
agencies often prefer to hire persons from traditional fields
and train them for environmental applications. Also, stu-
dents with such educational backgrounds are in a strong
position to compete for jobs in nonenvironmental areas if
they are unable to find employment in environmental fields.
At present, engineering is a good example of a field in
which employers often prefer to hire undergraduates from
traditional educational backgrounds. Such students, if they
wish, may specialize in environmental fields at the graduate
level. Students selecting an undergraduate major should
consider not only the degree of competition for environ-
mental jobs, but also the possibility that they would want
to change jobs in the future.
There are some environmental occupations, for example
in the equipment operation and support groups, that are
available for immediate entry with little or no previous
training. For the most part, jobs in these areas are in local
government systems under the public works department and
are secured by contacting the city or county government
personnel office or the respective civil service offices (usu-
ally listed in the telephone directory under city government
or public works department).
Many State and local pollution control agencies conduct
training programs on a regular basis for new-entry person-
nel who are beginning careers in environmental protection.
Information regarding training may be obtained by con-
tacting the appropriate State pollution control agency listed
under the name of the State in the telephone directory. In
addition to on-the-job training for new employees, these
programs often upgrade training of those currently em-
ployed.
Persons may also get help from the local Job Service
office of their State employment service. The State em-
ployment services are affiliated with the U.S. Employment
Service of the U.S. Department of Labor's Employment
and Training Administration and constitute a Federal-State
partnership. At each of the almost 2,500 Job Service offices
located across the United States, jobseekers are helped in
finding employment, and employers are assisted in obtain-
ing qualified workers.
Organization of
Occupational Descriptions
Each individual career description in this book is listed
under its preferred occupational title and has the same basic
organization as the other career descriptions in order to help
the reader in making comparisons.
D The opening section lists alternate titles by which the
career is known and describes the major job duties of workers
in that profession. Places of employment and areas of spe-
cialization within the field, if any, are discussed.
D The Job Requirements section gives information on
the professional training required for the job, recom-
mended paraprofessional education, any special skills or
aptitudes necessary or helpful for successful job perform-
ance, state licensure, professional certification or registra-
tion, and other factors related to employment.
D The Opportunities section indicates the employment
outlook for the occupation in the job market.1 Oppor-
tunities for advancement are discussed and any additional
qualifications needed.
Dictionary of Occupational Titles1 code numbers are
listed as well as other sources of information. An asterisk
denotes new DOT tide, post-1977 edition. No codes are
shown for these.
1 As of 1979-80. It should be noted that the job market for any
particular job may change, depending on current economic conditions
nationwide and locally.
2 Dictionary of Occupational Titles, 4th ed. (Washington: U.S.
Department of Labor, Employment and Training Administration, 1977.)
Available from the Government Printing Office.
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Water and Wastewater
11
Water covers more than 70 percent of the Earth's surface.
It fills the oceans, rivers, and lakes, and is in the ground
and even in the air we breathe. However, 97 percent of the
Earth's water is in the ocean and is too salty to drink. Add
the amount of water in icecaps and glaciers and the per-
centage is over 99 percent. Thus less than 1 percent of all
the water is in rivers, lakes, ponds, vegetation, water supply
pipes, the atmosphere, and underground.1
The same amount of water exists today as existed when
the world was formed. It is used and reused again and
again. Water is merely borrowed for a time from the Earth's
supply and then returned to it.
Although the global balance of water is constant and
stable and the amount of water remains the same, the dis-
tribution of water is uneven. Some areas of the world are
always too dry, and others too wet, experiencing extremes
of drought or too abundant rainfall.
Since prehistoric time, people have taken fresh water
from the surface of rivers and lakes and from wells that tap
underground water. Until this century, the ancient princi-
ples of settling and filtering were usually sufficient for the
treatment of water.
In the past, waste products dumped into our waterways
could be properly treated by natural processes in those
streams. Today, population growth and increased industrial
activity have in many locations overloaded the capacity of
our streams. Some pollutants can never be assimilated and
as they persist and accumulate in nature they pose a con-
tinuing danger to public and ecological health.
There are several ways in which water pollution control
can be accomplished: (1) through treatment of wastewater
prior to discharging to a stream; (2) by the enactment and
enforcement of government regulations prohibiting and lim-
iting the discharge of pollutants to waters; and (3) the de-
velopment of practices and techniques that prevent or limit
natural runoff of pollutants.
Traditionally, the principal method of treating waste-
water in the United States has been to collect wastewater
in a system of sewers and transport it to a treatment plant
where the water is treated before it is released into the
streams and lakes.
Many older municipalities have combined sewer systems
that carry water polluted by human use and storm water
polluted as it drains off homes, streets, and land. During
dry weather, all of it is carried to the treatment plant, but
in a storm, sewers often carry more than the treatment plant
can handle which means that part of the wastewater must
bypass the treatment plant and flow directly into the
streams. In areas lacking a sewer system or treatment plant,
the individual homes use septic tanks.
At present, there are two basic stages in the treatment of
wastewater: primary and secondary. In the primary stage
of treatment, solids are allowed to settle and are removed
from the water. The secondary stage uses biological pro-
cesses to purify the wastewater even further. In some cases,
the two stages may be combined into one basic operation.
In many cases, the basic wastewater treatments are not
enough and additional advanced wastewater treatment is
needed. Advanced, or tertiary, treatment processes take up
where primary and secondary treatments leave off. A num-
ber of these advanced treatment processes are being used
today. Other processes are under study.
Whenever wastewater is treated there is always some-
thing left over. This residue, or sludge, must also be dis-
posed of. Some cities produce fertilizer from sludge. Some
industries have found they can reclaim certain chemicals
during treatment. Studies are underway to help solve the
problem of what to do with sludge.
Legislation
Water pollution control began largely as a Federal activity.
From the River and Harbor Act of 1899 through the Water
Quality Act of 1965 and the Clean Water Restoration Act
in 1966, the Federal Government established criteria for all
interstate and coastal waters.
In the late 1960's, public concern about pollution became
widespread. The Federal Government could not regulate
pollution of intrastate waterways and could not take action
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12
Water and Wastewater
against a polluter of interstate or navigable waters if the
pollution occurred in only one State.
The Federal Water Pollution Control Act Amendments
of 1972 brought dramatic changes. The law says, in es-
sence, that no one—no city or town, no industry, no gov-
ernment agency, no individual—has the right to pollute our
water.
To implement the law, a new national system of uniform
controls on the discharge of pollutants was set in motion.
Under this law, as amended by the Clean Water Act of
1977, it is illegal for any industry to discharge any pollutant
without a permit. Industrial facilities that send their wastes
to municipal treatment plants must meet certain minimum
standards and insure that these wastes have been adequately
pretreated so that they do not damage municipal treatment
facilities. Municipal treatment plants must also meet dis-
charge standards.
Federal standards for drinking water were first issued in
1914 to prevent the interstate spread of communicable dis-
eases. Since then, they have been modified and expanded
several times.
These standards also served as guidelines for most States
and large cities in regulating the drinking water quality
within their jurisdictions. In 1970, the EPA assumed re-
sponsibility for setting and enforcing these regulations.
The 1974 Safe Drinking Water Act, as amended in 1977,
assured that water supply systems serving the public meet
minimum national standards for protection of public health.
The primary regulations established maximum allowable
contaminants levels in drinking water. Secondary regula-
tions were designed to protect public welfare, and deal with
taste, odor, and appearance of drinking water.
The improvement of the quality of surface water makes
it easier to provide safe drinking water. Surface water, how-
ever, will always require some treatment before it is used
in drinking water. Approximately 50 percent of the Nation
is served by drinking water from surface sources.
Employment
In the war on pollution, the wastewater treatment plant will
continue to be the best weapon. This means a continued
need for well-run, well-kept treatment plants and the per-
sonnel to operate them.
Jobs in water pollution control activities are expected to
grow at least as fast as the economy. These jobs are usually
steady and not as subject to economic downturns as those
in manufacturing. An increasing number of women are
finding employment in water pollution control work.
For minorities and youth who do not have professional
or technical training, there are some occupations that re-
quire a high school diploma or less. These entry jobs can
provide valuable experience for young workers and many
employers help them continue their education at vocational-
technical schools or junior colleges.
The greatest demand, however, will be for technicians,
operators, and professionals. Jobs for the untrained and
unskilled are limited in number and decreasing.
In the sections that follow, water treatment occupations
are those occupations concerned with processing raw water
so that it is safe for consumption by households, manufac-
turers, schools, and others. Wastewater treatment occupa-
tions, on the other hand, are those occupations concerned
with treating water that has been used by consumers or
collected from storm drainage systems and returning it to
rivers and lakes.
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Water and Wastewater
13
Water Treatment
Occupations
In order to insure a safe water supply, water is purified in
treatment plants to remove chemical and biological impur-
ities and to improve its appearance, taste, color, and odor.
In treating water, the waterworks supervisor plans and
coordinates the activities of workers engaged in the oper-
ation and maintenance of the plant and the distribution of
water to customers.
In a purification plant, water-treatment-plant operators
control the machines and equipment to purify and clarify
the water. The pump-station operator operates the pumping
equipment to transfer raw water from the river or under-
ground source to the treatment plant and again to distribute
the purified water to customers. Treatment-plant mechanics
repair and maintain the machinery and equipment. In larger
plants, water-filter cleaners clean the filter beds.
To soften the water or make it suitable for drinking,
chemists in the laboratory analyze water samples to deter-
mine the chemical dosages needed to destroy harmful or-
ganisms and to remove organic and inorganic com-
pounds. Larger laboratories may supplement their staffs
with technicians and possibly an aide.
After the water leaves the purification plant, it is carried
through a distribution system of underground mains and
pipes to customers. Meter readers are needed to read the
water meters and record the consumption readings so that
customers can be billed. Water plants also employ meter
repairers to test and repair the water meters.
Chemist, Water Purification
The laboratory is a major guardian of the health of a com-
munity and the center of water quality control in a water
treatment plant. Chemists analyze water samples through-
out the treatment processes to control the chemical pro-
cesses which soften it or make it suitable for drinking.
Chemists in purification or water treatment plants test
water samples for bacteria which is the key to health prob-
lems, for esthetic quality or freedom from odor and taste,
for turbidity or suspended solids, for chemical quality, and
for other characteristics. They use highly sophisticated test-
ing equipment such as infrared, ultraviolet, and visible
spectrophotometers. They also test for pesticides and her-
bicides and the presence of radiation.
In addition to testing water samples, chemists determine
the amounts of chlorine to be used to destroy the microbes
and other harmful organisms. They determine the kind and
amounts of other chemicals to remove minerals, acids,
salts, and other organic and inorganic compounds from the
water to clarify and soften it.
In analyzing and solving problems related to water pu-
rification, they frequently work with engineers, managers.
biologists, other professionals, and citizen groups to find
solutions to water treatment problems.
This work involves the application of the principles and
techniques of analytical chemistry to determine the struc-
ture, composition, and nature of water. Analysis requires
not only the subtle correlation of theory and experience but
also a keen insight into the nature of interferences and prob-
lems associated with analyzing water.
Chemists are employed in most large water treatment
plants which are usually located in more heavily populated
areas. In smaller plants, the laboratory work may be done
by an outside or private laboratory.
Usually performed in well-equipped laboratories, the
work may require considerable standing. These chemists
are expected to plan, organize, and carry out their assign-
ments with a minimum of supervision. Other qualities im-
portant in this occupation are an inquisitive mind, initiative,
and the ability to work independently. Good eyesight and
eye-hand coordination are also essential to perform exact-
ing, detailed, laboratory work.
Job Requirements
Most employers consider a bachelor's degree with a major
in chemistry or a related discipline sufficient background
for a beginning job as a chemist in a water treatment plant.
A basic background in chemistry plus experience and skill
in laboratory techniques provide a good foundation.
Required courses include analytical, organic, inorganic,
and physical chemistry and preferably courses in mathe-
matics and physics.
It usually takes a few months of on-the-job training under
an experienced chemist to become familiar with the specific
duties in the laboratory. Many laboratories require addi-
tional in-service training and orientation each year in new
methods of analysis, chemical reactions, and other topics
such as civil defense.
Opportunities
Opportunities for chemists in water treatment plants are
expected to increase as new water treatment plants are con-
structed to meet the needs of the expanding population. For
public water systems to meet increased regulation and water
quality standards, additional laboratory personnel will also
be needed. Other water analysts are employed by private
industry and by regulatory and government agencies.
A chemist in this area could be an instructor in a junior
or community college. A master's or Ph.D. degree is usually
required for research or teaching in colleges or universities.
DOT code: Chemist. Water Purification
022.281-014
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!
Water and Wastewater
Meter Repairer
Water-meter repairers are skilled workers who test and re-
pair watermeters. They test the meters to determine the
cause of malfunctions, such as leaks or accuracy of record-
ings both under high- and low-pressure conditions. Simple
maintenance and repairs are usually completed at the site.
They include, for example, replacing glass, cleaning or
replacing dials, replacing washers and packings, and other
tasks. Large commercial meters must usually be repaired
in the ground. Other meters are sometimes brought back to
the meter repair shop where they are taken apart, cleaned,
repaired, and tested before being reinstalled. Water-meter
repairers also install new meters.
Some repairers work on all kinds of meters; others may
specialize in one type of meter, such as the kind used in
private homes. In larger plants, repairers may specialise in
one aspect of the work, such as installing new meters or
testing meters.
In this work the individual must be able to read land
plots, job orders, location cards, and manuals for some
assignments. Good manual dexterity is necessary to use
handtools and operate the repair machinery and equipment.
An ability to climb and stoop is necessary to repair the
meters at the site. At times the worker may be exposed to
wet, humid conditions. An interest in mechanical work also
indicates success in this work. In many areas, repairers
must also deal with complaints, so that tact and courtesy
in public contacts are important.
Job Requirements
In some locations, employers consider an eighth grade ed-
ucation sufficient for this job; many employers, however,
now require a high school diploma.
Some experience in the repair of small machines and
mechanical devices is a good preparation for this kind of
work, although experience is not usually required.
Trainees begin by working with an experienced repairer
and learn the duties through on-the-job training, usually
within 6 months to I year. In larger plants, they may begin
as meter readers and then become meter installers, gaining
good experience for repair work.
Opportunities
Automatic meter reading may become more common and,
as technology improves, maintenance and service work
could decrease in demand but be more complex. However,
these maintenance and service jobs should continue to be
available for many years and are not as subject as produc-
tion work to fluctuations in the economy.
A repairer with additional experience could become a
supervisor.
DOT code: Meter Repairer 710.281-034
Pump-Station Operator,
Waterworks
Pumping-plant operator
Water-plant-pump operator
Raw water must be lifted or transferred from rivers or other
ground sources to the water treatment plant by pumping.
After the purified water leaves the plant it is never exposed
to the open air and it may have to be lifted many times in
its journey from the treatment plant to residential, com-
mercial, and industrial users. Booster pump stations that
increase pressure on the system are nearly always controlled
from one point, from which pumps can be started or stopped
and valves opened or closed by remote control. Some pump
stations have automatic controls.
All components, pumps, storage tanks, conduits, and
mains must work together to keep plenty of water, under
controlled pressure, available at all times and under all con-
ditions. As the load on the water systems varies, the pumps
adjust the flow to meet the demand.
The pump-station operator operates and controls turbine
or motor-driven pumps that transfer the water from reser-
voirs to the treatment plant and from the plant to homes,
industries, and businesses. These operators read and inter-
pret flowmeters and pressure and water level gages in order
to regulate the equipment. They also inspect the equipment
and perform routine maintenance work on the machinery
to keep it operating efficiently. Careful records and logs
must be kept of water output, utilization of equipment, and
consumption of purchased or generated power.
In some plants, operators also conduct routine tests on
raw and processed water. Some operators also operate hy-
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Water and Wastewater
15
droelectric equipment to generate power to supplement or
supply energy to operate the pumping equipment. Or they
may operate the treatment plant equipment at times (see
Water-Treatment-Plant Operator).
This is light work requiring considerable walking and
standing. The duties make good manual skills and coordi-
nation necessary to adjust and operate the pumping equip-
ment. The operator works both outside and inside.
An indication of success in this work is an interest in
working with tools and machinery and manual aptitude.
Job Requirements
The qualifications and training requirements for pump-sta-
tion operator are generally the same as for water-treatment-
plant operator. In many treatment plants, this worker may
also be required to operate the treatment plant equipment
on occasion. In plants where the operator operates only the
pump station equipment, the training time would be slightly
less than for water-treatment-plant operator, or approxi-
mately 6 months. Certification is required.
Opportunities
In some plants, an operator might begin as a pumper helper
or a maintenance worker and with 6 months or more ex-
perience in treatment plant operations, could be trained in
these duties in several weeks.
A pump-station operator could advance to water-treat-
ment-plant operator with approximately 6 months additional
on-the-job training or vocational-technical school training.
Some openings should occur for pump-station operators
in larger municipal water treatment plants as a result of nor-
mal attrition—transfers, promotions, and retirements.
DOT code: Pump-Station Operator, Waterworks 954.382-010
Supervisor, Waterworks
A waterworks system includes the water purification pro-
cesses and the distribution network that carries water to the
customer. Treatment plants vary widely in design, methods
of operation, types of chemicals used, and other features.
It is primarily the source of the water supply that determines
the complexity of the plant and the chemical treatment.
Very little of the distribution system shows above ground,
but buried in the earth is a spider web of pipes and concrete.
The supervisor of a waterworks system plans and coor-
dinates the activities of workers engaged in the operation
and maintenance of the plant, other facilities, and the dis-
tribution system, which insures an adequate water supply
for customers.
The supervisor assigns personnel to shifts to operate and
maintain filtering and chemical treatment equipment, co-
agulating and settling basins, other plant facilities, and the
distribution system. In the event of emergencies, such as
machine, equipment, or power failure, or the need to re-
lease dammed water to effect flood control, the supervisor
must decide what to do.
Another important responsibility of the supervisor is the
preparation of plans and specifications for new equipment
or the modification of existing equipment. The supervisor
is always seeking to bring about the increased operational
capacity or efficiency of the plant.
Other duties may include reviewing and evaluating var-
ious reports, preparing budget estimates for anticipated per-
sonnel and material needs, and other reports concerned with
chemical bacteriological analyses of water. In some posi-
tions, the supervisor directs construction and maintenance
of roads and communication lines used in operating the
water supply system.
Supervision of a waterworks system is a round-the-clock
operation and involves meticulous recordkeeping of loca-
tions of mains, valves, hydrants, connections, easements,
properties, and permits; records are also kept on the treat-
ment and purification of the water. The supervisor is re-
sponsible for the upkeep and maintenance of every item of
equipment. It is this person who must locate problems, such
as an outage (break), and have them repaired immediately.
Important supervisory qualities include leadership abili-
ties, communication skills, and the ability to motivate
workers and maintain good rapport with the public and
employees. The supervisor must be able to demonstrate
work methods or even help out in an emergency. Other
indications of success include the willingness and ability to
assume management responsibility, good work perfor-
mance at lower level positions within the plant, and the
ability to understand, interpret, and apply work procedures
and regulations.
This is light physical work which requires some walking
and standing to inspect the plant and observe the perfor-
mance of employees. Work is performed both inside and
outside the plant.
Job Requirements
Most employers require a bachelor's degree in civil, chem-
ical, or sanitary engineering, science, or a related field. In
addition, at least 2 to 3 years or more experience in water
treatment plant operations and maintenance work are nec-
essary. Specialized operator training courses can sometimes
be substituted for formal education. Certification is a re-
quirement.
1 Water in Your Life (University City, Mo.: St. Louis County Water
Co., 1972), p. 2.
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Water and Wastewater
Opportunities
This position is usually filled by promotion from within the
plant. A shift supervisor or foreman would need experience
in all phases of waterworks system activities.
A supervisor of a waterworks system could advance to
assistant superintendent or superintendent.
The number of supervisory positions is limited. Vacan-
cies occur usually as a result of attrition caused by retire-
ments or transfers. Competition for supervisory positions
is keen and the most experienced and highly qualified work-
ers have the best chance of obtaining these positions.
DOT code: Supervisor, Waterworks
184.167-246
Water-Filter Cleaner
Laborer, filter plant
Sand-cleaning-machine operator
Water-filterer helper
American cities began filtering their central water supplies
around 1870. Today, filtering is still an important part of
modern water treatment. In modern filter basins, the bottom
of the filter looks like a waffle iron. At the bottom of each
basin there are layers of graded gravel, sand, and even
anthracite coal. The water is allowed to filter downward to
the base of the filter basin leaving the last traces of sus-
pended matter behind and the water comes out clean. These
filter basins must be washed frequently.
The water-filter cleaner uses a suction pipe to transfer
the sand and gravel from the filter bed onto regrading
screens. The cleaner washes and simultaneously screens the
sand and gravel to remove any foreign particles and to grade
the material to size, by the use of a hose. The cleaner then
reverses the water flow to remove chemical precipitates and
impurities which are floated to the top. The worker must
scrape and remove the dirt from the side of the filter bed,
using a metal scraper. After cleaning, the worker reverses
the action of the suction pipe and returns the sand and
gravel to the filter bed.
In some water plants the cleaner, using a sand cleaning
machine, also cleans and redistributes the sand. The cleaner
may lubricate and repair the equipment.
Among the most important requirements of this job arc
the strength to perform heavy work and the ability and
willingness to follow simple instructions.
The water-filter cleaner works both outside and inside
the plant and is exposed to water and humidity in working
around the filter basins.
Job Requirements
This is elemental work and requires no previous training.
Most employers probably prefer someone with an eighth
grade education, although less is sometimes sufficient.
A person can usually learn these duties in a few days of
on-the-job training.
Because many workers will qualify for this work, per-
sonal traits like reliability, industry, and cooperation are
especially important in selecting an individual.
Opportunities
Most of these jobs are located in large, municipal water
treatment plants. In smaller treatment plants, this work may
be performed by the water-treatment-plant operator.
Openings will usually result from the need to replace
workers who have advanced to higher level work. In some
plants, with additional education, a water-filter cleaner
could perhaps become a trainee water-treatment-plant op-
erator or a treatment plant mechanic helper.
DOT code: Water-Filler Cleaner
954.587-010
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Water and Wastewater
17
Water-Meter Reader
Water-meter readers read residential, commercial, and in-
dustrial water meters and record the water consumption
readings so that customers can be billed. They check to see
that the meters are working properly. Sometimes they must
verify the accuracy of the readings or determine the reasons
for abnormal or unusual consumption patterns by carefully
checking information with office records. They must also
look to see if the meters have been tampered with or
changed. In some jobs, they may turn service off for non-
payment of charges in vacant residences, or may turn it on
for new occupants.
Water-meter readers must maintain legible and accurate
records in their route books or on account cards which are
returned to the business office for billing purposes. They
may complete other service forms when repairs are needed
or other problems arise. Sometimes they collect delinquent
or final bills when service is discontinued. Any work deal-
ing with the public always demands courtesy and tact.
To be successful in this work, an individual must be able
to make arithmetic computations rapidly and accurately,
keep legible records, and follow both written and oral in-
structions. Some knowledge of the geography and street
locations of the area and an ability to read maps are nec-
essary. This work requires close attention to clerical details.
It is light physical work. One in this occupation must be
able to climb steps to reach meters that are located in base-
ments. Good vision is also important in reading the dials
and numbers on the meters accurately. These workers are
outdoors most of the time, even in inclement weather.
Job Requirements
Most employers ask for a high school diploma or equivalent
as the minimum educational requirement, although in some
cases less is acceptable.
Persons in this work are usually trained on the job in a
few weeks. Some employers provide a few days in-plant
training in the types of meters and account records the
worker will use before the employee begins field work.
Opportunities
Openings for water-meter readers will occur through normal
attrition as workers retire or transfer to other positions.
An increasing number of customers are using remote
reading devices which enable the water-meter readers to
obtain the necessary information from the basement-located
meter without entering the house.
With additional training, a water-meter reader could be-
come a meter installer or a meter repairer.
DOT code: Water-Meter Reader
Water-Treatment-Plant Operator
Filter operator
Purifying-plant operator
Water-control-station engineer
Water filterer
Water purifier
Most of us assume that the water we drink is safe. Certainly
today's water treatment reflects increasingly higher stand-
ards in removing water pollution. Water-treatment-plant
operators treat water so that it is pure and safe to drink.
In many locations, raw water is pumped from the rivers
and streams to treatment plants. Operators control equip-
ment to remove impurities and produce clear, drinkable
water. They operate and maintain pumps, agitators, and
valves that move the water through the various filtering,
settling, and chemical treatment processes and through the
distribution system.
Operators monitor the panelboards in order to adjust the
controls to regulate water through the filter beds to remove
impurities, flow rates, loss of pressure and water elevation,
and distribution of water. Other tasks include operating and
controlling pumps, agitators, and valves; operating chem-
ical feeding devices; taking water samples; and testing and
adjusting the level of chlorine in water. Operators add
chemicals to the tanks to disinfect, deodorize, and clarify
the water. They use wrenches, pliers, and handtools to ad-
just equipment and machinery.
The duties of an operator vary, depending upon the size
of the plant and the types of treatment. For example, a
water treatment plant in a large city probably involves a
greater variety of treatment processes. In a treatment plant
serving a small community, the operator is probably re-
sponsible for performing all duties within the plant—keep-
ing records, maintenance, testing of water samples, and
handling complaints, as well as operating all of the equip-
ment and machinery. In larger plants, the staff usually in-
cludes mechanics, chemists, laboratory technicians, help-
ers, supervisors, and a superintendent.
In recent years, regulations concerning water purification
treatment have become more stringent. In seeing that these
requirements are met, the water-treatment-plant operator
plays an important role.
There are more than 50,000 community water supply
systems in this country and more than 200,000 water supply
systems serving locations such as hotels and motels. Almost
every community in the country has one or more water
treatment plants. Some operators in small towns work only
part-time or they may also be responsible for a wastewater
treatment facility.
Considerable walking and standing are necessary to op-
209.567-010 erate and maintain the treatment processes. The individual
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18
Water and Wastewater
must be able to use handtools and adjust gages and controls Opportunities
on equipment. The operator works both inside and outside,
sometimes in inclement weather and is frequently exposed
to the hazards of water and machinery.
Job Requirements
Usually trainees must have a high school diploma or equiv-
alent and some experience in the operation and maintenance
of mechanical equipment. In larger plants they may begin
as laborers or helpers. They begin by performing routine
tasks such as taking water samples, simple maintaining and
repairing of equipment and machinery, reading meters and
charts, and keeping routine records.
Some positions are covered by civil service regulations
and applicants must pass written examinations testing their
knowledge and skill before they are considered eligible for
employment.
Some community or junior colleges offer 2-year pro-
grams in environmental technology leading to an associate
degree. These programs provide interdisciplinary, general
education courses for a liberal arts background as well as
technical courses in a specific field such as water pollution
control. In most colleges one option is offered for operators
of water and wastewater treatment plants. This program is
designed to prepare the operator for certification exams in
operation of water and wastewater treatment plants.
Technical and vocational schools also offer 1-year pro-
grams in water and wastewater treatment which prepare the
operators for certification examinations.
The apprenticeship program for this occupation requires
6,000 hours or approximately 3 years on-the-job training
and instruction. This provides the trainee with an increasing
amount of responsibility. Under an apprenticeship program
the trainee receives instruction in such duties as operating
pumps and other equipment, regulating and observing flow
dials, adding chemicals, sampling and testing water, read-
ing gages, maintaining logs, and making repairs.
Operators are sometimes required to take in-service
courses to satisfy upgrading requirements for license re-
newal; educational qualifications for operators are being
raised to meet the increased demands of the job. Most States
provide advanced training courses in water treatment plant
operations and maintenance to introduce new technology
and specialized skills.
Specialized technical training in water and wastewater
treatment typically includes such courses as report writing,
applied aquatic biology, water supply purification hydrau-
lics, sanitary chemistry, codes and regulations of water and
wastewater treatment, and basic courses in technical math-
ematics, physics, and drafting.
In most States the operator in charge must be certified. The
trend is for all operators in charge of a facility to be certified.
There are typically four classifications of certification based
upon such factors as size of the plant, complex technologies,
experience and education of the operator.
Employment of water-treatment-plant operators is expected
to increase through the 1980's owing to the construction of
new water treatment plants and expansion of existing
plants. Operators who staff water treatment facilities will
work with increasingly complex and sophisticated equip-
ment which represents large financial investments.
Many operators now employed will be required to up-
grade skills and qualifications in order to operate plants in
accordance with current standards and to meet pollution
control requirements.
This work is fairly steady and not generally subject, as
some other occupations are, to economic downturns.
In larger plants, a water-treatment-plant operator could
become a foreman, supervisor, or superintendent with ad-
ditional experience and education. In smaller communities
an operator could be in charge of the entire plant and per-
form the full range of duties.
DOT code: Water-Treatment-Plant Operator 954.382-014
Wastewater Treatment
Occupations
Sewer systems carry used water to the wastewater treatment
plant. Sewer maintenance workers are needed to maintain
and repair the sewer lines. In some areas, photoinspection
technicians and TV technicians conduct internal inspections
of the sewer lines.
When the used water reaches the wastewater treatment
plant it is cleaned through a series of tanks, screens, filters,
and other treatment devices. The superintendent is respon-
sible for the entire operation of the wastewater treatment
plant. Within the plant, wastewater-treatment-plant opera-
tors operate and maintain power generating, grit removal,
pump and blower, and sludge processing equipment. The
operators also direct wastewater-treatment-plant attendants
and sewage-disposal workers in the more routine operations
and maintenance work. In most plants, treatment-plant me-
chanics maintain and repair the machinery and equipment.
Most treatment plant laboratories have a chemist or a
microbiologist on the staff and larger plants also have lab-
oratory technicians and possibly an aide.
Industrial waste samplers collect wastewater samples for
analysis by laboratory personnel in order that major users
of the plant pay their fair share of treatment costs. Industrial
waste inspectors follow up on this information and inves-
tigate sources of pollution, inspect pretreatment facilities,
and calculate the surcharge assessments.
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Water and Wastewater
19
Chemist, Wastewater Treatment
The chemist in a Wastewater treatment plant analyzes sam-
ples of streams, raw and treated wastewater, sludge and
other byproducts of the wastewater treatment process to
determine the efficiency of the plant processes and to insure
that plant effluents meet local, State, and Federal require-
ments. The chemist decides what tests are needed and de-
velops workable testing procedures to obtain the informa-
tion in a minimum amount of time.
The chemist conducts highly specialized and complex
chemical, bacteriological, and physical analyses of waste-
water and samples. Some of these samples are taken within
the plant before, during, and following treatment. These
chemists test samples taken from major users of the treat-
ment plant in order to monitor and regulate waste discharges
into the sewer and treatment systems and to make surcharge
assessments.
Often the sample or test solution is a complex mixture
of many compounds and elements and the identification of
a specific element can require many hours of extensive
separation work to remove interfering constituents. These
procedures may involve many identification procedures and
the use of sophisticated equipment.
Chemists may specialize in testing that requires special
instruments such as the gas chromotograph, the atomic ab-
sorption spectrophotometer, or the infrared spectrophoto-
meter. The chemist must be able to develop new techniques
to use the equipment and also make adjustments and repairs
on these complex electronic instruments.
Another important responsibility of the chemist is to
identify problems in the wastewater treatment and to de-
velop new procedures in the use of the equipment and the
laboratory in order that they may be fully utilized.
Chemists also take part in special research and studies
on plant operations and the treatment unit processes.
A chemist must be able to work independently and plan
and organize the work efficiently. In most plants, the chem-
ist also supervises one or more laboratory technicians.
Working in a laboratory may require standing for long
periods and exposure to fumes, odors, and toxic substances.
Job Requirements
Most of these chemists have baccalaureate degrees with
major work in chemistry, biochemistry, or a closely related
field. Some employers also require 2 years of laboratory
experience or an equivalent combination of experience and
training. In some laboratories, additional course work in
instrumentation is needed to operate the specialized equip-
ment.
In smaller laboratories, high school gradution plus col-
lege-level courses in chemistry, biology, and bacteriology
might be accepted as the minimum educational background.
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Water and Wastewater
In addition to the academic preparation, the chemist
needs a thorough knowledge of the treatment processes and
the pertinent local, State, and Federal requirements and
regulations. This knowledge is usually obtained on the job.
Certification is not always required. However, in larger
plants chemists are encouraged to become certified and it
is usually a requirement for advancement. With certifica-
tion, a chemist could advance to the position of assistant
superintendent or superintendent of a treatment plant.
Opportunities
Federal legislation requires that local governments control
water pollution and safeguard public health and welfare. It
is anticipated that chmists will continue to be in demand to
analyze wastewater samples and insure that treatment pro-
cesses and effluents meet current government requirements.
Recent legislation requiring users to pay their fair share of
the cost of wastewater treatment has increased monitoring
of commercial and industrial establishments to see that they
do not exceed the effluent limitations established. Increased
sampling requirements have placed greater demands on lab-
oratories to analyze these samples.
DOT code: Chemist, Wastewater Treatment*
Industrial Waste Inspector
The industrial waste inspector inspects industrial and com-
mercial waste treatment and disposal facilities and inves-
tigates sources of pollutants in municipal sewage and storm
drainage systems.
The inspector visits establishments to determine if they
have industrial waste permits and to enforce provisions of
the permits. These inspections usually include checking the
equipment used by the establishments in pretreatment of
the wastewater, such as floor drains, settling and neutral-
izing tanks, clarifiers, and grit and grease traps, to insure
that they conform with municipal ordinances.
By automobile or boat, the inspector also conducts sur-
veys of rivers, streams, and water in adjacent areas to de-
termine the effects on wastewater discharges.
Inspectors collect samples of wastewater from sewers,
storm drains, and water courses and return them to the
laboratory for analysis. In some cases, field tests are con-
ducted at the site for such data as acidity, alkalinity, chlor-
ine, and hydrogen sulfide to determine if discharged wastes
will cause deterioration of sewage facilities or pollution of
the water.
Inspectors work with industrial officials, the public, and
supervisors and give advice on pollution problems and
* Not listed in the 1977 edition of DOT.
methods of pretreatment. They also investigate complaints
of odors, gasoline leakage, oil, or other problems to deter-
mine their cause and identify responsibility.
Since 1972, effluent limitations have been set up for
nearly all major industrial discharges in the Nation. In most
areas, industries are required to monitor their own dis-
charges from specific sources. In order that industry pay its
share of treatment costs, municipalities have adopted a sur-
charge system used for the major contributing industries.
The inspector may be required to maintain detailed rec-
ords on assigned industries for calculation of surcharge as-
sessments. In order to determine these charges, the inspec-
tor analyzes laboratory reports or wastewater samples and
compares this data with industry declared information and
the legal requirements.
The inspector must be able to establish good rapport with
the public and representatives of commercial and industrial
establishments.
An inspector should be capable of performing light phys-
ical work and, at times, might be required to climb ladders,
steps, or reach awkwardly located sampling sites. Good
manual skills are also important in order to work with test-
ing and sampling equipment.
Inspectors work both inside and outside, sometimes in
inclement weather. They usually work alone, although oc-
cassionally they may direct technicians or surveillance
teams in sample collection. On field trips, inspectors are
sometimes exposed to unpleasant fumes and odors. Inspec-
tors do not usually work shifts.
Job Requirements
An inspector must have a good knowledge of wastewater
treatment plant operations, routine field tests, legal require-
ments, sewer collection systems, and the maintenance and
operation of treatment equipment and machinery.
One or 2 years experience as a wastewater-treatment-
plant operator will provide a good background for this work
because this position is usually filled by promotion within
the plant. A driver's license is also required.
Opportunities
Industrial waste inspectors are needed to enforce industrial
waste discharge ordinances. Most of these jobs are located
near large metropolitan areas or wherever large industries
are concentrated.
It is expected that regulatory and enforcement require-
ments will become more stringent in order to achieve clean
water and at the same time provide for a fair distribution
of treatment costs.
An inspector, with additional experience, education, and
certification in wastewater treatment plant operations could
possibly advance to a supervisory or managerial position.
DOT code: Inspector, Industrial Waste 168.267-054
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Water and Wastewater
21
Industrial Waste Sampler
Sample gatherer
Sampler
Industrial waste samplers take "grab" samples from streams
and raw and treated wastewater for analysis by laboratory
technicians and chemists in a wastewater treatment plant.
They travel to the site and note any unusual features such
as the presence of oil, discoloration of waters, sludge, and
rate of flow. They dip buckets or other vessels to transfer
samples from pipelines, tanks, or other places into test
tubes, bottles, or other containers. The samples are labeled
with identifying information such as the location of the
sample and the time collected and delivered to the labora-
tory. This information is then used to determine any ordi-
nance violations and, in order that industry pay its fair share
of treatment costs, to calculate assessment charges for in-
dustrial users of the wastewater treatment plant.
Tests and investigations are also conducted at the site.
These are usually routine procedures to determine certain
characteristics of the wastewater such as acidity, alkalinity,
temperature, turbidity, or other information. For some as-
signments, they also set up portable automatic monitoring
equipment that takes samples at designated intervals and
measures the volume or flow of the effluent.
Good eye-hand coordination, finger and hand dexterity,
and the ability to detect visually unusual characteristics in
wastewater samples and the surrounding area are needed.
Collecting samples may require some climbing, balanc-
ing, and stooping so that the person should be in good
physical condition; light physical work is entailed.
This work requires driving a motor vehicle or even op-
erating a small boat at times. The worker may be exposed
to unpleasant odors and fumes.
Job Requirements
Persons can qualify for this work through several combi-
nations of education and experience. Most employers prefer
some specialized technical training at a vocational or tech-
nical school. Graduates of water and wastewater treatment
courses also qualify.
In some plants, one can qualify for this work through
on-the-job training. Working with an experienced worker
as a member of a surveillance team, an individual could
learn the job in a few months.
This occupation does not usually require working shifts.
Opportunities
The demand for samplers is limited; some openings will
occur, however, as a result of attrition caused by promo-
tions, transfers, and other factors.
In most cases, certification as well as completion of a
formal training program in treatment plant operations is
required for a sampler to advance to the position of
wastewater-treatment-plant operator.
There has been some increase in the number of industrial
wastewater samplers as a result of pollution control require-
ments. Wastewater treatment districts must monitor the ef-
fluents of industrial and commercial establishments because
treatment costs are expensive and major users of the plant
must pay their fair share of these costs.
DOT code: Laboratory-Sample Carrier
922.687-054
Laboratory Technician,
Wastewater Treatment
The laboratory technician in a wastewater treatment plant
performs routine chemical, biochemical, and physical anal-
yses of samples taken from streams, raw and treated waste-
water, sludge and other byproducts of the sewage treatment
process, in order to monitor the characteristics of the waste-
water and to measure how efficiently the treatment pro-
cesses are working.
The technician collects the samples before, during, and
following treatment and takes them to the laboratory for
analysis. For routine tests, the technician sets up, adjusts,
and operates the laboratory equipment and instrumentation
such as microscopes, centrifuges, balances, scales, ovens,
and other equipment in order to analyze the samples. The
technician may assist the chemist in performing more dif-
ficult tests which use sophisticated equipment such as the
infrared, ultraviolet, visible, and atomic absorption spec-
trophotometers; the gas chromatograph; and the total
carbon analyzer.
In some areas, laboratory technicians also analyze samples
of wastewater before it enters the collection system of the
treatment plant. This is increasingly important to meet local
and Federal pollution control requirements and to be sure that
industry pays its fair share of treatment costs.
Today, technicians perform a variety of quantitative and
qualitative analyses on wastewater for such characteristics
as color, turbidity, pH, alkalinity, hardness, nitrogen, ox-
ygen demand, chlorine residual, and other information.
They also prepare the media and set up the equipment for
other bacteriological tests to be performed by the chemist
or microbiologist.
Careful, accurate records of test results are important to
make precise determinations. An interest in and ability to
do detailed exacting work are a must. Technicians must
also be able to work well with other plant personnel; they
often work under the close supervision of a chemist.
Technicians may be required to stand for long periods of
time in the laboratory and are sometimes subject to un-
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22
Water and Wastewater
pleasant odors, fumes, and toxic and potential disease-pro- Opportunities
ducing substances.
Job Requirements
There are a number of community colleges that offer 2-year
programs in pollution abatement control. A typical such
program includes instruction in wastewater unit processes
and waste management, as well as biology, chemistry, Eng-
lish, mathematics, and physics. A plant practicum is some-
times required, which gives the student additional training
in program-related employment. This program prepares a
student to perform all necessary analytical tests, both bac-
teriological and chemical, which are employed in a waste-
water plant. With this training, the student receives an as-
sociate arts degree which could later be applied toward a
bachelor's degree. This training also prepares the student
for field work including inspections and collecting samples,
or even responsibility for a complete wastewater treatment
plant, or for some limited portion of the treatment.
Most employers consider graduation from high school,
supplemented by 2 years of college-level courses in chem-
istry or the biological sciences, a good background for
working in a treatment plant laboratory. In some cases, a
portion of the educational requirement may be met with an
equivalent combination of training and experience. On the
other hand, it is not unusual for someone with a baccalau-
reate degree in chemistry or biology to work as a technician.
The technician should have a good knowledge of the unit
processes used in the plant, industrial waste characterization
and quantity evaluation, theory and techniques of qualita-
tive and quantitative environmental chemistry, and instru-
mentation and analytical techniques. He/she should have
practical experience in modern laboratory methods and
techniques, and skill in the proper use of the various kinds
of laboratory equipment.
The anticipated growth of new treatment plants and expan-
sion of existing facilities should mean a continued need for
laboratory technicians.
With additional education, a laboratory technician could
become a chemist or move into a supervisory position. This
laboratory experience would also be helpful for employ-
ment in other laboratories with local and Federal regulatory
agencies or in private industry.
There will probably be some openings for laboratory
technicians to staff new plants, and to replace technicians
lost through normal attrition.
DOT code: Laboratory Tester
029.261-010
Bacteriologist
Bacteriological testing is the key to health protection. Mi-
crobiologists, or bacteriologists, take bacteria counts on
water samples, sludges, and sewage in controlling water
pollution. They isolate and make laboratory cultures of sig-
nificant bacteria and other micro-organisms from samples
and then examine them through a high powered micro-
scope. These micro-organisms can be harmful and must be
identified in order to control the treatment processes.
At the end of the treatment processes, the finished waters
or effluent must be safe. When there are unusual findings,
the microbiologist must conduct laboratory research to find
out why. Bacteriological testing is a critical part of con-
trolling the treatment processes in both water purification
and wastewater treatment.
Microbiologists maintain precise records of test results.
They also prepare reports and other studies concerning the
quality of treated water or wastewater for regulatory and
supervisory government agencies.
Microbiologists work with chemists, operators, and other
plant personnel in controlling treatment processes. For ex-
ample, they work with chemists in determining the correct
chemical treatment.
In order to succeed in this work, a person must have an
inquisitive mind and a good imagination and be able to
absorb and interpret scientific theories and data.
This work is performed in a laboratory. It is light physical
work which may require standing for long periods. Finger
and manual dexterity as well as good motor coordination
are important to carry out the complex testing procedures
and work with laboratory equipment. Normal vision and
good color perception are required to identify characteristics
of the cultures by the use of microscopes and other equip-
ment.
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Water and Wastewater
23
Job Requirements
A bachelor's degree with a major in microbiology is usually
the required background for entrance into this work. Some
course work in chemistry is also required. In some posi-
tions, experience in laboratory work may also be required.
For a microbiologist working in a public health agency,
registration or eligibility for registration as a medical tech-
nologist by the American Society of Clinical Pathologists
may be accepted in lieu of college graduation. Sometimes,
experience as a public health laboratory technician or com-
parable experience in a public health or medical laboratory
may be substituted in part for deficiencies in the college
requirement.
A person in this work must be able to apply basic prin-
ciples of microbiology and laboratory techniques in order
to solve problems related to water purification and waste-
water treatment.
Opportunities
Microbiologists work in water and wastewater treatment
plants, health departments, hospitals, medical laboratories,
and regulatory agencies. Others are engaged in research or
teaching activities at the college or university level or they
work in private industry.
With experience, a microbiologist could become a su-
pervisor or head of a laboratory. Graduate degrees are usu-
ally required for applied research and teaching positions.
DOT code: Microbiologist
041.061-058
Photo-Inspection Technician,
Wastewater Collection
The photo-inspection technician operates a 35-mm camera
to conduct internal inspections of sewer lines in order to
determine the condition of the pipes and the need for re-
pairs. The technician, using a map, determines the location
of the section to be photographed and directs the sewer
maintenance workers in the setting up of the cable stand
over the manhole.
The technician photographs a TV monitor and a small
blackboard giving the location of the manhole, manhole
number, date, and type of weather for future reference. The
camera is attached to the cable and the maintenance workers
turn the cable stand handles so that the camera can move
inside the pipe. As the camera moves along, pictures are
taken at designated intervals until the camera reaches the
downstream manhole.
The technician is responsible for efficient and safe use
of the equipment and must train the other workers in proper
work methods to insure that proper procedures and safety
precautions are followed. Usually the technician drives the
truck and hauls the crew and equipment to the site; there-
fore, a driver's license is necessary.
This work requires medium physical strength and in-
volves climbing, stooping, and kneeling, and working with
the hands in order to set up and operate the equipment to
inspect the lines. Good hearing and vision are important.
The photo-inspection technician directs the work of other
members of the inspection crew, usually consisting of a
maintenance worker and a laborer.
This work is performed outside and involves contact with
water and sewage, and exposure to weather, noxious
smells, and gases. There is also some risk of bodily injury.
Job Requirements
The minimum requirement is usually completion of eighth
grade, although graduation from high school or vocational
school is highly desirable.
The technician must have a knowledge of sewer inspec-
tion, maintenance, and repair; of the operation and serv-
icing of photo equipment; and of work hazards and safety
precautions.
In addition, 2 to 3 years experience in the inspection,
maintenance, and repair of sewerage systems are usually
required for a worker to be fully trained in this work.
Opportunities
This job is typically found in communities where the sewer
system serves a population of 100,000 and has 500 miles
of sanitary main lines.
In many areas, this is an entry level position. From this
position, an individual could transfer laterally to other
maintenance work or, with additional experience, could
advance to maintenance supervisor.
DOT code: Photo-Inspection Technician, Wastewater Collection*
Sewage-Disposal Worker
For a wastewater treatment plant to operate efficiently, the
equipment must be kept clean and well maintained. The
sewage-disposal worker cleans the equipment in the plant
to facilitate the flow and treatment of the wastewater. For
example, when wastewater enters the plant for treatment it
flows through a screen to remove large objects such as rags
and sticks. The person in this job must clean the accumu-
lated debris from the screen using a rake or shovel.
The sewage-disposal worker cleans various filters,
screens, processing tanks, and walkways using hoses,
brushes, and chemical solutions. Pumps, grit chambers, and
catch basins must also be kept clear of precipitates such as
grit, sludge, trash, and muck.
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24
Water and Wastewater
This worker also lubricates the equipment including pipes
and valves to keep them working smoothly, and opens and
closes gates according to gage readings or warning lights
on the equipment. Sometimes the worker collects samples
of wastewater and wastewater byproducts for testing by the
laboratory personnel.
The sewage-disposal worker works outside most of the
time around the wastewater treatment areas and is often
exposed to unpleasant odors. The work requires being close
to machinery and water and that can be hazardous. In some
plants, this worker also maintains the grounds and cuts
grass, trims shrubs, and rakes leaves.
The most important requirement of this work is that a
person be willing to perform routine tasks and possess the
physical stamina and capacity to do heavy work. Coordi-
nation and manual skills are also necessary to handle the
tools and maintain the equipment.
Because many persons can qualify for work of this na-
ture, a good record of dependability and industry are es-
pecially valuable.
Job Requirements
Completion of eighth grade is usually required and some
employers may prefer some high school. No previous ex-
perience is required in most cases, although experience in
janitorial work or related tasks might indicate to the em-
ployer an inclination toward this type of work.
These workers usually are trained by other wastewater-
treatment-plant personnel on the job. The duties can prob-
ably be learned in approximately 1 month or less.
Opportunities
Working in this capacity gives the employer an opportunity
to observe your work performance and for you to demon-
strate your dependability and industriousness.
After 1 or 2 years work experience in a treatment plant,
a sewage-disposal worker could perhaps become a waste-
water-treatment-plant attendant and be assigned to tend
some of the equipment under supervision of an operator.
There should be a continued need for these workers both
to staff new treatment plants and to fill vacancies created
by attrition in existing plants.
DOT code: Sewage-Disposal Worker
955.687-010
Sewer Maintenance Worker
To maintain an efficient wastewater collection system,
sewer lines must be inspected, cleaned, opened, and re-
paired. Other structures such as manholes must be checked,
patched, cleaned, their walls raised, and their covers re-
paired. Most cities contract out the construction of new
sanitary and storm sewers.
In larger communities, separate crews may be assigned
to cleaning and repair work. For example, cleaning crews
keep the lines clear of obstructions, handle emergency
cases, and follow a scheduled preventive maintenance pro-
gram. The repair crews repair and construct small sections
of sewer lines, manholes, street inlets, and catch basins. In
smaller communities, one crew would probably perform
both functions.
Maintenance workers perform a variety of duties. First,
all lines must be routinely inspected and kept clear of ob-
structions. These workers inspect manholes to determine
the location of problems and clear the lines of obstructions
such as roots, grease, sticks, and other deposits. They may
use a mirror to reflect the sunlight into the sewer to check
on the condition of the line, or they may advance a camera
through the line, using a cable, in order to photograph the
condition of the pipe and determine if repairs are needed.
They also clean and repair the catch basins, manholes, cul-
verts, and storm drains, using hand and power tools.
Periodically, sanitary and storm sewer sections must be
replaced with new sections. Maintenance workers must
measure the distance of the excavation site and mark the
outline of the area to be trenched. They may use an air-
hammer, pick, and shovel to remove broken or damaged
pipe from the ditch and replace it with new pipe sections.
The fittings must be tight and sealed properly before back-
filling the section.
A higher level maintenance worker performs such tasks
as directing lower level maintenance workers and laborers,
maintaining various records of work completed, operating
cleaning equipment, and ensuring that proper procedures
and safety precautions are followed.
These workers either operate or assist in the operation of
sewer cleaning equipment such as a power rodder, high
velocity water jet, sewer flusher, bucket machine, wayne
ball, and vac-all. They may also clean and disinfect do-
mestic basements that have been flooded as a result of sewer
stoppages.
This is very heavy work at the entry level. Debris ac-
cumulated in sewers must be removed and hauled away.
Workers cut trees, shrubs, and brush, using a chain saw or
an ax. They use a variety of hand and power tools in per-
forming these duties. Sometimes they climb into manholes
to determine the condition of the line. Maintenance workers
must be in very good physical condition and able to climb,
stoop, kneel, crouch, and crawl in order to reach work
areas. They work with their hands most of the time and
must have good vision and hearing.
This work is performed outside and involves exposure
to weather, water, noise, noxious smells, gases, and the
risk of bodily injury.
To perform this work, a person must be able to apply
common sense in order to carry out detailed but uninvolved
written or oral instructions. It is important to possess at
least average aptitude in working with your hands.
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Water and Wastewater
25
Job Requirements
The minimum educational requirement is usually eighth
grade for entry into this work. However, high school or
vocational school is desirable.
Approximately 6 months on-the-job training is needed to
learn this work. A maintenance worker must have a basic
knowledge of the uses of sewer construction and mainte-
nance tools and equipment and the hazards and safety pre-
cautions associated with this work. A driver's license is
usually required.
Opportunities
This position may be filled through promotion of a laborer
or applicants from the general public. With experience, a
person could advance to higher level maintenance work
such as a lead worker and have limited supervisory respon-
sibilities. An experienced maintenance worker could be-
come a maintenance equipment operator or construction
equipment operator.
The Federal Water Pollution Control Act Amendments
of 1972, as amended by the Clean Water Act of 1977,
imposed stringent requirements for reliable wastewater col-
lection operation and maintenance. There should be contin-
ued need for these jobs.
DOT code: Pipe Layer 869.664-014
Pipe-Line Worker 869.664-014
Sewer Maintenance Worker 869.664-014
Superintendent,
Wastewater-Treatment-Plant
The superintendent is responsible for the administration,
operation, and maintenance of the entire wastewater treat-
ment plant. The superintendent has direct authority over all
plant functions and personnel. This includes analyzing and
evaluating both operation and maintenance work; initiating
or recommending new or improved practices and proce-
dures; and recommending plant improvements, such as new
equipment or construction.
The superintendent also prepares or reviews and approves
operation reports and budget requests; prepares specifica-
tions for major equipment and material purchases; and is
responsible for budgeted funds.
Success in this work demands the ability to maintain
harmonious working relationships and to communicate ef-
fectively with plant employees, government officials, and
the general public. The superintendent should be someone
who can apply principles of logic to define problems, col-
lect and analyze data, and draw conclusions. This requires
interpreting a wide variety of technical instructions in
books, manuals, diagrams, and mathematical form.
Except for regular plant inspection trips, this work is
sedentary and is largely performed inside. The superin-
tendent is occasionally exposed to weather, fumes, odors,
dust, and risk of bodily injury when inspecting the plant.
Job Requirements
Most employers prefer that the superintendent have a col-
lege degree in sanitary, civil, chemical, or mechanical en-
gineering. The minimum formal education is a high school
diploma or equivalent, plus 5 to 7 years practical experience
in treatment plant operations, depending upon the size and
complexity of the plant. The minimum education would be
characteristic of smaller, conventional wastewater plants.
Superintendents must have completed the operator train-
ing course or equivalent experience. Certification and at
least 1 year of supervisory experience are required.
The superintendent must have a good knowledge of the
processes and equipment involved in wastewater treatment,
including basic hydraulics, structural analysis, and chemi-
cal, bacteriological, and biological processes; managerial,
administrative, and accounting practices and procedures;
and industrial wastes and their effects on the treatment pro-
cesses and equipment.
Opportunities
This position is usually filled by promotion within the plant
by the assistant superintendent, operations supervisor, or
chief chemist, depending upon plant size and complexity.
With experience, a superintendent could accept a similar
position in a larger or more complex plant. A limited num-
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26
Water and Wastewater
her of openings should occur as a result of normal attrition.
Only the best trained and most qualified persons, however,
would he considered for this position.
DOT code: Superintendent, Sewage Treatment
IXX.167-IWX
Supervisory Wastewater-
Treatment-Plant Operator
Sewage plant supervisor
The supervisor of a wastewater treatment plant is respon-
sible for the safe and efficient operation of the plant. This
person directs the activities of workers who operate and
maintain power generating, grit removal, pump and blower,
and sludge processing equipment. The supervisor also di-
rects the sample collection and testing of the wastewater in
order to evaluate the effectiveness of the treatment pro-
cesses. The supervisor then makes adjustments in the plant
processes based upon laboratory analyses and insures that
treatment processes meet the required standards.
Another supervisory responsibility is to inspect plant
equipment such as pumps, sedimentation and aeration
tanks, filters, comminutors, and blowers to detect mal-
functions and insure that proper preventive maintenance is
being performed. Repairs are discussed with the engineer-
ing staff and then the supervisor directs the workers in the
repair and maintenance of the equipment. Outside engineers
and mechanics may be brought in to direct major equipment
changes and overhauls.
Waste-water treatment plants include a wide variety of spe-
ciali/ed mechanical and electrical equipment plus buildings,
structures, and grounds. Other maintenance responsibilities
include supervising installations and testing of new or rebuilt
equipment and determining the necessity for and establishing
long-range maintenance programs. Other supervisory duties
include preparing work schedules and budgets, training em-
ployees, and maintaining records and reports.
To be successful in this work the individual must be good
at planning and directing the activities of other workers and
be able to communicate effectively with them concerning
very technical work. In maintenance work, the supervisor
needs above average aptitudes in motor coordination, finger
and manual dexterity, and eye-hand-foot coordination in
order to demonstrate and instruct workers in maintenance.
This work requires solving practical problems and inter-
preting an extensive variety of technical instructions in
books, manuals, and mathematical or diagrammatic form.
Basic arithmetic, algebra, and geometry are also important.
This is light work, requiring walking and standing. An
individual in this work, however, should be in good phys-
ical condition because duties may require climbing, stoop-
ing, kneeling, crouching, and crawling to reach equipment
and to work along with subordinates on difficult aspects of
the job. Most work is performed inside. There is risk of
bodily injury in working around machinery and also ex-
posure to unpleasant odors and fumes.
Job Requirements
A high school diploma or equivalent is required and col-
lege-level courses in engineering and chemistry are highly
desirable. Some grade school training is especially valuable
in supervising maintenance work.
In order to qualify as a supervisor, an individual must
have completed the operator training course (See Waste -
water-Treatment-Plant Operator) or have some equivalent
combination of experience and training. Certification is re-
quired to supervise operation of a plant.
Two to 4 years of experience in plant operations are
usually required for supervision of operation activities, de-
pending upon the education of the individual and the size
and complexity of the plant. The supervisor must have a
thorough knowledge of all aspects of the work supervised
and be able to demonstrate technical "know how."
Opportunities
Today, the average wastewater plant is not highly auto-
mated. However, automation will be more prevalent in the
future, possibly reducing the manpower required to operate
treatment facilities but. conversely, requiring more tech-
nical maintenance manpower. Maintenance requirements
depend principally upon the amount and kind of mechanical
equipment installed.
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Water and Wastewater
27
Typically, plants treating less than 100 mgd (million gal-
lons per day) have one supervisor who is responsible for
both operations and maintenance; in larger plants, these
functions and responsibilities may be divided between two
supervisors.
In the war against pollution, the wastewater treatment
plant is our best weapon. This means we will continue to
need well-run, well-kept treatment plants to clean our water
and that they must be well operated and maintained. Prob-
lems of inadequate operation and maintenance must be
solved with well-trained personnel. A limited number of
supervisory positions are available for the most qualified.
DOT code: Supervisory Wastewater-Treatment-Plant 955.130-010
Operator
Treatment-Plant Mechanic
Filtration-plant mechanic
Water-treatment-plant mechanic
Most of us would not think of buying a new car and then
driving it without periodic tuneups, oil changes, and lubri-
cations by trained mechanics. All of us have a large in-
vestment in our local treatment plants; to protect that in-
vestment we need trained mechanics.
Treatment-plant mechanics maintain and repair the ma-
chines and equipment used to process and distribute water
for human consumption and industrial use. Other treatment-
plant mechanics work in wastewater treatment plants where
used water is cleaned before it is returned to our streams
and rivers.
Treatment-plant mechanics work in both water and
wastewater treatment plants. They dismantle, or partially
dismantle, equipment and machinery such as electric mo-
tors, turbines, pumps, hydraulic valves, chlorinators, lim-
ers, meters, gages, conveyors, and blowers to gain access,
remove faulty parts, and make repairs.
Treatment-plant mechanics inspect the machines and
equipment periodically, and perform preventive mainte-
nance work, such as lubricating moving parts and replacing
worn parts to prevent breakdown.
In some plants, these mechanics supervise lower grade
mechanics, helpers, or laborers in maintenance work and
repairs. They may also be required to operate the plant
equipment at times.
Persons in this work must be able to visualize the parts
and relationships of machinery and equipment from blue-
prints, diagrams, and manuals. They must have above av-
erage aptitudes in eye-hand coordination and manual and
finger dexterity to work with hand and power tools such as
wrenches, screwdrivers, and hoists. An interest in mechan-
ical and craftwork is another indication of success.
Treatment-plant mechanics work both inside and outside,
sometimes in inclement weather. They frequently must
work alone with little contact with other workers. They
must work around water where conditions are humid and
even hazardous. In wastewater plants mechanics are ex-
posed to unpleasant odors and fumes.
These mechanics must be strong enough to carry tools,
parts, and equipment and to perform tasks requiring me-
dium physical strength. Their duties can require consider-
able climbing, balancing, stooping, kneeling, and crouch-
ing, sometimes in awkward positions, in order to reach
machinery and equipment.
Job Requirements
Many employers prefer high school or trade school grad-
uates. Courses in mathematics, drafting, and industrial arts
are a good background for this work.
Some trainees learn their skills on the job, under an ex-
perienced mechanic. Others attend vocational or technical
schools or even take courses at a correspondence school.
In any case, vocational training usually takes at least 1 or
probably 2 years of specialized training.
Employers sometimes prefer to hire persons with 1 year
or more of experience in some phase of mechanical repair.
Apprenticeship programs are available in some areas.
Under such a program, the employee receives formal in-
struction along with on-the-job training.
Opportunities
Employment in maintenance and repair work is expected
to increase faster than other occupations in the economy.
This work is usually steady and not subject to economic
downturns.
With experience, a mechanic could become a supervisor.
Having additional education and experience and certifica-
tion in plant operations, a treatment-plant mechanic could
become an assistant superintendent or superintendent of a
water treatment plant or a wastewater treatment plant.
Some mechanics are self-employed and provide main-
tenance services to private and other small treatment plants.
DOT code: Treatment-Plant Mechanic
630.281-038
TV Technician, Wastewater
Collection
Knowledge of the condition of a sewer system is essential
in carrying out an effective maintenance and repair pro-
gram. This is accomplished by many means, but one of the
most modern and effective is a television inspection and
repair program.
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Water and Wastewater
In this program, a closed circuit television system is used
for remote visual inspection of sewer lines. A TV camera
is drawn through the line and a TV monitor shows the
condition of the sewer. Even greater efficiency is accom-
plished when TV surveillance is used in conjunction with
a telegrout system for the internal sealing of leaking sewer
lines. The sewer sealing equipment is used with a television
camera for remote internal repair of leaking sewer lines.
The equipment is pulled through the pipe, its packer is
inflated, and a chemical group compound is pumped over
the suspected leak to seal the line.
The TV technician operates the mobile closed circuit
television and chemical sealing units to conduct the internal
inspection of sewer lines and to seal defective lines for the
prevention of water infiltration.
The TV technician prepares inspection reports and re-
cords all pertinent data including the exact location of the
defect. When serious or unusual irregularities are located,
the technician photographs the television screen picture us-
ing a special camera.
In this work, a person must read and interpret maps, blue-
prints, schematics, and plans to locate defects and make re-
pairs. The technician uses handtools to service, adjust, and
make minor repairs to equipment and attachments.
Good communication skills and the ability to lead a small
work crew and make on-site decisions concerning repairs
are other requirements of this work. A valid driver's license
is necessary to drive the specially equipped truck.
This is light physical work involving climbing, stooping,
kneeling, and crouching. Work is with the hands much of the
time so that manual and finger dexterity are important.
This is outside work and involves wet conditions and
exposure to weather, noxious smells, and gases.
Job Requirements
A trainee could begin as a TV technician performing lower
level tasks under the direction of an experienced TV tech-
nician. For these lower level duties, an eighth grade edu-
cation is usually sufficient, although completion of tenth
grade or vocational school is highly desirable. With this
background, an additional on-the-job training of approxi-
mately 6 months would be necessary to learn to assist an
experienced technician. Some of these duties would include
measuring and mixing the compounds, setting up audio
communication equipment, and performing other tasks.
To be a TV technician in charge of an inspection and
repair team would require graduation from high school or
vocational school. In addition, a minimum of 4 years ex-
perience in the field of sewer maintenance, including 1 year
in an electronic-related field is needed.
This work requires a knowledge of sewer inspection,
maintenance, and repair; a knowledge of the operation and
maintenance of a closed circuit TV system and a chemical
sealing unit; and a knowledge of work hazards and appli-
cable safety precautions.
Opportunities
This can be an entry level position or is sometimes filled
by promotion of a laborer working in the wastewater col-
lection system. From TV technician an individual could
advance to supervisory work.
Improvements in techniques of internal pipe inspection
should continue. In the future, the TV camera will be cou-
pled with cleaning tools so that the operators can see what
needs to be done.
This position is usually found where wastewater collection
systems serve populations of over 150,000. Typically, a TV
grout team consists of two TV technicians (the team leader
and an assistant) and two sewer maintenance workers.
DOT code: TV Technician, Collection System*
Wastewater-Treatment-Plant
Attendant
Sewage-plant attendant
Wastewater-treatment-plant attendants tend pumps, con-
veyors, blowers, chlorinators, filters, and other equipment
used to decontaminate wastewater by settling, aeration, and
sludge digestion.
Attendants perform a variety of tasks. For example, they
remove obstructions and coarse material from the bar screen
as the influent enters the plant. They adjust pipe valves to
regulate the flow velocity through settling tanks to separate
sludge by sedimentation. They turn on air and steam valves
to aerate the effluent and to control the temperature in
sludge digestion. In larger plants, the attendant may be
assigned to one station or processing unit within the plant
such as the grit station, activated sludge, pump-and-blower,
sludge-control, or sludge filtration processing units. The
job is sometimes referred to as the processing unit.
Wastewater treatment equipment is an expensive invest-
ment and it is important that the attendant keep a close eye
on temperature gages to determine if lubrication is needed.
They must be able to read charts, flowmeters, and gages
to detect equipment malfunctions and notify the operator
in charge. Under close supervision, attendants also collect
samples for laboratory analysis and perform routine tests,
complete process reports, and make minor repairs on equip-
ment.
In many plants, attendants are also responsible for a va-
riety of cleaning and custodial duties. They do routine
cleaning and maintenance work both inside and outside the
plant. Using hoses, brushes, chemicals, and detergents,
they scrub processing tanks, walkways, and other equip-
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Water and Wastewater
29
ment. They may even cut grass, rake leaves, or shovel
snow, especially in plants with a small stall.
The attendant must have good common sense and the
ability to carry out both written and oral instructions, main-
tain routine records, and read charts, flowmeters. and
gages. Recordkeeping involves some counting and record-
ing of data. Motor coordination along with manual and
linger dexterity should be at least average to perform these
duties. The work is often repetitious and routine and the
worker usually has little contact with other people.
Medium physical strength is required. Duties also ne-
cessitate climbing, balancing, stooping, kneeling, crouch-
ing, or crawling to reach work areas.
Much of the time the attendant works outside with no
protection from the weather. Working close to water and
machinery is ha/ardous. The worker is also exposed to
unpleasant fumes and odors.
Job Requirements
Employers usually prefer that attendants have completed 2
years of high school and demonstrated some interest and
ability in mechanical work. In most plants, the workers are
trained on the job under an experienced operator. The train-
ing time ranges from 3 to 6 months, depending upon the
si/e of the plant, the treatment processes involved, and the
ability of the individual.
Opportunities
To advance to the position of operator, the attendant would
be expected to complete high school or the equivalent. In
addition, an individual would need at least 2 years expe-
rience in the operation and maintenance of plant equipment
or some equivalent combination of training and experience,
and be able to meet certification requirements.
The construction of additional treatment plants and im-
provement of existing plants should mean a continued need
for attendants. This work is usually steady and not as sub-
ject to downturns in the economy as jobs in manufacturing
and other fields.
DOT code: Wastewater-Treatment-Plant Attendant
955.585-010
'
Wastewater-Treatment-Plant
Operator
Disposal-plant operator
Utilities operator
Sewage-plant operator
Wastewater-treatment-plant operators are responsible for
the operation of equipment that cleans water before it is
released into the streams or reused. It is no push-button
job. The health and safety of the community depends upon
the careful performance of the operator's duties; errors
could have grave consequences, such as damaging expen-
sive equipment or. even more serious, endangering the en-
vironmental health of the community.
Operators control and operate the pumps, pipes, and
valves that connect the collection system to the treatment
plant. They monitor control panels and adjust valves and
gates manually or by remote control to regulate the flow of
wastewater and waste solids through the plant. When the
power flow or water flow change, operators assess the sit-
uation, find out what the causes are, and take appropriate
steps to remedy the problem. They start and stop pumps,
engines, and generators to control the flow of chemicals,
wastewater, and solids through the various unit processes.
In some plants, operators operate and maintain power
generating equipment to provide heat and electricity tor the
plant. Some treatment plants also have incinerator equip-
ment and a variety of automotive equipment.
Wastewater treatment plants are expensive investments
involving millions of dollars. Operators inspect motors,
bearings, and gear boxes for overheating and proper lubri-
cation, check the temperatures on digester heaters, and per-
form routine preventive maintenance on equipment. They
regularly inspect the plant and equipment for malfunctions
and needed repairs.
In larger plants, the staff might include chemists, labo-
ratory technicians, maintenance mechanics, attendants, la-
borers, and office personnel. In these plants, an operator
may be assigned to one unit process or one station and be
known as an activated-sludge operator, grit-removal oper-
ator, pump-and-blower operator, sludge-control operator,
or sludge-filtration operator.
In smaller plants, operators may be responsible for main-
tenance, buildings, grounds, routine laboratory tests, cus-
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30
Water and Wastewater
todial work, handling complaints, and a variety of paper
work—the complete operation of the plant.
Operators usually work shifts and could be called to work
overtime during an emergency. At times they are exposed
to inclement weather, fumes, odors, dust, and toxic con-
ditions. Operators must use safety equipment in their work.
Persons interested in this work should have medium
strength and be able to climb, balance, stoop, kneel, and
crouch in order to work around plant machinery and equip-
ment. Average motor coordination, finger dexterity, and
manual dexterity are also important in using a variety of
gages, wrenches, handtools, and special tools. Good com-
munication skills are needed to maintain records and re-
ports, interpret technical manuals, blueprints, and specifi-
cations, and to deal effectively with the public, supervisors,
and coworkers.
Job Requirements
Persons interested in this field usually enter through on-the-
job training programs, vocational or technical school pro-
grams, or a junior college curriculum in environmental
technology.
Most employers require that trainees possess a high
school diploma or equivalent. Employers also prefer that
trainees have up to 2 years experience in the operation and
maintenance of mechanical equipment and machinery or
some combination of training and experience. Some posi-
tions, especially in larger communities, are also covered by
civil service regulations and applicants may be required to
pass written examinations to be eligible for employment.
A solid foundation in mathematics is especially valuable.
In some areas, apprenticeship programs are available.
Under such programs the individual receives formal class-
room instruction in subjects such as mathematics, physics,
chemistry, and communications. Classwork is combined
with an increasing amount of on-the-job training under an
experienced operator. Up to 3 years may be necessary to
become a skilled operator. The training covers all phases
of waste water treatment operations.
Vocational or technical schools provide intensive training
in wastewater treatment. Many of these schools give up to
50 weeks of training in water and wastewater treatment
operations. At the completion of the course, graduates are
eligible for a journeyman license.
Scores of junior or community colleges offer a 2-year
career curriculum in environmental technology, leading to
an associate degree in applied science. A water and waste-
water treatment option typically includes courses in hu-
manities, social sciences, mathematics, science, general
drafting, environmental technology, report writing, applied
aquatic biology, plane surveying, hydraulics and pneumat-
ics, water supply purification, wastewater treatment, sani-
tary chemistry, and other related subjects. This 2-year cur-
riculum can also serve as a basic transfer program to a
baccalaureate degree in environmental science.
The increases in investments in wastewater treatment fa-
cilities and advanced treatment developments have sharply
raised requirements for skilled operators. In order to satisfy
the up-grading necessary for license renewal, operators
must sometimes complete special short courses.
In most States, operators are required to pass a written
examination to certify that they are qualified to operate a
plant. The trend is to demand certification of all career
personnel whose actions or decisions can affect the quality
of finished water or plant effluent. At present, however,
certification is mandatory only for the operators in charge
of a shift or plant operations; other operators are encouraged
to obtain certification.
The programs typically have four different classes of cer-
tification for different sizes and types of treatment plants.
For example, a Class I Operator capable of operating a
small plant might be required to be a high school graduate,
pass a written test, and complete 1 year of employment. A
Class IV Operator might need 2 years or more of college
in wastewater treatment and science or engineering tech-
nology, have 5 years experience in a large plant, pass a
written test, and have a good knowledge of the entire field.
Opportunities
Most wastewater treatment plants are located where the
people are—in the cities. Operators work for city and State
treatment plants or for State environmental health agencies.
One out of five operators work in private industry and one
out of 20 in Federal installations.
Under the construction grant program, more and larger
treatment plants are being constructed. Under the Water
Pollution Control Act of 1972, as amended by the Clean
Water Act of 1977, municipalities must provide secondary
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Water and Wastewater
31
treatment for their plants; this should mean jobs for oper-
ators. It is expected that there will be a continued need for
trained operators to fill positions and replace workers lost
by turnover.
An operator could advance to senior operator or shift
supervisor and be responsible for all processes during a
given shift and supervise several journeymen and trainees.
To advance to operations supervisor the individual would
probably need at least 6 years of progressively responsible
experience in both the maintenance and the operation of a
sewage treatment plant.
DOT code: Wastewater-Treatment-Plant Operator
955.362-010
Water-and-Sewer Systems
Supervisor
Water-maintenance supervisor
Water-service supervisor
Water supervisor
Water-and-sewer systems supervisors plan and coordinate
the activities of workers engaged in installing, maintaining,
repairing, and servicing water distribution and sewage fa-
cilities. This work includes excavating and backfilling
trenches and culverts, installing, repairing, and replacing
water and sewer mains, joining and calking pipelines, re-
pairing valves and hydrants, drilling and installing taps in
mains, and performing related street repairs.
The distribution of water and the collection of wastewater
require a giant underground network of mains and pipes.
These must be continuously maintained and extended as the
population expands. It is necessary to maintain detailed
records and refer to land plots, maps, and other diagrams
in order to locate mains, valves, hydrants, connections, and
other information.
These supervisors requisition materials and equipment
such as pipes, special fittings and unions, cranes, drag
lines, air compressors, and welders. They inspect work both
in progress and upon its completion to insure that it meets
specifications.
A supervisor must be able to plan and organize work
projects and maintain good working relationships with em-
ployees. Leadership qualities are most important in direct-
ing the work of others. The supervisor must be experienced
and skilled in the work he/she is supervising and have a
thorough knowledge of safety practices and procedures con-
nected with the work.
This work requires medium physical strength because the
supervisor occasionally assists in the work. Good speech
and hearing are needed to direct the workers. Good vision
is also important in inspecting the work and observing the
performance of workers. The work is usually outside.
Job Requirements
This position is most often filled through promotion. Al-
though a high school education is preferred, less than that
may be accepted by some employers. Completion of trade
or vocational courses in mechanical skills, mathematics, or
shop would be especially valuable. In many places, how-
ever, these skills can be learned on the job; 2 to 4 years
experience in lower level maintenance and repair work is
required.
Opportunities
Jobs in maintenance and repair of water and sewer lines
should continue to increase with the growing population
and new construction. Supervisory positions are limited and
there is keen competition among qualified applicants.
With additional experience and education, a supervisor
could take a position in a larger municipality or district or,
within the same district, he could become superintendent.
DOT code: Water-and-Sewer-Systems Supervisor 862.137-018
Irrigation Occupations
Water is distributed to agricultural lands through irrigation
systems. In some areas, reservoirs provide water for irri-
gating lands and crops. A water control supervisor is usu-
ally responsible for the allocation, regulation, and delivery
of government controlled water.
There are a number of key jobs related to the delivery
of water to agricultural lands. Basin operators tend and
maintain desilting basins that remove silt from the river
water before it enters the irrigation system. Watershed ten-
ders control the equipment to regulate the water flow
through the aqueducts and floodgates, allowing the water
to flow by gravity to the areas below. Ditch riders regulate
the waterflow into the canals and individual supply ditches
for irrigation of the land.
Basin Operator
When river water enters an irrigation system, before it can
be distributed to water users it must have the silt and sand
removed. To do this, basin operators tend and maintain
desilting basins.
These workers read dials and gages to determine if the
equipment is operating properly, inspect sluice hoppers of
clarifiers to detect clogged valves, and flush the valves to
clean them. They are responsible for inspecting and re-
pairing ventilating blowers, pumps, and corrosion system.
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Water and Wastewater
Other duties include maintaining simple records of equip-
ment and repairs made, removing trash from the slots of
the influent channels, and washing sand and silt from the
ends of the channels, using a high-pressure hose. Workers
patrol the dam area and compound to guard against fire,
trespassing, or property damage.
Persons in this occupation must be able to adapt to rou-
tine and repetitive work and like working with machinery
and equipment. Medium physical strength is required and
the ability to climb, stoop, kneel, crouch, or even crawl in
order to maintain and clean the machinery and equipment.
Manual and finger dexterity are needed to handle rakes,
hoses, and handtools.
This work is performed outside around water where con-
ditions are wet, humid, and hazardous.
Job Requirements
Most employers prefer someone with a high school diploma
although less than that is probably sufficient for entry into
this work. Machine shop courses in high school would be
valuable training. Employers often prefer applicants who
have some employment experience in machine work.
This job can usually be learned through on-the-job train-
ing within 3 to 6 months.
Opportunities
Irrigation of agricultural land is crucial in many parts of the
country, particularly in the West. There should continue to
be a limited number of jobs available for many years.
Experience gained in this job would be valuable in other
types of work, including maintenance and operations.
Ditch Rider
Canal tender
Ditch tender
Water tender
Zanjero
DOT code: Basin Operator
954.385-010
In all civilizations dams for flood control and canals for
irrigation preceded other water distribution systems within
towns and cities. Today irrigation systems insure an ade-
quate, reliable water supply to farmlands in many parts of
the country.
Ditch riders control irrigation systems to convey water
to farms in assigned areas, according to rights, or as in-
structed by the water control supervisor or other officials,
for irrigating fields and crops.
Ditch riders contact water users to determine the quantity
of water needed and the time and duration of delivery. They
operate the gages, checks, turnouts, and wasteways to reg-
ulate waterflow into canals and individual supply ditches.
Maintaining accurate records is an important part of this
work. For example, ditch riders compute and requisition
the quantity of water requested. They measure or estimate
the diversions of water from the canals to the water users
and calculate and record the quantities of water used.
Other duties include patrolling the area by foot, horse-
back, or motor vehicle to detect leaks, hreaks, weak areas,
or obstructions or damage to the system; removing debris
and making emergency repairs to banks, structures, gages,
and canal roads; filling holes and exterminating rodents.
After the irrigation season has passed, ditch riders spend
most of their time cleaning ditches, raising ditch banks.
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Water and Wastewater
33
repairing concrete and wooden structures, erecting fences
and gates, and other maintenance work. Some ditch riders
supervise cleaning or maintenance crews.
This work requires medium physical strength. Stooping,
kneeling, and crouching are often necessary to perform
maintenance and repair work on the irrigation system. Good
manual skills and coordination are also important to operate Job Requirements
and maintain the equipment. This work, performed outside
and around water, can be hazardous.
procedures and regulations. Clerical skills are also needed
to maintain water control records.
Other important traits include the ability to motivate and
direct other workers and to communicate effectively as well
as a willingness to assume responsibility.
Job Requirements
Employers probably prefer persons having an eighth grade
education although less than that may be acceptable. These
workers must be able to apply common sense in carrying
out instructions. Basic mathematics is needed in order to
compute the quantities of water used and maintain records.
Usually, no previous training is required and a new
worker can probably learn this job with 3 to 6 months of
on-the-job training.
Opportunities
These jobs are located in agricultural areas, especially in
the West and Southwest. Irrigation systems are more fea-
sible in regions with a long or year-round growing season.
There will probably be a limited number of openings for
ditch riders as workers retire or transfer.
DOT code: Ditch Rider
954.362-010
Water Control Supervisor
The basic duty of the water control supervisor is to distrib-
ute water to farmlands and crops. As a supervisor, this
person directs and coordinates the activities of workers en-
gaged in the allocation, regulation, and delivery of govern-
ment controlled water and in the repair and maintenance of
the facilities in an irrigation district.
Another important part of this job is to review the water
rights agreements, irrigation contracts, and departmental
policies and regulations to determine an equitable distri-
bution of the water. The supervisor also schedules the time
and amount of water to be distributed to the users.
The water control supervisor inspects the channels, si-
phons, tunnels, weirs, roads, bridges, buildings, and equip-
ment for repair and maintenance.
Maintaining customer relations is another important part
of this job. The supervisor confers with water users and
investigates and resolves complaints and public relations
problems. The supervisor must notify water users of
changes in policies and procedures.
A person in this job must be able to plan and organize
work assignments and to interpret and apply a variety of
The water control supervisor is usually someone who is
thoroughly experienced in all phases of the work supervised
and who has demonstrated the ability to plan and organize
the work and maintain harmony in the working relation-
ships.
In most cases, high school graduation is the minimum
educational requirement. Some technical or vocational
training is especially valuable.
Opportunities
There should be a limited number of openings as a result
of attrition. These positions are usually filled through pro-
motion of an experienced worker within the same facility.
DOT code: Water Control Supervisor
184.167-270
Watershed Tender
A reservoir is an artificial lake where water is collected and
kept until it is needed. Reservoirs may serve agriculture
and provide city water supplies as well. They work like
this: Water is released during periods of demand. Then,
when the demand diminishes, valves at the reservoir open
so that the reservoir can refill with water.
The watershed tender controls the equipment to regulate
the waterflow through the aqueducts and floodgates, allow-
ing the water to flow by gravity to the areas below. The
tender reads gages and meters to control the specified wa-
terflow, water levels, and water pressure in the reservoir.
This worker might also tend heating apparatus to prevent
the freezing of valves and gates or add chemicals to the
water to retard organic growth such as algae. In most cases,
the watershed tender must also patrol the area around the
reservoir to detect property damage and trespassing.
A person in this work must maintain records concerning
such information as water levels, turbidity, temperature,
and flow rate. One of the most important requirements is
the ability to exercise good judgment and deal with practical
problems such as an equipment malfunction or other emer-
gency and to decide on the best way to handle it.
Good manual skills and coordination are needed to work
with handtools in operating and maintaining the equipment.
Good vision is also important to take accurate readings of
the controls and dials and to inspect the reservoir. This
work requires medium physical strength. It also requires
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Water and Wastewater
working outside and around water where the conditions are
wet and humid.
Job Requirements
Most employers prefer persons with a high school educa-
tion; machine shop courses would be especially valuable.
Employers are somewhat flexible, however, and may con-
sider experience as good background for this work.
Experience as a helper or a lower level worker can be
valuable in demonstrating your skills and a willingness to
accept responsibility.
These duties are most frequently learned through on-the-
job training and technical instruction under an experienced
worker or supervisor.
Opportunities
With experience, a watershed tender could perhaps advance
to foreman or other supervisory position.
A limited number of openings in this work should occur
as a result of attrition.
DOT code: Watershed Tender
954.382-018
Research, Development,
and Design Occupations
Extensive research and planning go into solving water pol-
lution problems. Water pollution analysts combine engi-
neering and scientific talent to deal with them. Technicians
aid in data collection by collecting water and wastewater
samples, conducting field tests, checking computerized data
reports, and many other tasks.
Hydrologic engineers, sanitary engineers, industrial-water-
treatment engineers, as well as civil, chemical, and me-
chanical engineers also work on water resource and water
pollution problems. Drafters assist in preparing the draw-
ings and specifications for piping systems based upon the
designs of the engineers.
Other projects require the work of aquatic biologists,
oceanographers, hydrologists, and other professionals. Spe-
cialized technician positions include estuarine resource
technicians and hydrographers or hydrologic aides.
Aquatic Biologist
Aquatic ecologlst
Aquatic biologists study plants and animals living in water
and the environmental conditions affecting them. They ex-
amine various types of water life, such as plankton, worms,
clams, mussels, and snails. Today some of these profes-
sionals specialize in investigations concerned with water
pollution and water quality management studies. They de-
termine, in advance of natural resource development, the
probable ecological effects of proposed activities on sur-
rounding human, plant, and animal populations. They ad-
vise management on which ecological factors can be ma-
nipulated safely to enhance resource use for the public
benefit and protect long-term values to society.
Some aquatic biologists conduct field surveys and inves-
tigations to obtain water quality data such as salinity, tem-
perature, acidity, light, oxygen content, and other infor-
mation to determine their relation to aquatic life. For
example, they sample bottom deposits of rivers, lakes,
streams, and marine waters to collect data. Under varying
climatic conditions this work can be arduous. Some aquatic
biologists wear diving equipment to collect data.
Aquatic bologists spend much of their time in the labo-
ratory. Here they perform biologic tests and analyses of
water samples to identify pollutants or nuisance conditions.
They must be familiar with research techniques and com-
plex laboratory equipment.
These biologists are expected to advise management on
environmental questions and make recommendations con-
cerning proposed water pollution control activities. For ex-
ample, they advise engineers on the biological aspects of
wastewater treatment plants. They assist in the review of
applications for the use of herbicides and related chemicals.
They evaluate the biological effect of point and nonpoint
discharges in water. They review grant proposals for dem-
onstration projects with potential impact on water quality.
They attend planning sessions at local, State, and Federal
Government levels. They sometimes testify as expert eco-
logic witnesses for legal actions.
As specialists in environmental studies, aquatic biologists
may direct other personnel, such as technicians and field
personnel, in research projects. With experience, they may
work as project leaders, program directors, or supervisors.
To be successful in this occupation, a person must write
clear, complete, and technically accurate reports and must
speak effectively. Other important traits are intellectual cur-
iosity, persistence, thoroughness, and attention to detail.
Aquatic biologists work inside, usually in laboratories,
and outside when conducting surveys and investigations.
There may be considerable standing involved in laboratory
work. Good eyesight, especially color perception, manual
and finger dexterity, and eye-hand coordination are also
important to perform laboratory tests.
Job Requirements
A bachelor's degree with specialization in biology or a
physical science is usually adequate for entry into this work.
An advanced degree is helpful in most cases for advance-
ment and many aquatic biologists have graduate degrees.
For many positions above the entry level, experience can
be substituted for education. Preference, however, is usu-
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Water and Wastewater
35
ally given to candidates possessing qualifications over the
minimum requirements. For example, experience that in-
cludes publishing research studies and other documentation
is also considered in evaluating qualifications.
Students should have a good foundation in a biological
science. They must also have a basic knowledge of the
principles of land and water resource research, planning,
management, and use; principles of environmental ecology;
limnology and oceanographic investigator methods; statis-
tical methods; the effects of waste materials and natural
substances on water quality and biota; and other related
subjects.
Opportunities
Research and development, especially in long-range plan-
ning, should receive continued emphasis. As pollution con-
trol requirements and deadlines become more stringent,
greater emphasis will probably be given to the study of the
effects of pollution on water life.
An aquatic biologist could begin as a trainee and perform
routine laboratory assignments and biological surveys and
investigations. With experience, the individual could ad-
vance to more complex assignments and even become a
project leader or supervisor. Some aquatic biologists serve
as top staff advisers on environmental ecology at the re-
gional level, or higher, or direct important research projects
in private industry.
Aquatic biologists are employed by State and Federal
water quality and pollution control agencies. They also
work in private consulting engineering firms and in research
and development.
DOT code: Aquatic Biologist 041.061-022
Drafter, Water and Sewer
Drafter, civil engineering
Drafter, construction
Drafter, engineering
These drafters perform highly specialized drafting work. In
the construction of wastewater treatment plants, water pu-
rification plants, and other water pollution control projects,
there is an intricate network of complex piping systems for
the control of water, wastewater, sludge, and gas. Drafters
prepare plans and detailed drawings and specifications for
the planning and construction of the piping systems of water
and sewer projects. These drawings are based on the rough
sketches, plans, and specifications prepared by engineers,
architects, and designers.
These drafters plan the layout of the pipe sections allow-
ing for equipment, machinery, passageways, and connec-
tions. This intricate system must be incorporated into the
architectural and structural features of the plans. The drafter
must be knowledgeable about a wide variety of piping com-
ponents and other fittings and show this information on the
plans and specifications. The final drawings contain a de-
tailed view of the plans, indicating dimensions and toler-
ances, joining requirements, and other information.
In preparing drawings, they use compasses, dividers,
protractors, triangles, and machines that combine the func-
tion of several devices. They also use engineering hand-
books, tables, and slide rules to help solve problems.
To be successful in this work, a person must be able to
understand and apply technical knowledge and theoretical
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Water and Wastewater
principles involved in drafting. This close, detailed work
requires a high degree of accuracy. Good eyesight, eye-
hand coordination, and finger dexterity are also important.
Job Requirements
Graduation from a technical or vocational school is usually
the minimum educational requirement. Many employers
ask for up to 2 years of training which could be obtained
in a junior or community college, university, or technical
institute. It is also possible to qualify with some combi-
nation of on-the-job training and education. A basic drafting
certificate program usually extends for 1 year.
A person interested in a career in drafting would do well
to take mechanical drawing, mathematics, physical sci-
ences, and drafting in high school.
A typical drafting program offered in a junior or com-
munity college includes courses in English and technical
report writing; basics in graphics, including the use of in-
struments, lettering, drafting, geometrical instruction, and
other topics; advanced engineering drawing, including top-
ics such as descriptive geometry, perspective drawing, in-
tersections and development, graphical analysis and com-
putation; technical illustrations; technical mathematics; and
physics.
Opportunities
A drafter could begin as a tracer making minor corrections
and tracing drawings under the supervision of a senior draf-
ter. With experience, this person could advance to detailer,
checker, senior drafter, or supervisor.
Employment for piping drafters should provide favorable
job opportunities throughout the 1980's. Jobs are expected
to increase with new construction and expansion of waste-
water treatment plants.
In many areas, experienced piping drafters are in de-
mand. With the increase in planning and construction of
new and advanced treatment facilities and the high degree
of skill required for this work, openings for qualified draf-
ters, who specialize in drawing piping systems for water
and sewer projects, should continue.
Drafters are employed in private industry with architec-
tural and engineering firms. Drafters also work for munic-
ipalities and districts having engineering departments.
DOT code: Drafter, Civil
005.281-010
Estuarine Resource Technician
Environmental technician
America's coastlines are fringed by sprawling areas where
salt and fresh water meet. These areas, or estuaries, com-
monly identified as bays, inlets, sounds, sloughs, salt
marshes, and lagoons are fertile, productive zones where
a variety of fish, shellfish, migratory birds, and animals
live.
Today, the estuaries receive municipal and industrial
wastes and pollution from construction and many other
sources. Biologically, chemically, and physically, estuaries
are a complex environmental system and skilled personnel
are needed to study these areas.
Estuarine resource technicians, or research assistants,
work with scientists and oceanographers to study a variety
of complex environmental problems. They work in biolog-
ical and chemical laboratories to investigate problems of
water pollution and how it affects different forms of life in
estuaries. They maintain, calibrate, and operate instrumen-
tation both shipboard and in the laboratory in collecting
data. They perform a variety of field and laboratory work
using sampling and analytical methods employed by water
quality laboratories.
In some positions, these technicians work outside much
of the time. To do field work, a person should be in good
physical condition and like working near, on, and even in
the water. Diving gear may be worn to collect samples and
conduct field studies. Finger-manual dexterity, eye-hand
coordination, and vision are important in order to perform
these tasks.
Technicians write technical reports of various types; good
grammar and composition are essential. They work with
scientists, oceanographers, the public, and representatives
of the government.
Job Requirements
A person with an associate arts degree (2 years) with em-
phasis on mathematics and the sciences can usually qualify
for this technician work. A program that includes both field
and laboratory experience is especially valuable. In most
cases, these courses are applicable to the requirements of
a bachelor's degree if the student wishes to continue in a
related field, such as biology or chemistry.
A typical 2-year curriculum includes courses in biology
such as applied aquatic biology, zoology, and ecology;
methods of hydrobiology; microbiology; and marine instru-
mentation. Other courses are wastewater operations or in-
dustrial waste control and chemistry and courses in English,
speech, mathematics, and pollution abatement technology.
Field work is necessary in learning how to collect data
about rivers, estuaries, and the ocean. Courses that empha-
size laboratory and field exercises such as sampling pro-
cedures, qualitative and quantitative surveys, and statistical
analyses are also important.
Opportunities
A graduate of the appropriate associate arts degree program
might later decide to continue for a 4-year degree in a
related field of biology or chemistry. An individual could
gain valuable work experience and have a close look at the
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Water and Wastewater
37
work before deciding whether or not to continue in the
field. However, a bachelor's degree is usually required for
advancement.
There is a need in this area for a limited number of
research assistants and technicians of well-rounded back- Job Requirements
ground.
These positions are found in private industry and with
Federal and State government agencies. Most laboratories
and centers are concentrated near coastal areas.
ment, taking measurements, and preparing charts and
graphs using drafting tools. Good eyesight is needed for
accuracy in readings and computations of data.
DOT code: Pollution-Control Technician
029.261-014
Hydrographer
Hydrographers analyze hydrologic data to determine trends
in the movement and utilization of water. They measure
waterflow and pressure in streams, conduits, and pipelines
and record the data. They collect data by measuring water
levels in lakes, reservoirs, tanks, rivers, and navigation
pools. They measure the depth of water in wells and test
holes to determine the ground water level. They sometimes
measure snow characteristics to evaluate the water yield
from snow runoff. They calculate seepage and evaporation
rates for dams and reservoirs.
Taking these measurements requires accuracy and atten-
tion to detail in planning the work, checking and operating
mechanical and electrical instruments, and in recognizing
significant deviations in the results obtained. These tech-
nicians must maintain measuring equipment in good con-
dition, testing electrical equipment for shorts, repairing or
replacing broken parts, and cleaning and greasing the
equipment. They check the gage settings to assure that the
readings are accurate.
Hydrographers prepare graphs, tables, and charts to rep-
resent these water patterns. This involves the application
of arithmetic, algebra, and often the use of computer pro-
grams. Sometimes the graphs, charts, and tables are pre-
pared manually.
At higher levels, a hydrographer works on more complex
hydrologic investigations and studies. For example, a hy-
drographer might plan and determine the basin runoff and
develop reservoir inflow hydrographs from climatological
and stream flow data; or conduct studies and comparative
analyses of data collected in order to refine forecasting tech-
niques. Other duties could include preparing discharge fore-
casts or reservoir manuals, planning reservoir regulation to
provide flood protection downstream, and other tasks.
Collecting data and performing field surveys requires
working outside, even in inclement weather.
This work requires medium strength to set up, adjust,
and repair recording equipment. Sometimes hydrographers
assist in constructing new gage installations. Good manual
and finger dexterity are important in maintaining equip-
In some instances, a person with a high school education
could begin as an aide and, through on-the-job training,
advance to the position of hydrographer. This would prob-
ably require up to 3 years experience or some combination
of training and experience.
Some employers prefer a person with a bachelor's degree
and a strong background in courses such as English, in-
dustrial or environmental technology, drafting, survey
work, and especially mathematics. Experience can usually
be substituted, in part, for the education requirements.
Opportunities
Hydrographers can usually advance to higher level duties
involving more complex studies and investigations. Some
may have supervisory duties.
An engineering degree is probably necessary to advance
to professional level positions.
A limited number of hydrographers work for the Federal
Government, for State agencies and in private industry.
DOT code: Hydrographer 025.264-010
Hydrologic Engineer
Water engineering was probably man's first science. Water
works engineering made possible the development of the
valleys of the Nile in Egypt, the Tigris and Euphrates in
Mesopotamia, the Indus in Northern India, and the Hwang
Ho in China. Early engineers built canals, aqueducts, and
reservoirs to bring water from mountain sources for grow-
ing populations. The Romans were probably the best water-
works engineers of all and brought water engineering to
new heights of usefulness and durability.
Today, the hydrologic engineer designs and directs con-
struction of power and other hydrologic engineering proj-
ects for the control and use of water. These engineers work
on many projects - artificial canals, dams, reservoirs,
booster stations, and flood control programs. They also
work in research and study problems such as soil drainage,
conservation, and flooding.
In water supply and flood plains management programs,
these engineers examine and analyze large-scale, complex
plans and specifications of dams, bridges, culverts, retain-
ing walls, fills, pipe crossings, channel improvements and
relocations, and other projects. They prepare detailed tech-
nical reports on hydrologic, hydraulic, and structural fea-
tures of projects to support their recommendations. Some-
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Water and Wastewater
times they investigate complaints related to flooding and
illegal construction and the safety of existing dams.
In some positions, these engineers prepare complex stud-
ies and reports related to the work. They maintain inven-
tories of water resource information pertaining to rivers,
streams, lakes, ponds, flood control, and flood manage-
ment. They conduct hydrologic analyses of droughts,
storms, rainfall, and flood runoff records in order to de-
velop basic data and comprehensive plans for the alleviation
and prevention of floods. They may work with the U.S.
Weather Bureau and civil defense authorities in flood fore-
casting and warning. Some assignments might include
physical surveys and property appraisals to evaluate the
economic and social factors in reservoir development.
An hydrologic engineer could specialize in one aspect of
the work such as planning, design, operation review, or
surveillance studies; or work on a particular type of project.
For example, some engineers specialize in irrigation proj-
ects and are known as irrigation engineers. They plan, de-
sign, and oversee the construction of irrigation projects
which distribute water to agricultural lands. They plan and
design the irrigation features and direct construction of ir-
rigation systems such as dams, canals, and ditches.
Job Requirements
Hydrologic engineering is a specialization of civil engi-
neering. A bachelor's degree in civil engineering provides
the foundation for entry into this work.
In addition, persons entering this field must have 2 to 4
years of professional engineering experience in the plan-
ning, design, or construction of water projects. Graduate
work can usually be substituted for experience; some em-
ployers require a master's degree in hydrology or hydrau-
lics.
Opportunities
The conservation and distribution of water to agricultural
lands and the conversion of water into electric power should
command attention throughout the 1980's. In addition, in-
creased recognition of the need to protect and conserve one
of our most valuable resources, water, and to convert water
to electricity should mean more jobs for hydrologic engi-
neers.
DOT code: Hydraulic Engineer
Irrigation Engineer
005.061-018
005.061-022
Hydrologist
Hydrologists study the distribution, disposition, and devel-
opment of the waters of land areas, including the form and
intensity of precipitation, and the modes of return of water
to the ocean and the atmosphere. Hydrologists study the
water cycle, both above and below the ground.
Hydrologists map and chart water flow and disposition
of sediment. They measure changes in water volume as a
result of evaporation and melting snow. They study the
nature and movement of glaciers; storm occurrences; the
rate of ground absorption; and the ultimate disposition of
water.
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39
Hydrologists evaluate data obtained in reference to such
problems as forecasting flood and drought, soil and water
conservation, and planning water supply, water power,
flood control, drainage, irrigation, crop production, and
inland navigation projects.
Flood forecasting is an important responsibility of the
hydrologist: Some floods are seasonal, as when winter or
spring rains and melting snows drain and fill basins with
too much water too quickly. Others are flash floods, raging
torrents that sweep through river beds after heavy rains.
Timely forecasting saves lives and reduces property dam-
age. Hydrologists, when they issue water supply and river
forecasts, use radar reports and high speed digital computer
systems.
Hydrologic studies are used in planning and designing
everything from airport culverts and small farm ponds to
storm sewers for urban developments, from drainage sys-
tems for shopping centers to large dams. Hydrologic studies
are used in developing flood insurance programs. Hydrol-
ogists participate in the broad planning aspects of total
water resources programs.
Some hydrologists spend part or even all of their time in
research. For example, studies are underway on the energy
balance computation of snowmelt, the mechanics of flow
in rivers, the mechanics of erosion and deposition of sed-
iment causing major changes in river geometry, and many
other subjects. In order to improve basic data measure-
ments, considerable effort is being expended on the use of
digitized radar data, the use of geostationary satellites to
collect and transmit hydrologic data, and procedures for
improved network design. The aerial monitoring of snow,
as opposed to point measurements, reduces expenses while
maintaining designed accuracy, and provides a fast evalu-
ation of flood potential from melted snow.
Other hydrologists analyze and forecast oceanographic
phenomena and provide information to support shipping,
fishing, offshore drilling and mining, and marine recrea-
tional activities.
The work of the hydrologist is varied and can involve a
part of or all phases of the water cycle and pertain to local,
national, or even international water problems.
In some positions, hydrologists may be required to work
shifts because data collection and forecasting continues
round-the-clock. This is light physical work requiring con-
siderable walking and standing. Manual and finger dexter-
ity, good eyesight, and coordination are also important in
performing these tasks. Communication skills are important
in order to work with representatives of resource agencies,
local communities, State agencies, and others in planning
activities.
Other desirable traits include an inquisitive mind, re-
sourcefulness, planning ability, and the ability to write
clear, concise technical reports.
Job Requirements
A bachelor's degree or higher with a major or approxi-
mately 30 hours in a physical or natural science or engi-
neering is usually the minimum requirement for entry into
this work. The individual must have a good understanding
of the water cycle.
Research or teaching positions usually require the com-
pletion of a master's or doctorate degree. In some cases,
professional experience may be accepted in part for grad-
uate education.
A solid background in physics, chemistry, and mathe-
matics is an important requirement for hydrology work.
Other courses such as geophysics, geology, forestry, me-
teorology, oceanography, and biology, also are valuable to
the hydrologist, depending upon the area of specialization.
A course in computer systems fundamentals is also valuable
in many positions.
Hydrologists are expected to keep abreast of new devel-
opments in their field.
Opportunities
Hydrologists are employed by Federal, State, and some
local governments. Others work for regional or area plan-
ning authorities, private industry, research firms, and con-
sulting firms.
There should be openings for qualified hydrologists
throughout the 1980's.
DOT code: Hydrologist
024.061-034
Industrial-Water-Treatment
Engineer
Water, as it comes from the tap, is often unacceptable for
industrial use and must be given additional treatment. For
example, in many industries water is an essential ingredient
of the product. Products like food, beverages, and drugs
often require water purification standards above that pro-
vided by municipal or public water suppliers. Water also
plays an important part in the operation and maintenance
of machinery and equipment; improperly treated water can
cause its deterioration.
Some chemical engineers specialize in water treatment
processes used in industrial production. These engineers are
sometimes called industrial-water-treatment engineers. They
develop specialized water treatment processes and chemical
treatments to suit industrial needs.
When these engineers work for consulting firms they may
be involved in a variety of industrial water treatment situ-
ations. They also work with representatives of companies
selling chemicals used in water treatment. As consultants,
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40
Water and Wastewater
these engineers work with plant engineers, managers, and
other professionals. Sometimes they design special ma-
chinery and equipment to meet a manufacturer's need. Or
they may prepare sophisticated research studies on water
treatment problems. They keep a close watch on treatment
processes in order to maintain and improve the quality of
the product and find more efficient ways of operating the
plant.
They develop water treatment plans to solve water quality
problems. For example, industrial-water-treatment engi-
neers develop treatment processes for water used in the
operation of machinery and equipment such as boilers, con-
densers, and cooling towers in order to minimize scale and
corrosion and many other problems. Or, where water is part
of the product such as a beverage or food, they may solve
a taste problem.
This is light work and may require considerable walking
and standing. Good communication skills are important in
working with professionals, operators, and management.
Job Requirements
A bachelor's degree in chemical engineering is usually the
minimum educational requirement and many employers
prefer a master's degree in chemical or environmental en-
gineering. Large employers or industries usually seek per-
sons with many years' experience in water analysis studies
and design projects.
Opportunities
There should continue to be opportunities in this work into
the 1980's.
Industrial-water-treatment engineers work for private
consulting engineering firms that deal with a wide range of
treatment problems. Some of these engineers work for the
larger companies and concentrate on the unique problems
of a particular industry. Others work for companies that
specialize in selling chemicals to water treatment facilities.
DOT code: Chemical Engineer
008.061-018
Oceanographer
Oceanography is the science of the sea. Because it has to
do with many sciences - biology, chemistry, physics, ge-
ology, mathematics, and other disciplines - it is difficult to
define. The oceanographer studies all classes of phenomena
in relation to one place, the ocean.
In recent years, the dangers of pollution from underwater
mining of gas and oil, tanker oil spills, and industrial and
domestic waste have led the public to look toward the
oceanographer for ways to safeguard our water.
Twenty-nine percent of the American population lives
along the coast where industries spill their wastewater into
the ocean. In addition, urban sewer systems carry domestic
wastes, sometimes treated and sometimes not, into the
oceans. The oceanographer must study the effect of these
pollutants on the ocean and advise the sanitary engineers
as to what corrective action is needed. At the same time,
oceanographers are also exploring the ocean for new fresh-
water sources.
Oceanographers may work in or on the ocean or, if they
prefer, they can choose to work inside. This work requires
the physical capacity to perform light work. Important ap-
titudes include the ability to visualize spatial relationships
and to perceive form and clerical details; finger-manual
dexterity and eye-hand coordination are also necessary.
Good eyesight, including color perception, is important.
To become an oceanographer, a person should be inter-
ested in science and be capable of doing good work in
science and mathematics courses. Scientific work also re-
quires an analytical mind and effective communication
skills.
Job Requirements
An oceanographer usually concentrates on the natural sci-
ences in undergraduate work and should major in one of
the basic sciences. A typical undergraduate program in-
cludes courses in physics, chemistry, mathematics, general
zoology, and physical geology. Although it is possible to
obtain an undergraduate degree in marine sciences, master's
degree programs are more common.
In the past, many oceanographers gained their specialized
training and experience through ocean work rather than
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Water and Wastewater
41
postgraduate academic programs. The title, oceanographer,
can still be obtained this way as well as with a graduate
degree. Most oceanographers entering the field, however.
have graduate degrees and a Ph.D. is becoming the best
foundation for advancing in this field.
An oceanographer can speciali/e in research or in engi-
neering. There are many speciali/ations and combinations
of subiects in studying the oceans; persons in this tield must
be adaptable and creative, depending upon the problem to
be solved. The oceanographer mu.st have the ability to plan,
execute, and interpret research.
An oceanographer is expected to continue postgraduate
education through short courses, refresher courses, proles
sional activities, and keeping abreast of current literature.
Opportunities
At the beginning of World War II there were perhap
people who could be called oceanographers. By the end of
the war that number had increased to about 300. Since then,
budgets for ocean research have increased steadily and we
can assume that there will continue to be a need for qual-
ified professional oceanographers, both men and women.1
The problem of worldwide waste disposal in the sea is
a complex one requiring continued study. The assimilation
and diffusion in coastal waters of urban and industrial
wastes is expected to necessitate future large investments
Oceanographers work in science, research, and educa-
tional organizations, government agencies, and private
businesses. The largest number of oceanographers work in
States that border the ocean, especially California. Mary-
land, and Virginia. Most oceanographers are employed by
the government and by the universities, where research is
their principal work
DOT code: Oceanographer, Geological
Oceanographer, Physical
024.061-018
024.061-030
Sanitary Engineer
Public-health engineer
Many opportunities are open to the individual who enters
the sanitary engineering field. Sanitary engineers, some-
times known as public health engineers, work in a variety
of areas They design and direct construction and operation
of projects such as waterworks, wastewater treatment
plants, and other sanitary facilities Or, sanitary engineers
may be responsible for a major segment of a public health
Ni>rman H. Giber, Your Future in Ocetuu>Kraph\ (New York.
Arco-Rosen Guidance Series, 1976)
engineering program such .IN sewage disposal, water pol-
lution control, or water supply Sanitary engineers also
work in the development of watersheds and direct the build
mg ot aqueducts, filtration plants, and storage and distri-
bution systems for water supplies in some Slates
Some sanitary engineers work in environmental pi.
tion programs and investigate complex stream pollution
problems They make detailed engineering investigations
and studies of sewage and industrial waste treatment. They
investigate conditions in public waterways, industrial plants.
public and private sewer systems, industrial waste treatment
plants, and sewage disposal plants This work may involve
collecting samples, making (low measurements, and pre-
paring detailed reports, sketches, plans, and diagrams ,»t
•rs affecting the pollution problem. The engineer must
then evaluate the condition of treatment facilities and the
effectiveness of the treatment process.
In many States, sanitary engineers plan and supervise the
engineering, construction, and operation ot all sewage and
industnal waste treatment projects .md municipal water sup-
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42
Water and Wastewater
ply programs. Before issuing discharge permits they review
plans and specifications for construction, modification, and
maintenance of water systems and treatment plants to insure
that pollution control requirements are met. They consult
with and advise local officials and civic groups concerning
the type, location, cost, and operation of treatment plants
and may assist them in applying for Federal aid. In some
States, they train treatment plant operators and serve as
technical advisors on sanitation problems.
Sanitary engineers also develop strategies and guidelines
for waste load allocations, treatment levels, operational re-
quirements, optimal locations for treatment plants, and
other plans.
Some sanitary engineers become water-treatment-plant
engineers and specialize in the treatment of water in a pu-
rification plant. Or, as sewage-disposal engineers, they may
specialize in the design and oversee the construction and
operation of a sewage disposal system.
Sanitary engineers work both inside and outside. Much
of their work is performed in an office, at a desk or drawing
board. They also work outside at construction sites and, in
some cases, are required to travel—even to foreign coun-
tries.
To succeed in this work individuals must be able to learn
and apply basic engineering principles and methods to water
pollution control problems. They must be able to plan and
organize their work independently and to exercise judgment
in evaluating situations and making decisions. They must
present technical material, in reports, clearly and concisely,
sometimes at public meetings and hearings. A logical mind
and an interest in mathematics are indications a person
would succeed in this work.
Although the work is light, engineers should have good
manual and finger dexterity, eye-hand coordination, and
visual acuity.
Job Requirements
Sanitary engineering is a recognized engineering specialty.
It combines engineering training with a knowledge of the
health sciences including biology, chemistry, bacteriology,
and physics. It also requires a knowledge of the equipment
and operation of water, solid waste, and sewage treatment
plants and systems.
A sanitary engineer must first complete a 4-year course
in chemical, civil, public health, or sanitary engineering.
In addition the sanitary engineer must possess specialized
training in sciences related to sanitation. For example,
many sanitary engineers obtain a bachelor's degree in civil
engineering and then specialize in sanitary engineering in
graduate work. Master and doctorate degrees in sanitary
engineering are becoming increasingly common. Consult-
ing engineers and architectural firms often prefer candidates
with a good foundation in a discipline such as civil or struc-
tural engineering followed by specialized training at the
graduate level.
Sanitary engineers should be registered or licensed under
the registration laws of their States.
Opportunities
There are many opportunities for qualified sanitary engi-
neers. Communities must comply with more stringent clean
water requirements; this means expansion of existing waste-
water treatment facilities and construction of new plants.
Engineering and architectural firms must design and over-
see construction of these projects. This demand should con-
tinue into the 1980's.
Sanitary engineers work in many places: with consulting
engineers and architectural firms or as independent con-
sulting engineers, in research in the development of ad-
vanced wastewater treatment facilities and processes, for
waterworks plants, wastewater treatment plants, State agen-
cies, environmental protection agencies, health depart-
ments, and private industry. They work in all parts of the
country but are usually near large commercial and industrial
centers.
A substantial number of sanitary engineers are employed
by various government agencies, local, State, and Federal.
Most are employed by public works agencies and health
departments.
DOT code: Sanitary Engineer
Water Pollution Analyst
005.061-030
Environmental scientist
Extensive research and planning are undertaken by water
pollution analysts who investigate various alternatives and
complete in-depth studies to arrive at efficient and practical
means of dealing with water pollution problems.
Water pollution analysts conduct research studies to de-
velop methods of abating or controlling sources of water
pollution. Finding practical solutions to the environmental
problem of water pollution requires intensive and compre-
hensive research and planning. Analysts must combine en-
gineering and scientific talent to solve these problems. In
some positions, the analysts are known as water quality
analysts.
Analysts determine the data collection methods to be em-
ployed in research projects and surveys and sometimes di-
rect the technicians in survey work. They synthesize a va-
riety of data including information on existing discharges
such as operating records, computerized data, existing stud-
ies, on-site interviews, and other information. Analysts pre-
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Water and Wastewater
43
pare graphs, charts, maps, and statistical models from the
synthesized data, using a knowledge of mathematical, sta-
tistical, and engineering analysis techniques.
Planning and research studies can involve both short-term
and long-term projects. Water pollution control measures
must be evaluated in terms of cost effectiveness, water
utility effectiveness, environmental impact, and ability to
be implemented. Environmental assessments include eval-
uation of many features and demand a multidisciplinary
approach in arriving at the best solution to a problem. As-
sessments may include evaluations of soil and geologic con-
ditions, rare and endangered flora and fauna, existing cul-
tural resources, social impact, outstanding water quality
considerations, and many other features.
These studies and projects are decisionmaking documents
and present the pros and cons of various strategies in deal-
ing with water pollution problems. The severity of the pol-
lution problem must be measured by using various technical
criteria. Detailed descriptions of proposals and documen-
tation of options must be prepared. Often analysts partici-
pate in community citizen workshops or attend other meet-
ings and gatherings to explain the features of pollution
control proposals.
This work may involve travel, even to foreign countries.
Sometimes water pollution analysts work outside in direct-
ing the collection of data, evaluating the site, or working
with management. Persons who like to do well in science
and research and have inquisitive minds would probably
like this work. The individual should be in good physical
condition and able to perform light work while in the field.
Job Requirements
Graduate training in engineering or science is usually es-
sential for entry level work as a water pollution analyst.
Many environmental analysts have doctorates. It is most
important that analysts keep abreast of new developments
and technology in the treatment of wastewater and water
pollution control methods.
A bachelor's degree in chemistry, biology, geology, or
engineering is a good foundation for this work. Undergrad-
uate work should include courses in the sciences, mathe-
matics, and statistics.
An advanced degree in sanitary, environmental, or chem-
ical engineering, or one of the sciences is usually required
for this work. It is essential that the individual have the
interest and ability to apply analytical and research methods
and techniques.
Each team member brings a specific area of expertise to
the investigation—in engineering, chemistry, biology, ge-
ology, or a related field. Water pollution analysts may pos-
sess a variety of academic backgrounds; most, however,
are able to apply a multidisciplinary approach to a specific
problem.
The most important preparation for this work is to obtain
a solid foundation, usually in one of the traditional disci-
plines and, at the graduate level, to acquire in-depth, spe-
cialized knowledge. This work demands experts and only
outstanding individuals in a field will qualify. Each team
member usually brings some combination of engineering
and science backgrounds and applies these knowledges to
complex environmental problems.
Opportunities
Young professionals entering this work often begin by
doing more routine field work, such as leading a field sam-
pling team. This provides valuable experience from the
ground up in such important areas as collecting data, eval-
uating sites and, most important, dealing with managers
and owners with tact and diplomacy. A person in this work
must be especially skilled in public contact work because
at the higher levels, dealing with management is crucial.
With 1 or 2 years experience in the field, the individual
would probably be ready to advance to working level duties
such as analyzing data, preparing charts, maps, and statis-
tical models and working on assessment studies or other
projects.
With additional experience and a master's or a doctorate,
a person could become a team leader or even advance to
a supervisory or administrative position.
Most water pollution analysts work for consulting engi-
neers and research firms whose clients are municipal and
local governments, the Federal Government, and private
industry. Other analysts are employed directly by Federal,
State, and local governments. Some water pollution ana-
lysts have individual consulting services. Others teach in
colleges and universities.
Government grants for new and improved wastewater
treatment facilities and water quality improvement should
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44
Water and Wastewater
continue throughout the 1980's. New technological devel-
opments in treating wastewater and the increasing need for
advanced treatment facilities will grow as water pollution
control requirements are met.
DOT code: Environmental Analyst
029.08 U010
They drive cars or trucks on assignments and may be re-
quired to operate a small boat. This work can be hazardous
near water.
An individual should be in good physical condition for
this work and be the kind of person who works well as a
team member.
Water Pollution-Control Technician
Environmental technician
A growing number of technicians are engaged in various
activities related to water pollution-control projects. Water
pollution-control technicians conduct field tests, surveys,
and investigations to obtain data for use by environmental,
engineering, and scientific personnel in determining sources
and methods of controlling pollutants in water.
These technicians collect water samples from streams,
rivers, lakes, or raw, semiprocessed, or processed water,
industrial wastewater, and other sources. They must also
set up monitoring equipment to obtain flow information and
use various other technical recording, measuring, and test-
ing devices to collect data.
Sometimes technicians conduct physical and chemical
field tests to identify the composition of the sample. They
must take precise, accurate measurements for on-site sam-
pling work. Certain data such as temperature, turbidity, and
pressure must be measured and recorded in the natural en-
vironment to obtain accurate data. The technician must
maintain clear and accurate records of field work. In some
cases, the technician uses dye testing techniques to trace
the flow of water or locate sources of pollution.
An increasing amount of wastewater monitoring is being
done with automatic sampling equipment. Technicians ana-
lyze computer printouts of data obtained using this equip-
ment and laboratory results reported using computer ter-
minals. Technicians analyze this data and prepare statistical
reports, charts, and graphs to illustrate treatment patterns
and trends which are used for further analysis by environ-
mental engineers and scientists.
Technicians need good mechanical skills and should like
to work with their hands in order to maintain and adjust the
various collection, control, and testing equipment, and rec-
ording devices. Also, they must be able to read and interpret
maps, diagrams, charts, manuals, and other materials and
make precise computations of data.
This work frequently involves travel and, in some posi-
tions, technicians must be away for long periods of time.
Travel could be within the United States, or even to a for-
eign country, to collect data.
When working on a survey, technicians spend much of
the time outside, occasionally during inclement weather.
Job Requirements
Persons can qualify for these jobs with an associate arts
degree with specialization in chemical technology, science,
or a related field. Although employers are somewhat flex-
ible, they usually require the specialized technical training
available at vocational-technical schools, junior and com-
munity colleges, and other institutions.
Most employers prefer applicants who have had some
specialized work experience. In many places, employers
want 1 year of experience in work involving surveys and
operation of collecting, measuring, or testing equipment,
or in related technical work. Applicants often may substi-
tute additional education for experience. College credits in
natural, chemical, environmental, biological, or engineer-
ing sciences can usually be substituted for experience re-
quirements. Mathematics courses are especially valuable.
It is not uncommon for engineering firms to use this
position as the trainee or entry level for professional engi-
neers and scientists. This provides new professionals with
the experience and training needed for more advanced
work. The professional must be able to deal with plant
managers and owners and to plan and organize the work.
Technicians are usually provided on-the-job training un-
der a professional engineer or scientist. Sometimes, they
work as members of a team under the close supervision of
the team leader.
In this occupation it is important to have a basic knowl-
edge of and familiarity with operations of water and waste-
water treatment plants; legal requirements and procedures
for collecting samples; some knowledge of pollution control
laws, rules, regulations, and policies; and fundamental con-
cepts and principles of environmental investigations, in-
spections, and sampling techniques.
Opportunities
For advancement, most employers require a bachelor of
science degree in one of the traditional disciplines such as
civil, mechanical, or sanitary engineering or in science.
There has been an increased demand for technicians
within private industry and with consulting firms to assist
professionals in the data collection and verification for a
variety of water pollution control projects. The turnover in
this type of work may be somewhat high because of the
travel requirements and because it is often a trainee position
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Water and Wastewater
45
for professionals. Also, a certain number of technicians are
hired on a temporary basis to meet production schedules.
Other technicians perform similar duties in government
and regulatory agencies and in private industry.
The development of new treatment processes to treat in-
dustrial waste, the design of advanced wastewater treatment
facilities, the construction of new wastewater treatment
plants, and the expansion and improvement of existing
plants should mean the continued demand for technicians.
DOT code: Pollution-Control Technician
Regulation and
Control Occupations
029.261-014
Water pollution-control engineers work in a number of
areas to insure that water pollution-control requirements are
met. Oil pollution-control engineers are concerned with the
prevention, control, clean-up, and disposal of oil spills.
Treatment-plant instructors plan and conduct training
programs for personnel to upgrade their skills and meet
certification requirements.
In addition, water and wastewater monitoring requires
the efforts of various inspectors, technicians, assistants, and
some aides.
Oil Pollution-Control Engineer
Today, "oil spill" has become a household word. It is a
major concern of the oil industry, faced with supplying an
ever-increasing demand for oil and petroleum products
without the risk of oil spills.
Although oil spills probably cannot be entirely prevented,
steps are being taken to reduce the probability that they will
Oil slick surrounds the Statue of Liberty in New York Harbor, 1973.
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Water and Wastewater
occur. For example, engineers plan and maintain plant sur-
veillance programs over machinery and equipment for spills
from tank racks, tank forms, piping, valves and flanges,
unused piping dikes and other equipment. They determine
inspection procedures for personnel to monitor underground
pipe lines. They plan strategically located well-point grid
systems to monitor subsurface pollution. As part of sur-
veillance programs, they insure that workers check valves,
pipes, and other facilities for small leaks; inspect dikes,
storm sewer systems, and valves for leaks or faulty oper-
ations; and perform many other tasks.
Places where spills are likely to occur must be continually
monitored. Engineers plan inspection programs to control
waterfront spills in checking loading arms, check valves,
hoses, lighting, and other equipment. They insure that in-
formation such as tides, currents, general water move-
ments, wind, and other seasonal changes are posted to
prevent accidents. Sometimes they advise service station
personnel concerning controlling or monitoring oil and gas-
oline spills or leakage in underground storage tanks, aisle
drains, oil change pits, waste tanks, and catch basins.
No perfect control or cleanup method exists. Engineers
must evaluate and decide upon the best method on a case-
by-case basis. Control plans are critical in the event of a
spill. If the spill is near shore, mechanical techniques are
generally used effectively. In offshore spills, oil recovery
is more complicated. These engineers prepare contingency
plans to control waterborne spills under all conditions, day
and night, in fair and foul weather, on- and offshore.
These engineers develop containment and cleanup plans
for all conditions under which a spill might occur. For
example, they correlate spill drift rates, crew reaction time,
and secondary reaction time to plan locations for equipment
and sites for controlling and recovering spills. In calculating
reaction time, they consider such factors as boat speeds,
spill speed, water current speed, wind velocity, and other
data. They must also calculate the response time of clean-
up contractors and assistance from cooperatives. These
plans must be reviewed and updated regularly to insure that
all data is correct.
When a major spill is first discovered, containment of
the oil is the most important single action that can be
taken. The use of mechanical equipment is the most com-
mon method of oil removal. In some cases, methods such
as sinking the oil, dispersion of the oil, the use of absorb-
ents, and even burning oil is used. The engineer must de-
cide on the best strategy and the methods to be used in a
particular spill while considering such factors as wind di-
rection and velocity, sea conditions, towing loads, shape
and density of the slick, time, and vessels passing through
it. Directing the control and cleanup of a major spill re-
quires working under difficult conditions because spills can
occur during stormy weather and away from land.
In some positions, these engineers plan training programs
for crews to reduce response time. They also schedule reg-
ular drills to be sure that machinery and equipment are in
good working order and that crews are properly trained.
Maintaining accurate and precise records of control and
cleanup work is essential. A daily log is kept of all activ-
ities, including instructions to contractors, instructions of
the on-scene-commander (either U.S. Coast Guard or EPA
representative), samples, and other information. Tape re-
corders and cameras are also used to record activities. The
many details which cannot be overlooked are contacting the
safety department to monitor the atmosphere for volatile
or hazardous materials, contacting the game commission
and local wildlife representative where waterfowl may be
involved, arranging contracts for additional cleanup serv-
ices, and being certain that all environmental control re-
quirements are met. These engineers work with local fire
departments to alert them to the hazards of potential oil
spills such as water intakes for plants or drinking water,
surface storm water drains, marinas, swimming beaches,
bird and other wildlife sanctuaries, tidal flats, and other
sensitive areas that might be affected by the spill.
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Water and Wastewater
47
Other duties include planning for the removal and dis-
posal of the recovered oil, determining the types of equip-
ment required by the plant, planning storage locations of
equipment, and selecting sites for cleaning equipment.
This work is usually performed indoors. However, an
emergency could require working outside, around water,
oil, and other materials, possibly during inclement and haz-
ardous weather.
Job Requirements
The minimum education is usually a bachelor's degree in
chemical or petroleum engineering, although mechanical or
civil engineering are also acceptable.
The major requirement for this work is many years
experience in operations and all phases of oil pollution
control.
Mathematics is especially important in order to calculate
costs and prepare highly complex records and reports.
Opportunities
Environmental control regulations require highly trained
professionals to interpret environmental control laws and
develop plans to insure that industry meet these require-
ments at minimum costs.
These engineers work for petroleum companies, private
cleanup contractors, cooperatives, and Federal and State
agencies concerned with the prevention, control, cleanup,
and disposal of oil spills.
There should be opportunities in this field throughout the
1980's for highly qualified and experienced engineers.
DOT code: Chemical Engineer
Petroleum Engineer
008.061-018
010.061-018
Water-Pollution-Control Engineer
Protection of our water is the water pollution-control en-
gineer's main concern and to accomplish this he works in
a variety of areas.
State governments have primary responsibility for control
of sources of water pollution entering the natural streams
and waterways. Although they are often called environ-
mental engineers, some of them work exclusively in water
pollution control programs. In some positions, they are
called water quality-control engineers. They act as con-
sultants and carry out regulatory work to insure that water
pollution control regulations are met.
These engineers examine and analyze engineering plans
and specifications for construction projects such as water
supply systems and plants, industrial and wastewater treat-
ment systems, and collection systems. They review design
features and evaluate plans to determine that pollution con-
trol requirements are complied with. Other duties might
include inspecting the site to be sure that all surrounding
environmental features have been considered, attending
preconstruction conferences, and advising contractors con-
cerning pollution control regulations and other critical de-
tails of the projects.
One of the most important responsibilities of these en-
gineers is to advise management, operators, and officials
on pollution problems and how to handle them. For ex-
ample, they inspect large, municipal and industrial treat-
ment plants to insure that they are operating within the
effluent limitation requirements. They recommend issuance
or denial of National Pollution Control permits for construc-
tion and operation of treatment facilities. They assist mu-
nicipalities in preparing State grant applications and mon-
itor State planning and construction funds.
At higher levels, these engineers conduct major environ-
mental engineering studies to evaluate water pollution prob-
lems and develop methods of pollution control. In doing
this, they prepare cost estimates and compile data for de-
tailed technical reports.
In private industry, these engineers are responsible for
wastewater treatment facilities and for compliance of plants
with pollution control requirements. For example, they ob-
tain discharge permits, develop environmental impact as-
sessments and treatment processes that meet environmental
requirements and, at the same time, try to minimize costs
of production. They meet with government representatives
and local planning agencies to discuss water pollution prob-
lems. For major plant changes, they usually work with con-
sulting engineers.
To succeed in this work, the individual should have a
solid background in engineering and mathematics. Other
important qualities are a logical mind and strong organi-
zational ability.
This is light work, performed inside, with occasional
field inspections.
Job Requirements
The minimum educational requirement for entry into this
work is usually a bachelor's degree in engineering. Most
employers require a minimum of 2 to 4 years of engineering
experience. Employers in private industry seek engineers
with many years experience and a background in waste-
water treatment.
Any experience covering water pollution control or other
environmental activity is usually acceptable experience to
get started with one of the governmental agencies.
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48
Water and Wastewater
It is also necessary to know the laws, codes, and regu-
lations of pollution control; this can usually be acquired on
the job. A knowledge of the chemistry and bacteriology of
water, sewage, and liquid waste is important too.
A professional engineer's license is usually required.
Opportunities
Increased appropriations are available for new construction
in wastewater treatment plants and related projects under
the Clean Water Act of 1977. This extension of grants
means many local construction projects for most areas in
the country. Stricter pollution control requirements should
mean continued need for water pollution-control engineers.
These engineers work in State, regional, and Federal
agencies. They also work for consulting engineering firms,
architectural firms, and private industry; a few are self-
employed.
DOT code: Pollution-Control Engineer
019.081-018
Water Pollution-Control Inspector
Water quality monitoring requires a network of inspection
and reporting procedures to insure that water pollution con-
trol standards are met.
Water pollution-control inspectors inspect water and
wastewater treatment facilities that serve small communi-
ties, mobile home parks, individual homes, and many other
places. They inspect many point sources of discharges into
the waterways. To do this, they travel to water and waste-
water facilities and other sites where discharges enter
streams and rivers. They inspect the area for such features
as obvious discoloration of water, sludge, algae, rodents,
and other conditions. They also inspect the condition of the
treatment facilities and observe the state of lagoons, settling
ponds, and basins.
When unacceptable or suspicious conditions are present,
they analyze the situation and decide what to do. They then
advise the owner or operator of the environmental require-
ments on the best way of handling the problem.
Sometimes inspectors take grab samples of water or
wastewater for laboratory analysis. In some positions, they
may perform routine laboratory tests on wastewater sam-
ples.
Inspectors investigate minor complaints concerning water
pollution. They complete detailed technical reports of in-
vestigations. They prepare charts, tables, maps, and other
documents in order to present their findings concerning an
investigation. Inspectors must be tactful and diplomatic in
dealing with a variety of citizen complaints. Investigations
may involve interviewing persons and collecting informa-
tion from many sources in documenting their reports.
These positions require a substantial amount of paper
work. For example, inspectors compile information and
prepare permit applications for the construction and oper-
ation of small water and wastewater treatment facilities.
Inspectors should be able to speak and write effectively in
order to establish and maintain good working relationships
with public officials, private business representatives, and
the general public.
Good physical condition is required to perform light
physical work because most positions entail a considerable
amount of field work.
The titles for persons engaged in this type of work vary:
Environmental specialists, environmental protection field
inspectors, surveillance specialists, water quality special-
ists, or other titles, depending upon the agency.
Job Requirements
Most employers require as minimum education, a bache-
lor's degree in environmental science, chemistry, biology,
or a closely related environmental discipline. Some em-
ployers also require 1 year's experience in technical or
professional scientific work in an environmental control
program.
Inspectors must be able to comprehend and interpret pol-
lution control laws, rules, and regulations and advise own-
ers, operators, and managers on these requirements. In most
cases, this knowledge is acquired through on-the-job train-
ing under an experienced professional.
Persons in this work should be able to organize and plan
their activities with a minimum of supervision.
Opportunities
With experience, inspectors can advance to more complex
assignments and higher level positions. Some inspectors
become supervisors or group leaders. For many of the
higher level positions in these agencies, it may be necessary
to obtain an engineering degree.
The number of positions in this field should continue to
grow gradually. Because of increasing water pollution con-
trol requirements and the trend toward minimum profes-
sional standards, these jobs should provide opportunities
for college graduates.
Inspectors work in Federal, State, and local regulatory
agencies responsible for enforcing water pollution-control
regulations. They also work in public health agencies.
DOT code: Inspector, Water Pollution Control*
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Water and Wastewater
49
Treatment-Plant Instructor
Generally speaking, well-trained personnel make a plant
more efficient. Because operators are entrusted with a very
large investment—the plant itself—all plant personnel must
be well-trained and the investment fully utilized. Treat-
ment-plant instructors plan and conduct training programs
in water and wastewater treatment plant operations and
maintenance to insure maximum efficiency and to provide
that personnel meet certification requirements.
Treatment-plant instructors plan and conduct seminars,
workshops, special courses, and a variety of other inservice
training sessions. They demonstrate proper operation and
maintenance techniques and explain the theory and back-
ground of the work. Training sessions cover such topics as
the proper selection of sampling points, good laboratory
techniques and procedures, recordkeeping, safety meas-
ures, and care of lift stations and collection systems.
Courses are planned in consultation with municipal and
industrial officials in order to tailor the instruction to the
special needs of each plant. They perform other duties,
such as screening applicants for the course, counseling and
advising students, administering examinations, and making
recommendations for improving basic courses.
Treatment-plant instructors also provide technical assis-
tance and act as consultants to operating personnel and
owners of water supplies, water and wastewater facilities,
and sewerage and industrial waste control systems. They
explain water pollution control laws and requirements to
operators and owners. They act as troubleshooters and rec-
ommend improvements and changes in treatment processes.
They serve as consultants to technical staff and operators
on the operation of treatment equipment.
Some of these specialists work in the State certification
program. They maintain examination records and issue cer-
tificates to operators based upon the different sizes and
types of treatment plants.
Treatment-plant instructors must stay abreast of new de-
velopments in treatment processes to introduce new tech-
nology and specialized skills to those students in advanced
programs.
To succeed in this occupation, a person must be able to
communicate effectively and to maintain harmonious work-
ing relationships with operators, civic and industrial offi-
cials, engineers, and others. Sometimes instructors are
asked to speak before civic groups to explain pollution con-
trol requirements or discuss the various treatment processes.
The work can involve frequent travel, although an in-
structor is usually responsible for the training within an
assigned area.
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50
Water and Wastewater
Good manual dexterity, eye-hand coordination, and spa-
tial ability are important to demonstrate operation and main-
tenance of equipment.
Job Requirements
Employers usually require at least 2 years experience in the
operation and maintenance of wastewater treatment plants
having both primary and secondary treatment facilities.
Additional experience is necessary for water treatment
plants. In addition, an instructor should have completed at
least 9 months of training in wastewater and water treatment
from a recognized vocational, technical, or trade school.
In some States, college education, including substantial
course work in engineering, chemistry, biological sciences,
or closely related fields, may be substituted for experience.
This work requires an extensive knowledge of water and
wastewater treatment technology and operations. A good
foundation in mathematics, chemistry, and bacteriology is
also important.
Opportunities
Statewide water pollution control programs are being de-
veloped in most States to insure the continued availability
of trained and motivated personnel for the prevention, con-
trol, and abatement of water pollution.
As existing water and wastewater treatment facilities are
expanded and new facilities constructed, operating and
maintenance personnel will require training in new tech-
nologies and procedures in order to operate efficiently and
meet certification requirements.
Most treatment-plant instructors work for State agencies
and conduct courses at treatment plant sites, mobile facil-
ities, or educational institutions.
DOT code: Treatment-Plant Instructor*
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Noise Control
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-,
>-..-*:"
1
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Noise Control
53
Noise control is a relatively new and growing field, as more
people become aware of the need for healthful surround-
ings. Many of us used to think that a roaring engine, lawn-
mower, or vacuum cleaner had more power than a quiet
one. We have learned that power does not have to chug
and clatter.
We know that noise has damaging effects: people become
irritable, students have trouble studying, conversation
is difficult, and the recuperative value of sleep is interfered
with even when sleep is possible. Noise can raise blood
pressure, heartbeat, and cholesterol levels. In addition,
noise can permanently damage hearing. About 16 million
Americans work on jobs where the noise level is so high
that their hearing is in danger.1 Many of these 16 million
are exposed to additional noise—from traffic, demolition,
and construction—after they leave work.
Loss of hearing often begins with the high-pitched
sounds. If you are a victim of noise overdose, you may
wonder why bells remain silent and birds no longer sing.
You may not hear high-pitched sounds, such as "f," "s,"
or "th," or you may mix them up. "Fit" may sound like
"sit" or "math" like "mass." Not realizing what has hap-
pened, you are apt to misunderstand what your friends say.
Finally, you may fail to hear a siren or a warning whistle.
Legislation
As we use more and more machines, legal methods are
needed to control noise. Community noise ordinances are
the oldest type of legal control. An increasing number of
cities are adopting them. Nuisance ordinances prohibit cer-
tain actions, such as operating construction equipment late
at night, driving a car without a muffler, or disturbing
neighbors by yelling or playing a radio too loud. Perfor-
1 Donna McCord Dickman, "Noise and Its Effects on Human Health
and Welfare," Ear. Nose, and Throat Journal, January 1977.
mance ordinances, usually easier to enforce, specify meas-
urable noise limits. An example is zoning, with noise lev-
els, day and night, set for each zoning district, such as
residential, commercial, and industrial.
The first national noise legislation was enacted in 1968
when Congress gave the Federal Aviation Administration
(FAA) the responsibility for establishing regulations to con-
trol aircraft noise, a responsibility this agency still has.
The General Services Administration (sometimes called
Uncle Sam's purchasing agent) has issued noise specifica-
tions for firms having Government contracts. Violation may
result in cancellation of a contract.
The National Environmental Policy Act (NEPA) requires
that local and State governments assess the impact that pro-
posed projects, such as highways, airports, and power
plants, will have on the environment before they receive
any Federal funds. Noise engineers and noise specialists
now prepare environmental impact statements, predicting
how much a new project will raise the noise level, so that
excessive noise can be stopped before it begins.
The 1970 Act establishing the Occupational Safety and
Health Administration (OSHA) provides for the setting and
enforcement of standards to protect the hearing of workers.
However, there has been a delay in the setting of these
standards.
The most important noise legislation is probably the
Noise Control Act of 1972, as amended by the Quiet Com-
munities Act of 1978, giving the EPA the power to set
noise limits for various types of machine equipment. Man-
ufacturers of machines are required to meet the noise stand-
ards for their products. Samples of the product are selected
off the assembly line and carefully tested under various
conditions. Although EPA employees do research (at the
noise testing center in Sandusky, Ohio), set standards, and
make occasional tests, most of the noise testing is done by
engineers and technicians employed by the manufacturers.
While some engineers are testing, others are working on
the design of new, quieter machines.
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54
Noise Control
Employment
Since noise control is a relatively new field, most of the
workers now in it were trained in other fields and have
other responsibilities, such as air resources, highway plan-
ning, or occupational health. In the future, more workers
may specialize in noise control.
It is likely that more audiologists, noise technicians, and
hearing-test technicians will be employed when the hearing
provisions of the Occupational Safety and Health Act are
fully enforced. The greatest number of openings for au-
diologists will probably be in schools and private practice.
Occupations
Some of the occupations in noise control work are mainly
concerned with the engineering or mechanical aspects of
projects. For example, noise engineers design quieter ma-
chines, highways, railroads, airports, and many other proj-
ects. Noise specialists may set noise standards, conduct
research, or develop educational programs that contribute
to noise control. Noise technicians operate the sound-testing
instruments to measure and analyze noise.
Other occupations concentrate on the human aspects of
noise. Audiologists conduct programs to save hearing. They
identify individuals who have suffered hearing loss and help
them deal with it. Audiometrists assist audiologists and
physicians in giving routine hearing tests to large numbers
of workers, school children, and others.
Audiologist
Audiologists conduct programs to save hearing. They iden-
tify individuals who have suffered hearing loss and assist
them in dealing with the handicap.
Industrial audiologists conduct programs to save hearing
in business or industry. The industrial audiologist super-
vises audiometrists (hearing-test technicians) and schedules
hearing tests for all workers when they are first hired. The
workers are then retested periodically. The audiologist fol-
lows up with more detailed tests for any worker showing
a hearing loss. If the hearing loss was caused by noise on
the job, the audiologist notifies the engineering staff or
consultants and cooperates with them in finding and con-
trolling the cause.
In addition, the industrial audiologist assists the worker
who must deal with a hearing loss. This includes training
in attentive hearing, speechreading (lipreading), or in the
use of a hearing aid. If a hearing aid can help, the audiol-
ogist selects the best type for the particular problem. If
there is an ear infection or other condition needing treat-
ment, the audiologist refers the worker to a licensed phy-
sician specializing in diseases of the ear—or of the ear,
nose, and throat—or to a surgeon if the hearing loss can be
corrected surgically.
As experts in the human aspects of noise, some audiol-
ogists work for noise control offices of Federal, State, or
local government and help in evaluating noise regulations,
noise codes, and other control activities.
There are audiologists who are consultants, working with
lawyers to help workers collect compensation for damage
to their hearing.
Some audiologists are research scientists, studying the
effects of noise on hearing and behavior. Others design
equipment, teach audiology, or organize programs and pre-
pare exhibits to alert the public to the need for hearing
conservation. For one such exhibit, an audiologist designed
an "unfair hearing test" to show people what it is like to
be hard-of-hearing.
A hearing loss in a child can keep the child from speak-
ing, learning, and relating to other people. Audiologists
often work with children to discover and treat hearing prob-
lems as early as possible. Because perhaps as many as half
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Noise Control
55
of the hard-ot'-hearing are over 65, audiologists also work Opportunities
with the elderly.
Audiologists need sensitivity, stability, and personal
warmth to work with individuals, including the handi-
capped, and to present hearing conservation plans to work-
ers, employers, and the public.
Job Requirements
The basic requirements for an audiologist are completion
of work toward a master's degree in the field, satisfactory
performance of a year's supervised professional practice,
and the passing of a national certification examination.
The audiologist needs to understand the mechanism of
the ear, the nature of sound, and the psychology of com-
munication. Coursework includes speech and hearing sci-
ence, the physics of sound and electronics, the educational
processes of rehabilitation, anatomy, physiology, bio-
acoustics, and psychoacoustics. Coursework for industrial
audiologists needs to include hearing conservation, indus-
trial management, industrial engineering, and industrial
psychology.
f
. /
Audiologists are needed in the Armed Services (where dam-
age can result from gunfire noise), and in factories, power
plants, airports, and mines, as well as rehabilitation centers,
psychiatric centers, health departments, community speech
and hearing centers, schools, colleges and universities, re-
search laboratories, and in private practice. They are em-
ployed in cities, on Indian reservations, in migrant camps.
and in economically depressed rural areas.
Some increase in openings for audiologists is expected
through the 1980's as a result of an increase in the number
of people having hearing problems and Federal and State
legislation that provides for hearing services to preschool
and school-age children who need them. The greatest num-
ber of job openings will probably be in schools and in
private practice. However, it is anticipated that more in-
dustrial audiologists will be needed, too, the demand de-
pending upon noise regulations prepared by the Occupa-
tional Safety and Health Administration (OSHA).
A Ph.D. degree in audiology increases the potential for
promotion to jobs in advanced research or in administration.
Source of additional information: American Speech and
Hearing Association, 10801 Rockville Pike, Rockville,
Maryland 20852.
DOT code: Audiologist 076.101-010
Audiometrist
Audiology aide
Audiometric technician
Hearing conservationist
Hearing-test technician
A first step in hearing conservation programs is the giving
of routine hearing tests to large numbers of workers,
schoolchildren, or others.
Audiometrists assist audiologists and physicians (such as
otologists and otolaryngologists) by giving screening tests
to find individuals with hearing loss who need further at-
tention.
Audiometrists need patience and tact in dealing with peo-
ple, including the handicapped. They must be able to handle
delicate testing equipment and record test results legibly
and accurately.
Job Requirements
No specific educational background is required of these
technicians. They are either trained on the job for 3 to 6
weeks by an audiologist or they are given an intensive 3-
day course covering the responsibilities of different workers
on the conservation team; the operation, calibration, and
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56
Noise Control
care of various instruments for measuring hearing; the se-
lection and fitting of ear protectors (muffs and plugs); and
recordkeeping. The course includes an introduction to how
we hear and to the principles of noise measurement and
control, including legislation, such as State hearing-loss
compensation laws and the Federal Occupational Safety and
Health Act.
Opportunities
Audiometrists work in schools, industries, the military
services, and public hearing-conservation programs.
Openings for full-time audiometrists occur only in very
large hearing conservation programs. Usually the duties are
carried out by another worker, frequently by an occupa-
tional health nurse or a school nurse. In industry, any em-
ployee—for example, a clerk in the personnel department—
may be trained to do the testing.
DOT code: Audiometrist
078.362-010
Noise Engineer
Acoustical engineer, control
Noise engineers use engineering know-how to protect our
hearing by reducing noise from transportation, construction
equipment, power plants, factories, and other sources. To
do this, they conduct noise surveys (for enforcement and
research). First, they choose test sites, set up noise-mea-
suring equipment, and train and supervise the noise tech-
nicians who do the testing. Then, using statistical methods
and computer processing, noise engineers analyze the in-
formation gathered and report their findings.
Engineers help industries solve noise problems by
finding the cause of noise and recommending control
methods. They examine engineering plans, prepare the
noise portions of environmental impact statements, and
assist environmental lawyers in writing noise regulations.
Design is an important part of all engineering. Some
noise engineers design the electronic instruments used for
testing hearing ability and noise levels. Others design noise
barriers to absorb or reflect sound waves. Still others attack
noise at its source by designing quieter machines.
One engineer, specializing in highway noise, is compar-
ing the noise produced by different types of tires (and
treads) on various highway surfaces at different speeds.
This engineer hopes to find a way of reducing noise by
improving tire design.
Another engineer, working for a large company, travels
to plants all over the United States, designing noise-reduc-
ing enclosures for machines. Each enclosure is custom
built. Openings have to be left for overhead cranes and for
conveyor belts, and it must be possible to observe each
machine's operation (through rubber-mounted, double-layer,
safety-glass windows) and get to the machines quickly in
case of an emergency.
Duties of noise engineers are often combined with other
environmental protection responsibilities, most commonly
air quality. In smaller communities, one environmental or
public health engineer may be responsible for controlling
air, water, and noise pollution.
Job Requirements
A broad background is recommended for an understanding
of acoustics, starting with high school courses in physics,
biology, chemistry, and mathematics.
A degree in engineering—civil (highway), electrical,
mechanical, aeronautical, or acoustical—or in physics is
required. Courses must include acoustics (with laboratory
work), mathematics (through calculus), and the physics of
materials and of the earth and atmosphere. Courses in light
and optics are useful, since many natural laws of light apply
to sound. Medicine, physiology, and psychology courses
are helpful for understanding the mechanism of hearing and
the effects of noise.
Applicants must have or be able to secure a State license
as a professional engineer.
Many openings require automobile travel, so a driver's
license may be needed.
Noise engineers are trained on the job for 6 months to
2 years. During this time, they attend courses and seminars
conducted by various agencies, such as the Federal High-
way Administration, and become familiar with the purpose,
policies, and currently used materials of the department for
which they work.
Opportunities
Noise engineers work for airports, power plants, manufac-
turers, consulting firms, universities, nonprofit research
organizations, and governmental agencies (such as the U.S.
Department of Transportation, the Bureau of Mines, the
Tennessee Valley Authority, and the Environmental Pro-
tection Agency). Openings are most apt to occur in cities
or near airports. Announcements and application blanks for
Federal jobs are obtained from any Federal Job Information
Center or from college placement offices.
Because of the long time it takes to become an engineer,
it is difficult for the student to know what the demand for
engineers will be at graduation, but there is a need for noise
engineers and the demand is expected to increase as people
become more aware of the importance of controlling noise.
The number of job openings will be affected by general
economic conditions, organizational changes in agencies,
new regulations (and stricter or more flexible enforcement),
and new technologies.
A doctoral degree in engineering or physics increases an
applicant's employment prospects in research and devel-
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Noise Control
57
opment, teaching, and management. An advanced degree
in public works administration improves the chances for
promotion to an administrative opening.
DOT code: Noise-Abatement Engineer
019.081-018
Noise Specialist
Acoustician, noise control
Environmental-program specialist (noise)
Noise analyst
Noise pollution-control specialist
Noise scientist
Noise specialists use a knowledge of physical, biological,
or behavioral science to conduct research, investigations,
and educational programs that contribute to noise control.
Some travel between work sites, running a noise-sampling
network or making a survey of noise sources. Others work
in laboratories doing research, for example, on stress symp-
toms resulting from noise.
After completing a study, the noise specialist analyzes
the results, by statistical and computer methods, and uses
the results to develop noise-control methods or to set stand-
ards for allowable noise levels.
Noise specialists prepare environmental impact state-
ments (predicting the effect a proposed construction project
will have on the noise level), assist lawyers in writing reg-
ulations to control noise. They may investigate noise com-
plaints, prepare evidence, and testify in court. They write
technical reports and educational materials and present in-
formation on the why and how of noise control at public
meetings.
Since noise control is a relatively new field, public ed-
ucation is a large part of the noise specialist's job. Explain-
ing the health effects of noise has been the most successful
method for developing interest in noise regulation.
Noise specialists are expected to communicate and co-
operate well with others, have an interest in environmental
issues, and be willing to travel.
The noise specialist may concentrate on one area of noise
control, such as airport or highway noise abatement. Usu-
ally noise control is combined with other environmental
concerns, most commonly with air quality. For example,
a transportation environmental analyst specializes in the
environmental problems caused by transportation, including
both air and noise pollution.
Job Requirements
The noise specialist needs 4 years of college-level course-
work, with an emphasis on physical^ natural, social, or
environmental science. Many assignments require graduate
study. The major subject may be acoustics, physics, engi-
neering, physiology, biology, public health, mathematics,
economics, sociology, psychology, land planning or archi-
tecture. University programs specifically designed for a ca-
reer in environmental noise control are lacking; however,
the elements recommended are the following: engineering
acoustics (with the mathematical concepts and formulas in-
volved), computer science, environmental planning, the
health effects of noise, and the basics of management.
Courses in writing, speech, and psychology provide prep-
aration for presenting information convincingly..A knowl-
edge of airport operations or experience as a building in-
spector can be helpful for some assignments. Work
experience may sometimes be substituted for part of the
education.
On-the-job training extends over about a year. During
this time, the noise specialist learns noise regulations and
the principles, practices, and policies of the employing
agency.
Opportunities
Noise specialists are scattered in different government de-
partments, such as public health, occupational health,
safety, building, zoning, and transportation (including State
highway and aeronautics departments, airports, and the
Federal Aviation Administration), and in large engineering
and architectural firms.
It is anticipated that a growing interest in noise control
will result in increased employment of noise specialists. At
present, there is a shortage of staff, but openings are limited
by a lack of funds. The duties of the noise specialist are
usually combined with those of another worker, such as the
air scientist.
Opportunities are best for those having advanced degrees
and willing to relocate.
DOT code: Environmental Analyst 029.081-010
Noise Technician
Noise Inspector
Noise technicians, working in teams of two, operate sound-
testing instruments to measure and analyze noise. The data
they collect is used for research, for writing environmental
impact statements, and for enforcing noise regulations.
Technicians may set up instruments on rooftops near an
airport to continuously monitor noise from military aircraft-
carry small handheld instruments to answer a complaint
about a noisy air conditioner; or drive a van equipped with
built-in noise and weather instruments to test noise along
a highway. Some check the level of noise that workers are
exposed to in factories. Some test manufactured products,
such as trucks, snowmobiles, lawnmowers, chain saws, and
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industrial vacuum cleaners. Others answer complaints about
noise and determine whether or not a law is being violated.
Technicians check instruments before and after readings
to insure accuracy. They replace batteries and other parts
when needed and report out-of-order instruments to the
noise engineer.
They listen to noise, first with just their ears, then with
electronic instruments. In addition to pitch and loudness,
they record the time of day, weather conditions, the noise
source, and the distance between the source and the meas-
uring instrument. They also note if the noise is continuous
or on and off, if it is heard mainly from one direction, and
if there are reflecting walls, sound-absorbing materials, or
other structural conditions affecting it. Often one technician
takes readings while another records them. Afterwards,
both enter the information on charts and graphs.
Noise technicians work for either industry or govern-
ment. In government, some issue summonses to noise vi-
olators and are called noise-control officers or, in the Oc-
cupational Safety and Health Administration, compliance
officers (C.O.'s).
Noise technicians need good eyesight and hearing. They
have to be precise in recording test results and careful in
handling delicate and expensive equipment. They must co-
operate with other workers in order to work in teams of
two. If assigned to answering nuisance complaints, they
must exercise tact to settle disputes between neighbors.
Job Requirements
Requirements for noise technicians vary with the complex-
ity of the assignment, but the minimum are graduation from
high school, a driver's license, and ability to use arithmetic
and draw graphs. An understanding of logarithms is helpful
since the decibel scale is logarithmic. State and local gov-
ernment agencies often give new employees a 3- to 5-day
intensive course. This course includes an introduction to
the physics of sound and hearing (how we hear), noise laws
and standards, problems of enforcement, the effects of
noise on a community (including interference with sleep
and speech), and noise control. The main part of the course
covers methods of measuring noise and the care of elec-
tronic instruments. Laboratory practice is given in the use
of sound-level meters, microphones, tape recorders, and
other equipment.
When the course is not available, a new technician is
trained on the job by another noise technician or engineer.
When inspecting is an important part of the assignment,
workers with experience in other community nuisance-con-
trol programs, such as smoke, weed, and litter control, may
be retrained to work as noise technicians.
Experience with electronic instruments is preferred, and
college courses in physics, mathematics, or engineering im-
prove the chances for employment.
Opportunities
Openings for noise technicians will depend upon enforce-
ment activities of such agencies as the Occupational Safety
and Health Administration (OSHA) and the Environmental
Protection Agency (EPA), available funds, and public
awareness. Currently, more technicians are needed than are
employed in industry.
It is recommended that those who want to be technicians
expand their opportunities by preparing for a broad base of
technical work, rather than by specializing in one field,
such as noise.
For promotion to noise engineer, a 4-year college course
is required.
DOT code: Pollution-Control Technician
029.261-014
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61
Each year in the United States, smokestacks and tailpipes
let loose into the air we breathe 200 million tons1 of fumes
and soot. This pollution reduces the distance we can see,
corrodes buildings, strips the leaves from plants, burns our
eyes, and increases our chances of suffering from lung and
heart disease or cancer.
More than 10 times a minute, we cannot keep from in-
haling the air, regardless of how contaminated it becomes
with such pollutants as sulfur dioxide, carbon monoxide,
lead, mercury, arsenic, asbestos, and tiny lung-clinging bits
of ash. During one day each of us breathes in about 20
cubic meters of air, enough to fill a room 9 by 10 feet.
With this enormous volume of air passing over the absorb-
ent surfaces of our lungs, even a trace of lead or carbon
monoxide can result in dangerous bloodstream levels. Other
substances, such as particles of asbestos, are not absorbed
but pile up on our lungs over a lifetime.
We are now spending billions of dollars on air-pollution
control, and there is no way to prevent this expense. If we
don't pay to control air pollution, we pay even more in
medical bills, lost time, and human suffering.
Employment
Legislation
Seventy years ago there were some local "smoke control
departments," but activity increased in the 1950's and
1960's when many State and local air pollution programs
were organized. With passage of the Clean Air Act of 1970,
as amended in 1974 and 1977, States had to develop control
programs to meet Federal air quality standards.
Legislation and environmental protection programs—Fed-
eral, State, and local—have resulted in the formation of a
new, rapidly expanding industry, the manufacture of pol-
lution-control equipment, an industry that is creating new
manufacturing jobs.
Every year a thousand or more2 new industrial chemicals
are developed. Some of these enter the air as pollutants and
are found to be toxic. Engineers are needed to design in-
struments for detecting pollutants and methods for control-
ling them.
The air-quality field is sometimes called top-heavy be-
cause about 60 percent of the workers are in professional,
technical, and managerial work. Engineers form the largest
occupational group. Inspectors and technicians follow next,
with smaller numbers of chemists, meteorologists, other
scientists, and biometricians.3
Growing numbers of women and minority group mem-
bers are becoming interested in engineering and increasing
numbers of them will be finding careers in air resource
management.
In the future there will be more extensive use of remote-
control electronic devices for automatic around-the-clock
recording of air quality. New methods may be found to
"fingerprint" pollutants, identifying them and tracing them
to their sources so that the offenders can be prosecuted.
Testing of the air people actually breathe while on the move
during a day will be used increasingly to supplement tests
at set locations. Groups of people, such as school children,
factory workers, and traffic-patrol officers, will be asked
to wear small electronic devices to register the total amount
of air pollution they are exposed to during a day.
1 Choose a Career Which Allows a Future: Professional Career
Opportunities with U.S. Environmental Protection Agency (Washington:
U.S. Environmental Protection Agency, 1976), p. 8.
2 Richard Lyons, "Chemicals in Search of a Solution," The New
York Times, December 25, 1977, p. 6E.
3 Analytical Studies for U.S. Environmental Protection Agency, Vol.
V: Manpower for Environmental Pollution Control (Washington:
National Academy of Sciences, 1977), pp. 361, 370.
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Air Resource Management
The greatest change in the future is apt to be an increasing
use of solar energy, a fuel which does not pollute the air
as present fuels do.
Occupations
Occupations in air resource management include air engi-
neers who design and construct many projects affecting our
air. They often work with air scientists, meteorologists, and
chemists who use their scientific knowledge to find ways
to improve the air.
In addition, many technicians assist the professionals in
data collection and routine testing. For example, the bio-
metrician plays an important role in advising scientists on
the use of statistical methods. In laboratories, chemists may
be assisted by technicians and aides.
Air Chemist
Chemist
Environmental chemist
Air chemists use their knowledge of chemical reactions to
identify pollutants in the air and their effects on the envi-
ronment. They utilize simple routine tests for common pol-
lutants; but, when necessary, they also make a more de-
tailed analysis of substances filtered from air, smokestacks,
or exhaust pipes.
To analyze a sample, the chemist uses a series of tests.
Each test eliminates a group of possibilities and helps de-
cide what the next test will be until an ingredient is pin-
pointed. The chemist then determines, not only what sub-
stances are in the sample, but how much of each, using
special scales, which even a touch can upset because of oil
and moisture on the hands.
The pollutants in the air are not just the sum of all the
dust, smoke, fumes, and gases released, but also include
substances created by the interaction of original pollutants
in the presence of moisture or sunlight (or varying combi-
nations of moisture and sunlight) forming acids or photo-
chemical smog. Smog may be more dangerous than the
original pollutants. All the chemistry of smog and acid for-
mation is not fully understood, so some chemists are as-
signed the job of finding out exactly what happens when
various chemicals mix in the presence of moist air and
sunshine.
Others investigate the effects of different pollutants on
construction materials and on living tissue, using their
knowledge of how chemicals interact. Still others develop
simple inexpensive tests that can be done routinely for com-
mon pollutants, study the effect of different pollutants on
visibility, find out how pollution from supersonic airplanes
is changing the earth's climate, or trace pollutants to the
industrial plants from which they come by examining them
microscopically.
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Air Engineer
Air-management engineer
Air-pollution-control engineer
Air-quality engineer
Air-resource engineer
Air-sanitation engineer
Air chemists set up complex equipment. They train and
supervise laboratory technicians in the running of routine
tests. They act as chemical consultants to other workers,
such as air engineers; write technical reports on the results
of their work; read publications on chemistry and meet with
other scientists and engineers to keep up with new devel-
opments in their field.
Job Requirements
The chemist needs a college degree, with a major in chem-
istry or a related field, with at least 24 semester hours of
chemistry (30 hours for Federal jobs). Courses should in-
clude quantitative analysis; inorganic, organic, and physical
chemistry; physics; biology; and mathematics (algebra and
calculus). An advanced degree—usually a Ph.D.—is re-
quired for most research assignments.
Applicants for government jobs apply at city, county,
State, and Federal civil service offices. A written exam is
usually given.
Air chemists are trained on the job for a year, while they
learn State and Federal clean-air regulations and become
familiar with methods for applying chemistry to pollution
problems.
Opportunities
Air chemists are employed by government agencies, by
industries having air-pollution problems, by private con-
sulting firms advising industries, and by colleges, univers-
ities, and nonprofit research organizations.
Although there are job openings for chemists, there are
not many opportunities to specialize in air quality. Because
rain carries chemicals from the air to the soil and on to
streams and lakes, air pollutants are often problems in soil
and water as well. Most pollution-control chemists do not
specialize in air, water, or soil, but analyze samples and
work on pollution problems anywhere in the environment.
Some organizations hire only one chemist at a location.
In larger organizations, there can be a possibility of ad-
vancement to chief of a chemical laboratory.
DOT code: Chemist. Pollution Control
022.061-010
Air engineers use engineering know-how to keep the air fit
to breathe. All engineers are problem solvers. Problems are
assigned to them, but the choice of techniques and inter-
pretation of results is up to them. They decide where and
how often air testing should be done, set up equipment,
and train air technicians to run tests. They collect all the
test results for computer processing, analyze the findings,
and report their recommendations. Reporting may take the
forms of a letter, a technical article, a news release, a
speech.
Some engineers are assigned to seek out sources of pol-
lution and find ways to control them. A map is drawn to
show all the important pollution sources in an area. An
engineer visits the industries on the map, inspects their
control equipment, and suggests improvements. If regula-
tions are being violated, an agreement is reached with man-
agement on steps to correct the condition and a deadline is
set. When necessary, the engineer collects evidence, such
as test results and photographs, for testimony in court.
To prevent new pollution, plans for construction that may
add pollutants to the air are first analyzed by air engineers.
Only engineers can approve, reject, or recommend changes
in engineering plans. Studying the plans, along with infor-
mation on wind direction, climate, population, traffic,
housing, types of fuel used, and the contours of surrounding
land, makes it possible to predict how much new pollution
will result from the building of a powerplant, highway, or
papermill. Engineers then recommend whether or not con-
struction should begin.
An important part of engineering is design. Some air
engineers design and test different types of barriers to help
keep car exhaust away from houses near highways. Others
design instruments for testing the air or devices for con-
trolling pollution, such as fabric bags that filter smoke,
scrubbers that wash stack fumes with water, or electropre-
cipitators that use an electric charge to remove the fine ash
that results when crushed fuel is burned in power stations.
There are other engineers who, instead of working on air
cleanup, stop pollution at its sources by developing new
industrial processes, finding methods for removing sulfur
from coal, or designing engines that use new kinds of
power.
Air engineers make important decisions, such as what to
do when a dangerous chemical is spilled. Ordinarily they
work regular hours, but they are on call when there is an
emergency, such as a plant breakdown, a buildup of pol-
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Air Resource Management
lutants in stagnant air, or a train wreck releasing poisonous
gas into the atmosphere.
They keep up with new discoveries by reading literature
in the field and by meeting with other engineers and sci-
entists. They are expected to know how to use a library to
look up information, how to use a computer and statistics
in research, and how to draw graphs and maps.
They are expected to answer questions the public may
have about air quality and to help in educational projects.
For example, since fuel burning is a major cause of air
pollution, an air engineer may conduct a program to en-
courage the use of solar energy.
Air engineers must speak and write effectively. They
have to be tactful, firm, and impartial in dealing with a
wide variety of people, including contractors, plant man-
agers, and attorneys. It is not easy to tell a contractor that
carefully made plans have to be changed to prevent air
pollution.
Air engineers usually travel within an assigned area.
There is some exposure to chemicals, fumes, dirt, dust,
noise, extremes of weather and temperature, and occasional
climbing and lifting.
Job Requirements
The basic requirement for work as an air engineer is a
bachelor's degree in some branch of engineering, such as
sanitary, civil, chemical, mechanical, electrical, industrial,
or public health. The degree should be from a college or
university accredited by the Engineer's Council for Profes-
sional Development; registration or certification as a profes-
sional engineer (with the local State Board of Professional
Engineers) is necessary. Students are not expected to spec-
ialize in air quality until after graduation.
The engineer needs mathematics, including calculus, and
some science courses. Particularly helpful are courses in
physics, chemistry, biology, physiology, toxicology, and
meteorology.
A driver's license is needed for travel between sites.
Industrial employers may require some experience in their
particular industry, such as pulp and paper or automobile
manufacture.
For government jobs, a civil service exam is usually re-
quired. Application is made to the civil service offices of
the various levels of government and to the nearest regional
office of the U.S. Environmental Protection Agency (EPA).
Air engineers are trained on the job for 6 months to 2
years. During that time, they become skilled in methods of
measuring and controlling air pollution. They learn about
the nature and extent of pollutants and the processes that
produce them—industrial operations, stationary and mobile
combustion sources, and community wide sources, such as
automobiles, home heating, and drycleaning—as well as
the economic, environmental, and health effects of such
pollutants. They also become familiar with Federal, State,
and local air-pollution laws and regulations.
Opportunities
Air engineers work for city, county, State, and Federal
agencies; for industries that have air-pollution problems,
such as chemical plants, petroleum refineries, electric
power plants, steel mills, and foundries; and for private
consulting firms. Pay is usually higher in private industry
than in government.
The names vary across the country, but some of the State
agencies that employ air engineers are the departments of
environmental quality, transportation, health, and natural
resources. The U.S. Environmental Protection Agency also
has research centers and 10 regional offices.
New air regulations have created a demand for air en-
gineers, who make it possible for industries to meet the
new requirements. There are opportunities for air engineers
in industry, in government, and in consulting companies.
The largest firms hire their own air engineers. Smaller firms
rely on either government agencies or private consultants
specializing in environmental engineering.
Engineers are often assigned to a series of projects, oc-
casionally acting as project leaders. Experience as a project
leader gives an engineer an opportunity to develop and
demonstrate management ability. A small number of ex-
ceptional engineers are promoted, after several years of
experience, to chief engineer, as openings occur. A chief
engineer may be assigned a geographical area and is some-
times responsible for water quality as well as air quality.
DOT code: Air-Pollution Engineer
019.081-018
Air Scientist
Air-quality specialist
Air resources scientist
Environmental analyst (air)
Environmental program specialist (air)
Air scientists, with different specialities in the physical and
life sciences, use their scientific knowledge to find ways
of improving the air we breathe. Field studies to detect and
analyze pollution are a-basic part of the work. Studies in-
clude inspecting and testing sources of pollution, such as
smokestack and car exhaust, and testing the quality of am-
bient air (the ocean of air surrounding us). Samples of soil,
water, vegetation, or materials affected by air pollution may
also be tested. Information collected in the field provides
data for research studies and is used to enforce air quality
regulations, check the effectiveness of control methods, and
warn of hazardous conditions.
After completing a study, the scientist recommends
changes in activities to control pollution and prepares a
technical report. The report may include charts, maps, and
an analysis of what new control methods would cost.
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65
Air scientists give scientific advice on air-pollution prob-
lems to government officials and plant superintendents, in-
vestigate complaints of injury to plants or animals caused
by toxic substances in the air, explain air-pollution laws
and regulations, and give talks to civic groups. They assist
in preparing environmental impact statements, predicting
the effect that newly proposed projects, such as highways
or powerplants, may have on air quality, and comparing
the end results that might be expected from alternate proj-
ects.
To discover which pollutants are dangerous to breathe
and in what amounts, scientists conduct research on animals
or analyze medical findings and statistics to discover what
different contaminants do to human health. When cancer
or heart or lung disease is reported more frequently in one
State than others, air scientists may be assigned to help
discover why. Other scientists study the effects of carbon
monoxide on the nervous system or on behavior; find out
how much cigarette smoking increases asbestos damage to
the lungs; trace vaporized cadmium as it spreads from the
air to land, water, and food crops; or investigate birth de-
fects resulting from air pollution.
Instead of studying the effects of pollutants on people,
some scientists study their effects on crops, trees, and farm
animals or on materials such as metal, paint, rubber, and
fabric.
Scientists are assigned problems, but the methods for
solving the problems and the interpretation of the results
are left up to them. In any research, statistical methods are
necessary, both in planning the study and in interpreting
the results. By using computers, scientists are able to deal
with more information than was formerly possible.
Scientists help develop policies, collect evidence against
polluters, appear as witnesses in court, and assist in pre-
paring proposals asking for Federal grants to pay for re-
search. They may travel to different work sites, often
throughout a State. They are expected to keep up with cur-
rent trends, have practical ideas and express them clearly—
orally and in writing—and cooperate with coworkers. They
need good eyesight, good speaking and hearing ability, and
the ability to lift up to 5 pounds and occasionally over 15
pounds of equipment.
Job Requirements
Different assignments call for different preparation, but the
minimum requirement for an air scientist is a 4-year degree
in one of the sciences (such as biochemistry, physics, geo-
physics, or biology) or in engineering, mathematics, en-
vironmental health, industrial hygiene, public health or san-
itation. Regardless of their major, air scientists need to
know something about chemistry, physics, meteorology,
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Air Resource Management
and biology as they relate to air sanitation; the chemical
and physical characteristics of air impurities and their ef-
fects on human health; and how these effects can be
changed by weather. Air scientists also need a knowledge
of the analytical procedures used in biological and chemical
tests (including the uses of such instruments as micro-
scopes, pH meters, and microtomes), computer science,
and methods of statistical analysis. Courses in public
administration, sociology, economics, and environmental
or urban studies are desirable. Industrial experience or
knowledge of industrial processes is helpful: for example,
testing, inspecting, or maintaining automobile engines is
valuable experience for an assignment in the automobile
industry. Advanced degrees—usually a Ph.D. for re-
search—are now required for many assignments.
In a year or more of on-the-job training, air scientists
become familiar with technical developments in air-pollu-
tion control, along with the legal problems involved in en-
forcing laws and regulations. The training includes a 5-day
course in visible-emission evaluation (estimating how dense
industrial smoke is by comparing it with a density chart).
Opportunities
Air scientists work for Federal, State, and local departments
of government (transportation, health, and environmental
protection), industries that discharge pollutants into the air
(and need help with control methods), and private consult-
ing firms. A few work for private organizations advocating
clean air.
Among 4-year graduates, opportunities are best for ma-
jors in engineering or physical science. A person majoring
in biology may need an advanced degree to find work as
an air scientist. The employment outlook depends upon
public awareness of the importance of clean air and the
availability of funds for air quality control and research.
Opportunities for the more responsible assignments and
for promotion are better with advanced degrees.
DOT code: Air Pollution Analyst
029.081-010
Air Technician
Air-monitoring technician
Air-pollution-control inspector
Air-quality technician
Air-sampling technician
Air technicians collect samples of outdoor air or of pollu-
tants, such as fumes or dust entering the air. They do rou-
tine tests on the samples, using special measuring instru-
ments; record the amount of pollutants; and supply this
information, often in graph form, to an engineer. Because
tubing inside instruments stretches, lights dim, and chem-
icals weaken, technicians frequently calibrate or check
measuring instruments to be sure they are reading correctly.
Some technicians keep watch on pollution sources, either
inspecting smoke-control equipment in factories and ob-
serving the density of smoke plumes or testing the engine
exhaust from cars and trucks.
Some air technicians operate vans equipped with built-in
electronic instruments and investigate air-pollution com-
plaints or use the same vans to gather information on air-
pollution in traffic.
Other technicians, instead of watching pollution sources,
test the quality of the outdoor air we breathe. A technician
assigned a route of rooftop instruments drives between
worksites and climbs stairs and ladders to adjust equipment
on wind-swept roofs, read instruments, and collect samples.
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67
Other technicians maintain continuously run electronic
equipment set up in stationary housetrailers. In each trailer
a vacuum pump pulls outdoor air, 24 hours a day, through
a glass pipe running the length of the trailer. There are
outlets along the pipe to supply air for the various tests
being run. Air bubbles through chemical solutions that
change color if sulfur dioxide or nitrogen dioxide are pres-
ent, and a colorimeter measures the color changes. Particles
settling out of the air make soiled spots on a moving strip
of filter paper, and a photometer measures light passing
through the spots to determine their density. There are other
instruments to measure other pollutants; and, since weather
affects pollution, weather instruments are installed on the
roof of the trailer.
All the instruments can be connected to recording devices
that automatically graph measurements on 30-day rolls of
paper, or they may be connected to a data averager that
compiles and averages the information and supplies it every
15 minutes to a centralized computer.
The technician replaces chemicals and worn tubing,
checks to see that all units are operating, calibrates by test-
ing the instruments with samples of known composition,
and records results. If an instrument needs repair the tech-
nician removes the unit.
For any assignment, the air technician drives a car or van
to travel between test sites. Technicians need to know
something about both mechanical and electrical work,
enough about electronics to remove the right part for re-
placement, and enough mathematics to draw graphs and
use mathematical formulas. Accuracy in reading data and
a legible handwriting are necessary.
Work may include working next to moving machinery,
adjusting equipment outdoors in freezing weather or indoors
in boiler rooms, and lifting bottles of chemicals. There may
be exposure to fumes when testing pollution sources, and
noise may exceed safe limits. Specially designed ear muffs
are worn to protect the hearing of the worker testing cars.
The work is routine because tests must be run thousands
of times in exactly the same manner. However, new pro-
cedures and new instruments are often developed.
On some assignments the technician has opportunities to
introduce ideas for improving equipment and may be able
to use special skills, for example, skill in sheet metal work
for building covers for instruments, or in photography, re-
cording factory smoke plumes, damage to trees, or other
evidences of pollution.
Job Requirements
Air technicians are usually required to have either 2 years
of college-level technical education or technical experience.
The education may be in technical school or in college,
with such courses as engineering, physical science, and
mathematics. Practical experience may be in either analyt-
ical laboratory or mechanical and electrical work. Particu-
larly desirable is experience with instrumentation or with
fuel-burning engines, such as automobiles, motorcycles, or
industrial fuel-burning devices. Practice in using minicom-
puters would be helpful. A driver's license is required.
Applicants for government jobs apply at city, county.
State, and Federal civil service offices. There is usually a
practical written test, which may include questions on air-
pollution-control regulations. Information on what a test
covers can be obtained at the civil service office.
Air technicians are trained on the job for about 6 months.
The training includes a few days learning how to observe
smoke density.
Opportunities
Air technicians are employed by government—city, county.
State, and Federal—in health, environmental, and trans-
portation or traffic departments. They are also employed
by private engineering consultants specializing in environ-
mental problems and by large industries with pollution
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Air Resource Management
problems, such as chemical plants, powerplants, refineries,
papermills, cement plants, metal processors, and automo-
bile manufacturers.
Employment is scattered. One State air-resource agency,
for example, has only 10 air technicians, yet another has
about 80; a large paper manufacturer has 2. As openings
may be limited, it is recommended that anyone interested
apply at more than one place and also consider other types
of technical work (including water-pollution control).
For promotion, a 4-year college degree with a major in
engineering or physical science is usually necessary.
On-the-job training in weather information and instru-
mentation lasts about 6 months.
Opportunities
A limited number of technicians are hired to assist the me-
teorologists who predict air pollution. More are hired (by
weather departments) to asist less specialized meteorolo-
gists who predict the weather.
Promotion to meteorologist requires a 4- to 5-year college
course.
DOT code: Pollution-Control Technician
029.261-014 DOT code: Weather Observer
025.267-014
Air Technician, Meteorology
Meteorological technician
A few air technicians are assigned to assist the meteorol-
ogists who forecast air-pollution levels. These technicians
observe sky and visibility conditions, read weather instru-
ments, receive weather information from teletype and fac-
simile machines, perform mathematical calculations (to de-
termine, for example, the average wind speed), get data
ready for keypunch operators, and enter information on
graphs and maps (for example, maps to show wind direction
and the heights of hills and smokestacks).
Technicians measure and record temperature, pressure,
humidity, wind speed and direction, and precipitation. They
wire, set up, clean, and calibrate weather instruments. To
get information on the upper layers of air, they float bal-
loons equipped with miniature radio transmitters, record
information transmitted as "bleeps," and calculate the
height of the balloons, using the triangulation method and
trigonometry tables.
Most of the work is indoors, preparing graphs and maps
and posting data or performing mathematical calculations.
However, part of the work is outdoors. Technicians travel
in all kinds of weather to test sites to check equipment and
take readings.
Weather instruments weighing about 30 pounds are set
up on 10-foot tripods located in various places, such as
rooftops, trailer tops, or ski-lift pylons. Usually a meteor-
ologist and a technician work together to install equipment.
Job Requirements
The technician is required to have either related education
or experience. The education may be 2 years of technical
training or an associate degree in engineering, mathematics,
or physics. Work experience using scientific instruments—
for example, as an engineering technician—may be substi-
tuted for the education. A driver's license is needed.
Biometrician
Biostatistlcian
Biometricians advise air scientists and others on the use of
statistical methods, both in planning research and in inter-
preting the results.
How can one be sure that a sample of the air or of the
population for example, is representative? How many mea-
surements must be taken to obtain reliable results? How
much error can be expected in a study? These are some of
the questions biometricians answer for research workers.
For example, one biometrician is helping an air scientist
compare figures on the number and severity of brown lung
disease cases with the amount of cotton dust found in the
air. Another is helping interpret experiments on mouse em-
bryos to determine which air pollutants, or conbination of
pollutants, cause birth defects. An industrial hygienist has
discovered that employees of one factory have a higher rate
of cancer than is found in the general population; a bio-
metrician will help decide whether the higher rate is sig-
nificant or due to chance.
A large amount of test data is collected on air pollution
and other conditions. Biometricians or other statisticians
are needed at times to assist in planning research, preparing
data for computer analysis, and interpreting results.
Job Requirements
The minimum requirement for biometricians is 4 years of
college. Students either major in biology and minor in sta-
tistics or major in statistics and minor in biology. Because
mathematics courses have to be taken before statistics
courses, students planning graduate study often wait until
after graduation to study statistics. The required courses are
biological science or medicine, mathematics (through cal-
culus), statistical methods, probability theory, and com-
puter uses. Courses in engineering, physics, chemistry,
meteorology, economics, or sociology are helpful for other
environmental applications of statistical methods.
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69
Opportunities
Biometricians work for health and environmental protection
agencies (Federal, State, and local), utilities, manufactur-
ers, consulting firms, universities, medical schools, vol-
untary health agencies, and scientific research institutions.
Most work near large cities.
They are needed wherever there is research into the ef-
fects of air pollution. Public concern about the environment
and the availability of funds for research largely determine
how much research is done.
Promotion may require an advanced degree. Biometri-
cians may advance to supervisory positions in statistics or
they may become research scientists.
DOT code: Statistician, Applied
020.167-026
Meteorologist, Air Quality
Air-pollution meteorologist
Air-pollution meteorology is a field that has developed ex-
tensively during recent years owing to increased concern
over air pollution and its effects on the environment.
Meteorologists with specialized training in this field are
making important contributions to an understanding of how
pollutants are carried, spread, and accumulated in high con-
centrations in the atmosphere. Their expertise is needed to
warn the public of possible changes in pollution levels. In
order to improve methods for predicting air quality, they
analyze the relationships between weather and pollution,
using statistical methods.
The air pollution meteorologist relies upon a great deal
of meteorological data provided by the National Weather
Service, which measures conditions such as wind, pressure,
and precipitation throughout the country and sends infor-
mation out by way of a teletype and radio network. The
weather service maintains a continuous watch on meteor-
ological conditions in order to advise the pollution-control
agencies and the public of a possibly harmful situation.
Using information from the weather service, combined
with measurements of pollutant concentrations, control
agencies are able to protect the public by taking action to
reduce or, at least, prevent further increase in pollution.
Emergency actions may include reducing the operations of
powerplants, reducing or shutting down the operations of
industry, and closing highways to traffic.
Routine daily measurements are made by many State and
municipal agencies and even some private consulting firms.
Many agencies issue a "Pollutant Standards Index" (PSI)
and forecast which informs the public of existing pollutant
levels and what changes to expect. Such information is
particularly helpful to people with heart and lung disease.
What is happening in the high atmosphere is very im-
portant to the air-pollution meteorologist. This type of data
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70
Air Resource Management
is obtained by releasing helium-filled ballons carrying in-
struments that measure weather conditions. The weather
data is transmitted by radio to a ground receiver at regular
intervals as the balloons rise.
Many special field programs are conducted to investigate
the effects of different weather conditions on the distribu-
tion of pollutants in the air. The air-pollution meteorologist
is one of the main participants in these programs.
First, instruments and equipment are selected and in-
stalled. Meteorological towers are frequently used. These
are steel frames that range in height from 10 to several
hundred meters, with weather instruments attached at se-
lected levels.
Field programs are conducted to discover the behavior
of plumes (streams of smoke from smokestacks and other
sources) and to study how wind flows around buildings and
mountains, through valleys, and along shorelines.
A plume from a tall stack can be level at one height,
well contained in form, and extend a great distance down-
wind. At another time, the same plume can take the form
of a large, looping streamer with rapid upward and down-
ward movement. The flow of wind about a building or in
the vicinity of a large, high ridge can cause pollutants to
collect in one area while being vigorously dispersed in an-
other. It is important for the air-pollution meteorologist to
understand thoroughly the ways in which these different
phenomena affect pollutant concentrations.
Field programs are usually very costly and take a great
deal of time. The meteorologist often makes a model for
use in a wind tunnel as an alternative to actual field pro-
grams. This procedure has provided very successful results.
Another procedure used even more frequently by the air-
pollution meteorologist is mathematical modeling. The
emissions of pollutants and the atmospheric processes are
simulated by complex mathematical equations, which are
solved by computer. For this purpose, the meteorologist
must have a good background in mathematics and computer
technology.
Mathematical or simulation modeling provides the me-
teorologist with a tool to make estimates of pollutant con-
centrations from new sources of emissions, control strate-
gies, and population growth. Such estimates are necessary
for the management of the air resources to protect the health
and welfare of the public.
Meteorologists on an air-quality team are expected to
advise other scientists and engineers on problems involving
weather or climate. They recommend sites for air-quality
measuring instruments. They advise on the best locations
for powerplants or industrial parks and help in preparing
environmental impact statements, predicting how proposed
projects will affect air quality.
They are expected to keep up with new trends in fore-
casting weather and air pollution, and they need the ability
to express themselves clearly, both directly and in writing.
They work mostly indoors, analyzing data and preparing
reports, but they also travel to test sites in all kinds of
weather, carry equipment, and climb ladders to reach
weather instruments.
Job Requirements
Meteorologists need a bachelor's degree in meteorology,
engineering, physics, or chemistry with coursework in me-
teorology, climatology, fluid dynamics, thermodynamics,
and advanced mathematics (including calculus). To spe-
cialize in air quality, there may be an additional require-
ment, such as a year of graduate study or work experience
in meteorology and air-quality control. Some college stu-
dents obtain experience in meteorology before graduation
by working for the National Oceanic and Atmospheric
Administration (NOAA) part of a school year.
Meteorologists specializing in air quality are trained on
the job for 1 to 2 years, learning applications of weather
science to the problems of air pollution.
Opportunities
Air-quality meteorologists work for large industries (such
as chemical plants, petroleum refineries, natural gas com-
panies, and powerplants), universities, government envi-
ronmental agencies, and private consulting services.
Because of the effects weather has on air pollution, there
is an increasing demand for meteorologists to work in the
air-quality field. Openings are scattered, and opportunities
are best for those willing to relocate.
Promotion to chief meteorologist is possible after several
years of experience. Graduate study helps in obtaining ad-
ministrative work and research assignments.
DOT code: Meteorologist 025.062-010
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w9 :x)m*&&--
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Land, Fish, and Wildlife Management
73
Either the civilized and natural worlds learn to live together
or they will perish separately.
—Henry David Thoreau
Workers in land, fish, and animal management help us use
our natural resources without destroying them. If trees are
cut, other trees are planted. Streams are restocked with fish.
If a meadow is used for grazing, the number of animals on
the land is controlled so that plants are not trampled until
nothing will grow.
For many years we took our environment for granted.
There was what seemed an endless supply of trees, grass,
and wildlife (including great herds of buffalo). The lakes,
not to mention the ocean, seemed too vast ever to be pol-
luted. Rainwater was pure. Nature was a limitless store of
treasures to be found and raided. Recently we have begun
to realize that resources can run out. There is no bottomless
pit of coal or oil. The ocean is not too vast to become
polluted. Rain alone cannot purify our contaminated air.
We are in danger of making our planet too poisoned, too
exhausted to support human life, in danger of leaving a dust
bowl for future generations.
Animals, like people, need an environment in which to
live, a habitat supplying food and shelter. When a forest
or stream is destroyed, the animals that naturally live in it
are destroyed too, and we lose another natural resource.
There are about a million forms of life that we know and
maybe 10 million forms not yet studied. There are animals
at the bottom of the ocean, in hot springs, and in caves.
Some may become extinct before we get a chance to learn
anything about them. Once a species is lost, it is lost
forever.
It is impossible to say that any form of life is useless.
Plants and animals depend upon each other in a complex
web of relationships. When one planter animal becomes
extinct, others are affected. We cannot be sure which spec-
ies may be needed for our own survival. Any species may
hold clues that will help us learn how to prevent deseases,
such as cancer. Who could have guessed that a blue mold
would produce the life-saving drug, penicillin?
Legislation
What are we doing to save our land, fish, and wildlife?
Perhaps the first step was made over a hundred years ago
with the establishment of Yellowstone Park, the beginning
of our National Park System. The Forest Service was or-
ganized in 1905. The Fish and Wildlife Coordination Act
of 1934 provides that surrounding land be bought for pro-
tection of wildlife when an area has to be flooded.
More legislation was passed in the 1970's: The National
Environmental Policy Act requires environmental impact
statements on projects that affect "the quality of the human
environment" so that alternate plans can be considered.
The Coastal Zone Management Act offers financial aid to
States so that they can develop coastal management pro-
grams. The Ocean Dumping Act is phasing out offshore
waste disposal. The Endangered Species Act attempts to
save animals likely to become extinct. The Federal Surface
Mining and Reclamation Act of 1977 sets up an Office of
Surface Mining in the U.S. Department of the Interior to
regulate the strip mining of coal.
But the greatest environmental decision of our century
may come out of the fight over public land in Alaska, our
last frontier. Will there be a plan for long-range, continuing
use of the land for many purposes? Or will the rich, natural
resources be wasted in a race to use them? What will happen
to the caribou herds and polar bears when their habitats are
destroyed by pipelines, highways, and mining towns? How
much land will be left as wilderness?
Employment
Foresters, wildlife biologists, fish biologists, park rangers,
conservation officers, and land planners have the compli-
cated responsibility of saving natural resources while still
making it possible to use and enjoy them.
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74
Land, Fish, and Wildlife Management
Occupations in land, fish, and animal management once
thought of as jobs for men are now open to women as well.
Many women, for example, are now enrolled in forestry
courses, and it is no longer unusual to see women working
as park rangers.
Job openings for most of these occupations, however,
are limited and competitive. At the technician level some
of the openings are temporary or seasonal and, because
there is a shortage of openings for foresters, technicians
must compete with foresters for technicians openings. Even
for professionals, such as biologists, openings are few.
Occupations
Occupations in land, fish, and animal management include
land planners who study the land, its soil, water wildlife,
and other features to develop the land with minimal damage
to the environment. Landscape architects design projects.
Conservation officers patrol fish and wildlife areas to
protect our natural resources. Park rangers work along with
them to patrol and maintain the park facilities, and explain
activities to visitors. Foresters manage forest lands, both
public and private, and are often assisted by forest techni-
cians who perform a wide range of duties in tree planting,
fire prevention and control, road construction, and many
other activities. Wildlife biologists specialize in studying
birds and wildlife and the effects of pollutants on them.
Fish biologists promote the growth and reproduction of
fish in nature and in hatcheries. These professionals often
concentrate on research, or they may hold administrative
positions. The day-to-day operations of fish hatcheries are
usually supervised by fish culturists.
Conservation Officer
Game and fish protector
Natural-resource officer
Special agent (wildlife)
Conservation officers patrol fish and wildlife areas to pro-
tect natural resources so that people have an opportunity to
enjoy them. They travel over a large area on foot, by patrol
car, motorboat, or sometimes by airplane. Emphasis is on
voluntary compliance, and much effort is spent on educa-
tional activities, explaining laws to visitors and giving talks Opportunities
to groups.
officers, carry a revolver, and have authority to enforce
laws.
Conservation officers check fishing and hunting licenses;
investigate illegal burning, boating and hunting accidents,
and reports of dogs chasing deer. They give first aid to
accident victims.
On marine assignments, they patrol shellfish areas and
board commercial fishing and lobster boats to inspect for
violations.
They may assist fish and wildlife biologists by collecting
information on the presence of food and cover (bushes for
shelter), reporting when winter feeding is necessary. They
may plant food patches for wildlife or assist a biologist in
a fish census or an animal rescue operation.
The conservation officer wears a uniform and wading
boots, carries a walkie-talkie and binoculars, and may use
a camera to record evidence for use in court. On call 24
hours a day, 7 days a week, for emergencies, the conser-
vation officer is expected to work during peak visitor hours,
such as weekends. Because waterfowl hunting is busiest at
dawn, racoons are hunted in the late evening, and deer
poaching is done after midnight, conservation officers often
work a split shift.
They must be able to deal effectively with people, com-
municate clearly, and write accurate reports.
Working as a conservation officer is hazardous. During
the deer-hunting season, these officers go alone into iso-
lated woods to confront poachers, who are armed.
Job Requirements
High school graduation is required plus either experience
or education in law enforcement, farming, or resource man-
agement. The experience-or-education requirement may be
met by 2 to 4 years' work in wildlife conservation, game
breeding, forestry, fish culture, or commercial fishing; or
a 2-to-4-year, college-level course in law enforcement, nat-
ural resources, or biology.
As requirements vary from State to State, it is necessary
to check with an office of the State civil service commis-
sion.
Applicants must be at least 21 years old (age require-
ments vary with the State), in good physical condition, and
have a driver's license. They may be expected to know how
to maintain equipment, such as a boat, auto-boat trailer,
two-way radio, and firearms. A commercial pilot license
is necessary for some assignments.
Conservation officers enforce laws pertaining to auto-
mobiles, motorboats, water pollution, noise, and fire con-
trol in addition to hunting and fishing laws. In some States
they are unarmed. In other States they qualify as peace
Most conservation officers work for State conservation de-
partments. States usually hire residents familiar with local
conditions and animals. A smaller number work for the
U.S. Fish and Wildlife Service. Federal empoyees may be
required to relocate outside the State.
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Land, Fish, and Wildlife Management
'5
Openings are limited. Future hiring levels with the U.S.
Fish and Wildlife Service are expected to be low. It is wise,
therefore, to check on what local prospects are before plan-
ning on this career.
With additional experience or education, promotion is
possible to supervision of conservation officers.
DOT code: Fish and Game Warden
379.167-010
Fish Biologist
Fishery biologist
Fish specialist
Fish biologists promote the growth and reproduction of fish
in nature and in hatcheries. At one time, the main activity
of the fish biologist was the restocking of lakes and streams.
Now, it is improving and protecting habitats so that tish
have a place to live. The fish biologist samples and tests
water, looking for sources of pollution and for sites where
fish can safely live and grow.
To study a lake, the biologist first goes out in a boat,
drops a weighted line to measure the depth, and draws a
bottom contour map, showing the depth at different loca-
tions. From this, the volume of water in the lake is calcu-
lated. The biologist then uses a net to collect samples of
the fish population. From the samples, using statistical
methods, it is possible to estimate how many fish are in the
lake and prepare growth curves for the different species
collected. Sample fish are dissected, the stomach contents
analyzed, and any parasites present identified. The biologist
collects samples, too, of aquatic insects and bottom orga-
nisms that fish eat. Using all the information gathered, the
biologist makes recommendations as to how many and what
kinds of fish might be added to the lake and how much
fishing can be permitted (season, gear, and catch limits).
The biologist may later examine fish catches and, flying
over lakes in a small airplane, count the people fishing.
The biologist assists in preparing environmental impact
statements, predicting what effect a power dam, highway,
or irrigation project will have on fish populations and sug-
gesting ways to prevent fish loss.
When there is a fishkill, the biologist investigates the
cause, such as silt, pesticides, sewage, oil spills, industrial
waste, or disease. Hundreds of thousands, even millions of
fish sometimes die at one time. When those responsible can
be identified, the biologist may testify in court to help col-
lect payment for damages.
The fish biologist plans and directs hatchery operations
and trains workers in fish culture, decides what equipment
and procedures to use; how many and what kind of fish to
raise; arranges for the distribution of fish to lakes and
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76
Land, Fish, and Wildlife Management
streams, and coordinates the program with that of other
Federal and State hatcheries.
Some fish biologists are assigned to research projects.
They may study the life span and migration of fish, deter-
mine what pollutants are harmful and in what amounts, or
develop new diets, vaccines, and methods of crossbreeding.
Biologists write reports and give speeches, sometimes on
radio or television. They are expected to deal effectively
with people and to be able to supervise.
They travel, often by boat, walk over rough terrain, and
do rigorous outdoor work. More than half of their time,
however, may be spent in an office or laboratory. Time
spent in the field varies with the assignment.
Fish biologists specialize, either in island (freshwater)
fish or in marine (saltwater) fish. They protect marine life
other than fish, including oyster beds, shrimp, lobsters, and
crabs.
Job Requirements
The minimum requirement is graduation from a 4-year col-
lege with a major in biology (preferably the biology of
fish), zoology, or fisheries management. In the junior year,
the student must decide to specialize, either in freshwater
or saltwater fish. A driver's license, some knowledge of
chemical water analysis, computer science, and statistical
methods are necessary. Advanced degrees are needed for
research and for an increasing number of other assignments.
The fish biologist may specialize in genetics, embryology,
histology, physiology, serology, bacteriology, virology,
biometrics, biochemistry, or nutrition.
There is approximately 1 year of on-the-job training, dur-
ing which time the biologist becomes familiar with hatchery
procedures and learns conservation laws and regulations,
agency policies, and methods of administration.
Opportunities
Fish biologists work for State departments of conservation
or Federal agencies, particularly the Fish and Wildlife Serv-
ice, the National Oceanic and Atmospheric Administration,
and the Forest Service. A few work for aquariums, mu-
seums, biological consulting firms, the tropical fish indus-
try, private hatcheries, fishing clubs, and fish or bait farms.
Some teach in high schools or colleges or specialize in
wildlife journalism or in underwater photography.
Openings are limited and competitive. The number of
students studying fish biology is greater than the projected
number of openings. Information on current openings can
be obtained from State civil service offices and from Fed-
eral Job Information Centers. State hatcheries usually have
tours and exhibits open to the public; a visit to the nearest
hatchery is recommended to see firsthand what the work is.
Fish farming (the raising of fish for food) is a growing
industry and more openings in this field in the future may
occur.
DOT code: Aquatic Biologist 041.061-022
Fish Culturist
Assistant manager, fish hatchery
Fish technician
Hatchery supervisor
The fish culturist supervises the day-to-day operations of
a fish hatchery, following procedures determined by a fish
biologist.
Electronic instruments record temperature, flow, and
other conditions of the water: high voltage equipment, aer-
ators the size of buildings, indoor tanks, and outdoor ponds.
The fish culturist watches to see that all equipment is func-
tioning, since a system's failure can result in death of the
fish. Usually the fish culturist must live in a trailer or cabin
next to the hatchery and be on call at night in case of an
emergency. Emergencies are most apt to occur in bad
weather, and it is often necessary to go outdoors and check
equipment in snow, wind, or thunderstorms.
The fish culturist supervises work crews that construct
ponds, maintain equipment, and perform the tasks neces-
sary for sanitation. A large part of the fish culturist's time
is spent on sanitation, which means cleaning tanks and
equipment that come in contact with fish.
Care of the fish varies with the time of year and runs
through a cycle. In the spawning season, eggs and sperm
are pressed from mature fish and mixed to fertilize the eggs.
This method of artificial fertilization is used to avoid losing
any of the eggs. Crossbreeding is accomplished by mixing
eggs of one kind of fish with sperm from another. Pressing
eggs from fish is called "stripping." It is a task that needs
to be done only once a year but requires skill to avoid
injuring the fish or breaking the eggs. The fish culturist
trains fish hatchery workers in stripping and supervises care
of the developing eggs.
Eggs are incubated in trays set one above the other in
running water. The temperature of the water is critical and
varies with the species of fish. Any eggs that turn white are
dead and have to be removed to avoid a fungus that may
spread to live eggs.
Growing fish are fed larger and larger granules of food.
The fish culturist sorts the fish according to size, using an
automatic sorter with bars that hold back large fish, allow-
ing the smaller fish to swim through. As they grow, fish
are moved to larger tanks indoors and, finally, to concrete
raceway ponds outdoors.
The last step is transporting the fish to lakes, streams,
and reservoirs. This is done by tank truck or boat. Remote
lakes that cannot be reached by truck are stocked by drop-
ping fish from a small airplane or helicopter.
In addition to supervising hatchery operations, the fish
culturist may assist the fish biologist in a research project;
for example, a study of how heated water from a nuclear
power plant affects the development of fish in a lake. The
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Land, Fish, and Wildlife Management
77
fish culturist may work in the field, collecting and identi-
fying fish, or may maintain a large number of fish for
research purposes.
The fish culturist conducts tours of the hatchery and an-
swers questions on the care of fish.
Job Requirements
At least 1 year of practical experience in fish hatchery or
fishery work is necessary. Educational requirements vary.
Some fish culturists are high school graduates who have
learned on the job. However, the trend is to require 2 years
of college-level education in fisheries management, biol-
ogy, or zoology. A bachelor's degree is now a requirement
for some openings. Regardless of the amount of education,
a year of practical experience is also needed in order to
become familiar with all stages in the work cycle.
To obtain a job as a hatchery worker, experience with
high-voltage equipment, plumbing, machinery repair, or
the use of farm equipment and the care of crops and farm
animals is helpful.
A driver's license is required. It may be necessary to
know how to operate and maintain a small boat.
The fish culturist receives training in hatchery manage-
ment on the job for about a year and may be sent to a
Federal training center for part of this time.
Opportunities
Fish culturists work in State and Federal hatcheries. A few
may work for private hatcheries, research organizations,
and aquariums.
Because openings are scattered, opportunities are best for
fish culturists willing to relocate.
Related work may be found with fish farms that raise
fish for food or with aquarium stock companies that raise
goldfish or tropical fish for sale to pet stores.
Promotion to a more responsible management level is
possible with additional experience or education.
DOT code: Manager. Fish Hatchery
180.167-030
Forester
Forest manager
About a third of our country is covered with forest. Forest
includes wildlife, water, grass, soil, and rocks, as well as
trees. Foresters manage forest land for a variety of uses:
watershed, range for cattle and grazing wild animals, rec-
reation, and cutting of trees for lumber and wood products.
It is their responsibility to protect forest land against fire,
Hood, insect damage, disease, erosion, and excessive use.
Foresters are experts in the complex relationships be-
tween people, water, soil, animals, and plants and in the
changes that can be expected in forests as one kind of tree
dies and is replaced by others.
A forester plans and directs land surveys and the con-
struction of roads, ski runs, hiking trails, swimming
beaches, and campsites, as well as projects for flood con-
trol, soil conservation, and watershed improvement.
A forester recommends the purchase of forest land, draws
maps, interprets aerial photo maps, writes reports, and
speaks to public groups on forest conservation.
If forest land is used for grazing, the forester calculates
how many wild and domestic animals it can support. The
forester may seed the forest with grass or bushes suitable
tor forage and may reach agreements with sheep owners,
for example, on seasonal use of the land.
On forest land kept as a wildlife refuge, the forester may
plant berry bushes and other plants to attract the birds and
animals.
When a forest is used for lumber, the forester measures
the sizes and kinds of trees, figures out how much lumber
of different kinds can be produced, and decides which trees
to cut. The forester may also plan and direct the growing
of trees from seed to replant the forest.
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Land, Fish, and Wildlife Management
Some foresters specialize in one aspect of forest man-
agement, such as fire control. Some are research foresters
and may work on developing faster growing trees through
plant genetics and fertilization; finding how much ground
cover is needed to stop erosion from snowpack runoff;
controlling insects by use of their natural enemies; or im-
proving logging practices to waste less wood.
Foresters need an unusual combination of skills and in-
terests. They deal with government and industrial officials,
enforce forest laws, supervise and train workers, and re-
solve disputes between forest users. They need business
skills and sales ability to sell timber or lease land for resorts.
They need to be resourceful in emergencies and able to
organize crews to fight fires or search parties to find lost
hikers. They travel and are often required to relocate. Al-
though city forestry (managing the mass planting of trees
along city streets, parks, and reservoirs) is a growing field,
most foresters work away from large cities. Job opportun-
ities exist in foreign countries, where a knowledge of other
languages is helpful.
Job Requirements
Foresters need at least a 4-year college course leading to
a bachelor of science degree in forestry. Practical outdoor
experience is required. Most forestry schools run field
camps to provide this experience. Schools may also conduct
field trips giving students an opportunity to observe varia-
tions in forestry practices in different climates.
Students may obtain additional experience in summer
employment with a branch of government, a forest industry,
or a citizens' conservation organization. Application should
be made 6 to 9 months in advance. In addition, the Forest
Service uses students as summer volunteers, and arrange-
ment may be made with a college to earn credits for this
activity. An application form for volunteer work can be
obtained by writing to the U.S. Forest Service, Department
of Agriculture, Human Resource Programs. P.O. Box
2417, Washington, D.C. 20013, or to one of the Regional
Foresters whose addresses are listed in this Guidebook un-
der "Forest Technician."
A driver's license is required. The forester needs ability
in speaking and writing to promote interest in forestry pro-
grams. Mathematics is used in measuring the amount of
wood a forest can produce and the price it will bring. Bio-
metrics and computer science are needed for biological sur-
veys and research. Foresters usually do simpler work during
their first year while they receive further job training.
Teaching, research, and an increasing number of other
assignments require advanced degrees. Ten years ago, re-
search was done by foresters. Today it is done by specialists
in one of the sciences or in engineering. After graduation,
foresters may major in economics, biometrics, public re-
lations, entomology genetics, tree culture, botany, soil sci-
ence, wildlife conservation, recreation, wood technology,
or other specialty.
Opportunities
Some foresters are teachers in university forestry schools,
in extension services, or in youth programs, such as Girl
Scouts, Boy Scouts, 4-H Clubs, Job Corps Conservation
Centers, and the Young Adult Conservation Corps.
Foresters work for private industries: sawmills, lumber
companies, and manufacturers of paper and particleboard.
They also work for government agencies (including the
U.S. Forest Service, the Bureau of Land Management, the
National Park Service, the Bureau of Indian Affairs, the
Tennessee Valley Authority, and State conservation de-
partments), forest consulting firms, citizens' organizations,
and universities. Some are consultants to private forest
owners. A few are hired by water companies, railroads,
and mining companies to keep the forest cover in good
condition or replace it after strip mining. They may also
treat timbers with chemical preservatives for use as mine
supports or railroad ties. Pay is generally higher in industry
than in government.
Opportunities vary across the country, being better in the
South than in the Northeast, but there are more people who
want be foresters than there are openings for foresters.
A study of 1977 forestry graduates was made for the
Society of American Foresters.1 Of graduates with bache-
lor's degrees, a little more than half (54.3 percent) found
forestry-related jobs, most with industries producing lum-
ber, paper, and other wood products. A smaller number
were employed by the Federal Government, mainly the
Forest Service. More than half of the graduates going into
Federal employment accepted either temporary jobs or
work, not as foresters, but as forestry technicians. Some
1 Edward F. Robie, "Employment of 1977 Forestry Graduates,'
Journal of Forestry. June 1978, pp. 355-359.
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Land, Fish, and Wildlife Management
79
graduates went to work for State governments (a smaller
number than for the Federal Government) and a few for
local governments. Some industrial employers refused to
see graduates who did not have at least a "B" average.
What happened to the forestry graduates who did not find
forestry jobs? Some, according to reports by forestry
schools, used their skills in other work, such as the man-
agement of a private tree nursery, the sale of logging equip-
ment, construction, drafting, surveying, or military service.
Some went on to graduate school.
According to the Society of American Foresters study,
opportunities were best for graduates with advanced de-
grees. Of 1977 forestry graduates with master's degrees,
67 percent found work in forestry. For Ph.D.'s, forestry
placement was 83 percent, mostly in teaching and research.
A forester may be promoted after several years of ex-
perience to district forester or regional forester, managing
a district or region, perhaps several hundred square miles,
with responsibility for the use and protection of the forest
resources. Such managers in the Forest Service are called
forest rangers. The term "ranger" is applied also to uni-
formed workers with less experience and responsibility.
DOT code: Forester
040.061-034
Forest Technician
Forestry technician
Forest technicians assist foresters in tree planting, fire pre-
vention and control, road construction, vehicle and tool
maintenance, law enforcement, crew supervision, safety
instruction, timber sales, and research activities.
A forest technician working for industry may be known
as a sealer, cruiser, or surveyor. A sealer measures cut
timber and calculates its volume. A cruiser takes an inven-
tory of growing trees (height, width, kind, number of dead
trees), and may mark trees for cutting. A surveyor marks
out where log-hauling roads are to be built.
The government forest technician responsible for enfor-
cing laws may be called a forest ranger (a term also applied
to high-level foresters in the Forest Service), wears a uni-
form, and may carry a gun. The forest technician warns
campers of fire hazards and investigates fires for possible
prosecution of people found responsible.
Forest technicians check trees for insect and disease dam-
age, prune and cut, destroy diseased trees, collect pollen
and hand-pollinate for special projects, select superior trees
and gather seed from them, and graft-root stock with buds
from superior trees, following directions from a forester or
plant scientist.
Forest technicians interpret maps, collect data, and write
reports. They install and maintain rain gauges, streamflow
recorders, and soil-moisture measuring instruments. They
must be able to use the metric system and record field data
neatly, clearly, and accurately.
They maintain, repair, and sharpen hand and power
tools, such as saws, axes, and mowers. They inspect and
make minor repairs on tractors, trucks, boats, and fire-
fighting equipment and may do minor carpentry, masonry,
and painting of buildings. They may have to buy supplies.
They supervise the work crews that dig ditches, build
roads and trails, clear brush for firebreaks, plant trees, sort
seedlings, and fight forest fires. They may use radio-tele-
phone equipment to report fires.
They assist in educational programs by giving talks,
showing movies and slides, and distributing posters. About
80 percent of their work is in the field and 20 percent in
an office.
Much of forestry work is seasonal. Trees are planted in
spring and fall. Firefighting is concentrated in the fire sea-
son, which varies with the climate. Federal firefighting
crews travel from Alaska to different parts of California,
wherever they are needed. In California, the fire season is
in the summer when it seldom rains, but the season may
extend into winter because of Santa Anna winds (dry storms
off the desert). In the East, spring and fall are the fire
seasons. Fewer workers are needed in the winter; therefore,
many laborer jobs and some technician jobs are seasonal.
Forest technicians are often required to live on the land
they patrol, to be on call for rescue work in case of an
emergency. They often travel over a large area and live in
rugged environmental conditions. Travel may be on foot,
horseback, or by boat, helicopter, or small airplane. Planes
are replacing lookout towers for fire-watch duty;
they are used in fighting fires and in making photographic
maps for identifying kinds of trees and areas of disease.
Forest technicians must be able to work with people.
They need good vision and clear speaking voices; they must
be in good physical condition to walk over rough ground
in all kinds of weather, to carry equipment such as supplies
in a backpack, and to climb ladders. The work is strenuous,
often cold and wet, and may be dangerous (particularly
when firefighting). There are different assignments and
many technicians specialize in one area of forest work.
Job Requirements
After completing high school, forest technicians spend at
least 2 years learning forestry, either in school or in related
job experience. Specialized requirements vary with the
opening, but experience in using tools, instruments for
measuring, and farm equipment is helpful.
An academic high school course should include mathe-
matics and science. A vocational high school course should
be in some skill useful in forestry (such as auto mechanics
or drafting).
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80
Land, Fish, and Wildlife Management
Experience related to natural resources is preferred and
may be in farming, ranching, logging, surveying, land-
scaping, drafting, construction, or park maintenance.
A driver's license is required.
The educational requirement may be met by either a 2-
year college forestry course or training as a forest ranger.
Even with specialized education, practical experience may
be needed. Students 18 years or older may obtain experi-
ence by taking summer jobs with parks, State conservation
departments, forest industries, conservation organizations,
or the Forest Service.
Information on the possibility of summer Forest Service
employment can be obtained by writing the nearest Re-
gional Forester of the U.S. Forest Service.
There are also some summer jobs with regional offices
of the U.S. Bureau of Land Management. Because of the
competition for these jobs, application is best made well in
advance. An application form may be obtained from the
nearest Federal Job Information Center or any Federal per-
sonnel office.
Opportunities
Forest technicians work in States having forest industries.
There is competition for jobs, much more so in some areas
than others. Some of the openings are temporary or sea-
sonal. The percentage of forest technicians who are placed
in forestry-related work after graduation from a 2-year for-
estry course varies greatly across the country. For example,
while one school reports 100 percent placement of its grad-
uates, another, less than 50 percent in permanent work. In
areas where there is a shortage of openings for foresters,
technicians must compete with foresters for technician
openings. A willingness to travel may help, but local work-
ers familiar with the area are usually preferred. It is wise
for a student to check on the local demand for forest tech-
nicians before beginning training.
The demand for forest technicians may increase with bet-
ter economic conditions and growing interest in outdoor
recreation and conservation.
With experience, the technician may be promoted to a
higher level of responsibility. Promotion to forester requires
additional education.
DOT code: Forester Aide
452.364-010
Land Planner
Land-use specialist
Land planners find ways to solve human needs, such as
those for open space, housing, clean air, and safe water,
by planning ahead of time. It is less expensive to reserve
open space for parks than to create parkland by razing
buildings later. It is less expensive to locate an airport away
from residential areas than to solve a noise problem after
houses are built next to it.
The land planner may plan a small city park, a whole
county, a transportation system, an urban renewal project,
or a large recreational area.
First, the land planner meets with people who will be
using the land and finds out what their needs and prefer-
ences are. Then the land planner studies the land, its soil,
water, wildlife (if any), and other features and checks to
see what laws or regulations might limit use of the land and
what plans have been made for surrounding areas. A large
amount of data is gathered on resources, needs, and con-
ditions (such as traffic flow and population). Computer and
statistical methods are used to analyze the data. Finally the
land planner proposes a system for locating various activ-
ities on the land and writes a report explaining the costs
and benefits of the proposal and its advantages over alter-
nate plans.
The land planner also recommends laws and regulations,
such as building codes.
When a building project, airport, or power plant is being
considered, the land planner may be asked to analyze what
its total effect will be on conservation, pollution, jobs, race
relations, and other human concerns. The planner prepares
an environmental impact statement predicting the effect of
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Land, Fish, and Wildlife Management
81
the construction on different aspects of life. For example,
a highway might destroy housing and wildlife but improve
business. Which is more important? The land planner is
often in the middle of controversy.
Land planners need ability to deal with individuals and
community groups and to present ideas convincingly in per-
son, in writing, and in public speeches. Although they make
field visits, most of their time is spent in an office.
Job Requirements
Since land planning is relatively new, workers have come
to planning from other fields with different combinations
of education and experience, but the usual requirement is
a master's degree in planning with undergraduate work in
related subjects, such as civil engineering, landscape ar-
chitecture, public administration, natural science, public
health, or social science (economics, law, geography, or
political science).
To obtain practical experience and find out what planning
is like, part-time or summer employment or volunteer work
in a planning office is recommended. Also it is possible to
see planners in action by visiting regular meetings of a local
planning commission or attending public hearings on such
issues as incinerator location.
Opportunities
Land planners work for Federal, State, county, and re-
gional agencies dealing with land management, conserva-
tion, health, transportation, building, zoning, parks, and
planning.
Land planning is a growing field, and the prospect is that
more planners will.be needed.
DOT code: Urban Planner
199.167-014
Landscape Architect
Community planner
Environmental planner
Land planner
Site planner
Landscape architects have always been concerned with the
environment and solving problems, many of which are pol-
lution related: What plants and treesjvjll prevent erosion
and, at the same time, enhance the appearance of a high-
way? What vegetation absorbs noise? What plants can co-
exist with animals in a zoo? How does one screen an asphalt
parking lot esthetically? In many cases, good landscaping
packaging can help sell projects opposed by the community.
Landscape architects plan and design developments of
land areas for projects, such as parks and recreational fa-
cilities, airports, highways, and parkways. They also work
on projects involving hospitals, schools, land subdivisions,
and commercial, industrial, and residential sites.
Landscape architects work with architects, planners, and
engineers. To an increasing extent they also work with be-
havioral scientists and natural scientists.
Landscape architects are involved in the design devel-
opment phase of projects. First, they carefully study the
site. They compile and analyze data on site conditions,
geographic features, and location of structures in order to
prepare the environmental impact report and develop land-
scaping plans. In studying the site, the landscape architect
notes its features, such as hills, soil, climate, plants, and
even animals.
They prepare site plans, working drawings, specifica-
tions, and cost estimates for land development. These draw-
ings show ground contours, vegetation, location of struc-
tures, and such facilities as roads, walks, parking areas,
fences, walls, and utilities. They coordinate the arrange-
ment of existing and proposed land features and structures.
They also build three-dimensional models to show how
their proposals will look.
Usually the landscape architect stays with the project
until its completion, directing construction and often spend-
ing a large part of time outdoors. Visits to the site may
continue after completion, to be sure that the client can
maintain the project.
Good communication skills are very important in this
work. Landscape architects spend much of their time giving
presentations to clients and they must speak effectively to
explain proposals. They also write detailed, concise, tech-
nical reports. They need good graphic skills to prepare two-
dimensional and three-dimensional freehand and mechani-
cal drawings and models.
This is light physical work. It also requires good eye-
sight, eye-hand coordination, form and clerical perception,
and finger-manual dexterity to prepare drawings and models.
More than one landscape architect has begun by working
in greenhouses, mowing lawns, clipping hedges, and prun-
ing trees—valuable experience. Or experience can some-
times be gained by tracing lines and trees at a drafting
board.
Job Requirements
The minimum educational requirement is a (4- or 5-year)
bachelor's degree. There are also 1-, 2-, and 3-year mas-
ter's degree programs available. A very few landscape ar-
chitects have doctorates.
In most curricula, principles of design and ecology re-
ceive the most emphasis. The basic curriculum varies; how-
ever, courses in social and behavioral science, physical sci-
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82
Land, Fish, and Wildlife Management
ences, natural systems, regional and environmental plan-
ning, basic design principles, managerial skills, and basic
communications are important.
In 38 States, a landscape architect is required to pass a
licensing exam to practice independently.
Opportunities
Slightly fewer than half the landscape architects are em-
ployed by the government. Much of their work is related
to the development of forest and park management. Others
work for corporations, architectural and engineering firms,
and some are self-employed.
Some landscape architects report that the attitude persists
in a large portion of construction work that there is no need
for landscape architects, and therefore a major change in
attitude must take place. Among land developers, prospects
are relatively good for increased use of landscape architects.
DOT code: Landscape Architect 001.061-018
Park Ranger
Park technician
Park warden
Ranger
Park rangers patrol, maintain, and explain park facilities to
protect public parks and their visitors.
Patrol may be by vehicle or on foot. The park ranger
watches for illegal hunting, cutting of trees, vandalism, and
excessive noise; he enforces camp regulations; he issues
citations for minor infractions, such as littering or over-
parking. Extensive damage, serious misbehavior, or the
presence of dangerous animals are reported to the super-
visor. The park ranger observes trees and reports any evi-
dence of insect infestation or disease. Hazards, such as
avalanche conditions, flooding, washed-out roads, weak-
ened guardrails, or undercut trails, are reported immediately
to the supervisor.
The park ranger makes minor repairs to facilities, fol-
lowing a checklist; keeps a record of activities, equipment,
and supplies; directs traffic; collects park fees; issues per-
mits; takes visitor counts; and completes standard reports.
Duties include participation in the educational program,
giving prepared speeches on natural and historic features
of the area, guiding visitors on nature hikes, and answering
routine questions on points of interest in the park and sur-
rounding areas. In general, the park ranger presents infor-
mation prepared by others. However, the ranger may also
help in preparing speeches, brochures, and displays and
may assist on research projects.
The park ranger teaches safety, showing visitors, for ex-
ample, how to handle a canoe. The ranger responds to
emergencies, using a spray tank to put out small fires, call-
ing for assistance on large fires, and giving first aid for
broken bones, snake bite, and other accidents.
The ranger needs ability to do strenuous work in rugged
outdoor surroundings, to enforce regulations tactfully, and
to communicate effectively.
Work is in parks operated by Federal, State, and local
government agencies. The ranger may be required to live
in the park and be on call for emergencies. Parks may be
in a variety of scenic, recreational, and historic spots and
include, for example, Revolutionary War battlefields, In-
dian mounds, and the Statue of Liberty Island.
Job Requirements
Minimum requirements are a high school diploma, a
driver's license, and 1 year of experience in park operations
or a related field, such as recreation, archeological or his-
torical preservation, resource management, tourism, public
information, or communications. Knowledge of common
plants and animals and experience in using tools are helpful.
College education in natural sciences, history, archae-
ology, police science, or park and recreation management
may be substituted for experience.
Requirements vary for different assignments; for exam-
ple, in addition to the other requirements, a park ranger in
an urban area may need a knowledge of community action
programs in order to promote park programs and encourage
community participation.
For 6 months or more, rangers are trained on the job in
agency policies, law enforcement methods, park mainte-
nance, safety, first aid, and rescue techniques.
Opportunities
Openings for park rangers are limited and competitive. It
is anticipated that there may be an increasing number of
openings because of a growing interest in outdoor recreation
and conservation.
Promotion is possible to supervisory park ranger (park
superintendent) but may require additional education.
Information on Federal openings can be obtained by writ-
ing the National Park Service, U.S. Department of the In-
terior, 18th and C Streets, N.W., Washington, D.C. 20240.
DOT code: Park Ranger 169.167-042
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Land, Fish, and Wildlife Management
83
Wildlife Biologist
Conservation biologist
The wildlife biologist defends our natural heriluge of birds
and other wildlife by studying their habits and the condi-
tions they need for survival and by educating people on
how to save wildlife.
Wildlife biologists count animals and study their distri-
bution and migration, often observing them from an air-
plane or tracking them by radio. They study interrelation-
ships between different kinds of animals and attempt to find
a balance so that there are not more animals than food.
They study the effect of pollutants, such as mercury and
pesticides, on wildlife; plan sanctuaries to safeguard threat-
ened animals; and artificially raise rare animals, such as
whooping cranes, to prevent their extinction. They use sta-
tistical methods in analyzing animal populations and com-
plex mathematical formulas for computer analysis of pos-
sible methods for reclaiming polluted land. They often act
as consultants to foresters who manage the land.
Machines change animal environments. An increase in
water temperature or the rerouting of a stream, the clearing
of a forest, the draining of a swamp, the overgrazing of
land, or the building of a city are events that have imme-
diate effects on wildlife. Wildlife biologists prepare envi-
ronmental impact statements, predicting what effect large
development programs will have on the environment. En-
vironmental impact statements have resulted in the redesign
of plans for some projects.
Wildlife biologists also prepare educational materials,
such as checklists of the birds and animals a visitor may
find in a particular park, displays for nature centers, tele-
vision news stories, and wildlife films. They may specialize
in writing or in photography.
Job Requirements
Because much travel is necessary in areas where there is
no public transportation, a driver's license is needed.
The student interested in wildlife biology is wise to plan
on postgraduate study. Although a bachelor's degree in
wildlife biology or management is the minimum require-
ment, most openings are in research or education and re-
quire at least a master's degree. Undergraduate work may
be in biology, zoology, forestry, or agriculture.
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84
Land, Fish, and Wildlife Management
Opportunities
Wildlife biologists work for Federal agencies, such as the
Bureau of Sport Fisheries and Wildlife, the Fish and Wild-
life Service, and the Forest Service; State conservation de-
partments, biological consulting firms, conservation organ-
izations, private wildlife sanctuaries and game preserves,
outdoor magazines, and zoological gardens. They teach in
colleges and universities and in public education programs.
Openings are few. This is a competitive field with more
qualified graduates than jobs. Some biologists go into re-
lated occupations, such as biological laboratory work or
managing a farm that raises pheasants for food.
DOT code: Biologist
041.061-030
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Pesticides and Toxic Substances
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Pesticides and Toxic Substances
87
There are now 2'/> million known chemical compounds,
and over 30,000 chemical substances in commerce, al-
though relatively few of these substances are highly toxic
as they are currently used. The problems now being dealt
with have to do with the over 1,000 new chemical sub-
stances introduced each year, as well as the discovery of
new problems involving chemicals already in use. The mas-
sive contamination of Hopewell, Virginia, and surrounding
areas by the pesticide Kepone is an example of the hazards
possible from insufficiently controlled chemicals.
The National Occupational Hazard Survey (1972-74)
points out a number of grim facts having to do with the
number of workers exposed to toxic substances. The survey
estimates that 7 to 15 million workers are exposed to toxic
substances falling under OSHA jurisdiction in products sold
under trade names whose ingredients are often trade secrets
and unknown to employees and employers; that up to
880,000 workers, or 1 percent of the work force, may be
exposed to an OSHA-regulated carcinogen; and that one in
every four workers may be exposed to OSHA-regulated
substances that can cause disease or death.
There are four Federal agencies dealing with control of
toxic substances—the Environmental Protection Agency,
the Food and Drug Administration, the Occupational Health
and Safety Administration, and the Consumer Product
Safety Commission. These four agencies are now attempt-
ing to work together by sharing information and resources
and by developing compatible testing procedures, research
and development policies, and compliance procedures.
Protecting people and the environment from the potential
hazards of pesticides is the responsibility of the U.S. En-
vironmental Protection Agency (EPA). A major part of this
responsibility involves registration of all pesticide products
marketed in the United States. With their application for
registration, manufacturers are required to submit data that
show that the product, when used as directed, will be ef-
fective against the pest listed on the label and will not cause
adverse effects to people, animals, crops, or the environ-
ment.
Legislation
In 1947 the Federal Insecticide, Fungicide, and Rodenticide
Act was passed to regulate the manufacture, sale, and use
of pesticides. It was amended in 1972 by the Federal En-
vironmental Pesticide Control Act and revised in 1978. The
Act extends Federal controls to the actual application of
pesticides by the user and provides for the regulation of
intrastate as well as interstate marketing of pesticide prod-
ucts. In addition, the Pesticide Amendment to the Federal
Food, Drug, and Cosmetic Act provides protection to con-
sumers against harmful residues in food.
There is a definite trend toward more stringent educa-
tional background to meet State licensing and Environmen-
tal Protection Agency requirements. Industry associations
can also be expected to be influential in assuring that any-
one responsible for applying chemicals to crops or struc-
tures is qualified.
In 1976 the Toxic Substances Control Act further ex-
tended controls. It provides for direct control of new and
existing chemicals, requires premarket screening of new
chemicals, and provides for authority to require the testing
of a chemical to determine the extent of the toxicity.
The transportation in commerce of hazardous materials
by all modes of transportation is regulated by the Hazardous
Materials Transportation Act of 1974.
Employment
State and local governments, over the next few years, will
be assuming increasing responsibility for monitoring and
enforcing regulations on pesticides and hazardous and toxic
substances although many more job opportunities will be
found with local governments than with State governments.
Public sector employment growth for pesticides and toxic
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88
Pesticides and Toxic Substances
substances programs is projected at 7 percent per year, con-
servatively, through 1981. A leveling of demand from 1980
to 1985 is based on the assumption that no further Federal
legislation will add new programs.
Occupations
Some physicians work in the area of pesticide and hazard-
ous waste problems. The pesticide use medical coordinator
is concerned with the health and safety aspects of pesticides
and other hazardous wastes. Environmental epidemiologists
direct and conduct research on the distribution of disease
in industrial environments as it affects groups of people.
Other disciplines represented include chemists, biolo-
gists, toxicologists, entomologists, and physiologists who
conduct research and investigations concerning these prob-
lems as related to their specific areas of expertise. Other
professionals include registration specialists who register
and keep track of the use and sale of pesticides and other
chemicals, and inspectors such as agricultural chemical in-
spectors. Hazardous waste management specialists are con-
cerned with the treatment and disposal of hazardous wastes.
Technician level occupations include chemical applica-
tors, pest control specialists, and inspectors. In some cases,
professionals have assistants, such as the entomology field
assistant or the vector control assistant. Pest control work
also requires helpers to perform the lower level tasks in
termite control, fumigation, and other general pest control
work.
Agricultural Chemicals Inspector
The U.S. Environmental Protection Agency and the States
work cooperatively in pesticides inspection activities, in-
cluding investigation of misuse and surveillance of the retail
pesticide market. Agricultural chemicals inspectors, for ex-
ample, do inspection and sampling work for the enforce-
ment of laws relating to spray residues, pesticides, and
livestock remedies. They inspect and sample fresh and dried
fruit and vegetables to determine the amount of spray res-
idue present, and make simple titration tests and spray res-
idue analyses. Also, they inspect and sample fertilizers,
pesticides, and other materials to insure that labeling and
branding is legal, and that materials conform in strength
and quality to labels and claims made.
Another aspect of the field work is interviewing farmers
and merchants to determine causes of violations and to ad-
vise on methods of avoiding future violations. Inspectors
insure that dealers are licensed, investigate alleged viola-
tions of the law, collect delinquent tonnage reports and
license fees, and prepare reports of inspections and inves-
tigations.
In addition to the necessary interest and aptitude for sci-
ence studies, persons interested in this type of work need
the personal qualifications to deal tactfully with people in
inspection and enforcement situations that may arise.
Job Requirements
The educational requirement, for persons without related
work experience, is graduation from college with a mini-
mum of 6 semester hours in chemistry.
Two years of work experience in the manufacture or
sampling of fertilizing materials, injurious materials, pes-
ticides or livestock remedies may sometimes be substituted
for college education. Requirements do vary for this work
as to amount and type of college preparation, and amount
and type of work experience, although the most common
requirements are as listed here.
The job requires knowledge of the basic principles of
chemistry, and of materials used in fertilizers, pesticides,
and livestock remedies.
Also required is the ability to interpret and apply laws
relating to spray residue and the manufacture and sale of
fertilizers and pesticides, to determine the necessity of tak-
ing samples for laboratory analysis, to analyze situations,
and to work independently without supervision.
Opportunities
This job is found in local and State governments. Most
openings over the next few years will result from normal
turnover, rather than expansion of programs. Agencies re-
quiring a degree report that incumbents hold degrees in any
number of fields, including entomology, chemistry, and
zoology. Many employers encourage entry into this work
from technician, crafts, or operator backgrounds in the pes-
ticides field.
See "Pesticide Control Inspector" for job duties relating
specifically to pesticides used by agriculture, industry, and
private individuals.
DOT code: Investigator 168.276-062
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Pesticides and Toxic Substances
89
Agricultural Chemist
The need for environmental chemists came about as a result
of environmental damage caused by pollutants. Most chem-
ists working in the environmental field have degrees in
one of the traditional branches of chemistry (organic, in-
organic, analytical, physical), and are considered
environmental chemists because they work with data on the
movement and fate of pollutants in the environment.
Just as there are chemists working in water pollution and
other environmental programs, there are chemists in the
pesticides field. Agricultural chemists make chemical anal-
yses to determine the identity and concentration of sub-
stances that may be adulterants, contaminants, or poten-
tially hazardous chemicals in agricultural products and
chemicals. Typical work includes consulting on and assist-
ing in the collection of field samples; assisting in the de-
velopment and testing of new laboratory and field apparatus
and procedures; and checking solutions and apparatus used
in testing work by inspectors in the field.
It is necessary to work closely with government agency
personnel at Federal, State, and local levels, particularly in
the enforcement of laws relating to the inspection and man-
ufacturing of agricultural products and chemicals. Agricul-
tural chemists may also prepare material for court cases and
at times act as expert witnesses in court cases.
Depending on the laboratory size and staffing, the agri-
cultural chemist may be in charge of a section and direct
work in the quantitative and qualitative analyses of pesti-
cides, fertilizing materials, spray residues, commercial
feeds and remedies, and meat or dairy products.
Agricultural chemists may also specialize in the regis-
tering of agricultural chemicals, determining that adequate
methods of chemical and residue analyses are available to
evaluate the public health and the environmental aspects of
pesticides.
Job Requirements
The education required is graduation from college with
major work in chemistry or biochemistry. As of late 1977
no university offered a defined curriculum leading to an
undergraduate or graduate degree in environmental chem-
istry; the University of California at Davis, however, has
had a Department of Environmental Toxicology since 1974.
Professional work experience of 1 or 2 years in the chem-
istry field may also be required. When there is a work
experience requirement it usually can be waived by a grad-
uate degree in chemistry. Many employers have also estab-
lished positions at the junior chemist level, requiring no
professional work experience. Entry at the junior level
would initially involve working under closer supervision.
The work requires knowledge of organic, inorganic, an-
alytical, and physical chemistry and biochemistry; quanti-
tative and qualitative analysis and instrumental methods of
analysis; mathematical modeling; soil chemistry; physics;
photochemistry; and chemical laboratory work experience.
Opportunities
Opportunities are projected to be very good for all envi-
ronmental chemists at all degree levels for the foreseeable
future.
Source of additional information: American Chemical
Society, 155 - 16th Street N.W., Washington, D,C. 20009.
DOT code: Chemist 022.061-010
Agricultural Pest Control Specialist
Pest-control advisor
Among the opportunities available to persons interested in
biological field work are technician-level jobs in the pest
control field, which do not require a 4-year college degree.
Agricultural pest control specialists inspect crops in the
field by taking samples and observing the overall appear-
ance of the plant to detect pest infestation or evidence of
harmful organisms.
Pest control specialists are often called upon to suggest
preventive measures, such as selective spraying at reduced
dosage, planting trap plants to lure pests from the main
crop, or introducing parasites and predators to control the
pest.
When the decision has been made to apply chemical pes-
ticide, pesticides control specialists may be called upon to
plan and coordinate activities of seasonal workers assigned
to the project. In the capacity of crew leader, they train and
supervise laborers in the use of equipment, such as spray-
ers, chemical applicators, and turbine blowers. These ac-
tivities require a combination of personality and leadership
ability to issue work orders, maintain discipline, and teach
the work to others, as well as mechanical aptitude to serv-
ice, maintain, and repair equipment.
As this work can be at an entry and training level, the
most difficult and responsible work is not performed right
away. After approximately a year on the job the pest control
specialist may handle the full range of duties. These include
working cooperatively with homeowners, growers, and
government agency personnel, and negotiating work agree-
ments. Also, experienced workers perform flight duties,
including aerial mapping, insect release, and observation
in aerial pesticide application. They evaluate field condi-
tions that could affect the safety of work projects, and keep
records and prepare reports of work completed.
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90
Pesticides and Toxic Substances
Job Requirements
The minimum experience requirement for hire at the train-
ing level is 2 years of full-time experience in agricultural
work, including at least 6 months of experience performing
agricultural pest control work. Up to 1 '/2 years of college
may be substituted for the experience in agricultural work,
on a year-for-year basis. Entry may also be possible at a
higher working level if the applicant has additional pest
control work experience.
This work requires knowledge of the current methods,
terminology, and equipment used in surveying and con-
trolling agricultural pests. Knowledge of pesticides regu-
lations is also necessary.
Opportunities
State and local governments are the primary employers in
this line of work. Most future openings will result from
normal turnover, rather than from expansion or growth of
programs. Advancement possibilities to professional level
in pesticides work are excellent.
There is a trend toward licensing requirements for agri-
cultural pest control specialists. In California, for example,
where 40 percent of agricultural pesticides are applied, spe-
cialists need to be licensed by the State. By 1980 pest
control specialists will be required to have a bachelor's
degree in agriculture or allied science and to meet contin-
uing educational requirements to be licensed.
DOT code: Scout
408.381-010
Agricultural Services Biologist
Biology is another of the scientific disciplines important to
the pesticides field in both research and advisory capacities.
Increasingly, emphasis in pest control is on using biological
rather than chemical means of control. Biological control,
in which natural forces and predators are used for pest con-
trol rather than chemicals, is at last gaining ground. Many
researchers and scientists recognize that ultimately the bi-
ologist, and not the chemical company, will provide the
basic answers to pest control.
Agricultural services biologists are concerned with as-
suring exclusion of pests and the protection of both agri-
cultural and ornamental plants. They develop and evaluate
programs to evaluate potential impact of pests on plants,
and provide data that are the bases of training in methods
and techniques of preliminary identification, specimen
preparation, life cycles, hosts, and the habitats of plants
and pests.
Biologists in the pesticides field may work in any number
of environmental settings. Those engaged in research may
work as members of technical research staffs, conducting
pesticide use analysis and developmental research on bio-
logical and chemical control methods. Biologists who spec-
ialize in the study of insects are called entomologists (see
under "Entomologist" details relating to this specialty). As
long as chemical control methods are used extensively, new
chemicals must continue to be developed because many
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91
pests become resistant to chemicals in relatively short pe-
riods. Agricultural services biologists may also specialize
in the plant nursery and seed field, investigating insects,
plant diseases, and weed pest problems and providing ad-
visory service to the nursery and agricultural industries.
Others work at border locations, assisting in the develop-
ment of inspection techniques and serving as advisors on
regulations concerning exportation and importation of ag-
ricultural commodities from other countries, States, or
counties.
Success in this work requires the ability to plan, orga-
nize, and direct the work of others; to establish and maintain
cooperative working relationships with representatives of
numerous agencies and groups; and to analyze situations
accurately and make independent recommendations. Verbal
ability, both spoken and written, is required.
Job Requirements
There is usually an entry and training level for this work,
which requires graduation from college with a major in
biological science, including at least 10 semester units in
plant biology and 10 semester units in vertebrate biology.
Entry at a higher level may be possible with professional
work experience as a biologist in the fields of invertebrate
and vertebrate pests.
The job requires knowledge of botany, zoology, and
mammalogy; botanical and zoological classification and
identification; pest control methods, materials, and equip-
ment; and pest problems affecting the production of agri-
cultural crops.
Opportunities
Most job opportunities in the near future will be the result
of attrition, rather than of new or expanded programs. Be-
cause of the increasing interest in biological control of
pests, some positions may involve extensive research in
these methods. This is only one of many possible special-
izations for biological sciences majors.
Source of additional information: American Institute of
Biological Sciences, 1401 Wilson Boulevard, Arlington,
Va. 22209.
DOT code: Biologist
041.061-030
Entomologist
Entomology is the science that deals with insects. Because
there are so many insect species, and because they are of
such great economic importance to the agricultural industry,
there are two main specialties within the field: systematic
entomology and economic entomology.
The systematic entomologist is a laboratory and research
worker concerned with the identification and classification
of insects, whereas the economic entomologist works di-
rectly with control of insect pests. Large establishments
may also afford the opportunity of working in various sub-
specialties, such as mosquito control, plant protection, pest-
control management, or pesticide cost benefits.
Economic entomologists conduct control and eradication
projects or aid cities and counties in detection surveys. Sur-
veys are conducted to determine the extent and status of
insect pests and their economic impact on hosts and to
propose a repertoire of progressively intense control pro-
cedures. In the course of this work they secure bids from
commercial pest control operators and formulate contracts
for the application of insecticides or other procedures. Also,
they evaluate the effectiveness of procedures used for sur-
veying and pest control.
Systematic entomologists work primarily in laboratories
where they prepare and identify native and foreign insects
and compile data on the distribution and status of insects
of economic significance. They collect research information
relative to injurious insects and maintain properly classified
reference collections of insects.
In addition to an aptitude for scientific studies, the stu-
dent interested in a career in entomology should have a
strong liking for research work.
Job Requirements
The entry hiring level usually requires graduation from col-
lege with major work in zoological sciences, including at
least 20 units in entomology, and does not usually require
work experience. Entry may also be possible at higher lev-
els with several years of specific work experience in eco-
nomic or systematic entomology, or with a master's degree
in entomology.
The job requires knowledge of the classification and
economics of the major plant pests and of other arthropods
and mollusks of the United States; principles and techniques
used in identifying, evaluating, and controlling these pests;
literature on entomology; horticulture and native plants; and
the relationship of plants, plant pests, and pest control to
the agricultural environment.
Opportunities
Opportunities should be good for degree holders in this
field, with choices of specialization. There is much com-
petition for jobs by graduate degree holders, especially for
jobs in research and teaching, where advanced degrees are
virtually required for hiring.
DOT code: Entomologist
041.061-046
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Pesticides and Toxic Substances
Entomology Field Assistant
In support of the many professionals working in the pesti-
cides field are numerous technicians and aids, particularly
in pest control field work which involves carrying out pro-
cedures in the survey and control of insect pests.
Field assistants work under the direction of entomologists
in trapping insects and in fumigating and spraying. They
assign work and give instructions to laborers on pest control
projects and personally work with the crews. As crew lead-
ers they also arrange for the transportation of crew workers,
keep records, and prepare reports on work completed in the
field.
With increased experience, field assistants take on more
responsible work with less direction from the entomologist
in charge. Assistants survey and record information on in-
sect infestations, take samples of insect populations, esti-
mate and order chemicals and equipment in control proj-
ects, and judge results of control measures taken. Typical
work for more experienced assistants includes laying out
work areas for crew workers and insuring that insecticides
are effectively applied.
In the course of this work, field assistants come into
contact with government agency agricultural officials,
growers, landowners, and representatives of other govern-
ment agencies working on similar projects.
Decisionmaking, and organizational and mechanical
ability are required to service and maintain equipment in
the field; adequate verbal ability is necessary to direct work-
ers, confer with other control workers, including profes-
sional staff, and to prepare records and reports.
Job Requirements
Most employers require at least 2 years experience in ag-
ricultural work, part of which must have been directly as-
sociated with insect control duties. A combination of work
experience and agricultural or sciences education beyond
high school, such as community college or vocational
school courses, is also acceptable in most cases.
The work requires knowledge of the methods, materials,
and equipment (including gas engines, spray guns, turbine Opportunities
blowers, and fumigation and other equipment) used in the
control of insect pests.
Environmental Epidemiologist
Epidemiology, as it relates to the environmental control
fields of Pesticides and Toxic Substances, is concerned with
directing and conducting research on the distribution of dis-
ease in industrial environments, and in its effect on groups
of people rather than on a single individual. The work is
also concerned with the health effects of selected chemicals.
Epidemiology has a statistical as well as experimental
aspect. Statistically, it includes devising computer codes
for demographic and work history information, making sta-
tistical comparisons of causes of mortality from selected
working populations against standard populations, and
making final analyses for the purpose of interpreting any
observed health data.
In experimental epidemiology the scientist may produce
epidemics in laboratory animals for the study of certain
problems, or he/she may work in the field and study epi-
demics in humans. Epidemiologists also compile similar
kinds of data in statistical format to illustrate common pat-
terns of disease in certain occupations, and to show in-
stances of inconsistent results for other occupational groups.
They also negotiate with representatives of industry to se-
lect occupational groups for study, maintain contact with
personnel of government agencies to obtain research data,
and coordinate data collection and evaluation work.
From the occupational description we can see that this
work requires high numerical ability, good verbal and pub-
lic relations skills, and strong interest in a career in science.
Job Requirements
Traditionally, epidemiologists have come from the ranks of
M.D.'s, and the requirements have included possession of
the M.D. degree, completion of internship, a graduate de-
gree from a school of public health, and professional public
health work experience. Now, however, training is avail-
able at the master's and doctoral levels. Schools of public
health now report that 75 percent of persons in training are
not physicians.
Opportunities
Job opportunities are found with local and State government
agencies. Normal turnover and advancement of workers to
higher level jobs account for most job openings.
DOT code: Biological Aide 049.384-010
Opportunities are now very good in both private industry
and government, and demand is expected to increase still
more over the next 5 to 10 years. New legislation has
spurred hiring in all sectors, and private industry is begin-
ning to utilize epidemiologists extensively in research.
DOT code: Environmental Epidemiologist*
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Pesticides and Toxic Substances
93
Hazardous Waste Management
Specialist
Among the many chemical substances that are constantly
being developed and produced are some that may be very
dangerous to human health or the environment. Federal
legislation (the Toxic Substances Control Act) requires that
testing and necessary-use restrictions be imposed.
The work of hazardous waste management specialists has
to do with the disposal aspects of such waste; they conduct
research and give technical assistance on hazardous waste
projects, particularly in problems of containment (isolating
substances from the environment), and problems of treat-
ment (converting hazardous substances to nonhazardous or
less hazardous substances).
Most positions are with government agencies or in the
research field. Those working with government agencies
frequently assist in developing rules and regulations to con-
trol hazardous wastes adequately and thus protect humans
and the environment from harm. They survey industries to
determine the types of disposal problems and their magni-
tude so that programs can be tailored to needs.
Another important task is assessing available hazardous
waste treatment and disposal alternatives and the costs in-
volved, including transportation, to compare the economic
impact of alternative methods. In a consultant capacity,
hazardous waste specialists provide advice and technical
assistance to both industry and government agency
representatives.
A successful career in this field calls for an interest in
the sciences, specifically engineering, chemistry, and en-
vironmental health. As with many other environmental sci-
ences jobs, high verbal and numerical aptitudes are also
required.
Job Requirements
This job requires graduation from college with a major in
environmental resources management, a biological science
or related physical or environmental health science, and
courses in chemistry. Entry at the journey level requires
several years of work experience in public health or envi-
ronmental management at a professional level. Entry to
many agencies at the junior or assistant level is possible
without professional work experience.
Knowledge requirements include those of waste man-
agement and public health engineering practices; treatment
and disposal methods of hazardous waste; and the engi-
neering design and operation of waste management facili-
ties.
Opportunities
New legislation covering hazardous waste will promote in-
creased employment in research, regulation, inspection.
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PESTICIDE CONTAINER
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and enforcement programs at both professional and tech-
nician levels. Many industrial firms conduct extensive re-
search into hazardous waste treatment, containment, and
disposal, and employ research staffs in this effort. Positions
in research typically call for advanced degrees.
DOT code: Hazardous Waste Management Specialist*
Industrial Hygiene Chemist
Expanding industrialization and increasing knowledge of
dangers to workers in the workplace has made possible
careers in several industrial hygiene specializations. Indus-
trial hygiene chemistry is such a specialization. The work
is something of a combination of industrial hygiene inves-
tigation and research chemistry. Essentially, the industrial
hygiene chemist conducts analytical and investigative
chemical and physical tests to evaluate toxic chemicals as
health hazards to employees in industrial plants.
Among important job tasks are collecting field samples
and conducting surveys regarding industrial hygiene, san-
itation, and exposure of workers to health hazards; con-
ducting laboratory and field analyses of abrasives, solvents,
and other materials used in industrial plants; and making
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Pesticides and Toxic Substances
specialized measurements of air samples to identify and
measure contaminants.
Frequently the industrial hygiene chemist is responsible
for the operation of a chemical laboratory for an industrial
firm or a government agency. The chemist directs and con-
ducts research in toxicology; maintains laboratory records
and prepares reports on results of studies and projects; and
develops new and special methods, procedures, and equip-
ment to be used in laboratory and field studies. The chemist
is not isolated in a remote laboratory, however; the work
also involves frequent contact with engineers, health agency
personnel, and industrial managers to solve problems of
industrial health and hazards to workers.
Although the work requires analytical ability and a strong
interest in science it also requires the ability to get along
well with people. Chemists in this field may find if nec-
essary to defend unpopular findings or negotiate for needed
changes in processes or equipment.
Job Requirements
The educational requirement is a bachelor's degree with a
major in chemistry or biochemistry. Several years of work
experience as a professional chemist are also necessary for
hire at the full professional level. Possession of a master's
degree in chemistry or biochemistry may usually be sub-
stituted for part of the experience requirement. An assistant
level may also be gained without professional work expe-
rience in the field.
Extensive knowledge of the toxic effects of compounds
and substances is required, as well as knowledge of ana-
lytical, physical, organic, and inorganic chemistry.
Opportunities
Opportunities are expected to increase for this specialty in
both government and private industry. The establishment
and expansion of private industry safety and health pro-
grams; the increasing responsibility of States in enforce-
ment of occupational health and safety standards; and the
more comprehensive Federal legislation now in effect, all
point to significant increases.
Sources of additional information: American Industrial
Hygiene Association, 66 South Miller Road, Akron, Ohio
44313; American Chemical Society, 1155- 16th Street
N.W., Washington D.C. 20009.
DOT code: Chemist
022.061-010
Pest Control Helper
Entry into the pest control field, with its large volume of
jobs in both government and private industry, is usually at
the helper level. There are actually three subspecializations
in this field: termite control, fumigation, and general pest
control work.
Pest control helpers assist in controlling field rodents and
noxious weeds, and in pest control in and around buildings
and facilities. Beginning workers perform tasks such as
setting traps and putting out poison bait; treating rodent
burrows with lethal gases; destroying weeds and digging,
burning or spraying with chemical herbicides; and observ-
ing and identifying common field rodents and weeds and
reporting evidence of infestation. Helpers may be required
to use firearms to eliminate field rodents.
In fumigation, several helpers usually work on the same
job because buildings must be covered with tarpaulins to
seal them prior to the release of fumigating toxic gases.
When working with termite control representatives, the
helpers assist in treating areas with pesticides, replacing
damaged wood, and improving ventilation in damp areas.
The maintenance and minor repair of equipment may also
be involved.
Persons interested in this work should possess good man-
ual dexterity and coordination, and be physically strong and
healthy.
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Pesticides and Toxic Substances
95
Job Requirements
mans and require careful and special handling. Good man-
ual dexterity and eye-hand-foot coordination are required.
There is usually no experience or educational requirement
for these entry jobs. A driver's license may be necessary. Job Requirements
(For additional information on work in the pest control field
see the description for "Pest Exterminator.")
Opportunities
Opportunities should be good because of industrial growth,
the large volume of helper jobs, and replacement needs.
Many helpers are promoted to pest exterminator.
Sources of additional information: The National Pest
Control Association, 250 West Jersey Street, Elizabeth,
NJ. 07207.
DOT code: Pest Control Helper*
Pest Exterminator
Pest control operator
Pest control technician
Termite control representative
Fumlgator
Structural pests that attack wood or infest structures include
fungus, termites, borers, rodents, cockroaches, silverfish,
and ants. Other pests that harm turf and ornamental plant-
ings include insects and related organisms, noxious weeds,
fungi, and animals. Pest exterminators perform independent
journey-level work in control of pests in and about buildings
and grounds. They inspect buildings and grounds to locate
and identify infestations, prepare recommendations for
treatment, and submit cost estimates for jobs. When treating
for termites they work individually or with a helper to re-
place damaged wood, improve ventilation to eliminate
damp areas, pressure-inject chemicals into timbers and top-
soil, and treat areas with pesticides.
Fumigators work with crews of two to four helpers, in-
stalling tarpaulins over infested buildings to seal them.
They supervise all work, notify local fire authorities that
the building is unoccupied and may contain fumigating
toxic gases, release premises back to the occupants, and
file reports of jobs completed. _^
Pest exterminators work individually or with a helper
when treating outside areas and grounds with pesticides and
placing traps or poison baits to control pests.
Workers drive employer-owned vehicles. They work in
varying conditions, such as dusty attics, tight crawlspaces,
and wet grounds. The work is physically strenuous and may
require crawling, stooping, climbing trees, and lifting
heavy equipment. Some pesticides are highly toxic to hu-
There is usually no stated educational requirement. Termite
control and other types of pest control may require separate
licenses; licensing demands some experience working under
supervision and the passing of a written examination. Some
States may require as much as 6 months' experience for a
license in fumigation work. Pest control companies must
be headed by operators who must have 2 years' experience.
A driver's license is usually required.
Knowledge of the laws and regulations governing safe
and proper use of pesticides is required, as well as knowl-
edge of rodents, noxious pests, and pests that attack people.
Equally important is the pest exterminator's knowledge
of methods intended to prevent pests from getting out of
hand in the first place. Trash and discarded lumber piled
against the structure can be removed, air ventilation holes
opened, and rodent access screens and other structural mod-
ifications may be performed to prevent pest problems.
Opportunities
Most training is on the job, with the trainee starting as a
helper. Job opportunities will continue to be available in
volume because of relatively low pay, possible danger in
the work, and the seasonal nature of some jobs.
Sources of additional information: The National Pest
Control Association, 250 West Jersey Street, Elizabeth,
N.J. 07207.
DOT code: Exterminator 389.684-010
Pesticide Control Inspector
The risks or hazards of applying chemical pesticides have
increased in recent years with the sharp rise in their use by
agriculture, industry, the government, and householders.
Over 32,000 pesticide products are registered with the En-
vironmental Protection Agency.
Pesticide control inspectors work to insure that the sale
and use of pesticides minimize danger to the health of the
public and to the environment. Inspectors are usually em-
ployed by Federal, State, or local control agencies and work
primarily in the field, in an assigned geographic area. A
major task of the work involves inspections of wholesale
and retail distributors and commercial applicators of pes-
ticides, to determine compliance with laws and regulations
on the handling, sale, and use of pesticides. Premises must
be inspected to insure that only properly registered pesti-
cides are handled, that proper permits have been secured
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Pesticides and Toxic Substances
by handlers, and that restricted pesticides are sold only to
authorized users. Shelf stock is checked for proper labeling,
misbranding, or adulteration, and is confiscated or quar-
antined if not in compliance.
When dealing with commercial applicators, inspectors
verify proper registration and permits; insure that the ap-
plicators are using restricted pesticides in accordance with
directions; that their equipment meets required standards;
that accurate records are maintained; and that containers
and unwanted pesticides are disposed of properly. Inspec-
tors also answer questions from the public on the use of
pesticides and investigate complaints.
In emergency situations involving insect infestations or
outbreaks of plant disease, inspectors may identify the plant
or disease, recommend treatment, and authorize emergency
use of a pesticide.
Persons interested in this occupation need the personal
qualifications to deal successfully with the many people
encountered in the course of their work, and the ability to
work independently without direct supervision.
Job Requirements
There are usually a number of options open for entry into
the work. An employing agency might typically require 1
or 2 years of experience in pesticides and a bachelor's de-
gree with specialization in the biological sciences; an as-
sociate's degree in forestry or agriculture and 2 or 3 years
of pesticides experience; or 5 or 6 years of experience only.
The experience can usually include pesticide sales, regu-
lation, or use, or experience in agricultural inspection or
research.
The inspector must usually be willing to travel frequently
and extensively, and have a driver's license.
The job of pesticide control inspector requires a knowl-
edge of the methods and procedures for carrying out in- Job Requirements
vestigations; a knowledge of the methods and materials
used to control pests; and the ability to recognize the effects
of pesticide pollution.
Pesticide-Use Medical Coordinator
In recent years, the risks of using pesticides have risen,
along with their increased use. Fortunately, concern among
the public and scientists alike has led to greater research
into the dangers, both immediate—from misuse and lack
of knowledge of side effects—and long-range—from resi-
dues of pesticides that can build up in the food chain and
cause widespread contamination.
Pesticide-use medical coordinators evaluate the human
health and safety aspects of pesticides and other agricultural
chemicals to which people are exposed. They study the
long-term health implications of low-dose pesticide expo-
sure; provide recommendations on medical regulations gov-
erning the use of pesticides, and recommend safe levels of
pesticide residue in agricultural products. They are also
concerned with worker safety and recommend specifica-
tions for safe working conditions for workers exposed to
pesticides or their residues.
Medical coordinators work closely with other profes-
sionals in this field. They consult and confer with agency
representatives, physicians, researchers, and Federal offi-
cials on matters such as design of programs to improve the
ability of physicians and other medical personnel to diag-
nose correctly, treat, and report pesticide related illnesses;
occupational health and safety standards; and the nature and
effects of agricultural chemicals on people.
Preparation for this work is extensive—it requires the
many years of education necessary to become a doctor, plus
significant work experience. Medical coordinators must
also possess the ability to interpret and evaluate research
findings; establish and maintain cooperative relationships
with administrative and other personnel; write articles and
prepare reports for publication; and make public presenta-
tions and address interested groups on controversial issues.
Opportunities
Most openings in these occupations will result from normal
turnover. A modest yearly increase, however, in the num-
ber of workers hired is expected. If pesticides enforcement
staff are also required to be responsible for enforcement of
portions of the new Toxic Substances Control Act there
could be additional hiring.
See "Agricultural Chemicals Inspector" for job duties
relating to chemicals used in agriculture generally.
DOT code: Investigator
168.267-062
The minimum requirement for the work is 3 years of ex-
perience as a physician wilh some concentration on the
medical aspects of pesticides.
The job requires knowledge of the principles and prac-
tices of general and preventive medicine and skill in their
application; the health and safety significance of the use of
pesticides; Federal, State, and local programs for the sur-
veillance and control of pesticide usage; pathogenic features
of pesticides; methods of collecting, tabulating, and ana-
lyzing data relating to pesticides; and methodology and pro-
cedures for evaluation of findings as related to advanced
research in the field of pesticides.
Opportunities
This a low-volume occupation, found at local, State and
Federal government levels.
DOT code: Medical Officer
070.101-046
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97
Plant Physiologist
Plant physiology is a specialization of general physiology,
which is that division of biological science dealing with the
normal functions of the living body. The two other spe-
cializations are animal physiology and medical (human)
physiology.
Plant physiologists' working in the environmental control
field usually direct and conduct research on performance
of pesticides and methods of applying them on agricultural
crops and other plants. Frequently, they supervise and di-
rect the work of other professional and technical personnel.
Research work may also include reviewing and evaluating
data on the effectiveness and toxicity of pesticides and ag-
ricultural chemicals. Plant physiologists who are employed
by government agencies provide the scientific expertise to
review labeling on pesticides to determine that recommen-
dations are safe and effective for the use intended; this is
a major responsibility because of the number of new pes-
ticide products introduced yearly.
Although we may consider plant physiologists as pri-
marily laboratory scientists they are often involved in ac-
tivities that take them into the field. They frequently meet
and confer with other professionals to exchange information
and maintain scientific expertise. Others working in the
plant physiology field may include college and university
research workers, experimental station personnel, and Fed-
eral, State, and local government personnel. Plant physiol-
ogists working with government agencies may be called
upon to testify as expert witnesses in hearings and court
proceedings.
In addition to strong interest in and preparation for a
career in the biological sciences field, anyone interested in
this work should have high verbal ability, spoken and writ-
ten, and the personality to supervise others successfully.
Job Requirements
The experience requirement is usually for at least 5 years
of experience in plant physiology, 1 year of which must
have involved complex technical or supervisory assign-
ments. The minimum educational requirement is graduation
from college with a major in plant physiology or a closely
related biological science. Additional professional experi-
ence may sometimes be substituted for part of the educa-
tional requirement; and graduate education may usually be
substituted for at least part of the experience requirement.
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Pesticides and Toxic Substances
Entry opportunities may be available at a junior or assistant
level with the bachelor's degree and without professional
work experience.
Required are knowledges of the technical methods and
equipment used by a plant physiologist; plant growth habits;
toxicity symptoms; harvesting methods and techniques rel-
ative to desiccants and defoliants; horticultural and agri-
cultural crops grown in the area; and provisions of the ag-
ricultural code relating to agricultural chemicals and feeds.
Opportunities
Job opportunities should be good at the State and local
government levels, although the occupation is not high vol-
ume. Graduate degrees usually increase competitiveness.
Additional opportunities may be found in research and
teaching, where graduate degrees are increasingly impor-
tant, and may be required for employability.
DOT code: Plant Physiologist
041.061-078
Registration Specialist (Agricultural
Chemicals)
The Federal Environmental Pesticide Control Act of 1972,
with all of its provisions in effect by 1976, imposed exten-
sive new regulations on the uses and distribution of pesti-
cides. The Act calls for cooperative efforts between the
Environmental Protection Agency and State enforcement
agencies, including the registration of all pesticides.
Many professionals work in this field, registering pesti-
cides, commercial fertilizers, agricultural minerals, auxil-
iary soil chemicals, and other materials. Registration spe-
cialists are responsible for receiving applications for new
pesticides and changes in ingredients or usage instructions;
routing manufacturers' scientific data to appropriate eval-
uation staff, such as toxicologist, microbiologist, or plant
pathologist; and assuring that the product meets or complies
with Federal and State laws. Registration specialists also
cooperate with county agriculture officers to investigate
unusual or unanticipated reactions from pesticide use.
Other activities of registration specialists include review-
ing proposed labels for products to verify adequacy of
warnings and antidotes; reviewing proposed revised labels
for products which are already registered; and maintaining
files of technical information on the use of pesticides. At
times they may be assigned to conduct special studies or
investigations in such areas as evaluation of pesticide res-
idue on crops or compliance with Federal and State laws.
Success in this work requires proven aptitude for the
sciences, high verbal ability, analytical ability, and, be-
cause of the grave consequences that could result from er-
rors, good judgment.
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99
Job Requirements
Hiring requirements include graduation from college with
at least 6 semester hours in chemistry; and 1 or 2 years of
work experience in the formulation, sale, sampling or in-
spection of pesticides, commercial fertilizers or similar
materials, or in regulation of the application of pesticides.
Usually additional related work experience may be substi-
tuted for the required education on a year-for-year basis.
Successful job performance requires knowledge of ap-
plicable laws and regulations relating to pesticides, com-
mercial fertilizers, agricultural minerals and related prod-
ucts; methods and procedures of official registration
authorizing the sale of chemicals and the hazards involved
in their use; and literature in the field of agricultural chem-
icals and sources of research information.
and local government agencies employ workers in this cat-
egory.
Opportunities
Modest program expansion and normal turnover will ac-
count for most vacancies within the next few years. State
and local government agencies employ workers in this
category.
DOT code: Registration Specialist*
lexicologist
While we have enjoyed the economic and social benefits
of chemicals we haven't always realized the risks that may
be associated with them. For many chemical substances we
have little knowledge of the ill effects they might cause
after many years of exposure. The problem is compounded
by a dramatic surge in the development of chemicals in the
last 35 years; at this time at least a thousand new chemical
substances are introduced each year. Much work must be
done in the field of toxicology to identify and evaluate the
hazards that chemical substances and mixtures may pose to
health and the environment.
Toxicologists may serve as research specialists, or as
staff advisors, depending on the work setting. In a public
health or agricultural department setting lexicologists de-
sign and carry out studies to determine the physiological
effects of various substances, chemicals, and products; and
advise on the toxicological properties of products and
chemicals in the event of health problems. They work with
experimental study data, interpreting study results in terms
of toxicological properties and hazards. Toxicologists also
evaluate the adequacy of toxicological data submitted for
review, and provide expertise in the evaluation of label
claims prior to the registration of pesticides, chemicals,
agricultural chemicals, and other products. In cases of ac-
cidental exposure or poisoning they give advice as to the
nature and degree of the toxic hazard involved, and also
advise on precautionary labeling for the use of hazardous
chemicals and products.
Many toxicologists are employed by chemicals manufac-
turers in research and developmental work. They conduct
extensive testing programs and devise testing procedures
and standards. These, industry follows in its required test-
ing of chemicals for their effects on human health. Toxi-
cologists must also provide much of the information and
test data required by the U.S. Environmental Protection
Agency prior to the manufacture of a new use of an existing
chemical.
Because of the extensive and difficult academic prepa-
ration necessary for this work, anyone interested in a career
in toxicology should be a very good science student, with
verbal and numerical aptitudes.
Job Requirements
The job usually calls for possession of a doctoral degree in
toxicology, biochemistry, pharmacology, or a closely re-
lated field. An increasing trend requires that the degree be
in toxicology only. Also necessary for many positions is
postdoctoral work experience, including consultation on
and interpretation of toxicological findings concerning
health hazards and development and design of toxicology
research and investigative studies.
Increasingly, however, jobs are becoming available for
holders of bachelor's and master's degrees in toxicology,
and colleges and universities are now offering degree pro-
grams at those levels.
The work requires knowledge of the aspects of biochem-
istry that relate to the fields of toxicology and pharmacol-
ogy; laboratory procedures and principles for scientific in-
vestigation of experimental relationships between chemical
species and biological systems; and provisions of laws,
rules, and regulations pertaining to the use, processing, and
handling of toxic substances.
Opportunities
Opportunities should be good for graduate degree holders,
particularly at the doctorate level, and in many work set-
tings—Federal, State, and local governments; industrial re-
search; and education. The new toxic substances legislation
should contribute to hiring in this specialty.
DOT code: Toxicologist*
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100
Pesticides and Toxic Substances
Vector Control Assistant
Among the nonprofessional and entry jobs in the pest con-
trol field are opportunities for laboratory and field assis-
tants. Vector control assistants assist professional staff re-
sponsible for preventing and controlling vectors (disease-
transmitting organisms) and hosts of diseases important to
public health. The work can be very varied, and can include
participation in investigation, identification, control, and
prevention duties.
Vector control assistants learn the principles and tech-
niques of biological investigation, such as collection of
specimens, use and care of laboratory equipment, labora-
tory techniques, identification of arthropods and mammals,
and preparation of reports. They assist in surveys of ro-
dents, flies, aquatic insects, and in special problems of solid
waste disposal.
As they acquire experience and knowledge, vector con-
trol assistants can perform more skilled and difficult work,
that is, identifying disease vectors; using collection devices
such as sweeps and traps to determine presence and density
of vector populations; and preparing, mounting, and storing
specimens. Public contact field work is usually part of the
job. The assistant accompanies professional staff on field
visits and in consultations with representatives of public
health agencies on types of vectors and means of biological,
environmental, and chemical control.
An interest in and liking for high school level biology
lab and field work would be both good preparation and
proof of aptitude for this work. Verbal ability must be ad-
equate to prepare reports and confer with professional staff.
Job Requirements
Vector control assistants usually work for public health
agencies (State or local) and may be hired with a minimum
of 6 months' experience in any vector control work(such
as aid, trainee, or laborer). With 1 or 2 years of related
experience, the applicant may be hired at the second level,
performing more independent and difficult work. The ex-
perience requirement can usually be waived for those with
2 years of college, with courses in the biological sciences.
Entry at either level requires basic knowledge of the
techniques and field equipment used in vector control and
of general biological sciences. Those interested in this work
should also have the ability to interpret and apply rules and
instructions, record data clearly, and analyze situations
accurately.
Willingness to travel may be required.
Opportunities
Opportunities should continue to be good for this work;
many persons are promoted from this work to inspector and
other professional level jobs.
DOT code: Vector Control Assistant*
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Solid Waste Management
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\x
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Solid Waste Management
103
Although solid waste management is in the midst of a tran-
sition from open and burning dumps to the sanitary landfill,
the predominant means of solid waste disposal today in the
United States is still open dumping, whereby a city or com-
munity has a piece of land, and collection trucks and in-
dividuals dump wastes indiscriminately. A U.S. Depart-
ment of Health, Education, and Welfare survey of several
years ago identified more than 13,600 solid waste disposal
sites, and less than 5 percent of them were considered to
meet the minimum standards for sanitary landfills. A more
recent survey (1976), found that only 5,800 of an estimated
16,000 municipal land disposal sites complied with State
regulations.
Health hazards are created by dumps through the pres-
ence of biological and chemical contaminants, which air,
water, birds, insects, and rodents carry to people and do-
mestic animals. In addition, dumps pollute both surface and
groundwater, provide food and shelter for vermin, and dis-
figure the landscape.
A sanitary landfill can be designed and operated so that
solid wastes can be disposed of on land under conditions
that control odor, rodents, insects, and air and water pol-
lution. In a sanitary landfill, solid waste is spread in thin
layers, compacted to the smallest practical volume, and
covered over in a manner that safeguards against pollution.
Many States and localities are investigating waste dis-
posal systems that have a second purpose, the recovery of
energy and other valuable resources. Increasing scarcity of
landfill sites in particular and rising energy prices encourage
the adoption of resource recovery technologies. Currently,
about 25 communities have resource facilities in operation
or under construction, and another 25Jiave design or feas-
ibility studies underway.
At present a great volume of industrial solid waste is
disposed of at company sites or at municipal landfills, and
the majority of the waste receives no treatment prior to its
disposal. Wastes extracted from water treatment and air
collection systems are treated as solid wastes; as restrictions
tighten, disposal of hazardous solid wastes, by volume
alone, will become a major waste management problem.
Legislation
Beginning in 1965, the Solid Waste Disposal Act initiated
a research and development program for new and improved
methods of solid waste disposal, and provided technical and
financial assistance to State and local governments in solid
waste disposal programs. In addition, the Resource Con-
servation and Recovery Act of 1970 was passed to provide
financial assistance for the construction of solid waste dis-
posal facilities and for the improvement of research pro-
grams in solid waste management.
Other important legislation includes the Marine Protec-
tion, Research, and Sanctuaries Act of 1972 (Ocean Dump-
ing Act) which has three main thrusts: regulation of dump-
ing, research aimed at finding ways to end all ocean
dumping, and the creation of marine sanctuaries. This was
followed, 4 years later, by the Resource Conservation and
Recovery Act of 1976 (amended by the Quiet Communities
Act of 1978), which provides technical and financial assis-
tance for (1) the development of management plans; (2)
facilities for the recovery of energy and other resources
from discarded materials; (3) for the safe disposal of dis-
carded materials, and (4) regulation of the management of
hazardous wastes.
Employment
The factor most affecting employment in the solid waste
management field is the Resource Conservation and Re-
covery Act of 1976, which calls for addition of personnel
at local, State, and Federal levels, although the main impact
on employment will certainly be at the local government
level. Provision must be made for public education efforts,
and for making available on-site technical assistance to in-
dustries to aid in compliance; and a regulatory system must
be developed to insure safe handling, transporting, storing,
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104
Solid Waste Management
and disposal of waste. These requirements will increase the
need for technical, professional personnel and for inspec-
tion and compliance workers.
The number of people needed to collect municipal solid
wastes is not expected to change appreciably; due to au-
tomation, there may eventually be a slight reduction. How-
ever, as salvaging and resource recovery become common-
place, and as the processing of solid wastes becomes
automated, personnel will be needed to design, construct,
and manage these automated systems. There will be sig-
nificant additions of scientific and technical personnel
working in research and development. Engineers in partic-
ular are expected to have the widest range of job opportun-
ities; job openings should expand by about 10 to 15 percent
a year through 1982.
Workforce totals for the solid waste management field
are expected to increase at about 10 percent a year through
1979, with the rate of increase gradually declining after
that.
Occupations
The reader will note some overlap of duties among occu-
pations in the waste management field; this is partly owing
to the present lack of standardization of duties.
Occupations in solid waste management include waste
management engineers who apply engineering knowledge
and skills to all phases of waste management — handling,
processing, disposal, and resource recovery. One speciali-
zation in waste management engineering that has recently
emerged is that of the resource recovery engineer, who
focuses on improving waste recovery plans.
Waste management specialists work on many projects to
improve disposal practices and promote the enforcement of
rules and regulations.
The collection of solid waste materials is also important.
The top level of administration is the refuse collection su-
perintendent. The refuse collection supervisor is immediate
supervisor of the crews (refuse collection truck operators)
who collect refuse and deliver it to a disposal site.
Refuse Collection Superintendent
The refuse collection superintendent is responsible for di-
recting and coordinating the activities of refuse collection
personnel within a major district of a city. Typical work
includes directing the preparation of operating reports and
records; making studies and analyses of procedures and
recommending methods for increasing economy and effi-
ciency; requisitioning equipment and supplies; and making
adjustments in assignments to utilize personnel and equip-
ment most effectively.
Difficult complaints from the public are usually handled
at this level, as well as requests for changes in service and
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Solid Waste Management
105
resolution of special personnel problems. Refuse collection
superintendents also maintain liaison with representatives
of other municipal agencies on such matters as enforcement
of regulations concerning community sanitation.
Job Requirements
The job requires at least 1 year of experience in a capacity
such as refuse collection supervisor. Also required is
knowledge of the practices governing the establishment and
modification of refuse collection routes; knowledge of the
equipment and personnel necessary for effective refuse col-
lection services in a city; and knowledge of budget require-
ments for refuse collection services.
Opportunities
This job is primarily reached by promotion. Although there
will be added opportunities because of population growth,
the majority of openings will result from replacement
needs.
DOT code: Refuse Collection Superintendent*
Refuse Collection Supervisor
Refuse collection supervisors exercise direct supervision
over crews engaged in the collection of refuse and its de-
livery to a disposal site. Supervisors are responsible for
seeing that refuse collection schedules are met; they review
operating reports; and they make field inspections of the
work. In addition, they have public relations responsibili-
ties, as they handle complaints of all types concerning the
collection of refuse. Refuse collection supervisors make
crew assignments, see that trucks and employees leave
yards promptly at the start of shifts, and assure that crews
follow refuse collection schedules and procedures.
The ability to supervise and review the work of a large
number of people is important, as is the ability to deal
tactfully with officials, employees, and the public. Verbal
ability is also needed to review and prepare reports.
Job Requirements
The job is frequently a promotional one, requiring 3 or 4
years' experience in the collection or disposal of municipal
wastes. In some situations 1 year of college may be sub-
stituted for experience, on a year-for-year basis, to a max-
imum of 2 years.
Opportunities
Most opportunities are by promotion from refuse collection
truck operator and arise from replacement needs, although
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more workers will be hired as a result of population in-
creases.
DOT code: Garbage-Collection Supervisor*
•As listed in the 1977 DOT.
909.137-014
Refuse Collection Truck Operator
Garbage truck driver
Garbage collector driver
Ultimate disposal of refuse may undergo radical change
within the next decade, with sanitary landfills, recycling.
and resource recovery facilities increasing. Garbage collec-
tion technology, however, is not expected to change to any
great extent, and jobs in this type of work will remain
basically the same.
In this occupation, workers drive refuse-collection trucks
and operate mechanical refuse packing equipment. They
usually direct the work of a helper or helpers, and are re-
sponsible for inspecting the truck for sufficient gas, oil, and
water, proper tire inflation, and condition of safety equip-
ment. In addition, they may prepare routine operating re-
ports, such as fuel used and trip tickets. In some instances
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106
Solid Waste Management
workers are hired as truck operators, not specifically for
driving refuse trucks, and may drive other heavy vehicles
and perform other related work.
Reasonably good manual dexterity and motor coordina-
tion are required, and willingness to work in varying
weather conditions. The strength to lift 70 pounds is nec-
essary.
Job Requirements
Typically, the hiring requirement is for 1 year of experience
driving a truck carrying a payload of at least l'/2 tons, and
possession of a class 1 or 2 driver's license.
The job requires knowledge of the operating and main-
tenance requirements of various types of trucks having a
gross vehicle weight of 28,000 pounds or less; good knowl-
edge of vehicle codes and traffic regulations; ability to di-
rect the work of others; ability to prepare routine written
reports.
Opportunities
This is a high-volume occupation, offering better than av-
erage opportunities because of population growth, increased
urbanization, and frequent replacement needs for workers.
DOT code: Garbage Collector Driver*
•As listed in the 1977 DOT.
905.663-010
Resource Recovery Engineer
Most resource recovery still depends on the efforts of
householders, office workers, and others at the sources of
waste generation. Waste paper and aluminum recovery ef-
forts in particular have been successful. The complex tech-
nology for recovery of energy and other valuable resources,
however, is still experimental. Many projects have been
plagued by design and mechanical problems, cost increases,
and delays. Much work remains to be done in the resource
recovery field, and a new occupational specialization has
emerged—resource recovery engineering.
Engineers in this specialty conduct solid waste resource
recovery studies and inspections, promote and assist in the
development of resource recovery programs, coordinate
marketing studies, and evaluate technology and processes.
They inspect and monitor resource recovery facilities and
source separation programs, including inspecting facilities
under construction and monitoring of operations. Also, they
evaluate chemical or mechanical resource recovery tech-
nology, including determining process objectives, analyz-
ing reliability, investigating operational characteristics, and
carrying out economic studies on process designs and op-
erations. In addition, they develop resource recovery plans
by collecting data on resource recovery systems, reviewing
and analyzing alternate solutions, and preparing recom-
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Solid Waste Management
107
mendations. They coordinate market studies concerning
potential reclaimable wastes; promote resource recovery
practices, and meet with agency officials, design engineers,
and others to promote technical assistance and advise on
technology and processes.
Job Requirements
Requirements may vary for this newer occupation, but they
usually include an engineering degree in civil, chemical,
mechanical, or waste management engineering, and several
years of experience in the solid waste management field at
a professional engineering level. An advanced degree may
be substituted for a portion of the required experience in
some cases.
The work requires knowledge of the principles and prac-
tices of solid and hazardous waste disposal and resource
recovery systems; and knowledge of Federal, State and lo-
cal laws, rules, and regulations pertaining to waste man-
agement and resource recovery.
This work requires the ability to make critical examina-
tions of engineering plans, specifications, and reports; to
prepare clear, technically sound, accurate reports contain-
ing findings, conclusions, and recommendations; and to
establish and maintain cooperative working relationships
with the many people dealt with in the course of the work.
Opportunities
A further specialization of waste management engineering,
this job will be increasingly in demand as resource recovery
technology advances as an alternative to landfill. The num-
ber of opportunities may be limited for the immediate fu-
ture, except in research and development, because many of
the technologies are now being tried out for the first time
on a commercial scale. Opportunities will be in the most
densely populated areas.
Sanitation Inspector
Extensive plans for recycling and resource recovery, leg-
islation to end open dumping, energy shortages, and infla-
tion have not significantly lessened the problem of refuse
and litter in both our urban and rural communities. Control
in this area for the foreseeable future will still depend on
surveillance and enforcement activities.
Sanitation inspectors investigate and resolve problems of
unsightly litter, weeds, and illegal dump conditions in a
community. They make periodic inspections of such sites
and initiate corrective action, at times attempting to per-
suade property owners to voluntarily correct conditions.
Related duties include receiving and investigating com-
plaints of unsightly or hazardous conditions; determining
if municipal building, fire, or other code violations exist;
issuing notices of violation and notices to abate; reinspect-
ing property for compliance; preparing case material when
legal action is required; promoting community interest in
eliminating and controlling unsightly conditions; and co-
ordinating cleanup projects.
Job Requirements
There is usually no educational requirement beyond grad-
uation from high school and it is not required for all jobs.
Work experience is necessary — usually 1 or 2 years in
community public contact work, field investigation, in-
spection, or enforcement.
A driver's license is required.
Opportunities
Increased concern for environmental quality in recent years
has prompted establishment of more positions such as this
and all indications are that the trend will continue. There
may at times be strong competition for these jobs, partly
because of the fairly broad experience requirements. Com-
munity college courses in environmental sanitation, waste
management, and related courses may increase an appli-
cant's competitiveness.
DOT code: Resource Recovery Engineer*
Waste Management Engineer
Among the many career choices in engineering in the pol-
lution control field is waste management engineering. En-
gineers in this specialization review engineering drawings,
plans, and specifications; conduct site inspections of dis-
posal facilities; and consult with management, professional,
and technical personnel in order to make recommendations
regarding methods and location for waste handling, pro-
cessing, disposal, and resource recovery systems.
In addition, waste management engineers prepare reports
of recommendations on permit applications for waste fa-
cilities, and provide technical assistance to various govern-
ment agency personnel on the development and operation
of waste and resource recovery facilities. Most engineers
in this field also plan and conduct research projects for the
development of new methods and technologies for the treat-
ment of wastes.
Waste management engineers also investigate complaints
regarding waste disposal conditions and make recommen-
dations for prevention or abatement. They conduct surveil-
lance of waste processing and disposal practices in an as-
signed area and enforce waste management laws and
regulations.
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108
Solid Waste Management
Engineers must possess the ability to review and interpret
engineering plans, estimates, and specifications. They must
also be able to evaluate findings, make recommendations,
and establish and maintain working relationships with many
professional and technical people.
Job Requirements
The usual hiring requirement is for a bachelor of science
degree with major work in engineering, and 1 or 2 years
of engineering experience in waste management or process
control engineering. A master's degree in waste manage-
ment engineering may be substituted for the experience re-
quirement. Entry as a junior engineer may be possible with-
out professional work experience.
The work requires knowledge of waste management and
public health engineering; treatment and disposal of solid
and hazardous waste; programs for resource recovery; and
design, construction, and operation of waste management
facilities.
Opportunities
New, comprehensive waste management legislation points
to greatly increased opportunities for professional engineers
in this field. Many jobs will be in research and develop-
ment, particularly in resource recovery, energy recovery,
and other alternate solutions to landfill and ocean dumping.
DOT code: Pollution-Control Engineer*
*As listed in the 1977 DOT.
019.081-018
Waste Management Specialist
The waste management specialist is a professional in the
waste management field and differs from the waste man-
agement engineer in that the work does not include basic
research and design activities
Specialists work on projects to improve solid waste dis-
posal practices and promote the enforcement of rules and
regulations. They plan and participate in surveys and in-
vestigations of solid waste disposal practices; inspect san-
itary landfill operations; and confer with municipal and
other agency health personnel and with sanitary landfill
operators to improve disposal practices and to promote en-
forcement of established laws.
Other job duties include coordinating the program reg-
istration of solid waste operators; investigating complaints
and preparing complaint reports; and preparing investiga-
tive reports of solid waste management matters containing
findings, conclusions, and recommendations. Waste man-
agement specialists may appear in court as expert witnesses.
Job Requirements
The minimum educational requirement is graduation from
college with a bachelor's degree in the chemical, biological,
or environmental .sciences, or in civil, chemical, mechan-
ical, sanitary, or other related field of engineering. At least
1 year of related experience in solid waste management is
usually required for entry at the full professional level.
The work requires knowledge of practices in the field of
solid waste management; of laws and regulations in the
field; and the ability to establish cooperative working re-
lationships with officials, public and private agency rep-
resentatives, and the public.
A driver's license is required.
Opportunities
Projections are for continued increases in opportunities in
this occupation, due to new waste management legislation
now in effect. Another factor contributing to the demand
is the increasing quantity of residential and industrial waste.
DOT code: Waste Management Specialist*
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adiation Contr
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Radiation Control
111
The increase of manmade radiation poses a danger to our
health. The principal adverse effects that radiation can have
on human health are genetic disturbances and cancer.
We all receive radiation from natural sources over which
we have little control. Our remaining exposure comes from
medical and dental X-ray machines; fallout from nuclear
weapons testing; uranium mines; mills and fabrication
plants; nuclear power generating and fuel-reprocessing in-
stallations; and various electronic devices. Hospitals and
laboratories use radioactive isotopes in basic research and
patient diagnosis and treatment. Construction materials with
radioactive properties have been used for homes, schools,
factories, and other structures. This is compounded by the
fact that we know very little about the long-term effects of
repeated exposure to radiation at low levels. It is generally
accepted that any amount of radiation, however small, can
cause damage to genetic cells and hence cause an indeter-
minate number of undesirable mutations. Such genetic
damage is believed to be cumulative.
This background establishes why nuclear energy and ra-
diation are, in 1978, the most controversial area of the
environmental control field. Primary nuclear energy con-
cerns are (1) permanent disposal of nuclear wastes, (2) de-
commissioning of nuclear plants, (3) plant safety and se-
curity, and (4) the danger of wide-scale use of plutonium
(potential nuclear explosive use).
The lack of permanent, safe storage or disposal for high-
level radioactive wastes from nuclear reactors has become
a major concern in recent years; some of these wastes must
be isolated for hundreds or thousands of years. Radioactive
wastes are now temporarily stored in tanks at commercial
and government nuclear facilities. Large quantities of ra-
dioactive wastes from nuclear weapons production are
stored in tanks and bins at government installations in
Idaho, South Carolina, and Washington.
Responsibility for radiation safety, according to the Sen-
ate Governmental Affairs Committee, is scattered and un-
even, resulting in jurisdictional disputes and regulatory con-
fusion. The Committee found that eight executive
departments, two independent commissions, and five sep-
arate agencies have at least potential authority to regulate
radiation safety.
Legislation
The Atomic Energy Act (1954) regulates the release of
radioactive waste into the environment. The main cate-
gories of waste are (1) those which must be within estab-
lished radioactive content limits; and (2) those wastes which
are not discharged but which are so potentially hazardous
as to require special care. Of the latter, those which are
"other than high-level" are generally buried according to
specified regulations, and "high-level wastes" are tempo-
rarily stored awaiting determination of suitable permanent
disposal. No high-level wastes have been permanently
stored as yet, although the Department of Energy has re-
sponsibility for disposal. No sea disposal of radioactive
wastes by the United States has been conducted since 1970.
During the 1970's other legislation was passed. The
Marine Protection, Research, and Sanctuaries Act of 1972,
also called the Ocean Dumping Act, controls the ocean
dumping of materials that adversely affect human health
and welfare, including radioactive materials. The Hazard-
ous Materials Transportation Act of 1974 regulates the
transportation in commerce of hazardous materials, includ-
ing radioactive materials, by all transportation modes. The
Toxic Substances Control Act of 1976 exercises authority
over the manufacture, processing, distribution in com-
merce, use, or disposal of chemical substances and mix-
tures, including special nuclear material, or byproduct
material.
Employment
Increased awareness of potential radiation danger to the
public from a multitude of sources around us, and increased
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112
Radiation Control
use of X-ray and radiation technology in the medical and
dental fields, point to greater opportunities in the future for
health physicists, radiation technicians, radiation protection
specialists, and of course for medical specialists such as X-
ray technologists.
The nuclear energy field has an extremely high concen-
tration of engineers, scientists, and technicians, making up
nearly half of the workers in the nuclear power industry.
Many of the scientists and technicians work in the research
and development area of the nuclear energy field. Oppor-
tunities for nuclear energy plant personnel will be deter-
mined by the number of such plants built, and that is very
uncertain at this time. California, for example, has a nuclear
safeguard law which specifies that no new nuclear power
plants can be built until the State Energy Resources Con-
servation and Development Commission certifies that the
Federal Government has found a proven method of safely
disposing of nuclear waste material. National growth pro-
jections for the nuclear power industry have been revised
downward on two separate occasions in the last two years.
Occupations
A number of professional occupations are found in the area
of radiation safety and control. Health physicists perform
research, consultation, and inspection work in connection
with radiation safety. Emergency services radiation coor-
dinators implement and coordinate radiological defense and
safety programs. Responsibility for radiation safety at nu-
clear power generating plants rests with the radiation pro-
tection engineer.
Radiation protection specialist is another occupation re-
lated to radiation safety. These specialists test X-ray ma-
chines and fluoroscopes for safe operation and certify X-
ray personnel. Other radiation monitors, or technicians, in-
sure that personnel, plant facilities, and work environments
are free from radiation contamination. They measure inten-
sity and identify types of radiation in working areas. They
also collect samples and collect and analyze monitoring
devices worn by personnel to measure individual exposure
to radiation. Usually radiation laboratory technicians per-
form the tests and analyses on the samples.
Radiation safety at nuclear power plants requires the
work by personnel to measure individual exposure to ra-
diation. These technicians collect samples, perform stand-
ard analyses and evaluate the results, and prescribe chem-
ical treatment to meet safety standards. They are also
expected to maintain their equipment and instruments. In
some areas, radiological instrument technicians work full-
time in the operation, maintenance, and repair of radiol-
ogical detection equipment.
Chemical Radiation Technician
Nuclear reactor technology has been under development in
the United States for more than 45 years. During this time
the knowledge necessary to protect public health and safety
has advanced along with the technology itself. But even
today, radiation safety at nuclear power plants, as well as
concern for disposal of radioactive wastes, is an everyday
news item.
Among the radiation protection personnel at nuclear
power plants are chemical radiation technicians, who per-
form tests and analyses and monitor radiation. They collect
samples of water, solids, or gas; perform standard chemical
or radio-chemical analyses; evaluate results and prescribe
the necessary chemical treatment or adjustments to maintain
established control limits.
Monitoring duties include assisting in setting up equip-
ment for chemical or environment monitoring investiga-
tions; performing monitoring surveys to determine radiation
levels; carrying out decontamination procedures when re-
quired; monitoring plant waste for radionuclides or gross
activity; and prescribing waste discharge rates.
Much of the work of the chemical radiation technicians
is involved with equipment and instrumentation. They
maintain chemical instrumentation sensing elements and
service sampling systems equipment; calibrate and service
chemical and radiation detection instrumentation; and assist
. in diagnosis and repair of other instrumentation and plant
process equipment. Chemical radiation technicians also
provide training and direction to other plant personnel on
radiation protection and the water control treatment pro-
gram. They record test results and monitoring data, and
prepare reports of tests and operating conditions.
In addition to strong scientific and mechanical interests,
persons interested in this work should have good verbal and
numerical abilities.
Job Requirements
Normally the hiring requirement includes a high school ed-
ucation, supplemented by specialized technical study in
nuclear physics and several years of experience as a chem-
ical laboratory technician. The job is frequently acquired
through promotion, as many power generating plants also
employ chemical lab technicians.
The work requires knowledge of the principles of chem-
istry and basic atomic and nuclear physics; the theory of
chemical and radiation detection instrumentation; labora-
tory procedures and equipment; decontamination proce-
dures; and principles of radiation protection as related to a
nuclear generating plant.
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Radiation Control
113
N
Opportunities
Demand for this occupation has increased steadily over the
past few years, with the increase in the number of nuclear
power plants. Recent controversy over nuclear plants, how-
ever, makes it uncertain both that they will be built at the
same pace and that in-job opportunities in nuclear plants
will continue to increase.
DOT code: Chemical Radiation Technician*
Emergency Services Radiation
Coordinator
Although the era of the backyard bomb shelter has passed,
and stockpiling of supplies against the eventuality of "the
bomb" has fallen from fashion, activity at various govern-
ment levels goes on. The emphasis, however, has now
shifted slightly from concentration on preparedness for nu-
clear warfare to preparedness for nuclear accidents and con-
cern for radiation safety. Typical of the jobs concerned with
implementing and coordinating radiological defense and
safety programs is that of the emergency services radiation
coordinator.
Radiological coordinators work us st.itt assistants or field
representatives, consulting with, advising, and assisting
state and local agencies and organizations with the ongoing
maintenance of radiologial defense programs. Thc> also
assist local agencies in complying with regulations having
to do with distribution of Federal and State radiological
equipment. Coordinators are also extensively involved in
training—preparing and developing radiological training
programs and conducting such training courses. The\ ma>
also be responsible for recruiting and training community
volunteers tor radiological defense operations in the field.
In the event of any natural or war-caused disaster posing
a radiological threat, workers would assist in coordinating
emergency defense operations.
The work requires a combination of technical knowledge
and communications skills: It calls for a candidate with the
personality to be an effective trainer, as well as one who
has extensive subject matter knowledge in the field of ra-
diation to develop original training programs
Job Requirements
The job requires graduation from an accredited college with
a major in the physical sciences or related field, and 2 or
more years of work experience, either in radiological safety
work or as a radiological equipment technician. Most State
and local agencies, which are the major employers in this
work, will also accept additional work experience as a sub-
stitute for the required education, on a year-to-year basis
Knowledge is required of radiation detection; rules and
regulations concerning radiation source licensing; and prin-
ciples and methods of group training. Interested person-,
should also be familiar with State and local civil defense
and disaster activities.
Opportunities
This is not a high volume job, nor is any dramatic change
in the number of job opportunities anticipated. Most open-
ings will result from employee promotions or other normal
turnover.
DOT code: Emergency Services Radiation Coordinator"
Health Physicist
Radiation physicist
The work of the health physicist is somewhat similar to the
work done by the radiation protection specialist, in that
both are concerned with radiation safety. The radiation pro-
tection specialist inspects X-ray equipment and certifies X-
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114
Radiation Control
ray personnel, and is usually supervised by a health phy-
sicist. Health physicists perform research, consultations,
and inspection work in connection with radiation sources
and radiation-producing devices used in high-intensity or
uneviiluated applications. Typical research projects include
developing inspection standards, radiation exposure limits
for personnel, safe work methods, and decontamination
procedures.
The work of the health physicist varies, however, de-
pending on the work setting, which may be an enforcement
and control agency, a hospital, a research facility, an in-
dustrial establishment, or a consulting firm. Generally,
though, in addition to consulting and research work, health
physicists devise and conduct training and monitoring pro-
grams concerning radiological health hazards and sources
of ionizing radiation.
When working for an enforcement and control agency,
typical job duties for a health physicist would include con-
ducting surveys of high-energy X-ray installations, tele-
therapy units, radioisotope laboratories, and similar facili-
ties; and determining compliance with radiation licensing
requirements and with provisions of radiation control laws
and regulations.
Many health physicists develop and adapt instrumenta-
tion for the detection and measurement of radiation; review
plans and specifications for installations using or producing
ionizing radiation; and advise on the design and modifica-
tion of protective devices. They also evaluate emergency
incidents involving radioactive spills, losses, and suspected
or accidental radiation exposure. In these instances they
give professional advice on handling; they decide on the
corrective action necessary to control the hazard and pre-
vent its recurrence. Health physicists may also advise on
the transfer and disposal of radioactive materials such as
cobalt and radium, and insure that such transfer or disposal
is done according to laws and regulations. In many work
situations they prepare and conduct lectures and training
programs for medical, industrial, or research personnel in
the safe use and handling of radioactive materials and ra-
diation-producing machines.
Health physicist work requires a wide range of aptitudes,
interests, and skills. Certainly the interest in science and
engineering must be strong. Good mathematical skills are
essential, as well as verbal and communication skills. The
work is highly responsible, affecting as it does human
health and safety, and it requires analytical and decision-
making ability.
Job Requirements
The minimum educational requirement is graduation from
an accredited college with major work in physics, engi-
neering, or in the physical or life sciences. Many employing
establishments hire only at the experienced level, usually
asking for at least 2 years of professional health physics
experience (this excludes routine radiation monitoring or
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Radiation Control
115
surveying). Other employers have a junior or assistant
level, permitting hiring of degree applicants without profes-
sional work experience. In some instances graduate work,
or successful completion of a 1 year Atomic Energy Com-
mission fellowship, may be substituted for all or part of the
experience requirement.
The work requires a thorough knowledge of the theory
and practice of health physics and radiation protection; also,
knowledge of the design of shielding for protection against
radiation; radiation dosimetry and the theory and methods
used to measure radiation levels; instrument methods and
design; evaluation of radiological hazards involved in med-
ical, dental, industrial, and laboratory work; and the bio-
logical effects of ionizing radiation. Knowledge of radiation
control laws and regulations, atomic and nuclear physics
and chemistry, and radioactive waste disposal techniques
are also necessary.
The work may require a health physics certification and
eligibility for security clearance.
Opportunities
Opportunities should remain good for persons with profes-
sional work experience in health physics, and should im-
prove for inexperienced graduates because the trend toward
structuring junior level jobs is increasing. There are rela-
tively few health physicists employed in private industry
and as consultants—the majority of positions are with gov-
ernment agencies, hospitals, and in research and teaching.
Many jobs in research and in teaching require graduate
degrees.
DOT code: Health Physicist 079.021-010
Radiation Laboratory Technician
Although there has always been naturally occurring radia-
tion in our world, 20th century technology has introduced
manmade radiation into our environment as well. Public
safety considerations make it necessary that various envi-
ronmental components be monitored; thus we have the need
for workers such as the radiation laboratory technician, as
well as other radiation protection occupations.
The radiation laboratory technician is usually employed
in a radiological health laboratory and is concerned with
performing routine and special preparation, counting, and
calculation operations on samples delivered for assay. The
technician prepares proportioned samples of water, silt,
earth, vegetation, and special environmental samples for
the counting of radioactivity; keeps records of samples pre-
pared; performs routine maintenance on counting equip-
ment; and prepares requests for other maintenance and re-
pair when needed.
The radiation laboratory technician also performs check
counts and runs calibration curves and background counts
on laboratory equipment, using established schedules and
procedures; assists with calculations concerning samples
processed; and prepares sampling, survey, and assay reports
covering findings. The work may involve driving a mobile
laboratory to survey sites, operating the mobile lab equip-
ment, and assisting in collecting and processing samples in
the field.
We can readily see from the job duties that a number of
interests and aptitudes are important to success in this work,
including an interest in scientific and technical work. Math-
ematical ability is certainly important, as well as the interest
and aptitudes necessary for operating and maintaining a
variety of laboratory instruments and equipment. The job
also calls for the ability to work according to precise pro-
cedures and standards, and the ability to record scientific
data accurately.
Job Requirements
The minimum education requirement is usually the com-
pletion of a course in radiation technology. Work experi-
ence may be required, for example at least 1 year in a
radiation or chemical laboratory, in work involving routine
counting and calculation operations on samples.
Basic knowledge is necessary of the equipment and tech-
niques used in performing radiological assays, and of the
methods used to plot data and prepare graphs, including the
math involved. A driver's license is usually required.
Opportunities
Job opportunities are best in the public sector, with local
and State agencies, where technician level jobs may be
structured so as to have promotional ladders to professional
level. Usually a combination of work experience and further
education is required for such advancement.
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116
Radiation Control
Radiation Monitor
Health physicist technician
Early in this century many hundreds of men and women
were employed in watch factories in the United States and
Europe, hand painting watch dials with radium paint. That
they would suffer from radium poisoning as a result of this
work was not a concern at the time. Even today the General
Accounting Office of the U.S. Government estimates that
22,000 Americans develop leukemia, other forms of can-
cer, and serious genetic disturbances each year because of
exposure to radiation. It is obvious, therefore, that moni-
toring of radiation should take place in industrial environ-
ments where workers are likely to be exposed to danger.
Radiation monitors are responsible for insuring that per-
sonnel, plant facilities, and work environments are free
from radiation contamination. Using a variety of detection
devices, they measure intensity and identify types of radia-
tion in working areas. They also collect air samples to de-
termine airborne concentrations of radioactivity and collect
and analyze monitoring devices worn by personnel (film
badges and pocket detection chambers) to measure individ-
ual exposure to radiation.
Usually working under the direction of health physicists,
they take smear tests in work areas when contamination is
suspected; inform supervisors when individual exposures
and area radiation levels approach permissible limits; and
recommend work stoppages in unsafe areas, post warning
signs, and rope off contaminated areas. Under direction,
they calculate the amount of time personnel may be exposed
safely to radiation in work areas. They also instruct per-
sonnel in radiation safety procedures and demonstrate use
of protective clothing and equipment.
Anyone interested in this work should like technical and
scientific work, including working with instruments and
equipment in a laboratory and industrial work setting.
Job Requirements
Entry work in radiation monitoring usually does not require
education beyond high school, particularly if the applicant
has taken high school science courses; most training is on
the job. In many cases people doing this work are hired in
another capacity, such as lab, quality control, or production
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Radiation Control
117
work. Frequently radiation monitoring is only part of the
job because there is not sufficient work in that one capacity
to occupy a person full time. Larger industrial establish-
ments may hire full-time radition monitors, either trainees
or experienced workers in that field.
Opportunities
Recent, growing concern for low-level exposure to radia-
tion points to increasing work activity in the areas of sur-
veillance and monitoring.
DOT code: Radiation Monitor
199.167-010
Radiation Protection Engineer
Chemical radiation protection engineer
The Manhattan Project—the nation's effort during World
War II to develop the atomic bomb—included the construc-
tion of the large Hanford reactor complex on the Columbia
River near Richland, Washington. Unlike the procedure in
commercial power reactors, river water was passed directly
through the reactor and returned to the river. Even during
the earlier days of the Manhattan Project the possibility of
the environmental effects of the radioactivity and heat was
recognized.
Today, responsibility for radiation safety at a nuclear
power generating plant rests with the radiation protection
engineer, who supervises a number of chemical radiation
technicians and is responsible for monitoring the chemistry,
radio-chemistry, and radiation protection programs at a nu-
clear power plant. Radiation protection engineers evaluate
data for chemical analysis of reactor plant water, secondary
plant water, and other supporting water systems to deter-
mine compliance with regulations on radioactive content
and corrosion control. They prepare many reports, on a
regular basis, covering plant operation, radioactive waste
releases and shipments, and the environmental monitoring
analysis program.
At times they deal with equipment suppliers to obtain
information on new equipment, and with regulatory agency
personnel for the review of station radiation protection data.
Also, they investigate, analyze, and provide solutions to
problems concerning water systems corrosion, radio-chem-
istry, and radiation protection.
The combination of supervising and technical expertise
necessary to the job calls for a variety of interests and
aptitudes, including high verbal ability, both oral and writ-
ten. The engineer must be able to supervise and train others,
as well as delegate responsibility. The work requires a
strong interest in science and engineering, of course, and
willingness to accept the responsibility of a job that has
strong public safety implications.
Job Requirements
The preparation needed is a bachelor's degree in chemistry
or engineering and 2 years' experience in nuclear plant
chemistry and radiation protection. Entry at the assistant
level may be possible, as most generating plants also em-
ploy assistant engineers. In that case professional work ex-
perience in the field would not generally be required.
Opportunities
Opportunities have been excellent for the last few years
because of the increase in construction of nuclear plants.
The prospect for growth and increase may not be as en-
couraging in the near future, however, as a result of the
nuclear plant controversy. The nuclear power industry has
traditionally employed an exceptionally high percentage of
engineering and scientific personnel.
DOT code: Radiation Protection Engineer*
Radiation Protection Specialist
In today's media, most of what we read and hear about
radiation safety has to do with nuclear power plants—where
they are sited, if they should be built, operational danger,
or waste disposal problems. Throughout the country, how-
ever, there are many thousands of radiation-emitting in-
stallations of another kind, such as the X-ray tubes and
fluoroscopes used in medical, dental, industrial, educa-
tional, and research facilities. They must also be monitored
for safe operation.
Radiation protection specialists are concerned with the
safe and legal use of such equipment. Typically, the radia-
tion protection specialist works for a local government ra-
diation control unit, in a hospital under direction of a phy-
sicist or physician, for a State health department, or for a
Federal Government agency.
People in this line of work test X-ray machines and flu-
oroscopes at specified intervals, using specialized test
equipment, meters, and procedures for elements related to
the safe operation of the equipment. They also review plans
and specifications of proposed X-ray installations and re-
quire changes of layouts and shielding to conform to legal
requirements and accepted radiation safety practice.
Radiation protection specialists provide consultation to
physicians, dentists, and X-ray personnel on proper prac-
tices, procedures, and legal requirements in the use of ra-
diation equipment; and inspect operating licenses and op-
erating procedures to determine the competence of operators
to conform to legal requirements. Specialists may be called
upon to demonstrate proper exposure techniques to improve
procedures and minimize the amounts of radiation delivered
to patients.
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118
Radiation Control
The job requires a combination of technical and public
relations abilities, since the specialist must have extensive
knowledge of equipment operation and also deal constantly
with professional and technical personnel. High verbal abil-
ity is needed, both oral and written.
Job Requirements
Radiation protection specialist is not generally an entry job,
open to persons without related experience. Depending on
the hiring agency, the experience requirement may be for
2 or more years of experience as an X-ray technologist,
including experience in supervision of X-ray technologists;
or for 2 or more years' experience in operation, repair,
testing, or inspection of radiation emitting equipment, or
monitoring the use of radioactive materials. Possession of
a valid certificate in diagnostic radiologic technology may
be necessary.
The required education also varies; the minimum is 2
years in an accredited college with major work in the phys-
ical or life sciences or engineering. Some employers require
a 4-year degree in one of the same subject areas.
The job requires knowledge of current techniques of clin-
ical radiography; types of equipment used or related to
medical radiography; effect of voltage, current, and filtra-
tion on radiographic results; effect of film processing vari-
ables; rules and regulations governing radiation use; prin-
ciples of radiological health including methods of
measurement and effects of ionizing radiation; radiation
measuring instruments; and physics and chemistry. The
work requires a driver's license and willingness to travel.
Opportunities
Employment opportunities are good for those possessing
the required education and experience; demand and growth
for the occupation are steady if not dramatic. There has
been tremendous increase in the amount of equipment and
volume of licensed operators, but funding has not permitted
stalling increases of radiation protection specialists in the
same proportion; internal adjustments in radiological health
units have been necessary to account for these increases.
DOT code: Radiation Protection Specialist*
Radiological Instrument Technician
Radiological equipment inspector
Monitoring of radiation is done by government agencies at
all levels, by consulting firms employed by industrial es-
tablishments, and by technical employees of industrial and
manufacturing plants. Much of the monitoring depends on
a variety of instruments, apparatus, and equipment specif-
ically designed for radiation detection and measurement.
Radiological instrument technicians operate, maintain,
and repair radiological detection equipment such as Geiger
counters, ionization chambers, dosimeters, and other spe-
cial devices. The work of these technicians also includes
performing leak tests of radioactive sources, and explaining
and demonstrating the use of radiological detection equip-
ment. At times technicians must modify instruments to im-
prove their reliability or efficiency. In addition to repair
and operation duties, the work includes preparation of
reports on the performance characteristics of detection
instruments.
Others performing this work may be concerned with in-
specting and maintaining radiation detection equipment in
monitoring stations and shelters only. They make periodic
inspections of monitoring stations and shelter operations,
and operate and calibrate laboratory and portable electronic
detection instruments.
Both mechanical and mathematical aptitude are necessary
for success in this work; in addition to the operation and
repair work, technicians must be able to use schematics and
prepare basic working drawings and specifications.
Job Requirements
The entry level technician job usually requires 1 to 2 years'
experience operating, calibrating, maintaining, and modi-
fying electronics equipment. Although formal electronics
training may not be specified as a requirement, the work
does require knowledge of electronic theory and construc-
tion of electronic equipment. Also, the technician must
have basic knowledge of physics and nuclear theory, as
well as the proper methods for handling radioactive sources.
Opportunities
Most of the jobs are found with government agencies, local,
State, or Federal, and although there is no acute shortage
of applicants there will continue to be opportunities because
of turnover and promotions. (Most agencies have several
levels for the radiological technician classification; The
higher levels perform the more difficult work and also su-
pervise trainee and lower level workers.)
DOT code: Radiological Instrument Technician
710.281-026
'
r
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Other Environmental Activities
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^ .,
•''U&
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Other Environmental Activities
121
It is not the purpose of this Guidebook to describe all of
the occupations affected by environmental activities. The
problems of the environment are so complex and far reach-
ing that many different occupations are involved in finding
solutions.
Specialists in many fields concentrate on environmental
problems: Sociologists may see pollution as a social prob-
lem; physicians, as a medical problem; teachers, as an ed-
ucational problem; and so on, for many other occupations.
Technicians, craftworkers, laborers, and clerks are also
affected by pollution-control or other environmental activ-
ities. For example, workers in the automobile repair indus-
try install and maintain pollution-control devices. Factory
workers manufacture electronic instruments for measuring
pollutants. Computer programmers and statisticians com-
pile and interpret scientific data. Laborers plant trees, build
trails, and maintain parks. The list is endless.
Occupations
This chapter describes some occupations, though primarily
environmental, not necessarily identified with a specific
area of control such as water, wastewater, air, or noise.
These occupations can be found in more than one area of
environmental activity and, to avoid repetition, are de-
scribed in this chapter.
Today, environmental lobbyists promote legislation to
save natural resources and try to influence legislators. En-
vironmental lawyers interpret laws and court decisions and
advise clients concerning many problems related to the en-
vironment. Economists predict the effects on the job market
of enforcement of environmental regulations.
Other occupations include industrial hygienists and in-
dustrial-hygiene engineers who work to safeguard workers
by controlling and improving working conditions. Some
physicians specialize in occupational disease and medical
problems related to pollution. The occupational-health
nurse provides nursing services and helps the workers to
protect their health.
In other areas, industrial-waste chemists, chemical-lab-
oratory technicians, engineering technicians, and a small
number of laboratory and engineering aides work in pol-
lution control and other environmental programs.
Chemical-Laboratory Technician
Chemical-laboratory technicians assist chemists by main-
taining equipment, weighing and mixing chemicals, and
performing routine physical and chemical tests.
Chemical-laboratory technicians work in many pollution-
control areas. These technicians usually do not collect sam-
ples in the field, but stay in the laboratory and run tests on
samples collected by others. For example, air technicians
send to the laboratory soiled filter papers with samples of
car exhaust or smokestack emissions, bottles containing
dust settled from the air, and tubes of chemical solutions
to test for sulfur dioxide or nitrogen dioxide. In these tests,
laboratory technicians calculate how much of a pollutant is
present in the air. They make corrections for temperature
and air pressure, using mathematical formulas and tables.
Technicians, by bench and machine analysis, test these
samples and others, including soil, water, sea water, in-
dustrial waste, and sewage. A bench analysis is done at a
chemist's bench, by a technician using a sink, chemical
solutions, glassware, and gas burner. Machine analysis re-
quires inserting samples into an electronic machine and
reading the results. Sometimes technicians prepare the me-
dia and set up the equipment for bacteriological tests to be
performed by the biologist or microbiologist.
Chemical-laboratory technicians set up, adjust, and op-
erate laboratory equipment and instrumentation such as
microscope, centrifuge, agitator, scales, oven, spectropho-
tometer, gas chromatograph, and other equipment in order
to analyze the samples. They check the markings on in-
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122
Other Environmental Activities
struments by testing with samples of known composition
and draw graphs to show any corrections that need to be
made in an instrument's readings.
While using delicate instruments and glassware, they are
expected to avoid unnecessary breakage and waste. They
must be able to follow directions (written and oral), obtain
reliable results, and record them accurately and legibly.
Technicians may be required to stand for long periods of
time in the laboratory and are sometimes subject to un-
pleasant odors, fumes, and toxic substances. There is dan-
ger of burns and exposure to fumes; however, safety pre-
cautions are taken.
Job Requirements
Most employers consider graduation from high school sup-
plemented by 2 years of college-level courses in chemistry
or the biological sciences a good background for working
in a laboratory. In some cases, a portion of the educational
requirement may be met with an equivalent combination of
training and experience. On the other hand, it is not unusual
for someone with a baccalaureate degree in chemistry to
work as a technician.
Employers stress the importance of technicians having
a good foundation in the fundamentals, including general
chemistry, descriptive inorganic chemistry, organic chem-
istry, and quantitative and qualitative analysis. In addition,
mechanical skills are essential: learning to use the various
tools, designing and constructing equipment, learning sim-
ple electronics, and troubleshooting equipment problems.
Many graduates with an associate arts degree continue to
work toward a baccalaureate degree while employed.
In a treatment plant, the technician should also have a
good knowledge of the unit processes used; he/she should
know industrial waste characterization and quantity evalu-
ation, theory and techniques of qualitative and quantitative
environmental chemistry, instrumentation and analytical
techniques; should have practical experience in modern lab-
oratory methods, techniques, and equipment, and skill in
the proper use of the various kinds of laboratory equipment.
Opportunities
Most graduates of 2-year programs in chemical-laboratory
technology are employed in private industry and some are
with engineering and research firms. A small number of
these graduates find work in treatment plants and in gov-
ernment agencies. A basic education in chemical-laboratory
technology prepares the graduate to work in any laboratory
setting.
With experience, a technician could advance to higher
level duties within the laboratory. A technician with a bach-
elor's degree could advance to a professional level or per-
haps become a supervisor.
There should continue to be a demand for qualified
chemical-laboratory technicians in private industry, envi-
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Other Environmental Activities
123
ronmental engineering and research firms, health agencies,
treatment plants, and there should be limited openings with
government agencies.
Engineering Technician
DOT code: Chemical-Laboratory Technician
022.261-010
Engineering Aide
An engineering aide performs simple technical tasks and
manual work either with a field survey party or in a drafting
room, office, or laboratory, under supervision of an engi-
neer, drafter, or technician.
An aide may assist in determining elevations and laying
out construction sites, measure distances between survey
points, set stakes, and cut and clear brush from the line of
survey. An aide often performs manual tasks such as car-
rying tools, stakes, and other equipment to the work site.
In the drafting room or office, the aide may trace maps
and plans, copy notes, and make simple engineering com-
putations. Aides also perform simple office duties such as
filing plans and specifications, answering the telephone,
and running errands.
A person in this work should be physically capable, have
good eyesight, be able to follow instructions, and be de-
pendable. Good eye-hand coordination and finger and man-
ual dexterity are important to perform both drafting and
field work.
Accuracy, attention to detail, and the temperament to
perform routine, repetitious work are required.
Job Requirements
The aide is usually a high school graduate and receives on-
the-job training in specific duties. In high school, mathe-
matics, science, and drafting are valuable courses and pro-
vide a good foundation for a person interested in this type
of work. Shop courses are also useful.
There are many technical courses available in vocational-
technical schools and junior or community colleges that
would be helpful to a person wanting to enter this field.
Usually, no experience is required. Workers can often
learn these duties in a few months through on-the-job train-
ing.
Opportunities
A very limited number of engineering aides are employed
by engineering firms, water purification plants, wastewater
treatment plants, and government agencies.
With experience, an aide can sometimes advance to tech-
nician level duties. In most cases, however, additional tech-
nical training is required.
Engineering technicians assist professional engineers in a
variety of office and field work related to pollution control
projects. These technicians apply technical engineering
skills to various projects, such as the preparation and review
of plans and specifications for the construction of water
distribution systems, swimming pools, purification plants,
and wastewater treatment facilities. They work on projects
dealing with large ecosystems, or they may specialize in
one area such as air, noise, or water pollution control.
Beginning technicians perform limited measuring, com-
puting, drafting, plan review, and inspection duties. For
example, technicians review construction details such as
sizes of units, capacities, length of pipelines, unit locations,
and other information. They compute quantities of materials
required and costs of repairs.
Other office duties include maintaining various records
related to inspections and progress of projects, answering
inquiries concerning technical details of the work, and filing
construction plans, blueprints, and other documents.
DOT code: Surveyor Helper
Draller, Assistant
869.567-010
017.281-018
In some positions, engineering technicians work outside
much of the time. For example, they conduct stream sur-
veys and collect water samples, record flow measurements,
set up sampling equipment, and collect other water pollu-
tion control information. Sometimes they conduct field sur-
veys and set stakes and monuments in preparation for con-
struction projects. They may serve as surveyor helpers on
a survey team or even perform manual labor in clearing
brush or weeds.
Other duties include such activities as inspecting public
water supplies, investigating complaints of pollution or en-
vironmental crises, like a fish kill, or testifying in court
concerning pollution problems. In some positions, techni-
cians assist in training water and wastewater-treatment-
plant operators.
A person in this work should have an aptitude for math-
ematics and science and enjoy technical work. Attention to
detail with a high degree of accuracy is also important. This
work could require some travel.
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124
Communication skills are essential in working with en-
gineers, other professionals, and the public to explain pol-
lution control requirements and to answer questions.
Job Requirements
Technician positions require varying combinations of edu-
cation and experience. In some cases, 2 years specialized
experience in basic engineering meets the minimum re-
quirement. Other employers require the completion of as
many as 2 years of college with basic courses in engineering
and drafting and, in addition, 2 years of experience in draft-
ing or engineering.
In high school, courses in mathematics, science, and
mechanical drawing are important. In addition, specialized
training in drafting or engineering technology is required.
This can usually be obtained in vocational or technical
schools or at the college level.
In general, technicians must have a working knowledge
of drafting techniques, plan design, and layout procedures.
Mathematics courses should include algebra, geometry, and
trigonometry as well as mechanical drawing. Technicians
must develop skill in the use of drafting instruments and be
able to use calculators and scales.
Curricula in junior and community colleges prepare stu-
dents for technician work and graduates of a 2-year training
program can usually apply these credits toward a bachelor's
degree. In order to advance above technician-level duties
it would probably be necessary to complete requirements
for a bachelor's degree in engineering.
Opportunities
With experience, technicians can advance to higher level
duties or perhaps supervise subordinate technicians.
Construction and repair of water distribution systems,
water purification plants, wastewater treatment facilities,
and other pollution control projects should continue strong
throughout the eighties. Some technicians will be needed
to work with engineers in order to keep up with the in-
creased construction. Some engineering firms hire tempo-
rary and part-time engineering technicians to meet produc-
tion deadlines.
Engineering technicians are employed by Federal, State,
and local water pollution control agencies. Others work for
consulting engineering firms, architectural firms, municipal
treatment plants, and some business and industrial firms
concerned with pollution control.
DOT code: Engineering Technician*
Environmental Economist
Economic analyst
Until the early 1970's environmental concerns were gen-
erally far removed from the central problems of conven-
tional economics. The role of environmental factors was
given only slight consideration in economic theory. Even
today, economic textbooks devote very few pages to en-
vironmental issues.
Recently, economists have begun to pay more attention
to environmental concerns. They want to know how the
costs of pollution and environmental deterioration can be
evaluated and met by the economic system.1
Environmental economists conduct research, prepare re-
ports, and formulate plans to aid in solving economic prob-
lems arising from the production and distribution of goods
and the negative environmental conditions that are gener-
ated as a result of new technologies. They prepare research
studies and reports on the possible impact of environmental
standards on industry. They predict overall costs and ben-
efits of environmental programs. They help in finding least
costly control methods.
Environmental economists work to provide a better un-
derstanding of economic principles and how they relate to
environmental problems. They show how theories and prin-
ciples of economic growth, cost-benefit analysis, and the
market-pricing mechanism can aid us in protecting our nat-
ural resources and improving the quality of life.
It is difficult to put a price tag on environmental quality.
Some economists study the market-pricing system in rela-
tion to the environment and pollution problems. They assert
that the pricing system is applicable in controlling a large
part of the pollution problem although, where damage to
the environment is severe, they recognize that the pricing
system has neither the speed nor the capacity to deal with
the problem.2
Economists also develop methods of collecting economic
and statistical data and compile, organize, and interpret the
results. Much statistical data of new technologies compiled
in the postwar period, 1945-46, provides useful compara-
tive information for these economists today.
To be an economist, an individual must have a high
degree of analytical and organizational ability and an in-
terest in scientific and very technical work.
1 Barry Commoner, The Closing Circle - Nature, Man, and
Technology {New York: Alfred A. Knopf, 1971), pp. 251-251,
* Walter H. Heller, "Coming to Terms with Growth and the
Environment," in Energy, Economic Growth, and the Environment, ed.
Sam H. Schurr (Baltimore: The Johns Hopkins University Press, 1972),
p. 28.
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Job Requirements
Usually a bachelor's degree with a major in economics is
the minimum educational requirement. It is more probable
a graduate degree will be required. A Ph.D. is the usual
qualification for a faculty position.
Graduate study, with specialization in the economics of
the environment, natural resources, health, or transporta-
tion, can increase the possibility for employment related to
environmental protection.
Opportunities
There are now as many economists in the United States
as dentists. The U.S. Department of Labor estimates that
there are over 115,000 working economists, or one econ-
omist for every four lawyers. Approximately 10 percent of
these economists work for the government, another 10 per-
cent teach, and most of the rest are employed in private
industry.3 Increased job opportunities are expected for
economists working on environmental problems. However,
if this situation should change, a strong background in
economics would provide the foundation for any number
of specializations.
Environmental economists work as members of environ-
mental teams at all stages of control programs, in deciding
on enforcement methods, and in community planning. They
also act as consultants to industries, businesses, govern-
ment and private groups.
DOT code: Economist
050.067-010
Environmental Lawyer
Environmental attorney
Legal counsel, pollution control
"Report on American Industry," Forbes, 8 January 1979, p. 35.
Environmental lawyers advise clients on environmental
control laws and regulations. They may deal with many
environmental issues or specialize, such as in wildlife con-
servation, noise control, or air resource management.
The environmental lawyer interprets laws and court de-
cisions—often unclear and confusing—and applies them to
varied situations. Much of a lawyer's time is spent in library
work, reading and summarizing cases to determine prece-
dents. The lawyer also helps write new laws, trying to word
them so that they will be clear and easy to enforce.
Legal opinions presented by the environmental lawyer
help government agencies solve difficult problems; for ex-
ample, how to enforce a regulation that customers are not
to remove noise-control systems from products.
An agency lawyer is responsible for seeing that staff stays
within the law while carrying out duties such as inspecting
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126
Other Environmental Activities
and collecting evidence. Often a lawyer must answer the
questions, "Is it legal?" and "Is it enforceable?"
The environmental lawyer may assist an attorney general
in preparing and trying lawsuits by selecting evidence, pre-
paring witnesses to testify, and questioning defendents.
Taking a case to court is slow and expenisve. When
possible, agreement is reached outside of court. An envi-
ronmental lawyer negotiates with violators as to how soon
and by what means noise violations will be corrected.
The environmental lawyer needs ability in speaking and
writing and must be able to deal tactfully with people, in-
cluding high-level officials of government and industry.
An environmental lawyer working for a citizens' orga-
nization may lobby, train others to lobby, or represent the
organization in court on public interest cases. A public in-
terest case is one that affects the general public. Examples
are lawsuits brought by the Sierra Club and Friends of the
Earth to enforce the Clean Air Act.
An environmental lawyer employed in industry keeps
management informed of environmental control regulations
and how their requirements can be met, defends the firm
if it is accused of violations, and may argue in court against
a lawyer employed by an environmental control agency.
Job Requirements
Alter graduation from high school, it takes 7 years of
study to become a lawyer.
Usually 4 years of college are required. Coursework in-
cludes social sciences, because it is important for a lawyer
to understand the human problems that laws are trying to
solve. Writing and public speaking are important, too. For
environmental law, science courses help in understanding
the why and how of environmental control. Courses like
engineering, physics, chemistry, and biology should be
taken, if possible.
Admission to law school is competitive, and a good scho-
lastic record is necessary. It takes 3 years to finish law
school, more if a student decides to attend part time. There
are some opportunities for related work experience with
environmental control agencies and citizens' organizations
that offer internships to law students, either during the sum-
mer or the school year.
Environmental lawyers need a year of experience in en-
vironmental law and must pass a bar exam.
Opportunities
Environmental lawyers work in government agencies (such
as State air control boards and the Noise Enforcement Di-
vision of the EPA), citizens' organizations, large industrial
firms, law firms, and in private practice.
Environmental lawyers are being hired, but the openings
are competitive. There may be more opportunities as the
public becomes increasingly aware of the need for a health-
ful environment.
A lawyer may run for elected office, become a judge, or
be promoted to head a legal department.
DOT code: Lawyer 110.107-010
Environmental Lobbyist
Legislative advocate
Washington representative
Environmental lobbyists promote legislation to save natural
resources. It is their job to make the environmentalist view-
point heard above the voices of many others trying to in-
fluence legislators. Their concerns include air and water
quality, noise abatement, and wildlife protection.
Environmental lobbyists testify at congressional hear-
ings, meet with members of Congress, instruct volunteers
in lobbying techniques, and attend meetings of government
agencies (such as the Department of Transportation). They
meet with reporters and newscasters to encourage news
coverage of decisions affecting the environment. They also
write articles and speak before groups. They visit organi-
zations -- unions, trade associations, and citizen groups
- and organize cooperative action to save our resources.
About half the environmental lobbyist's time is spent in
persuasion and half in research to keep up to the minute on
laws and regulations. He/she must know the differences
between various plans and legislation that are proposed.
The lobbyist must know how much plans will cost, how
they will be financed, and how a bill will affect citizens in
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Other Environmental Activities
127
each of the key congressional districts. To do all this, the
lobbyist needs a memory for details and the ability to win
the cooperation of others. Energy and stamina are also
necessary.
Job Requirements
The environmental lobbyist needs at least a high school
education, and courses in journalism, public relations, mass
media communications, or political science are very help-
ful. Some environmental lobbyists have advanced degrees
in law or science.
Knowledge of environmental issues, experience, and the
ability to win cooperation are more important than educa-
tion. Experience in speaking, writing, organizing, lobby-
ing, or campaigning, can be acquired as a paid or as a
volunteer worker.
It is estimated that it takes a year or more of on-the-job
training to learn the skills of a lobbyist.
Opportunities
Most environmental lobbyists work in Washington, D.C.,
but some are assigned to State capitals. They may specialize
in one problem or promote all environmental issues in
which their organization is interested.
Organizations having lobbyists include some of the en-
vironmental groups, such as the Sierra Club, other associ-
ations of concerned citizens, unions, and political groups.
Not all organizations lobby. (Tax-exempt ones cannot).
Those that do may be found among national organizations
described in the Conservation Directory* published every
year by the National Wildlife Federation.
Some environmental organizations use volunteers and
summer interns; this can be an opportunity to get experience
and find out what the work is like.
summer interns; this can be an opportunity to get experience
and find out what the work is like.
Promotion is possible to coordinator of legislative activ-
ities or to editor of an environmental newsletter or maga-
zine.
DOT code: Lobbyist 165.017-010
Industrial Hygiene Engineer
Frequently industrial hygiene investigation finds that, in
order to reduce hazards to workers, changes and modifi-
cations must be made to equipment, machines and technical
processes. Thus engineers are also employed in the indus-
trial hygiene field.
The industrial hygiene engineer, like the industrial hy-
gienist and industrial hygiene chemist, is concerned with
determining the source and nature of hazards to health in
industrial environments, and finding the means to their
abatement or control. Engineers in this field review engi-
neering drawings, plans, and specifications; conduct site
inspections; consult with management and technical per-
sonnel; and make recommendations concerning changes in
production processes, materials, plant layout, physical
working conditions, and use of safeguards.
They also plan and conduct special studies and investi-
gations such as the medical and industrial uses and controls
of radiation, the agricultural uses and management of pes-
ticides, and the health implications of new chemicals and
production processes. Engineers design, develop, and adapt
specialized instrumentation for laboratory or field use, and
review plans and specifications for instrumentation.
Like other professionals in the field, industrial hygiene
engineers work directly with people much of the time. They
meet and confer with industrial designers and engineers,
health department officials, physicians, sanitarians, and
others to provide assistance on industrial hygiene problems.
* Conservation Directory (Washington: National Wildlife Federation.
Annual). National Wildlife Federation, 1412 16th St., NW.,
Washington, D.C. 20036.
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128
Other Environmental Activities
An early background in math and science, at the high
school level, would be necessary for someone considering
an engineering career. In addition to proven math and sci-
ence aptitudes, high verbal ability would be required. The
industrial hygiene engineer may at times be in a defensive
position, recommending or requiring costly or unpopular
changes in the interests of worker health and safety.
Job Requirements
Acceptance into a job in this field requires graduation from
college with major work in engineering, and 1 to 2 years
of professional engineering work experience in industrial
hygiene, chemical engineering, environmental health, pub-
lic health, or a closely related engineering field. An engi-
neering master's degree in one of the foregoing curriculums
may usually be substituted for 1 year of the required ex-
perience. Entry at a junior engineering level may be pos-
sible without professional work experience.
The work requires knowledge of basic engineering sci-
ences and techniques used in the preparation of engineering
plans, drawings, and specifications; basic principles and
practices of public health and industrial hygiene engineering
and mechanical industrial processes; and laws, rules, and
regulations relating to the health of industrial workers.
Opportunities
Opportunities are expected to increase for industrial hygiene
engineers, just as they are for other industrial hygiene spe-
cialties. Additional programs and expansion of programs,
as well as proliferation of environmental laws requiring
enforcement, indicate significant increases in opportunities
for this work.
Source of additional information: American Industrial
Hygiene Association, 66 South Miller Road, Akron, Ohio
44313.
DOT code: Industrial-Health Engineer 012.167-034
Industrial Hygienist
The National Institute for Occupational Safety and Health
(NIOSH) has made a conservative estimate that at least
100,000 deaths take place each year from occupation-re-
lated diseases. Considered high-risk among the 5 million
worksites in the country are those in the construction, man-
ufacturing, transportation, petrochemicals, dry cleaning,
and auto repairs industries. And it is with occupations in
those industries that many industrial hygienists are con-
cerned, whether they work in private industry or for gov-
ernment agencies.
The work of industrial hygienists is concerned with mak-
ing investigations of occupational health conditions in in-
dustry and/or government locations, conducting field and
laboratory tests, and making recommendations for the pre-
vention, elimination, and control of work-induced illness.
Specifically, they make source tests to determine the type
and amount of hazardous materials released into the work
environment; they review physicians' occupational disease
reports and conduct studies among workers in various oc-
cupational groups and industries to establish the possibility
that causes of disease may be related to work.
Hygienists collect samples of suspected contaminants,
make dust counts, collect data from instrument readings,
and conduct standardized tests in the course of conducting
studies. They also evaluate collected data and make rec-
ommendations for the best corrective measures to eliminate
or control occupational health hazards or other factors in
the work environment which affect employee health. Cor-
rective measures include specifying the maximum allowa-
ble concentrations of hazardous materials that may be re-
leased into the working environment without endangering
the health of workers. When working for government agen-
cies industrial hygienists may also prepare documentation
to initiate possible prosecution of violators.
The work requires significant verbal ability and com-
munications skills, as well as numerical aptitude and good
analytical ability.
Job Requirements
The educational requirement is a bachelor's degree with
major in a physical or biological science. Entry at the full
professional level requires several years experience in the
practice of industrial hygiene, or a master's degree in public
health or industrial hygiene and some work experience in
the field. Entry is usually possible at a junior or assistant
level with a bachelor's degree and no professional experi-
ence.
Industrial hygienists need to know well the principles of
industrial hygiene, of environmental health, and the laws
and regulations on the health of industrial workers. They
also must know the apparatus used to monitor and collect
samples for analysis.
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Other Environmental Activities
129
Opportunities
The outlook for industrial hygienists should be very good
through the mid-1980's as jobs are generated by the estab-
lishment of health and safety programs, government re-
quirements, and rising insurance costs. An increased num-
ber of opportunities will be found in manufacturing and in
the insurance field.
Some employers may prefer to hire a Certified Industrial
Hygienist; certification is conferred by the American Board
of Industrial Hygiene after the candidate completes the re-
quired experience or passes an examination. A graduate
degree in industrial hygiene may also be required by some
employers.
Technicians who have graduated from a 2-year industrial
hygiene program may be able to advance to the professional
level, but extensive experience is required to do so.
Source of additional information: American Industrial
Hygiene Association, 66 South Miller Road, Akron, Ohio
44313.
DOT code: Industrial Hygienist 079.161-010
Industrial Waste Chemist
Industrial waste chemists are concerned with the treatment,
storage, and disposal of industrial waste. This waste can be
in air, water, or solid form (such as paper, metal, plastics,
sludge, or any other materials that pose a pollution prob-
lem). Industrial waste engineers conduct chemical and
physical tests on samples to evaluate the presence or quan-
tity of toxic substances, unsuitable conditions in disposal
systems, pollutants affecting water tables or rivers, and
other conditions related to industrial waste.
These chemists spend much of their time in the labora-
tory. They calibrate, set up, maintain, and operate a variety
of laboratory equipment. They perform many complex tests
including chemical and physical analyses of water, sewage,
industrial wastes, air, and other substances. They develop
laboratory testing routines and decide on the most appro-
priate procedures, depending upon the problem.
When employed by government regulatory agencies or
private industry they conduct on-site investigations of dis-
posal, treatment, and storage facilities. They examine
abatement equipment, effluent content, hydrocarbon emis-
sions, temperature conditions, retention time on water and
air samples, and many other factors related to handling
industrial waste. Their duties are somewhat similar to those
of a chemist in a wastewater treatment plant, except they
are concerned with a wider range of pollution problems,
and they have a somewhat broader scope of duties.
Problem solving is an important part of this occupation.
These chemists assist engineers in identifying and solving
present or potential pollution problems that involve chem-
istry. These could mean wastewater treatment, toxic sub-
stances, air emissions, storage or disposal of industrial
waste, or several problems combined.
The work requires the preparation of clear, scientifically
sound, technically accurate, and informative chemical and
related reports. Communication skills are also needed to
work with managers, professionals, and the public. In many
laboratories, the chemist supervises assistants, and possibly
an aide.
A good foundation in math is important in high school;
science and chemistry courses are also valuable preparation
for this work. To be a chemist, a person must have a good
academic record, an interest and intellectual curiosity in
problems related to chemistry, and a preference for work
of a scientific and technical nature.
This is usually light work which requires good finger-
hand dexterity and eye-hand coordination. Good eyesight,
especially color perception, is important.
Job Requirements
The typical minimum requirement for hire is graduation
from college with a specialization in chemistry or chemical
engineering.
At least 1 or 2 years of work experience performing
chemical analyses of water, sewage, or industrial wastes
are also required for entry at the full professional level.
Additional education may usually be substituted for the ex-
perience requirement (such as an advanced degree in ana-
lytical chemistry). Entry is also possible at the junior or
assistant level without professional work experience.
A knowledge of the laws and regulations pertinent to
pollution control can usually be learned on the job.
Opportunities
There should be a healthy labor market for the next 2 years,
particularly for applicants with graduate degrees, partly be-
cause of the requirements of the new Federal legislation
,
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130
Other Environmental Activities
concerning hazardous wastes and regulations on disposal
practices.
These chemists are primarily employed by government
agencies, although an increasing number work for large
industrial and consulting firms.
Sources of additional information: American Chemical
Society, 1155 - 16th Street N.W., Washington, D.C.
20009; American Institute of Chemical Engineers, 345 East
47th Street, New York, NY 10017.
DOT code: Chemist, Pollution Control
022.061-010
Laboratory Aide
Laboratory aides clean laboratory equipment such as glass-
ware, metal instruments, sinks, tables, and test panels using
solvents, brushes, and rags.
Aides wash, rinse, and dry the pieces of glassware and
instruments used by the laboratory personnel. Aides may
also sterilize these objects, using an autoclave.
Aides also keep the laboratory clean. They scrub walls,
floors, shelves, tables, and sinks using cleaning fluids and
brushes.
In some positions, aides fill tubes and bottles with spec-
ified solutions and apply identifying labels, label and file
microscope slides, arrange specimens and samples on trays
to be placed in incubators and refrigerators, and deliver
supplies and laboratory specimens within the plant. Some
aides spend all their time cleaning glassware.
Working as an aide requires walking and standing most
of the time. Finger and hand dexterity and eye-hand coor-
dination are also important in performing cleaning tasks.
This is elemental work that is routine and repetitious.
Because many persons qualify for this work, an applicant's
record of reliability and industry are especially important.
Job Requirements
An eighth grade education or less is usually sufficient to
perform this work. No previous training or experience is
required. These workers generally receive a short demon-
stration or brief on-the-job training in their duties.
Opportunities
There are a few openings for laboratory aides working in
treatment plant laboratories or in laboratories specializing
in pollution control work.
Laboratory aides can sometimes transfer to operations or
maintenance work in a water or wastewater treatment fa-
cility. Or, with additional training and experience, an aide
might be able to advance to laboratory technician.
Occupational Health Nurse
Industrial nurse
DOT code: Cleaner, Laboratory Equipment
381.687-022
Occupational health nurses provide nursing services to em-
ployees or persons who become ill or suffer an accident in
a plant, factory, or business.
These nurses provide emergency nursing care to persons
suffering accidents or injuries or becoming ill on the job.
In some instances, a physician is not on duty so these nurses
must be able to analyze a situation and make a decision
quickly about emergency medical care.
Many employers require annual physical examinations
for employees as well as examinations for new employees.
As part of these screening and testing programs, these
nurses give a variety of tests such as audiograms (hearing
tests), eye examinations, EKG examinations, blood tests,
and X-rays. These results are then reviewed by the physi-
cian who decides what is needed.
In some plants, occupational health nurses conduct health
and safety meetings and show workers how to protect their
health. The ability to speak before groups of people is im-
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Other Environmental Activities
131
portant in order to explain the programs and motivate work-
ers to be careful and guard their health. In some cases, they
may visit work areas and report hazards, such as excessive
noise or dust, to the management.
In larger plants, occupational health nurses work with
industrial hygienists and industrial-hygiene engineers as
well as physicians. They work as a team to prevent acci-
dents, illness, and disease.
A person in this occupation must be exact and precise in
order to prepare and administer medicines and treatments.
It is also important in maintaining medical records, accident
reports, and insurance forms.
This work is performed indoors, in an office. It is light
work which can require considerable walking and standing.
Good finger and hand dexterity and eye-hand coordination
are especially important in order to administer treatments,
medicines, and tests. Good eyesight and color perception
are also important to recognize and evaluate characteristics
in the patient.
Job Requirements
Occupational health nurses arc registered nurses. In most
cases, they have a bachelor's degree in nursing which usu-
ally requires 4 years of college.
In addition, most employers seek individuals with 5
years, or more, experience in nursing. Ideally, someone
with considerable emergency room experience or industrial
nursing is preferred, especially for those positions where
the occupational health nurse is on duty alone at times.
An increasing number of nurses in this occupation are
obtaining certification. Certification by the American Board
of Occupational Health Nurses requires a minimum of 5
years recent full-time experience in occupational health
nursing, 60 course contact hours in educational programs
in occupational health or related fields, and a written ex-
amination. Course contact hours are hours of participation
in an organized continuing education experience. Courses
must be a minimum of 5 contact hours to be considered.
Opportunities
Employers are placing increased emphasis on health serv-
ices to employees and making the workplace safe.
Because of increasing interest in preventive medicine,
more stringent government requirements, and higher insur-
ance rates, employment opportunities should be favorable
for qualified occupational health nurses.
Occupational health nurses work in manufacturing, in-
dustry, business, transportation, and government.
Source of additional information: American Board for
Occupational Health Nurses, Inc., P. O. Box 638, Thou-
sand Palms, Calif. 92276.
DOT code: Nurse, Staff, Occupational Health Nursing 075.374-022
Physician
Medical doctor
No one knows how many workers become ill because of
job-related conditions. Unfortunately, occupational dis-
eases often go undetected for years.
Occupational physicians examine workers and diagnose
and treat a variety of conditions. They give emergency
treatment in accident cases and reexamine workers with
disabilities to check on their progress. Usually, an occu-
pational physician refers a worker with a particular problem
to a specialist or calls in a specialist to act as a consultant.
In the past, physicians have not had a strong record of
detecting and controlling occupational disease. In fact, most
outbreaks of occupational disease have been identified ac-
cidentally. Exposure to hazardous materials in a workplace
often does not have an impact on the incidence of occu-
pational illness for 15 or 20 years. Today, a number of
corporations are increasing their medical staffs.
Other physicians participate in hearing conservation and
noise control programs. Ear specialists and ear-nose-throat
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132
Other Environmental Activities
specialists work in hospitals and in private practice but are
often asked to act as consultants in hearing conservation
and noise control programs.
Not all physicians examine and treat patients. Some plan
and administer health programs. The head of a health de-
partment in industry is frequently a medical doctor.
Other physicians are engaged in research, applying their Opportunities
medical knowledge to answering questions, for example,
about effects of noise and air pollution on the human body.
It usually takes 4 years to complete medical school. After
graduation, students spend 1 or 2 years as interns and must
pass a licensing examination. After internship, the physi-
cian may be trained for several years in one speciality of
medicine.
Job Requirements
Medical training for general practice takes 8 years or more
after graduation from high school. For those who want to
specialize in one area, such as diseases of the ear, occu-
pational health, or public health, the training may require
10 to 15 years. At present, of the nation's 124 medical
schools, very few have training in occupational medicine.
Four years of college are required. The premedical course
includes physics, biology, inorganic chemistry, and organic
chemistry. Application to medical schools should be made
about a year before graduation from college. Entrance is
competitive, and a good scholastic record is necessary.
There is a continuing demand for physicians. In the future,
probably more attention will be given to the occupational
diseases.
DOT codes: Medical Officer
Otolaryngologist
Physician, Head
Physician, Occupational
070.101-046
070.101-062
070.101-074
070.101-078
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I - . r '
*•«
'
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Federal Job Information Centers
135
Job Information Centers that provide information regarding
jobs in other jurisdictions (city, county, or State) are iden-
tified below by a (•).
ALABAMA
Huntsville:
Southerland Building
806 Governors Dr, N.W. 35801
(205) 453-5070
ALASKA
Anchorage:
Federal Bldg.& U.S. Courthouse
701 C St., P.O. Box 22, 99513
(907) 271-5821
ARIZONA
Phoenix:
522 N. Central Ave. 85004
(602) 261-4736
ARKANSAS
Little Rock:
Federal Bldg. Rm. 1319
700 W. Capitol Ave. 72201
(501) 378-5842
CALIFORNIA
Los Angeles:
Linder Bldg.
845 S. Figueroa90017
(213) 688-3360
Sacramento:
Federal Bldg., 650 Capitol Mall 95814
(916) 440-3441
San Diego:
880 Front St. 92188
(714) 293-6165
San Francisco:
Federal Bldg., Rm. 1001
450 Golden Gate Ave. 94102
(415) 556-667
COLORADO
• Denver:
1845 Sherman St., 80203
(303) 837-3506
CONNECTICUT
Hartford:
Federal Bldg., Rm. 717, 450 Main St.
06103
(203) 244-3096
DELAWARE
• Wilmington:
Federal Bldg., 844 King St. 19801
(302) 571-6288
DISTRICT OF COLUMBIA
Metro Area:
1900 E Street, N.W., 20415
(202) 737-9616
FLORIDA
• Miami:
1000 Brickell Ave., Suite 660, 33131
(305) 350-4725
• Orlando:
80 N. Hughey Ave. 32801
(305) 420-6148
GEORGIA
Atlanta:
Richard B. Russell Federal Bldg.,
75 Spring St. SW, 30303
(404)221-4315
GUAM
Agana:
238 O'Hara St.
Room 308 96910
344-5242
HAWAII
Honolulu (and Island of Oahu):
Federal Bldg. Room 1310
300 Ala Moana Blvd. 96850
(808) 546-8600
IDAHO
Boise:
Box 035, Federal Bldg.,
550 W. Fort Street 83724
(208)384-1726
ILLINOIS
Chicago:
Dirksen Bldg. Rm. 1322
219 S, Dearborn St. 60604
(312)353-5136
INDIANA
Indianapolis:
46 East Ohio Street, Room 123, 46204
(317)269-7161 or 7162
IOWA
Des Moines:
210 Walnut St., Rm. 191, 50309
(515) 284-4546
KANSAS
Wichita:
One-Twenty Bldg., Rm. 101,
120 S. Market St. 67202
(316)267-6311,ext. 106
In Johnson and Wyandott Counties dial 374-
5702
KENTUCKY
Louisville:
Federal Building
600 Federal PI. 40202
(502) 582-5130
LOUISIANA
New Orleans:
F. Edward Herbert Bldg.,
610 South St., Rm 103 70130
(504) 589-2764
MAINE
Augusta:
Federal Bldg. Rm. 611
Sewall St. & Western Ave. 04330
(207) 622-6171 ext. 269
MARYLAND
Baltimore:
Garmatz Federal Building
101 W. Lombard St. 21201
(301) 962-3822
DC Metro Area:
1900 E St. N.W., 20415
(202) 737-9616
MASSACHUSETTS
Boston:
3 Center Plaza, 02108
(617) 223-2571
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136
Federal Job Information Centers
MICHIGAN
Detroit:
477 Michigan Ave, Rm. 595, 48226
(313) 226-6950
MINNESOTA
Twin Cities:
Federal Bldg.
Ft. Snelling, Twin Cities, 55111
(612)725-3355
MISSISSIPPI
Jackson:
100 W. Capitol St. (Suite 102) 39201
(601)969-4585
MISSOURI
Kansas City:
Federal Bldg., Rm. 129
601 E. 12th St. 64106
(816) 374-5702
St. Louis:
Federal Bldg., Rm. 1712,
1520 Market St., 63103
(314)425-4285
MONTANA
Helena:
Federal Bldg. & Courthouse
301 S. Park, Rm. 153 59601
(406) 449-5388
NEBRASKA
Omaha:
U.S. Courthouse and Post Office Bldg.
Rm. 1014, 215 N. 17th St. 68102
(402) 221-3815
NEVADA
• Reno:
Mill & S. Virginia Streets
P.O. Box 3296 89505
(702) 784-5535
NEW HAMPSHIRE
Portsmouth:
Federal Bldg. Rm. 104,
Daniel & Penhallow Streets, 03801
(603) 436-7720 ext. 762
NEW JERSEY
Newark:
Federal Bldg., 970 Broad SXT. ?%*?%
(201) 645-3673
In Camden, dial (215) 597-7440
NEW MEXICO
Albuquerque:
Federal Bldg. 421 Gold Ave. SW, 87102
(505) 766-2557
NEW YORK
Bronx:
590 Grand Concourse, 10451
(212) 292-4666
Buffalo:
111 W. Huron St, Rm. 35, 14202
(716) 846-4001
Jamaica:
90-04 161st St., Rm. 200. 11432
(212) 526-6192
New York City:
Federal Bldg., 26 Federal Plaza, 10007
(212) 264-0422
Syracuse:
100 S. Clinton St. 13260
(315) 423-5660
NORTH CAROLINA
Raleigh:
Federal Bldg. 310 New Bern Ave.
P.O. Box 25069, 27611
(919) 755-4361
NORTH DAKOTA
Fargo:
Federal Bldg, Rm. 202
657 Second Ave. N. 58102
(701) 237-5771 ext. 363
OHIO
Cleveland
Federal Bldg., 1240 E. 9th St., 44199
(216) 522-4232
Dayton:
Federal Building Lobby
200 W 2nd St., 45402
(513) 225-2720 and 2854
OKLAHOMA
Oklahoma City:
200 NW Fifth St, 73102
(405) 231-4948
OREGON
Portland:
Federal Bldg., Lobby (North)
1220 SW Third St. 97204
(503) 221-3141
PENNSYLVANIA
• Harrisburg:
Federal Bldg., Rm. 168, 17108
(717) 782-4494
Philadelphia:
Wm. J. Green, Jr. Fed. Bldg,
600 Arch Street, 19106
(215) 597-7440
Pittsburgh:
Fed. Bldg. 1000 Liberty Ave., 15222
(412) 644-2755
PUERTO RICO
San Juan:
Federico Degetau Federal Bldg.
Carlos E. Chardon St.,
HatoRey, P.R. 00918
(809) 753-4209, ext. 209
RHODE ISLAND
Providence:
Federal & P.O. Bldg., Rm. 310
Kennedy Plaza 02903
(401) 528-4447
SOUTH CAROLINA
Charleston:
Federal Bldg., 334 Meeting St., 29403
(803) 724-4328
SOUTH DAKOTA
Rapid City:
Rm. 201, Federal Building
U.S. Court House, 515 9th St. 57701
(605) 348-2221
TENNESSEE
Memphis:
Federal Bldg., 167 N. Main St. 38103
(901) 521-3956
TEXAS
Dallas:
Rm. 1C42, 1100 Commerce St., 75242
(214) 749-7721
El Paso:
Property Trust Bldg.—Suite N302
2211 E. Missouri Ave. 79903
(915) 543-7425
Houston:
702 Caroline Street, 77002
(713) 226-5501
San Antonio:
643 E. Durango Blvd., 78205
(512) 229-6600
UTAH
Salt Lake City:
350 South Main St. Rm 484, 84101
(801) 524-5744
VERMONT
Burlington:
Federal Bldg., Rm. 614
P.O. Box 489
Elmwood Ave. & Pearl St., 05402
(802) 862-6712
VIRGINIA
Norfolk:
Federal Bldg., Rm. 220,
200 Granby Mall, 23510
(804) 441-3355
D.C. Metro Area:
1900 E Street, N.W. 20415
(202) 737-9616
WASHINGTON
• Seattle:
Federal Bldg., 915 Second Ave. 98174
(206) 442-4365
WEST VIRGINIA
• Charleston:
Federal Bldg., 500 Quarrier St. 25301
(304) 343-6181, ext. 226
WISCONSIN
Milwaukee:
Plankinton Bldg., Rm. 205,
161 W. Wisconsin Ave. 53203
(414) 244-3761
WYOMING
Cheyenne:
2120 Capitol Ave., Rm. 304
P.O. Box 967 82001
(307) 778-2220, ext. 2108
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Glossary
139
ADULTERANTS: Chemicals or substances that
by law do not belong in a food, plant, animal,
or pesticide formulation,
AQUEDUCT: A conduit, usually of consider-
able size, used to carry water.
BACTERIA: Small living organisms which often
consume the organic constituents of sewage.
BIOASSAY: The employment of living orga-
nisms to determine the biological effect of some
substance, factor, or condition.
BIOLOGICAL CONTROL: A method of con-
trolling pests by means of introduced or natu-
rally occurring predatory organisms, steriliza-
tion or the use of inhibiting hormones, or other
biological means, rather than by mechanical or
chemical means.
BOD, or BIOCHEMICAL OXYGEN DE-
MAND: The dissolved oxygen required by or-
ganisms for the aerobic decomposition of or-
ganic matter present in water. It is used as a
measure of determining the efficiency of a sew-
age treatment plant or to determine the potential
of an effluent to degrade a stream.
CARCINOGENIC: Cancer producing.
COMBINED SEWER: Carries both sewage and
storm water runoff.
COMMINUTOR: A device for the catching and
shredding of heavy solid matter in the primary
stage of waste treatment.
DOSIMETER (DOSEMETER): An instrument
used to measure the amount of radiation a person
has received.
ECONOMIC POISONS: Those chemicals used
to control insects, rodents, plant diseases, weeds,
and other pests, and also to defoliate economic
crops such as cotton.
EFFLUENT: The liquid that comes out of a
wastewater treatment plant after completion of
the treatment process.
EPIDEMIOLOGY: The study of diseases as
they affect populations.
FILM BADGE: A piece of masked photographic
film worn like a badge by nuclear workers to
monitor an exposure to radiation. Nuclear radia-
tion darkens the film.
FUNGICIDE: A pesticide chemical that kills
fungi or prevents them from causing diseases,
usually in plants of economic importance.
GEIGER COUNTER: An electrical device that
detects the presence of radioactivity.
GROUNDWATER: The body of water beneath
the surface of the ground. It is made up primarily
of the water that has seeped down from the sur-
face.
HERBICIDE: A pesticide chemical used to de-
stroy or control the growth of weeds, brush, and
other undesirable plants.
INTERCEPTOR SEWERS: In a combined sys-
tem control the flow of the sewage to the treat-
ment plant. In a storm, they allow some of the
sewage to flow directly into a receiving stream.
This protects the treatment plant from being ov-
erloaded in case of a sudden surge of water into
the sewers. Interceptors are also used in separate
sanitation systems to collect the flows from main
and trunk sewers and carry them to the points
of treatment.
IONIZATION CHAMBER: A device roughly
similar to a Geiger counter that reveals the pres-
ence of ionizing radiation.
IRRIGATION: A land application technique
where wastewater is applied to the land to supply
the water and nutrient needs of plants.
MONITORING: Periodic or continuous deter-
mination of the amount of pollutants or radio-
active contamination present in the environment.
PATHOGENIC: Causing or capable of causing
disease.
PESTICIDE: An agent used to control pests.
This includes insecticides for use against harm-
ful insects; herbicides for weed control; fungi
cides for control of plant diseases; rodenticides
for killing rats, mice, and other rodents; and
germicides used in disinfectants, algaecides,
slimicides, and other products. Some pesticides
can contaminate water, air, or soil and accu-
mulate in man, animals, and the environment,
particularly if they are misused. Certain of these
chemicals have been shown to interfere with the
reproductive processes of predatory birds and
possibly other animals.
POLLUTION: Results when animal, vegetable,
mineral, or heat wastes or discharges reach
water, air, or land, making them less desirable
or harmful for users.
PRIMARY TREATMENT: The stage in basic
treatment that removes the material that floats
or will settle in sewage. It is accomplished by
using screens to catch the floating objects and
tanks for the heavy matter to settle in.
PUMPING STATIONS: Lift the wastewater to
a higher elevation when the continuance of the
sewer at reasonable slopes would involve ex-
cessive depths of trench; or raise the wastewater
from areas too low to drain into available sew-
ers. These stations may be equipped with pneu-
matic ejectors or centrifugal pumps.
RADIATION: The emission of fast atomic par-
ticles or rays by the nucleus of an atom. Some
elements are naturally radioactive while others
become radioactive after bombardment with
neutrons or other particles. The three major
forms of radiation are alpha, beta, and gamma.
RECEIVING WATERS: Rivers, lakes, oceans,
or other water courses that receive treated or
untreated wastewaters.
REFUSE RECLAMATION: The process of
converting solid waste to salable products. For
example, the composting of organic solid waste
yields a salable soil conditioner.
RESOURCE RECOVERY: The process of ob-
taining materials or energy, particularly from
solid waste.
SAND FILTERS: Remove some suspended sol-
ids from sewage. Air and bacteria decompose
additional wastes filtering through the sand.
Cleaner water drains from the bed. The sludge
accumulating at the surface must be removed
from the bed periodically.
SANITARY LANDFILLING: An engineered
method of solid waste disposal on land in a man-
ner that protects the environment; waste is
spread in thin layers, compacted to the smallest
practical volume, and covered with soil at the
end of each working day.
SANITARY SEWERS: In a separate system,
pipes in a city that carry only domestic waste-
water. The storm water runoff is taken care of
by a separate system of pipes.
SECONDARY TREATMENT: The second step
in most waste treatment systems in which bac-
teria consume the organic parts of the wastes.
It is accomplished by bringing the sewage and
bacteria together in trickling filters or in the ac-
tivated sludge process.
SEDIMENTATION TANKS: Help remove sol-
ids from sewage. The waste-water is pumped to
the tanks where the solids settle to the bottom
or float on the top as scum. The scum is
skimmed off the top, and solids on the bottom
are pumped to incineration, digestion, filtration,
or other means of final disposal.
-------
140
Glossary
SEWAGE: The spent water of a community.
The term is often replaced in technical usage by
preferable term, wastewater.
SEWERS: A system of pipes that collect and
deliver wastewater to treatment plants or receiv-
ing streams.
SLUDGE: The solid matter that settles to the
bottom, floats, or becomes suspended in the
sedimentation tanks and must be disposed of by
filtration and incineration or by transport to ap-
propriate disposal sites.
SOLID WASTE DISPOSAL: The ultimate dis-
position of refuse that cannot be either salvaged
or recycled.
SOLID WASTE MANAGEMENT: The pur-
poseful, systematic control of the generation,
storage, collection, transport, separation, pro-
cessing, recycling, recovery, and disposal of
solid wastes.
SPECTROPHOTOMETRY: The quantitative
measurement with a photometer of the quantity
of light of any specific wavelength absorbed by
a colored solution or emitted by a sample excited
by a flame, arc, or spark.
STORM SEWERS: A separate system of pipes
that carry only runoffs from buildings and land
during a storm.
SUSPENDED SOLIDS: The small particles of
solid pollutants which are present in sewage and
which resist separation from the water by con-
ventional means.
TERTIARY TREATMENT: Used incases where
secondary levels of treatment of wastewater are
not adequate. In these cases, processes capable
of removing pollutants not adequately removed
by secondary treament are used in what is called
"tertiary wastewater treatment." (These pro-
cesses are often called advanced wastewater
treatment, or AWT for short).
TOXICITY: The quality or degree of being poi-
sonous or harmful to a plant or animal life.
TRICKLING FILTER: A support media for bac-
terial growth, usually a bed of rocks or stones.
The sewage is trickled over the bed so the bac-
teria can break down the organic wastes. The
bacteria collect on the stones through repeated
use of the filter.
TURBIDITY: A condition in water caused by
the presence of suspended matter; a measure of
fine suspended matter in liquid.
VECTOR: Disease vector - a carrier, usually an
arthropod, that is capable of transmitting a path-
ogen from one organism to another.
WASTEWATER: The spent water of a com-
munity. From the standpoint of source, it may
be a combination of the liquid and water-carried
wastes from residences, commercial buildings,
industrial plants, and institutions, together with
any groundwater, surface water, and storm
water that may be present. In recent years, the
word wastewater has taken precedence over the
word sewage.
WASTEWATER COLLECTION SYSTEM: The
sewer lines, appurtenances, and lift stations used
in the collection and conveyance of wastewater.
WASTEWATER TREATMENT PLANT: A se-
ries of tanks, screens, filters, and other pro-
cesses by which pollutants are removed from
water.
WATER DISTRIBUTION SYSTEM: The con-
duits, mains, storage tanks, pumping stations,
meters, and supporting equipment used to dis-
tribute water to customers.
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'fe
V
*-i>N'
I
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143
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U.S. Department of Transportation. Transpor-
tation Noise and Its Control. 1972.
U.S. Environmental Protection Agency. Career
Opportunities in the Environmental Protection
Agency. 1977.
. Career Choices: Working toward a
Better Environment. 1977.
. Choose a Career Which Allows a Fu-
ture: Professional Career Opportunities with
U.S. Environmental Protection Agency. 1976.
. Common Environmental Terms. 1974.
. Environmental Pollution Control Alter-
natives: Municipal Wastewater. 1976.
. EPA: Protecting Our Environment.
1977.
1976.
-. Health Effects of Air Pollutants. June
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—. Noise and Recreational Vehicles. 1976.
—. Noise Around Our Homes. 1977.
—. Noise Pollution. 1974.
-. Pollution and Your Health. 1976.
-. Principles of Pesticide Use, Handling,
and Application. 1976.
-. Slate and Municipal Noise Control Ac-
tivities 1973-1974. 1976.
U.S. Environmental Protection Agency. Office
of Public Affairs. A Drop to Drink: A Report on
the Quality of Our Drinking Water. March 1977.
. All You Need to Know About Sewage
Treatment Construction Grants. August 1976.
. A Primer on Wastewater Treatment.
July 1976.
-. Building for Cleaner Water: Federal
Grants Lend A Hand. August 1975.
-. Clean Water and the Cane Sugar In-
dustry. April 1977.
-. Clean Water and the Dairy Products
Industry. July 1972.
-. Clean Water and the Rubber Process-
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U.S. Environmental Protection Agency. Office
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Research Center, n.d.
University of Missouri at Columbia. School of
Forestry, Fisheries, and Wildlife. Placement
Opportunities for Majors in Fisheries and Wild-
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Willier, Robert A., and Associates. Water in
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C. Lewis. Sacramento, Calif. 1976.
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. A Classification System for Water and
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. Manpower Requirements for Waste-
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-------
Appendix 1
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t *
'
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Appendix 1
149
Financial Assistance
The U.S. commitment to higher edu-
cation is illustrated by the many finan-
cial assistance programs that are avail-
able to students in this country. The
door to greater career opportunity is
opening wider than ever before to
those groups — women, blacks, In-
dians, and others — who, in the past,
were unable, because of economic and
social reasons, to share the advantages
of technological improvements made
since the turn of the century. In setting
career goals, students should keep in
mind the many programs designed to
help them finance their education.
Millions of students receive finan-
cial assistance every year. Any student
who is not sure where to find help
should consult teachers, guidance
counselors, libraries, and university
student aid offices. Some programs are
designed specifically for minority stu-
dents; some are for students from low-
income families; some are for students
interested in certain fields of study,
such as engineering.
Often student assistance programs
cover only part of the costs of educa-
tion. However, in such cases students
can obtain adequate resources by uti-
lizing combinations of scholarships,
loans, part-time jobs, and savings. The
young person seeking an education
will find that there are many ways to
meet the costs.
It is important to start looking for
assistance early. Even during their
sophomore and junior years in high
school, students should gather infor-
mation about possible sources of fi-
nancial aid. In order to meet applica-
tion deadlines, students should inquire
about application processes more than
a year prior to the academic year for
which they are seeking support.
There is very little financial support
designed specifically for students in
environmental studies. However, the
federal programs described below sup-
port students in a broad range of aca-
demic fields, including fields related
to environmental studies.
In studying student assistance pro-
grams, students should keep in mind
the distinction among grants, loans,
and employment. Grants are gifts of
money; they do not have to be repaid.
Loans are borrowed money which
must be repaid with interest. Employ-
ment allows students to work and earn
the money they need.
The U.S. Office of Education re-
minds students that postsecondary ed-
ucation is one of the largest invest-
ments they will make. As consumers,
students should carefully evaluate what
they are purchasing. Before making
final decisions on education and train-
ing, students should have information
about schools' academic programs, fa-
cilities, drop-out rates, full costs of
attendance, refund policies, financial
aid policies, and other information
they feel they need.
Students should be careful to avoid
wasting time in the process of applying
for financial assistance. They can do
so by evaluating their own needs and
assessing the likelihood that particular
student assistance programs will meet
those needs. They should ask them-
selves several questions. How many
students have received assistance from
a particular program in the past, and
what was the average amount awarded?
Does the program concentrate on pro-
viding support to certain groups, such
as women and minorities? Is it de-
signed for graduate or undergraduate
students? Does it emphasize support-
ing students from low income fami-
lies? Does it support only students who
plan to study in certain academic
fields, such as engineering?
For example, students reviewing the
Basic Educational Opportunity Grant
(BEOG) Program should observe that
the program supported almost 2lh. mil-
lion students during the academic year
1978-79, in amounts ranging from $50
to $1,600. (In the award period July
1, 1979 to June 30, 1980, grants were
to range to $1,800.) The program does
not emphasize supporting certain
groups such as women and minorities.
Amount of award is based on students'
financial need. Students do not have
to be enrolled in specified academic
fields of study to be eligible.
Students considering applying for
the Supplemental Educational Oppor-
tunity Grant (SEOG) Program, under
which students receive support not
only from the Federal Government but
also from their schools, should ob-
serve that (1) the Supplemental Pro-
gram is for "students of exceptional
financial need who, without the grant,
would be unable to continue their ed-
ucation," and (2) the program was ex-
pected to support far fewer students
(465,900) in the academic year 1978-
79 than was the Basic Educational Op-
portunity Grant Program. Also, stu-
dents evaluating the program would
need to find out what is meant by
"exceptional financial need."
-------
150
Appendix 1
Besides Federal programs, there are
scholarship programs maintained at in-
dividual universities, as well as pro-
grams operated by businesses and pri-
vate foundations. At the end of this
appendix is a list of other sources of
information on student assistance.
U.S. Office of
Education (USOE)
The U.S. Office of Education offers
the following student financial aid pro-
grams:
1. The Basic Educational Opportu-
nity Grant (BEOG) Program
2. The Supplemental Educational
Opportunity Grant (SEOG) Pro-
gram
3. The College Work-Study (CWS)
Program
4. The National Direct Student Loan
(NDSL) Program
5. The Guaranteed Student Loan
(GSL) Program
6. The Health Education Assistance
Loan (HEAL) Program
To be eligible for aid under any of
these programs, students must be en-
rolled at least halftime in eligible pro-
grams at postsecondary colleges, uni-
versities, vocational schools, technical
schools, or hospital schools of nursing
participating in USOE financial aid
programs.
There are about 9,000 institutions
participating in USOE programs. Al-
though the U.S. Office of Education
determines the eligibility of a school
for participation in USOE financial aid
programs, the government does not
make judgments about or endorse the
quality or suitability of the education
offered by the schools. It is the stu-
dents' responsibility to evaluate care-
fully the content and quality of the
schools and their curricula.
To be eligible for any of these six
programs, students must meet one of
the following citizenship require-
ments: (1) Be a citizen, national, or
permanent resident of the United
States, the Northern Mariana Islands,
or the Trust Territory of the Pacific Is-
lands; (2) be in the United States for
other than a temporary purpose and be
able to provide documentation of in-
tent to become a permanent resident.
With the exception of the Guaran-
teed Student Loan Program and the
Health Education Assistance Loan
Program, the amount of student assis-
tance awarded under these six pro-
grams is based on the ability of stu-
dents and their families to pay
educational expenses. Estimates of
ability to pay vary depending on which
system of determining ability to pay is
used at a particular school.
Undergraduates may apply for any
of the USOE programs. Graduate stu-
dents may apply only for National Di-
rect Student Loans, Guaranteed Stu-
dent Loans, College Work Study, and
Health Education Assistance Loans.
1. The BASIC EDUCATIONAL
OPPORTUNITY GRANT PRO-
GRAM (BEOG) provides funds to un-
dergraduate students who have been
accepted for enrollment in, or are in
good standing at, eligible institutions
of higher education.
Unlike other USOE financial aid
programs, all eligible students will re-
ceive Basic Grant awards. Students are
eligible for up to 4 years of under-
graduate study (or 5 years in some
cases). During the 1979-80 academic
year, it was expected that an estimated
2,700,000 students would receive Basic
Grants ranging from $200 to $1,800,
depending on students' eligibility and
financial need as determined by a
standard formula.
Although most students are paid
their Basic Grants through their
schools, their eligibility and actual
amounts of awards are determined by
the Office of Education. Financial aid
officers at schools cannot make ad-
justments to students' Basic Grants
beyond those required by the Govern-
ment.
For information on submitting ap-
plications and determining eligibility,
students should contact financial aid
offices at eligible institutions of higher
education or write to the following ad-
dress: Bureau of Student Financial As-
sistance, P.O. Box 84, Washington,
D.C. 20044.
2. The SUPPLEMENTAL EDU-
CATIONAL OPPORTUNITY
GRANT PROGRAM (SEOG) is de-
signed for students of exceptional
financial need who, without the grant,
would be unable to continue their ed-
ucation. Graduate students are not el-
igible.
Students must be accepted for ad-
mission or be enrolled at an eligible
institution on at least a halftime basis,
and must be in good academic stand-
ing. During the academic year 1979-
80, grants were to range from $200 to
$1,500 per academic year, with a limit
of $4,000 for 4 years or $5,000 for 5
years. In the award period 1978-79, it
was estimated that the program would
enable 573,000 students to pursue
their education at 3,725 participating
institutions.
Students who are interested should
contact the financial aid officers at the
institutions they want to attend. These
institutions, which are responsible for
determining who will receive Supple-
mental Grants and the amounts, are
required to provide additional financial
assistance at least equal to the amounts
of the Supplemental Grants.
3. The COLLEGE WORK-STUDY
PROGRAM (CWS) provides jobs for
graduate, undergraduate, and voca-
tional students who have great finan-
cial need and who must earn a part of
their educational expenses. Applicants
must be enrolled at least halftime in
approved postsecondary educational
institutions. In the award period 1978-
79, it was estimated that approxi-
mately 3,200 institutions would em-
ploy 990,000 students.
Education institutions participating
in College Work-Study arrange jobs
on campus or off campus with public
and private nonprofit agencies, such as
hospitals. Eligible students may be
employed for as many as 40 hours a
week. In arranging jobs and determin-
ing how many hours a week students
may work under this program, finan-
cial aid officers take into account stu-
dents' (1) need for financial assistance;
(2) class schedules; and (3) health and
academic progress. In general, salaries
are at least equal to the current mini-
mum wage. Maximum hourly wage
-------
Appendix 1
151
rates depend on the jobs and on stu-
dents' qualifications.
Students should apply through their
schools' financial aid officers, who are
responsible for determining appli-
cants' eligibility and arranging jobs.
4. The NATIONAL DIRECT STU-
DENT LOAN PROGRAM (NDSL) is
for students who are enrolled at least
halftime in participating postsecondary
institutions and who need loans to
meet their educational expenses. Dur-
ing the loan period 1978-79, it was
estimated that 3,500 institutions would
lend $649,268,000 to 910,000 stu-
dents.
As of the academic year 1979-80,
students were permitted to borrow up
to a total of: (a) $2,500 if they were
enrolled in vocational programs or if
they had completed less that 2 years
of programs leading to bachelor's de-
grees; (b) $5,000 if they were under-
graduates who had already completed
2 years of study toward bachelor's de-
grees (this total included amounts bor-
rowed under NDSL for the first 2 years
of study); (c) $10,000 for graduate
study (this included any amounts bor-
rowed under NDSL for undergraduate
study).
Under this program, repayment be-
gins 9 months after students graduate
or leave school for other reasons. The
amount of the repayment depends on
the size of the debt and the ability to
pay, but in most cases students must
pay at least $360 a year unless the
school agrees to a lesser amount. Bor-
rowers may be allowed up to 10 years
to pay back loans. During the repay-
ment period 3 percent interest is
charged on unpaid balances of princi-
pal. No payments are required for up
to 3 years while students serve in the
Armed Forces, Peace Corps, or
VISTA. In addition, deferment is
available any time students return to
at least halftime study at an eligible
institution.
Applications may be made through
schools' financial aid officers. They
can also provide information about
loan cancellation provisions for bor-
rowers who go into certain fields of
teaching or specified military duty.
5. The GUARANTEED STU-
DENT LOAN PROGRAM (GSL) en-
ables students to borrow directly from
banks, credit unions, savings and loan
associations, and other participating
lenders who are willing to make the
education loans. Loans are guaranteed
by State or private nonprofit agencies
or are insured by the Federal Govern-
ment.
Students may apply for loans if they
are enrolled or have been accepted for
enrollment at least halftime in partici-
pating postsecondary institutions. It
was estimated that 1,143,000 loans
would be made under this program
during fiscal year 1980.
As of the academic year 1979-80,
the maximum per year that undergrad-
uates could borrow was $2,500. Grad-
uate or professional students could
borrow up to $5,000 per year (in some
States, less). Interest could not be
more than 7 percent. The total that
could be borrowed for undergraduate
or vocational study was $7,500. The
total was $15,000 for graduate or
professional study, including loans
made at the undergraduate level.
All students are eligible for Federal
interest benefits, regardless of family
income. The Federal Government will
pay the interest until students must be-
gin repaying loans, and during author-
ized period of deferment.
Repayments of loans normally be-
gin between 9 and 12 months after stu-
dents graduate or leave school; stu-
dents may be allowed to take up to 10
years to repay loans. The amount of
the payment depends upon the size of
the debt and the ability to pay; but in
most cases students pay at least $360
a year unless circumstances agreed
upon by the lending institution warrant
a lesser amount.
Students do not have to make pay-
ments for up to 3 years while serving
in the Armed Forces, Peace Corps, or
fuil'time volunteer programs con-
ducted by ACTION (which includes
VISTA, University Year for AC-
TION, ACTION cooperative Volun-
teer Programs, Volunteers in Justice,
and the Program for Local Service). In
addition, deferment is available any
time students return to full-time study
at eligible institutions or pursue courses
of study under graduate fellowship
programs. Single deferments up to one
year are also provided for students
who are unable to find full-time em-
ployment.
Information and application forms
are available from financial aid offi-
cers at schools, as well as from lend-
ers, State Guarantee Agencies, and
Regional Offices of the U.S. Office of
Education.
6. The HEALTH EDUCATION
ASSISTANCE LOAN PROGRAM
(HEAL) provides federally insured
loans to graduate students attending
eligible schools of medicine, osteo-
pathic medicine, dentistry, veterinary
medicine, optometry, podiatry, phar-
macy, and public health. The loans are
made by participating lenders, includ-
ing banks, credit unions, savings and
loan associations, and educational in-
stitutions.
As of the academic year 1979-80,
the maximum students could borrow
was $10,000 per academic year to a
total of $50,000. Pharmacy students
were limited to $7,500 per academic
year to a total of $37,500.
There is no Federal interest subsidy
for these loans. Interest may not ex-
ceed 12 percent per year (annual per-
centage rate) on the unpaid balance of
the loan. In addition to the interest,
there is an insurance premium of one-
quarter of 1 percent per-year that is
charged in advance.
Repayment begins 9 months after
completion of formal training — in-
cluding accredited internship and re-
sidency programs — or withdrawal
from school. Borrowers have 10 to 15
years to repay the loan.
Repayment of principal can be de-
ferred (a) for full-time study at a
Health Education Assistance Loan
school or an institution of higher ed-
ucation that is participating in the
Guaranteed Student Loan Program; (b)
for up to 3 years for internship or re-
sidency training, service in the Armed
Forces, Peace Corps, ACTION, or the
National Health Service Corps.
-------
152
Appendix 1
At the option of the Federal Gov-
ernment, a borrower may apply for
Federal payments for service in the
Natonal Health Service Corps or pri-
vate practice in a health manpower
shortage area.
To apply for a Health Education
Assistance Loan, the borrower must
obtain an application from the finan-
cial aid officer at a health professions
school. After completing the bor-
rower's section, the borrower must
have the school section completed by
the financial aid officer and submit the
application to a participating lender.
For further information, students
should contact HEAL, Post Office
Box 23033, L'Enfant Plaza, Washing-
ton, D.C. 20024.
National Science
Foundation
The National Science Foundation pro-
vides fellowships to highly skilled
graduate students in the sciences, en-
gineering, and mathematics. Students
pursue training at institutions of their
own choice. Fellowships provide for
stipends and cost-of-education allow-
ances, which are paid to the applicant
through his or her institution. Recipi-
ents must remain full-time students for
the duration of the grants. In the fiscal
year 1978, 1,450 awards were antici-
pated. Applications for fellowships
should be made during the fall prior to
the academic year for which assistance
is requested.
Under other project grants awarded
by the Foundation, funds may be used
for paying costs necessary to conduct
research or studies, such as salaries
and expendable equipment and sup-
plies, travel, publications, participant
costs, other direct costs, and indirect
costs.
The Foundation also has programs
(1) to encourage training for research
and teaching at all levels, and (2) to
provide research experience to a num-
ber of talented high school and college
students showing early promise in sci-
ence. During the summer of 1978 over
1,200 undergraduates participated in
the Undergraduate Research Partici-
pation Program; over 500 undergrad-
uates conducted independent research
in the Student-Originated Studies Pro-
gram. During the summer of 1978,
programs for high-ability high school
students provided about 5,450 oppor-
tunities for scientific training.
For additional information about
National Science Foundation Pro-
grams, write to the Public Information
Branch, National Science Foundation,
Washington, D.C. 20550.
U.S. Department
of Energy
The U.S. Department of Energy has
several programs of interest to students
and faculty. Under the UNIVERSITY-
LABORATORY COOPERATIVE
PROGRAM, the Department provides
special energy-related training and
work experience to university students
and faculty in science and engineering
fields. The training and work experi-
ence are provided at participating lab-
oratories. The Department of Energy
also has a program, FACULTY
TRAINING INSTITUTES, SHORT
COURSES, AND WORKSHOPS ON
ENERGY AND ENVIRONMENTAL
SUBJECTS, under which energy- and
environment-related update training is
provided to university science and en-
gineering faculty and to high school
science and social science teachers.
The PREFACE (PREFRESHMAN
AND COOPERATIVE EDUCATION
FOR MINORITIES IN ENGINEER-
ING) PROGRAM promotes equitable
participation of all Americans in en-
ergy-related careers; specifically, the
program is designed to increase the
education opportunities available to
qualified and qualifiable minority group
members and women in energy-re-
lated fields of engineering. Using en-
richment programs, such as summer
programs and academic year weekend
programs, PREFACE prepares pre-
freshman for engineering studies at
universities.
For information on universities and
laboratories participating in programs
of the U.S. Department of Energy,
students should write to the Educa-
tional Programs Division, U.S. De-
partment of Energy, Mail Stop 8G-
031, Forrestal Building, Washington,
D.C. 20585.
Other Sources
of Information
Other Sources of Information About
Student Financial Assistance:
American Legion
Emblem Sales
P.O. Box 1055
Indianapolis, Indiana 46206
Request: Need A Lift? Single copies,
$1.00; orders of 100 or more,
$0.75 each.
National Science Foundation
Publications Branch
1800 G Street, N.W.
Washington, D.C. 20550
Request: A Selected List of Major Fel-
lowship Opportunities and Aids to
Advanced Education for United
States Citizens. Free
A List of Major Fellowship Opportun-
ities and Aids to Advanced Edu-
cation for Foreign Nationals. Free
American College Testing Program
P.O. Box 808
Iowa City, Iowa 52243
Request: College Planning/Search
Book. $6.00
National Commission for Cooperative
Education
360 Huntington Avenue, Boston,
Massachusetts 02115
Request: List of colleges and univers-
ities offering programs of cooper-
ative education. Free
Basic Grants
P.O. Box 84
Washington, D.C. 20044
Request: Information on student finan-
cial assistance programs of the
U.S. Office of Education. Free
-------
-------
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Appendix 2
155
Postsecondary
Environmental
Education Programs,
by Type of Pollution,
by State
The following list of postsecondary
environmental education programs was
extracted from a 12-volume study1
published in 1979 under a grant from
the Environmental Protection Agency.
The list, which shows programs by
State, is divided into the same sections
as was the original study, beginning
with academic programs concerned
with wastewater pollution:
1. Wastewater Programs
2. Drinking Water Programs (Po-
table Water Programs)
3, Air Programs
4. Noise Programs
5. Pesticides and Toxicology Pro-
grams
6. Solid Waste Programs
7. Radiation Programs
8. Energy Programs
9. Combined Drinking Water/
Wastewater Programs
10. Environmental Science/Health
Programs
11. Environmental Engineering/
Technology Programs
12. Environmental Studies Pro-
gram
Some educational programs do not
readily fall into any pollution control
category such as air or noise; some
programs could be classified in several
areas. The last three items on the list
— Environmental Science/Health, En-
vironmental Engineering/Technology,
1 Directory of Post-Secondary Environmental
Education, National Environmental/Energy
Workforce Assessment, Phase III. (Iowa City:
National Field Research Center, Inc., May
1979. 230 East Benton, P.O. Box 287, Iowa
City, Iowa 52240.)
and Environmental Studies — are pre-
sented to accomodate those programs
that do not seem to fit under one of the
preceding nine categories.
We recommend that students use the
list as a starting point in evaluating
programs rather than as a document
from which to make final decisions
concerning choice of school. Postsec-
ondary programs change periodically;
therefore, some entries may go out of
date from time to time. (Some pro-
grams are offered every other year
rather than every year.)
The list does not rate the programs
or describe individual courses that stu-
dents take, nor does a program's
being represented in this list assure
that graduates of that program meet
specialized occupational requirements.
In order to be sure that an educational
program will qualify him or her for a
specific occupation, the student should
consult prospective employers, school
counselors, family, friends, persons
already working in the occupation,
professional and trade associations,
State Employment Services, libraries,
and others. In general, the more infor-
mation students have about tuition,
course offerings, degree requirements,
and faculty, and the more information
they have about the occupations for
which they are studying, the better
prepared they are to make decisions
concerning what schools to attend.
The list includes entries from junior
colleges, vocational and technical
training institutes, community col-
leges, 4-year colleges and universities,
and others. Programs are representa-
tive of all levels, from academic cer-
tification through doctoral degrees. At
the end of each entry in the list, the
degree level (certificate, 4-year, grad-
uate, for example) is shown in paren-
theses.
For additional copies, write: Jeff
Meetre (RD-680), National Workforce
Development Staff, U.S. Environmen-
tal Protection Agency, Washington,
D.C. 20460
1. Wastewater
Programs
California
Palomar College
Vocational Education Department
1140 West Mission Road
San Marcos, California 92069
(Certificate; 2-year)
Connecticut
University of Connecticut
Civil Engineering Department
Storrs, Connecticut 06268
(Graduate)
District of Columbia
University of the District of Columbia
Environmental Science Department
4200 Connecticut Avenue N.W.,
Washington, D.C. 20008
(2-year)
Florida
Miami-Dade Community College
Engineering Department
11011 S.W. 104th Street
Miami, Florida 33176
(Certificate)
North Florida Junior College
Wastewater Treatment Department
Madison, Florida 32340
(Certificate)
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156
Appendix 2
University of Florida
Environmental Engineering Sciences
Department
Gainesville, Florida 32611
(Graduate)
Illinois
Carl Sandburg College
Vocational/Technical Education Department
Box 104
South Lake Storey Road
Galesburg, Illinois 61401
(1-year, 2-year)
Maine
Southern Maine Vocational and Technical
Institute
Wastewater Treatment Technology Department
2 Fort Road
South Portland, Maine 04106
(Certificate)
University of Maine
Civil Engineering Department
103 Boardman Hall
Orono, Maine 04473
(Graduate)
Maryland
Charles County Community College
Pollution Abatement Technology Department
La Plata, Maryland 20646
(2-year)
Garrett Community College
Division of Mathematics
Science and Environmental Studies
McHenry, Mary land 21541
(Certificate)
Massachusetts
North Shore Community College
Essex Agricultural and Technical Institute
3 Essex Street
Beverly, Massachusets 01915
(2-year)
University of Lowell
Wastewater Treatment Department
Civil Engineering Technology
Lowell, Massachusetts 01854
(Certificate)
Nebraska
University of Nebraska
Civil Engineering Department
Lincoln, Nebraska 08508
(4-year; Graduate)
New York
State University of New York at Buffalo
Civil Engineering Department
Parker Engineering
Buffalo, New York 14214
(4-year; Graduate)
Ulster County Community College
Science Laboratory Technology Department
Stone Ridge, New York 12142
(2-year)
North Carolina
Southeastern Community College
Adult Education Department
P.O. Box 151
Whiteville, North Carolina 28472
(No degree)
University of North Carolina at Chapel Hill
Environmental Sciences and Engineering
School of Public Health
Chapel Hill, North Carolina 27514
(Graduate)
Western Piedmont Community College
Natural Science and Mathematics Department
Morgantown, North Carolina 28655
(Certificate)
Oklahoma
Oscar Rose Junior College
Environmental Science Department
6420 S.E. 15th Street
Midwest City, Oklahoma 73110
(2-year)
Oregon
Clackamas Community College
Water Quality Curriculums Department
19600 South Molalla Avenue
Oregon City, Oregon 97045
(2-year)
Linn-Benton Community College
Science & Technology Division
6500 S.W. Pacific Blvd.
Albany, Oregon 97321
(2-year)
Tennessee
State Technical Institute at Memphis
Environmental Engineering Technology
Department
5983 Macon Cove, Memphis
Tennessee 38134
(2-year)
Virginia
Central Virginia Community College
Engineering and Technology Division
Wards Road South
P.O. Box 4098
Lynchburg, Virginia 24502
(2-year)
Northern Virginia Community College
Environmental and Natural Sciences Division
Woodbridge Campus
15200 Smoketown Road
Woodbridge, Virginia 22191
(Certificate)
West Virginia.
West Virginia University
Engineering Department
Morgantown, West Virginia 26506
(Graduate)
2. Drinking Water
Programs (Potable
Water Programs)
Alabama
University of Alabama
Civil Engineering Department
University, Alabama 35486
(Graduate)
California
California Institute of Technology
Engineering and Applied Science Department
1201 East California Blvd.
Pasadena, California 91125
(4-year; Graduate)
California State University at Fullerton
Earth Science Department
Fullerton, California 92634
(4-year)
California State University at Long Beach
Civil Engineering Department
1250 Bellflower Blvd.
Long Beach, California 90840
(4-year; Graduate)
California State University at Los Angeles
Civil Engineering Department
5151 State University Drive
Los Angeles, California 90032 (4-year;
Graduate)
Imperial Valley College
Water Treatment Technology Department
P.O. Box 158
Imperial, California 92251
(Certificate: 1-year; 2-year)
Palomar College
Vocational Education Department
1140 West Mission Road
San Marcos, California 92069
(Certificate; 2-year)
San Jose State University
Civil Engineering & Applied Mechanics
Department
125 South Seventh Street
San Jose, California 95192
(4-year; Graduate)
Stanford University
Civil Engineering Department
Palo Alto, California 94305
(4-year; Graduate)
University of California at Berkeley
Civil Engineering Department
Berkeley, California 94720
(Graduate)
University of California at Davis
Civil Engineering Department
Davis, California 95616
(4-year)
University of California at Davis
Land, Air, and Water Resources Department
Davis, California 95616
(Graduate)
University of Southern California
Civil Engineering Department
Los Angeles, California 90007
(4-year; Graduate)
Florida
Florida International University
Division of Environmental Technology and
Urban Systems
Tamiami Trail, Miami, Florida 33199
(4-year; Graduate)
Miami-Dade Community College
Engineering Department
South Campus
11011 S.W. 104th Street
Miami, Florida 33176
(Certificate)
University of Florida
Environmental Engineering Sciences
Department
Gainesville, Florida 32611
(Graduate)
-------
Appendix 2
157
University of Florida
Agricultural Engineering Department
College of Engineering
Gainesville, Florida 32611
(4-year; Graduate)
Georgia
University of Georgia
School of Forest Resources
Athens, Georgia 30602
(4-year; Graduate)
Indiana
Ball State University
Department of Natural Resources
Room 110
West Quadrangle
Muncie, Indiana 47306
(4-year)
Purdue University
Purdue University Natural Resources Research
Institute
West Lafayette, Indiana 47907
(Graduate)
Kentucky
University of Kentucky
Agricultural Engineering Department
Lexington, Kentucky 40506
(4-year; Graduate)
University of Kentucky
Chemical Engineering Department
Lexington, Kentucky 40506
(4-year; Graduate)
University of Kentucky
Civil Engineering Department
Lexington, Kentucky 40506
(4-year; Graduate)
Michigan
Northern Michigan University
Interdisciplinary Department
279 West Science Street
Marquette, Michigan 49855
(4-year)
University of Michigan
Environmental & Industrial Health Department
School of Public Health
Ann Arbor, Michigan 48104
(Graduate)
Minnesota
University of Minnesota
Civil & Mineral Engineering Department
Institute of Technology
112 Mineral & Metallurgical Engineering
Building
Minneapolis, Minnesota 55455
(4-year; Graduate)
Nebraska
University of Nebraska
Civil Engineering Department
Lincoln, Nebraska 08508
(Graduate)
University of Nebraska
Interdepartmental Program in Water Resources
Planning and Management
Lincoln, Nebraska 08508
(Graduate)
New Hampshire
University of New Hampshire
Institute of Natural & Environmental
Resources
Durham, New Hampshire 03824
(Graduate)
New York
State University of New York at Stony Brook
Marine Environmental Sciences
Coastal Oceanography
Marine Sciences Research Center
Stony Brook, New York 11794
(Graduate)
Oregon
Chemeketa Community College
Trade and Industry Department
P.O. Box 1007
Salem, Oregon 97308
(2-year)
Clackamas Community College
Water Quality Curriculums Department
19600 South Molalla Avenue
Oregon City, Oregon 97045
(2-year)
Pennsylvania
Allegheny College
Aquatic Environments Department
Meadville, Pennsylvania 16335
(4-year)
South Carolina
University of South Carolina
Geology Department
Columbia, South Carolina 29208
(4-year; Graduate)
Tennessee
University of Tennessee
Water Resources Research Center
Knoxville, Tennessee 37916
(Graduate)
Texas
University of Texas at Austin
Civil Engineering Department
Austin, Texas 78712
(4-year; Graduate)
Virginia
J. Sargeant Reynolds Community College
Ground Water Resources Program
P.O. Box 12084
Richmond, Virginia 23241
(Certificate)
Wisconsin
University of Wisconsin at Madison
Wafer Resources Management Executive
Committee
Madison, Wisconsin 53706
(Graduate)
University of Wisconsin at Stevens Point
College of Natural Resources
Stevens Point, Wisconsin 54481
(4-year; Graduate)
Wyoming
University of Wyoming
Civil and Architectural Engineering
Department
P.O. Box 3334
University Station
Laramie, Wyoming 82071
(4-year; Graduate)
3. Air Programs
California
University of California at Berkeley
Civil Engineering Department
Berkeley, California 94720
(4-year; Graduate)
Colorado
Colorado State University
Atmospheric Chemistry Program
Interdisciplinary Department
Fort Collins, Colorado 80523
(Graduate)
Connecticut
Yale University
Department of Forestry & Environmental
Studies
New Haven, Connecticut 06520
(Graduate)
District of Columbia
University of the District of Columbia
Environmental Science Department
4200 Connecticut Avenue, N,W,
Washington, D.C. 20008
(Certificate; 2-year)
Florida
University of Florida
Environmental Engineering Sciences
Department
Gainesville, Florida 32611
(Graduate)
Illinois
Illinois Institute of Technology
Pritzker Department of Environmental
Engineering
102 Alumni Memorial Hall
Chicago, Illinois 60616
(Graduate)
University of Illinois at Urbana-Champaign
Civil Engineering Department or Mechanical
and Industrial Engineering Department
Urbana, Illinois 61801
(4-year; Graduate)
Indiana
Ball State University
Natural Resources Department
Room 110
West Quadrangle
Muncie, Indiana 47306
(4-year)
Kentucky
University of Kentucky
Chemical Engineering Department
Lexington, Kentucky 40506
(4-year; Graduate)
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158
Appendix 2
Massachusetts
Worchester Polytechnic Institute
Chemical Engineering Department
Worcester, Massachusetts 01609
(4-year)
Michigan
University of Michigan
Environmental & Industrial Health Department
School of Public Health
Ann Arbor, Michigan 48104
(Graduate)
Missouri
Washington University
Mechanical Engineering Department
Box 1185
Lindell & Skinker Blvds.
St. Louis, Missouri 63130
(Graduate)
New Jersey
Stevens Institute of Technology
Mechanical Engineering Department
Castle Point Station
Hoboken, New Jersey 07030
(Certificate of Special Studies awarded)
New York
City University of New York
City College School of Engineering
Civil Engineering
Convent Ave. at 138th St.
New York, New York 10031
(Graduate)
State University of New York at Albany
Atmospheric Science Department
1400 Washington Avenue
Albany, New York 12222
(Graduate)
Syracuse University
Chemical Engineering & Materials Science
Department
Syracuse, New York 13210
(4-year; Graduate)
North Carolina
Duke University
Forestry and Environmental Studies
Department
Durham, North Carolina 27706
(Graduate)
North Carolina State University
Department of Chemical Engineering
Raleigh, North Carolina 27607
(Graduate)
University of North Carolina at Chapel Hill
Environmental Sciences and Engineering
School of Public Health
Chapel Hill, North Carolina 27514
(Graduate)
Ohio
Muskingum Area Technical College
Division of Engineering & Science
1555 Newark Road
Zanesville, Ohio 43701
(2-year)
Ohio State University
Chemical Engineering Department
140 West 19th Street
Columbus, Ohio 43210
(4-year; Graduate)
University of Cincinnati
Environmental Health Department
Kettering Laboratory
Room 107
Cincinnati, Ohio 45267
(Graduate)
Oregon
Oregon Graduate Center
Department of Environmental Technology
19600 N.W. Walker Road
Beaverton, Oregon 97005
(Graduate)
Portland State University
Engineering and Applied Science Department
P.O. Box 751
Portland, Oregon 97207
(Graduate)
Pennsylvania
Pennsylvania State University
Air Pollution Contol Engineering Technology
Department
University Park, Pennsylvania 16802
(2-year)
University of Pittsburgh
Industrial Environmental Health Sciences
Department
Graduate School of Public Health
University of Pittsburgh
Pittsburgh, Pennsylvania 15620
(Graduate)
South Carolina
Clemson University
Environmental Systems Engineering
Department
Clemson, South Carolina 29631
(Graduate)
Tennessee
University of Tennessee
Civil Engineering Department
Knoxville, Tennessee 37916
(4-year; Graduate)
Vanderbilt University
Environmental Engineering and Policy
Management Department
Nashville, Tennessee 37240
(4-year; Graduate)
Texas
University of Houston
Chemical Engineering Department
4800 Calhoun
Houston, Texas 77004
(4-year; Graduate)
Virginia
George Washington University—NASA
Joint Institute for Advancement of Right
Sciences Department
Mail Stop 169
NASA-Langley Research Center
Hampton, Virginia 23665
(Graduate)
Wisconsin
Alverno College
Environmental Division
3401 S. 39th Street
Milwaukee, Wisconsin 53215
(4-year)
University of Wisconsin at Milwaukee
Atmospheric & Marine Environmental Studies
Program
Energetics Department
Room 819
Engineering & Mathematical Sciences Building
Milwaukee, Wisconsin 53201
(Graduate)
4. Noise Programs
Connecticut
University of Hartford
Interdisciplinary Engineering Studies
200 Bloomfield Avenue
West Hartford, Connecticut 06117
(4-year)
Georgia
Georgia Institute of Technology
College of Engineering
225 North Ave., N.W.
Atlanta, Georgia 30332
(Certificate; 4-year)
Illinois
Northern Illinois University
Physics Department
DeKalb, Illinois 60115
(Certificate; 4-year; Graduate)
Indiana
Purdue University
School of Mechanical Engineering
West Lafayette, Indiana 47907
(Graduate)
Maine
University of Maine
. Electrical Engineering Department
111 Barrows Hall
Orono, Maine 04473
(Graduate)
Massachusetts
Massachusetts Institute of Technology
Mechanical Engineering Department
Cambridge, Massachusetts 02139
(Graduate)
Northeastern University
Mechanical Engineering Department
214 Hayden Hall
360 Huntington Avenue
Boston, Massachusetts 02115
(Graduate)
University of Lowell
Mechanical Engineering Department
1 University Avenue
Lowell, Massachusetts 01854
(Graduate)
New Jersey
Rutgers, The State University of New Jersey
Mechanical & Aerospace Engineering
Department
B241 Engineering Building
Busch Campus
New Brunswick, New Jersey 08903
(Graduate)
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Appendix 2
159
North Carolina
North Carolina State University
Mechanical and Aerospace Engineering
Department
Raleigh, North Carolina 27607
(Graduate)
Ohio
University of Cincinnati
Mechanical and Industrial Engineering
Department
College of Engineering
Cincinnati, Ohio 45267
(4-year; Graduate)
Pennsylvania
The Pennsylvania State University
Graduate Program in Acoustics
Applied Research Laboratory
P.O. Box 30
State College, Pennsylvania 16801
(Graduate)
Tennessee
Memphis State University
Audiology and Speech Pathology
Speech and Hearing Center
807 Jefferson Avenue
Memphis, Tennessee 38152
(Graduate)
University of Tennessee
Audiology and Speech Pathology Department
Knoxville, Tennessee 37916
(Graduate)
Texas
University of Houston
Mechanical Engineering Department
4800 Calhoun
Houston, Texas 77004
(4-year; Graduate)
Virginia
George Washington University
NASA
Joint Institute for Advancement of Flight
Sciences
Mail Stop 169
NASA-Langley Research Center
Hampton, Virginia 23665
(Graduate)
5. Pesticides and
Toxicology Programs
Alabama
Alabama A & M University
Biology Department
Normal, Alabama 35762
(4-year)
Gadsden State Junior College
Division of Vocational/Technical Education
George Wallace Drive
Gadsden, Alabama 35903
(2-year)
Arizona
Arizona State University
Zoology Department
Tempe, Arizona 85281
(4-year)
University of Arizona
Toxicology Department
Tucson, Arizona 85721
(Graduate)
University of Arizona
Plant Sciences Department
Tucson, Arizona 85721
(4-year; Graduate)
University of Arizona
Entomology Department
Tucson, Arizona 85721
(4-year; Graduate)
University of Arizona
Interdepartmental Program
Plant Protection Committee
Tucson, Arizona 85721
(4-year)
Arkansas
University of Arkansas
Interdepartmental Program
College of Agriculture and Home Economics
Fayetteville, Arkansas 72701
(4-year)
University of Arkansas
Entomology Department
Fayetteville, Arkansas 72701
(4-year; Graduate)
University of Arkansas Medical Center
Pediatrics Department
4301 West Markham
Little Rock, Arkansas 72701
(Graduate)
University of Arkansas Medical Center
Interdisciplinary Toxicology Graduate Program
4301 West Markham,
Little Rock, Arkansas 72201
(Graduate)
California
California State University at Northridge
Health Science Department
18111 Northhoff Street
Northridge, California 91330
(4-year; Graduate)
Consumnes River College
Agriculture Department
8401 Center Parkway
Sacramento, California 95823
(2-year)
Reedley College
Plant Science Program
995 North Reed Avenue
Reedley, California 93654
(Certificate; 2-year)
Saddleback College
Agriculture Department
2800 Marguerite Parkway
Mission Viejo, California 92675
(Certificate)
San Jose State University
Biological Sciences Department
125 South Seventh Street
San Jose, California 95192
(4-year; Graduate)
University of California at Berkeley
Entomology Department
Berkeley, California 94720
(4-year; Graduate)
University of California at Berkeley
Pest Management Program
Berkeley, California 94720
(4-year)
University of California at Davis
Interdepartmental Program on Plant Protection
and Pest Management
Davis, California 95616
(Graduate)
University of California at Davis
Environmental Toxicology Program
College of Agriculture and Environmental
Science
Davis, California 95616
(Graduate)
University of California at Davis
Plant Sciences and Pest & Disease
Management Program (Entomology)
Davis, California 95616
(4-year; Graduate)
University of California at Davis
Resources Sciences and Engineering
Department
Davis, California 95616
(4-year)
University of California at Davis
Graduate Group in Pharmacology and
Toxicology
Graduate Division
Davis, California 95616
(Graduate)
University of California at Davis
Medical Learning Resources
School of Medicine
Davis, California 95616
(Graduate)
University of California at Riverside
Entomology Department
Riverside, California 92502
(4-year; Graduate)
Colorado
Colorado State University
Zoology and Entomology Department
Fort Collins, Colorado
80523
(4-year; Graduate)
Delaware
University of Delaware
Entomology and Applied Ecology Department
Newark, Delaware 19711
(4-year)
Florida
Broward Community College
Division of Mathematics and Science
3501 S.W. Davie Road
Fort Lauderdale, Florida 33314
(2-year)
Florida A & M University
Division of Rural Development
Entomology and Structural Pest Control
Program
Tallahassee, Florida 32307
(4-year)
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160
Appendix 2
University of Florida
Pest Management Program
College of Agriculture
Gainesville, Florida 32611
(4-year; Graduate)
Georgia
University of Georgia
Entomology Department
Athens, Georgia 30602
(4-year; Graduate)
University of Georgia
Plant Pathology and Genetics Program
Athens, Georgia 30602
(4-year; Graduate)
Idaho
Idaho State University
College of Pharmacy
Paeatello, Idaho 83209
(Graduate)
University of Idaho
College of Agriculture
Moscow, Idaho 83843
(4-year; Graduate)
Illinois
Elgin Community College
Technical/Vocational Program
1700 Spartan Drive
Elgin, Illinois 60120
(2-year)
Loyola University of Chicago
Pharmacology Department
Stritch School of Medicine
2160 South First Avenue
Maywood, Illinois 60153
(Graduate)
University of Illinois at Urbana-Champaign
Entomology Department
Urbana, Illinois 61801
(Graduate)
University of Illinois at Urbana-Champaign
Interdepartmental Program in Environmental
Toxicology
583 Morrill Hall
Urbana, Illinois 61801
(Graduate)
Indiana
Indiana University
School of Medicine
1100 W. Michigan St.
Indianapolis, Indiana 46202
(Graduate)
Purdue University
School of Pharmacology & Toxicology
West Lafayette, Indiana 47907
(4-year)
Purdue University
School of Agriculture (Entomology)
West Lafayette, Indiana 47907
(4-year)
Iowa
Drake University
College of Pharmacy
25th and University
Des Moines, Iowa 50311
(Graduate)
University of Iowa
Institute of Agricultural Medicine and
Environmental Health, Oakdale Campus
Iowa City, Iowa 52242
(Graduate)
Kansas
Kansas State University
Comparative Toxicology Laboratory
College of Veterinary Medicine
Manhattan, Kansas 66506
(4-year; Graduate)
Kansas State University
Entomology Department
Manhattan, Kansas 66506
(4-year; Graduate)
University of Kansas
School of Pharmacy
Lawrence, Kansas 66045
(4-year; Graduate)
The University of Kansas Medical Center
Pharmacology Department
College of Health Sciences and Hospital
Kansas City, Kansas 66103
(Graduate)
Kentucky
University of Kentucky
Biological Sciences Department
Lexington, Kentucky 40506
(4-year; Graduate)
University of Kentucky
Environmental Toxicology Department
Lexington, Kentucky 40506
(Graduate)
Louisiana
Delgado College
Environmental Health Technology Department
615 Park Avenue
New Orleans, Louisiana 70119
(2-year; Certificate)
Louisiana State University
Entomology Department
Baton Rouge
Louisiana 70803
(4-year)
Northeast Louisiana University
School of Pharmacy
Monroe, Louisiana 71201
(4-year; Graduate)
Maine
University of Maine at Orono
Entomology Department
306 Deering Hall
Orono, Maine 04473
(4-year; Graduate)
Maryland
University of Maryland
Department of Entomology
Symons Hall
Room 1304
College Park, Maryland 20742
(Graduate)
Massachusetts
Harvard University School of Public Health
Physiology Department
665 Huntington Avenue
Boston, Massachusetts 02115
(Graduate)
North Shore Community College
Essex Agricultural and Technical Institute
3 Essex Street
Beverly, Massachusetts 01915
(2-year)
University of Massachusetts at Amherst
Entomology Department
Amherst, Massachusetts 01002
(4-year; Graduate)
University of Massachusetts at Amherst
College of Food and Natural Resources
Amherst, Massachusetts 01002
(4-year)
Michigan
Ferris State College
School of Allied Health (Pesticide Technology)
Big Rapids, Michigan 49307
(2-year)
Michigan State University
Pesticide Research Center
East Lansing, Michigan 48824
(no degree)
Michigan State University
Colleges of Agriculture and Natural Resources
and Natural Science
203 Pesticide Research Center
East Lansing, Michigan 48824
(4-year)
University of Michigan
Environmental & Industrial Health Department
Toxicology Research Lab
3550 School of Public Health
Ann Arbor, Michigan 48109
(Graduate)
Mississippi
Mississippi State University
College of Agriculture and Home Economics
Entomology Department
Mississippi State, Mississippi 39762
(4-year)
Mississippi State University
Entomology
Plant Pathology and Weed Science
Mississippi State, Mississippi 39762
(Graduate)
University of Mississippi
School of Pharmacy
Oxford Campus
University, Mississippi 38677
(Graduate)
University of Mississippi Medical Center
Department of bhharmacology and Toxicology
2500 North State Street
Jackson, Mississippi 39216
(Graduate)
Missouri
State Fair Community College
Vocational/Technical Education Department
1900 Clarendon Road
Sedalia, Missouri 65301
(2-year)
Nebraska
Central Technical Community College
Agriculture/Environmental Technology
Division
Box 1024
Hastings, Nebraska 68901
(I-year; 2-year)
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Appendix 2
161
University of Mid-America
Office of Marketing (Pests, Pesticides &
Pesticides Safety)
P.O. Box 82006
Lincoln, Nebraska 68501
(Graduate)
University of Nebraska Medical Center
Department of Pharmacodynamics and
Toxicology
Omaha, Nebraska 68105
(Graduate)
Nevada
University of Nevada
College of Agriculture
Reno, Nevada 89557
(4-year; Graduate)
New Hampshire
University of New Hampshire
College of Life Sciences and Agriculture
Durham, New Hampshire 03824
(2-year; 4-year; Graduate)
New Jersey
Rutgers, State University of New Jersey
Graduate Programs in Entomology and
Economic Zoology
New Brunswick, New Jersey 08903
(4-year; Graduate)
New Mexico
New Mexico State University
School of Botany and Entomology
Las Cruces, New Mexico 88003
(4-year)
University of New Mexico
Pharmacology Department
College of Pharmacy
Albuquerque, New Mexico 87131
(4-year)
New York
Saint John's University
College of Pharmacy and Allied Health
Professions
Jamaica, New York 11439
(4-year; Graduate)
State University of New York at Alfred
Agricultural & Technical Colege
Alfred, New York 14802
(2-year)
State University of New York at Farmingdale
Biological Technology Program
Melville Road
Farmingdale, New York 11735
(2-year)
State University of New York at Syracuse
College of Environmental Science and Forestry
Syracuse, New York 13210
(Graduate)
University of Rochester
School of Pharmacology and Toxicology
Rochester, New York 14642
(Graduate)
Westchester Community College
Toxicology Program
75 Grasslands Road
Valhalla, New York 10595
(2-year)
North Carolina
Anson Technical Institute
Agriculture Department
P.O. Box 68
Ansonville, North Carolina 28007
(2-year)
Duke University
School of Forestry and Environmental Studies
Duke Station
Durham, North Carolina 27706
(Graduate)
North Carolina State University
Interdepartmental Program on Biochemical and
Environmental Toxicology
Raleigh, North Carolina 27607
(Graduate)
North Carolina State University
Interdepartmental Program in the School of
Agriculture and Life Sciences
Raleigh, North Carolina 27611
(2-year; 4-year; Graduate)
Pitt Technical Institute
Agricultural Programs
P.O. Drawer 7007
Greenville, North Carolina 27834
(2-year)
Robeson Technical Institute
Pesticides and Fertilizers Program
Drawer A
Lumberton, North Carolina 28358
(2-year)
University of North Carolina at Chapel Hill
Schools of Pharmacy and Public Health
Chapel Hill, North Carolina 27514
(Graduate)
North Dakota
North Dakota State University
College of Pharmacy
Fargo, North Dakota 58102
(4-year; Graduate)
North Dakota State University
Entomology Department
Fargo, North Dakota 58102
(4-year)
Ohio
Cleveland State University
Toxicology Program
2065 Adelbert Road
Cleveland, Ohio 44106
(Graduate)
Ohio State University
College of Medicine (Pharmacology)
333 West Tenth Street
Columbus, Ohio 43210
(Graduate)
University of Cincinnati
Department of Environmental Health
_311 Kettering Laboratory
Cincinnati, Ohio 45267
(Graduate)
Oklahoma
Northeastern Oklahoma A & M College
Agricultural Science and Industry Division
Second and I Streets, N.E.
Miami, Oklahoma 74354
(2-year)
Oklahoma State University
Entomology Department
Stillwater, Oklahoma 74074
(4-year; Graduate)
Oklahoma State University
Plant Pathology Department
Stillwater, Oklahoma 74074
(4-year; Graduate)
University of Oklahoma
Pharmacodynamics and Toxicology
Department
College of Pharmacy
644 N.E. 14th Street HSC
Oklahoma City, Oklahoma 73190
(Graduate)
Oregon
Clackamas Community College
Agriculture Department
19600 South Molalla Avenue
Oregon City, Oregon 97045
(2-year)
Clatsop Community College
Program on Pest Management for Plant
Protection
Astoria, Oregon 97103
(2-year)
Oregon State University
School of Pharmacy
Corvallis, Oregon 97331
(4-year; Graduate)
Oregon State University
Entomology Department
Corvallis, Oregon 97331
(4-year; Graduate)
Pennsylvania
Pennsylvania State University
College of Agriculture/Entomology
106 Patterson Building
University Park, Pennsylvania 16802
(4-year; Graduate)
Rhode Island
University of Rhode Island
School of Pharmacy
Kingston, Rhode Island 02881
(Graduate)
University of Rhode Island
Food Sciences Program
Kingston, Rhode Island 02881
(Graduate)
University of Rhode Island
Biological Sciences Department (Entomology)
Kingston, Rhode Island 02881
(Graduate)
South Carolina
Clemson University
Entomology and Economic Zoology
Department
Clemson, South Carolina 29631
(Graduate)
Sumter Area Technical College
Technical Division (Agricultural Chemicals
and Mechanization Technology)
506 Guignard Drive
Sumter, South Carolina 29150
(2-year)
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162
Appendix 2
South Dakota
South Dakota State University
Entomology and Zoology Department
Brookings, South Dakota 57006
(4-year; Graduate)
South Dakota State University
College of Pharmacy
Brookings, South Dakota 57006
(4-year)
Tennessee
Meharry Medical College
Pharmacology Department
1005 18th Avenue North
Nashville, Tennessee 37208
(Graduate)
Texas
Texas A&M University at College Station
Plant Sciences Department
College Station, Texas 77843
(4-year)
Texas A&M University at College Station
Entomology Department
College Station, Texas 77843
(4-year)
Texas A&M University at College Station
Entomology Department
College Station, Texas 77843
(Graduate)
Texas A&M University at Kingsville
College of Agriculture
Kingsville, Texas 78363
(4-year; Graduate)
Texas Tech University
Entomology Department
Lubbock, Texas 79409
(4-year; Graduate)
University of Texas Health Science Center
Pharmacology Department
7703 Floyd Curl Drive
San Antonio, Texas 78284
(Graduate)
University of Texas Medical Branch
Preventative Medicine and Community Health
Department
301 University Blvd.
Graduate School of Biomedical Science
Galveston, Texas 77550
(Graduate)
Utah
University of Utah
Colleges of Pharmacy and Medicine
(Pharmacology and Toxicology)
Salt Lake City, Utah 84132
(Graduate)
Utah State University
College of Agriculture
UMC56
Logan, Utah 84322
(Graduate)
Washington
Washington State University
Entomology Department
Pullman, Washington 99163
(4-year; Graduate)
West Virginia
West Virginia University
Division of Plant Sciences
Morgantown, West Virginia 26506
(4-year)
West Virginia University
College of Agriculture and Forestry (Plant and
Soil Sciences)
Morgantown, West Virginia 26506
(4-year)
Wisconsin
University of Wisconsin
Environmental Toxicology Department
School of Pharmacy
425 N. Charter Street
Madison, Wisconsin 53706
(4-year; Graduate)
University of Wisconsin
Center for Environmental Toxicology
1550 Linden Drive
Madison, Wisconsin 53706
(Graduate)
Wyoming
University of Wyoming
Plant Science Division
Entomology Section
P.O. Box 3334
University Station
Laramie, Wyoming 82071
(4-year; Graduate)
6. Solid Waste
Programs
Iowa
University of Iowa
Environmental Sciences Department
Iowa City, Iowa 52242
(4-year)
Michigan
University of Michigan
Solid Waste Program
College of Engineering
Ann Arbor, Michigan 48109
(Graduate)
New York
Hofstra University
Continuing Engineering Education Department
Hempstead, New York 11550
(Certificate)
North Carolina
Duke University
Civil Engineering Department
Durham, North Carolina 27706
(Graduate)
Ohio
Ohio State University
Civil Engineering Department
N 470 Hitchcock Hall
2070 Neil Avenue
Columbus, Ohio 43210
(Graduate)
Tennessee
University of Tennessee
Civil Engineering Department
Knoxville, Tennessee 37916
(4-year; Graduate)
Vanderbilt University
Environmental Engineering & Policy
Management Department
Nashville, Tennessee 37240
(4-year; Graduate)
Wisconsin
University of Wisconsin at Green Bay
College of Environmental Science
Green Bay, Wisconsin 54302
(Graduate)
University of Wisconsin at Madison
Civil & Environmental Engineering
Department
2205 Engineering Building
Madison, Wisconsin 53706
(4-year)
7. Radiation Programs
California
Orange Coast College
Division of Consumer and Health Science
2701 Fairview Road
Costa Mesa, California 92626
(2-year)
Stanford University
School of Medicine
Radiology Department
Palo Alto, California 94305
(Graduate)
University of California at Irvine
School of Medicine
Radiological Sciences Department
Irvine, California 92664
(Graduate)
Colorado
Colorado State University
Radiology and Radiation Biology Department
Fort Collins, Colorado 80523
(Graduate)
University of Colorado Medical Center
Radiology Department
Denver, Colorado 80262
(Graduate)
Connecticut
Hartford State Technical College
Nuclear Technology Department
401 Flatbush Avenue
Hartford, Connecticut 06106
(2-year)
Florida
Central Florida Community College
Radiological Health Technology Department
P.O. Box 1388
Ocala, Florida 32670
(2-year)
University of Florida
Department of Environmental Engineering
Sciences
Gainesville, Florida 32611
(Graduate)
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Appendix 2
163
University of Florida
Nuclear Engineering Sciences Department
Gainesville, Florida 32611
(4-year; Graduate)
Georgia
Georgia Institute of Technology
School of Nuclear Engineering
225 North Avenue N.W.
Atlanta, Georgia 30332
(4-year; Graduate)
Medical College of Georgia
School of Allied Health Sciences
1120 15th Street
Augusta, Georgia 30901
(2-year; 4-year)
Southern Technical Institute
Electrical Engineering Technology Department
(Nuclear Safety Option)
534 Clay Street
Marietta, Georgia 30060
(2-year)
Idaho
Idaho State University
School of Engineering
Pocatello, Idaho 83209
(Certificate)
University of Idaho
Nuclear Engineering Department
Moscow, Idaho 83843
(Graduate)
Illinois
University of Illinois at Urbana-Champaign
Nuclear Engineering Program
Urbana, Illinois 61801
(4-year; Graduate)
Indiana
Purdue University
Department of Biomicleonics
West Lafayette, Indiana 47907
(Graduate)
Kansas
University of Kansas
Department of Radiation Biophysics
140 Nuclear Reactor Center
Lawrence, Kansas 66045
(4-year; Graduate)
Kentucky
University of Kentucky
College of Medicine
Department of Radiation Medicine
Lexington, Kentucky 40506
(Graduate)
Louisiana
Louisiana State University
Department of Engineering and Industrial
Technology
Nuclear Science Center
Baton Rouge, Louisiana 70803
(Certificate; 4-year; Graduate)
jsetts
University of Lowell
Radiological Sciences Program
1 University Avenue
Lowell, Massachusetts 01854
(4-year; Graduate)
Michigan
University of Michigan
Department of Environmental and Industrial
Health
School of Public Health
Ann Arbor, Michigan 48104
(Graduate)
Nevada
University of Nevada at Las Vegas
College of Allied Health Professions
4505 Maryland Parkway
Las Vegas, Nevada 89154
(2-year; 4-year)
New Jersey
Rutgers, The State University of New Jersey
Graduate Programs in Radiation Science
Room 1 !6
Dootiltle Building
Busch Campus
New Brunswick, New Jersey 08903
(Graduate)
New York
State University of New York at Buffalo
Department of Biological Sciences
Division of Biology
101 Gary Hall
Buffalo, New York 14214
(4-year)
North Carolina
Queens College
Nuclear Medical Technology Department
1900 Sewlyn Avenue
Charlotte, North Carolina 28274
(2-year; 4-year)
University of North Carolina at Chapel Hill
Environmental Sciences and Engineering
School of Public Health
Chapel Hill, North Carolina 27514
(Graduate)
Oklahoma
Oklahoma State University
Radiation and Nuclear Technology Department
Still water, Oklahoma 74074
(4-year)
Oregon
Oregon State University
General Sciences Department
Corvallis, Oregon 97331
(4-year; Graduate)
Pennsylvania
Duquesne University
Radiological Health Department
School of Pharmacy
Pittsburgh, Pennsylvania. 15219
(4-year)
University of Pittsburgh
jGraduate School of Public Health
130 DeSoto Street
Pittsburgh, Pennsylvania 15261
(Graduate)
Puerto Rico
University of Puerto Rico
Engineering Department
Mayaguez Campus
Mayaguez, Puerto Rico 00708
(Graduate)
Tennessee
Chattanooga State Technical Community
College
Division of Engineering Technologies
4501 Amnicola Highway
Chattanooga, Tennessee 37406
(2-year)
Memphis State University
Center for Nuclear Studies
Memphis, Tennessee 38152
(Certificate)
Middle Tennessee State University
Department of Chemistry and Physics
Murfreesboro, Tennessee 37132
(4-year)
Oak Ridge Associated Universities
Medical and Health Sciences Division
P.O. Box 117
Oak Ridge, Tennessee 37830
(Certificate)
University of Tennessee
Nuclear Engineering Department
Knoxville, Tennessee 27916
(4-year; Graduate)
Texas
Texas A&M University
Nuclear Engineering Department
College Station, Texas 77843
(4-year; Graduate)
Washington
University of Washington
Radiological Sciences Group of the Graduate
School
Radiological Sciences SB-30
Seattle, Washington 98195
(Graduate)
8. Energy Programs
Alabama
University of Alabama
College of Engineering
University, Alabama 35486
(4-year)
Arizona
University of Arizona
Nuclear Engineering Department
Tucson, Arizona 85721
(4-year; Graduate)
CalHornla
California Institute of Technology
Mechanical Engineering Department
1201 East California Blvd.
Pasadena, California 91125
(4-year; Graduate)
Stanford University
Mechanical Engineering Department
Palo Alto, California 94305
(Graduate)
University of California at Berkeley
Nuclear Engineering Department
Berkeley, California 94720
(4-year, Graduate)
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164
Appendix 2
University of California at Santa Barbara
Chemical and Nuclear Engineering Department
Santa Barbara, California 93106
(4-year; Graduate)
Colorado
Colorado Mountain College
Environmental Protection Technology
Leadville, Colorado 80461
(2-year)
Colorado School of Mines
Department of Chemical and Petroleum
Refining Engineering
Golden, Colorado 80401
(4-year; Graduate)
Colorado School of Mines
Petroleum Engineering
Golden, Colorado 80401
(4-year; Graduate)
Colorado School of Mines
Mining Engineering Department
Golden, Colorado 80401
(4-year; Graduate)
Mesa College
School of Natural Sciences and Mathematics
North Avenue at 12th Street
P.O. Box 2647
Grand Junction, Colorado 81501
(4-year)
Trinidad State Junior College
Mining Technology Department
Trinidad, Colorado 81082
(Certificate; 2-year)
Delaware
University of Delaware
Department of Entomology and Applied
Ecology
Newark, Delaware 19711
(Graduate)
District of Columbia
George Washington University
Continuing Engineering Education in
Environment and Energy
School of Engineering & Applied Science
Washington, D.C. 20052
(No degree)
Florida
University of Florida
Department of Mechanical Engineering
College of Engineering
Gainesville, Florida 32611
(4-year)
University of Florida
Department of Nuclear Engineering Sciences
Gainesville, Florida 32611
(4-year; Graduate)
University of Florida
Department of Electrical Engineering
Gainesville, Florida 32611
(4-year; Graduate)
University of Miami
Mechanical Engineering Department
University Station
Coral Gables, Florida 33124
(4-year; Graduate)
Georgia
Georgia Institute of Technology
College of Engineering
225 North Avenue, N.W.
Atlanta, Georgia 30332
(Certificate; 4-year; Graduate)
Georgia Institute of Technology
School of Nuclear Engineering
225 North Avenue, N.W.
Atlanta, Georgia 30332
(4-year; Graduate)
Idaho
Idaho State University
School of Engineering (Nuclear Science)
Pocatello, Idaho 83209
(4-year; Graduate)
University of Idaho
Nuclear Engineering Program
Moscow, Idaho 83843
(Graduate)
University of Idaho
Department of Mining Engineering and
Metallurgy
Moscow, Idaho 83843
(4-year; Graduate)
Illinois
Eastern Illinois University
School of Business (Energy)
Charleston, Illinois 61920
(4-year)
University of Illinois at Urbana-Champaign
Nuclear Engineering Department
Urbana, Illinois 61801
(4-year, Graduate)
University of Illinois at Urbana-Champaign
Department of Mechanical and Industrial
Engineering
Urbana, Illinois 61801
(4-year; Graduate)
Indiana
Indiana Institute
Department of Engineering
Nuclear Engineering Program
1600 E. Washington Blvd.
Fort Wayne, Indiana 46803
(4-year)
Purdue University
School of Nuclear Engineering
Engineering Building
Room 250
West Lafayette, Indiana 47907
(4-year; Graduate)
Iowa
Iowa State University
Nuclear Engineering Department
Ames, Iowa 50011
(4-year; Graduate)
Kansas
Kansas State University
Department of Nuclear Engineering
Manhattan, Kansas 66506
(4-year; Graduate)
Kansas State University
Department of Chemical Engineering
Durland Hall
Manhattan, Kansas 66506
(4-year; Graduate)
Kentucky
Hazard Community College
Coal Mining Technology Program
Hazard, Kentucky 41701
(2-year)
Lees Junior College
Division of Science and Mathematics
Jackson, Kentucky 41339
(2-year)
Madisonville Community College
Coal Mining Technology Program
Madisonville, Kentucky 42431
(2-year)
Morehead State University
Applied Science and Technology Department
Morehead, Kentucky 40351
(2-year)
Pikeville College
Department of Mining Technology
Pikeville, Kentucky 41501
(2-year)
Southeast Community College
Division of Natural Sciences and Related
Technologies
Cumberland, Kentucky 40823
(2-year)
University of Kentucky
Department of Civil Engineering (Mine
Engineering)
Lexington, Kentucky 40506
(4-year; Graduate)
University of Kentucky
Department of Mechanical Engineering
(Nuclear Energy Program)
Lexington, Kentucky 40506
(4-year; Graduate)
University of Kentucky
Department of Chemical Engineering
Lexington, Kentucky 40506
(4-year; Graduate)
Louisiana
Delgado College
Petroleum Engineering Technology Program
615 Park Avenue
New Orleans, Louisiana 70119
(2-year)
Louisiana State University
Department of Petroleum Engineering
Baton Rouge, Louisiana 70803
(4-year; Graduate)
Louisiana Tech University
Department of Petroleum Engineerng
P.O. Box 4875 Tech Station
Ruston, Louisiana 71272
(2-year; 4-year; Graduate)
Maine
University of Maine
College of Engineering and Sciences, Physics
and Engineering
Orono, Maine 04473
(4-year)
Maryland
Dundalk Community College
Math/Science Division
7200 Sellers Point Road
Baltimore, Maryland 21222
(Certificate; 2-year)
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Appendix 2
165
University of Maryland
College of Engineering
Department of Chemical and Nuclear
Engineering
College Park, Maryland 20742
(4-year)
Massachusetts
Boston University
Center for Energy Studies
Engineering Department
110 Cunnington Street
Boston, Massachusetts 02215
(1-year)
Massachusetts Institute of Technology
Department of Nuclear Engineering
Cambridge, Massachusetts 02139
(4-year; Graduate)
Massachusetts Institute of Technology
Mineral Resources Engineering and
Management Program
School of Engineering
Cambridge, Massachusetts 02139
(Graduate)
Worcester Polytechnic Institute
Nuclear Engineering Program
Worcester, Massachusetts 01609
(4-year; Graduate)
Michigan
Lansing Community College
Engineering Technology Department
419 N. Capitol Avenue
Box 40010
Lansing, Michigan 48901
(4-year)
University of Detroit
Mechanical Engineering Department
4001 W. McNichols Road
Detroit, Michigan 48221
(4-year; Graduate)
Mississippi
Mississippi State University
College of Engineering (Nuclear Engineering;
Petroleum Engineering)
Mississippi State, Mississippi 39762
(4-year; Graduate)
Mississippi State University
Geology Department (Petroleum and Coal)
Mississippi State, Mississippi 39762
(4-year; Graduate)
Montana
Montana College of Mineral Science and
Technology
Petroleum Engineering Department
Butte, Montana 59701
(4-year; Graduate)
Montana College of Mineral Science and
Technology
Mine Engineering Department
Butte, Montana 59701
(4-year; Graduate)
Nevada
Sierra Nevada College
Alternative Energy Sources Program
P.O. Box 4269
800 Campbell Road
Incline Village, Nevada 89450
(4-year)
University of Nevada at Reno
Mining Engineering Department
Reno, Nevada 89557
(4-year; Graduate)
New Jersey
Monmouth College
Physics Department
West Long Branch, New Jersey 07764
(4-year)
Princeton University
School of Engineering and Applied Science
Princeton, New Jersey 08540
(4-year; Graduate)
New Mexico
New Mexico Institute of Mining and
Technology
Petroleum and Mining Engineering Department
Socorro, New Mexico 87801
(4-year; Graduate)
New Mexico Institute of Mining and
Technology
Department of Geoscience
Socorro, New Mexico 87801
(4-year; Graduate)
New Mexico State University
Department of Mechanical Engineering
Las Cruces, New Mexico 88001
(4-year; Graduate)
University of New Mexico
College of Engineering
Albuquerque, New Mexico 87131
(4-year; Graduate)
New York
Columbia University
College of Engineering and Applied Science
Seeley W. Mudd Building
New York, New York 10027
(4-year; Graduate)
Cornell University
Ward Laboratory
Department of Nuclear Science and
Engineering
Ithaca, New York 14853
(4-year)
New York University
Interdisciplinary Program in Applied Science
Washington Square Center
New York City, New York 10003
(Graduate)
Polytechnic Institute of New York
Engineering Division
Brooklyn, New York 11201
(Certificate; Graduate)
Rensselaer Polytechnic Institute
Center for Electric Power Engineering
Troy, New York 12181
(4-year; Graduate)
Renssalaer Polytechnic Institute
Nuclear Engineering Department
Troy, New York 12181
(4-year; Graduate)
State University of New York Maritime
College
Nuclear Science Department
Fort Schulyer, New York 10465
(4-year)
State University of New York at Stony Brook
Laboratory for Energy Technology
College of Engineering and Applied Science
Stony Brook, New York 11794
(Graduate)
North Carolina
North Carolina State University
Nuclear Engineering Department
Raleigh, North Carolina 27607
(4-year; Graduate)
North Carolina State University
Physics Department
Raleigh, North Carolina 27607
(Graduate)
Wake Technical Institute
Nuclear Engineering Technology Program
Route 10
Box 200
Raleigh, North Carolina 27603
(2-year)
Ohio
Muskingum Area Technical College
Division of Engineering and Science
1555 Newark Road
Zanesville, Ohio 43701
(1-year; 2-year)
Ohio State University
Mechanical Engineering Department (Nuclear
Program)
1133 Robinson Laboratory
206 West 18th Avenue
Columbus, Ohio 43210
(Graduate)
Oklahoma
Oklahoma State University
Nuclear Engineering Department
Stillwater, Oklahoma 74074
(Graduate)
Oklahoma State University
Petroleum Engineering Technology Program
Stillwater, Oklahoma 74074
(4-year)
University of Oklahoma
College of Engineering (Mechanical,
Chemical, Petroleum, Nuclear)
Norman, Oklahoma 73019
(4-year; Graduate)
University of Tulsa
College of Engineering
Division of Resources Engineering
600 South College Avenue
Tulsa, Oklahoma 74107
(4-year)
Oregon
Oregon State University
School of Engineering (Nuclear, Mining)
Corvallis, Oregon 97331
(4-year; Graduate)
Pennsylvania
Carnegie-Mellon University
Nuclear Science and Engineering Division
5000 Forbes Avenue
Pittsburgh, Pennsylvania 15213
(4-year; Graduate)
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166
Appendix 2
Community College of Beaver County
Nuclear Quality Assurance Technology
Program
College Drive
Monaca, Pennsylvania 15061
(2-year)
East Stroudsberg State College
Institute of Industrial and Energy Technology
East Stroudsberg, Pennsylvania 18301
(No degree)
Pennsylvania State University
General Engineering Department
University Park, Pennsylvania 16802
(2-year)
Pennsylvania State University
Department of Petroleum and Natural Gas
Engineering
25 Mineral Industries Building
University Park, Pennsylvania 16802
(Graduate)
Pennsylvania State University
Department of Petroleum and Natural Gas
Engineering (Mining)
118 Mineral Sciences Building
University Park, Pennsylvania 16802
(2-year; 4-year; Graduate)
Pennsylvania State University
Department of Material Sciences (Metallurgy)
209 Mineral Industries Building
University Park, Pennsylvania 16802
(4-year; Graduate)
Pennsylvania State University
College of Engineering
Nuclear Engineering Department
231 Sackett Building
University Park, Pennsylvania 16802
(4-year; Graduate)
Pennsylvania State University
Mineral Engineering Department
109 Mineral Industries Building
University Park, Pennsylvania 16802
(Graduate)
Pennsylvania State University
Mineral Economics Department
220 Walker Building
University Park, Pennsylvania 16802
(4-year)
Pennsylvania State University
Department of Nuclear Engineering
231 Sackett Building
University Park, Pennsylvania 16802
(2-year)
University of Pennsylvania
Energy Engineering Program
Philadelphia, Pennsylvania 19174
(Graduate)
University of Pittsburgh
School of Engineering
Interdisciplinary Energy Resources Program
1140 Benedum Hall
Pittsburgh, Pennsylvania 15261
(Graduate)
University of Pittsburgh
Department of Chemistry and Petroleum
Engineering
4200 Fifth Avenue
Pittsburgh, Pennsylvania 15260
(4-year; Graduate)
Puerto Rico
University of Puerto Rico
Nuclear Engineering Department
Mayaguez Campus
Mayaguez, Puerto Rico 00708
(Graduate)
Rhode Island
Roger Williams College
Division of Engineering
Bristol, Rhode Island 02809
(2-year)
University of Rhode Island
Chemical Engineering Department (Energy
Specialization)
Kingston, Rhode Island 02881
(Graduate)
South Carolina
Aiken Technical Education Center
Engineering and Industrial Technologies
Division
P.O. Drawer 696
Aiken, South Carolina 29801
(2-year)
Florence-Darlington Technical College
Division of Engineering Technology (Nuclear
Specialization)
P.O. Drawer 8000
Florence, South Carolina 29501
(2-year)
Tri County Technical College
Nuclear Engineering Technology Department
P.O. Box 87
Pendleton, South Carolina 29670
(2-year)
Trident Technical College
Chemical and Nuclear Engineering
Central Office
5290 Rivers Avenue
North Charleston, South Carolina 29406
(2-year)
University of South Carolina
College of Engineering
Nuclear Engineering
Columbia, South Carolina 29208
(4-year; Graduate)
University of South Carolina
Geology Department (Coal Formation)
Columbia, South Carolina 29208
(4-year; Graduate)
South Dakota
South Dakota School of Mines and
Technology
Mining Engineering Department
Rapid City, South Dakota 57701
(4-year; Graduate)
Tennessee
Memphis State University
Center for Nuclear Studies
Memphis, Tennessee 38152
(Certificate)
Memphis State University
Mechanical Engineering Department (Energy
Management)
Memphis, Tennessee 38152
(Graduate)
Roane State Community College
Division of Career Education (Nuclear
Engineering Technology)
Harriman, Tennessee 37748
(2-year)
University of Tennessee
Nuclear Engineering Department
Knoxville, Tennessee 37916
(4-year; Graduate)
Vanderbilt University
Department of Mechanical Engineering and
Materials Science
Nashville, Tennessee 37240
(4-year; Graduate)
Texas
Kilgore College
Occupational Education
Oil and Gas Technology 1100 Broadway
Kilgore, Texas 75662
(2-year)
Kilgore College
Engineering-Science Division
Petroleum Engineering
1100 Broadway
Kilgore, Texas 75662
(2-year)
Lamar University
Geology Department
Energy Resources Management
Beaumont, Texas 77710
(4-year)
Lee College
Occupational Education and Technology
Petroleum and Chemical Process Technology
P.O. Box 818
Baytown, Texas 77520
(2-year)
Midland College
Petroleum Technology Department
3600 North Garfield
Midland, Texas 79701
(2-year)
Texas A&M University
Petroleum Engineering Department
College Station, Texas 77843
(4-year; Graduate)
Texas A&M University
Nuclear Engineering Department
College Station, Texas 77843
(Graduate)
Texas State Technical Institute
Nuclear Technology Program
Waco, Texas 76705
(2-year)
Texas Tech University
Petroleum Engineering Department
Lubbock, Texas 79409
(4-year)
Tyler Junior College
Petroleum Technology Department
Tyler, Texas 75701
(2-year)
University of Texas at Austin
College of Engineering (Nuclear Specialty)
Austin, Texas 78712
(4-year)
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Appendix 2
167
University of Texas at Austin
Petroleum Engineering Department
Austin, Texas 78712
(4-year; Graduate)
Utah
Brigham Young University
Chemical Engineering Department (Nuclear
Option)
Provo, Utah 84602
(4-year)
Brigham Young University
Mechanical Engineering Department (Nuclear
Option)
Provo, Utah 84602
(4-year)
Brigham Young University
Chemical Engineering Department
(Energy and Environment Option)
Provo, Utah 84602
(4-year)
College of Eastern Utah
Division of Applied Sciences (Mining
Technology)
451 East Fourth North
Price, Utah 84501
(2-year)
Virginia
Central Virginia Community College
Engineering and Technology Division
Nuclear Technology Program
Wards Road South
P.O. Box 4098
Lynchburg, Virginia 24502
(2-year)
Mountain Empire Community College
Division of Technologies
Mining Technology Program
Big Stone Gap, Virginia 24219
(Certificate; 1-year; 2-year)
Southwest Virginia Community College
Division of Engineering
Mining Technology
P.O. Box SVCC
Richlands, Virginia 24641
(2-year)
Washington
University of Washington
Nuclear Engineering Department
303 Benson Hall
BF-10
Seattle, Washington 98195
(4-year; Graduate)
Washington State University
Department of Chemical and Nuclear
Engineering
Pullman, Washington 99163
(Graduate)
Wast Virginia
Bluefield State College
Engineering Technology Department (Mining
Option)
Bluefield, West Virginia 24701
(2-year; 4-year)
Southern West Virginia Community College
Mining Education
Williamson, West Virginia 25661
(2-year)
West Virginia Institute of Technology
Mining Engineering Technology Program
Montgomery, West Virginia 25136
(Certificate; 2-year; 4-year)
West Virginia University
College of Mineral and Energy Resources
Mineral Processing Engineering
Morgantown, West Virginia 26506
(4-year; Graduate)
West Virginia University
College of Mineral and Energy Resources
Petroleum Engineering
Morgantown, West Virginia 26506
(4-year; Graduate)
Wisconsin
University of Wisconsin at Milwaukee
College of Engineering and Applied Science
Engineering & Mathematical Sciences Building
Milwaukee, Wisconsin 53201
(4-year)
Wyoming
Casper College
Division of Technology Trades and Industry
125 College Drive
Casper, Wyoming 82601
(2-year)
Casper College
Division of Technology Trades and Industry
(Coal Field Technology; Petroleum
Engineering Technology)
125 College Drive
Casper, Wyoming 83601
(2-year)
9. Combined Drinking
Water/ Wastewater
Programs
Alaska
University of Alaska
Civil Engineering Department
Fairbanks, Alaska 99701
(4-year; Graduate)
Arizona
Arizona State University
Civil Engineering Department
Tempe, Arizona 85281
(4-year; Graduate)
Phoenix College
Technology Department
1202 West Thomas
Phoenix, Arizona 85013
(Certificate)
University of Arizona
Department of Civil Engineering and
Engineering Mechanics
Tucson, Arizona 85721
(4-year; Graduate)
Arkansas
University of Arkansas
Civil Engineering Department
Fayetteville, Arkansas 72701
(4-year; Graduate)
California
Butte Community College
Mathematics, Technology and
Telecommunications Department
Pentz and Clark Roads
Route 1
Box 183A
Oroville, California 95965
(Certificate)
California State University, Fresno
Civil Engineering Department
Fresno, California 93740
(4-year; Graduate)
California State University at Fullerton
Civil Engineering Mechanics Department
Fullerton, California 92634
(4-year; Graduate)
California State University at Sacramento
Civil Engineering Department
6000 J Street
Sacramento, California 95819
(4-year; Graduate)
Citrus College
Public Services Department
18824 East Foothill Blvd.
Azusa, California 91702
(Certificate)
College of the Canyons
Environmental Control Department
26455 North Rockewell Canyon Road
Valencia, California 91355
(Certificate)
Contra Costa College
Technical and Industrial Division
2600 Mission Bell Drive
San Pablo, California 94806
(Certificate; 2-year)
Fresno City College
Water Utility Science Department
1101 East University Avenue
Fresno, California 93741
(Certificate)
Los Angeles Trade and Technical College
Science and Mathematics Department
400 West Washington Boulevard
Los Angeles, California 90015
(2-year)
Loyola Marymount University
Civil Engineering and Environmental Science
Department
Loyola Boulevard at West 80th Street
Los Angeles, California 90045
(4-year; Graduate)
Modesto Junior College
Engineering, Mathematics and Physical
Sciences Department
College Avenue
Modesto, California 95350
(2-year)
Orange Coast College
Division of Technology
2701 Fairview Road
Costa Mesa, California 92626
(Cert ficate; 2-year)
San Diego State University
Civil Engineering Department
San Diego, California 92182
(4-year; Graduate)
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168
Appendix 2
Santa Ana College
Water Utility Science Department
17th at Bristol
Santa Ana, California 92706
(2-year)
Sierra College
Special Programs Department
5000 Rocklin Road
Rocklin, California 95677
(No degree)
University of California at Berkeley
Civil Engineering Department
Berkeley, California 94720
(4-year; Graduate)
University of California at Davis
Civil Engineering Department
Davis, California 95616
(4-year)
University of California at Irvine
Mechanical Engineering Department
Irvine, California 92664
(4-year; Graduate)
University of California at Irvine
Civil Engineering Department
Irvine, California 92664
(4-year; Graduate)
University of Southern California
Environmental Engineering Department
Los Angeles, California 90007
(Graduate)
Ventura College
Water Science Department
4667 Telegraph Road
Ventura, California 93003
(Certificate)
Colorado
Colorado State University
Civil Engineering Department
Fort Collins, Colorado 80523
(4-year; Graduate)
Community College of Denver
Division of Service Occupations
12600 West 6th Avenue
Denver, Colorado 80201
(2-year)
Pikes Peak Community College
Division of Science and Math
5675 South Academy Boulevard
Colorado Springs, Colorado 80906
(2-year)
University of Colorado
Department of Civil, Environmental, and
Architectural Engineering
Boulder, Colorado 80309
(4-year; Graduate)
Connecticut
University of Connecticut
Civil Engineering Department
Room 334
Fl. Castleman Building
Stoors, Connecticut 06268
(4-year)
Delaware
Delaware Technical and Community College
Civil Engineering Technology Department
Southern Campus
Box 610
Georgetown, Delaware 19947
(2-year)
Florida
Edison Community College
Continuing Education Division
College Parkway
Fort Myers, Florida 33901
(Certificate)
Florida Keys Community College
Resource Development and Planning
Department
Stock Island
Key West, Florida 33040
(Certificate)
Florida Technological University
Civil Engineering and Environmental Sciences
Department
Orlando, Florida 32816
(Graduate)
Hillsborough Community College
Environmental Science Department
P.O. Box 22127
Tampa, Florida 33622
or
Plant City Campus
1206 North Park Road
Plant City, Florida 33566
(Certificate; 2-year)
Indian River Community College
Municipal Services Division
3209 Virginia Avenue
Fort Pierce, Florida 33450
(Certificate; 2-year)
Miami-Dade Community College
Department of Engineering
South Campus
11011 S.W. 104th Street
Miami, Florida 33176
(2-year)
Palm Beach Junior College
Biology Department
400 Congress Avenue
Lake Worth, Florida 33461
(2-year)
Pasco-Hernando Community College
Vocational/Technical Development Programs
West Campus
7025 State Road 587
New Port Richey, Florida 33552
(Certificate)
Pensacola Junior College
Water and Wastewater Operators Training
Program
Route 8
Box 670 G
Pensacola, Florida 32505
(Certificate)
Pinellas Vocational Technical Institute
Water and Wastewater Training Program
6100-154 Avenue North
Clearwater, Honda 33520
(Certificate)
Polk Community College
Water and Wastewater Treatment Program
999 Avenue H, N.E.
Winter Haven, Florida 33880
(Certificate)
University of Florida
Civil Engineering Department
Gainesville, Florida 32611
(4-year; Graduate)
University of Miami
Civil Engineering Department
University Station
Coral Gables, Florida 33124
(4-year; Graduate)
Washington Holmes Area Vocational
Technical Center
Public Service Department
Route 4
Box 177 A
Graceville, Florida 32440
(Certificate)
Withlocoochee Vocational Technical Center
Water and Wastewater Treatment Program
1607 West Main Street
Inverness, Florida 32650
(Certificate)
Georgia
Georgia Military College
Environmental Health Department
Milledgeville, Georgia 31061
(2-year)
West Georgia College
Georgia Water and Wastewater Institute
Carrollton, Georgia 30117
(Certificate)
Hawaii
University of Hawaii at Manoa
Civil Engineering Department
Honolulu, Hawaii 96822
(4-year)
Idaho
Idaho State University
Vocational-Technical School
Pocatello, Idaho 83209
(Certificate)
University of Idaho
Civil Engineering Department
Moscow, Idaho 83843
(4-year; Graduate)
Illinois
College of Lake County
Construction Technologies Department
19351 West Washington Street
Grayslake, Illinois 60030
(1-year)
Illinois Institute of Technology
Pritzker Department of Environmental
Engineering
102 Alumni Memorial Hall
Chicago, Illinois 60616
(4-year; Graduate)
Kishwaukee College
Career Education Department
P.O. Box 888
Malta, Illinois 60150
(Certificate)
Lincoln Trails Community College
Vocational-Technical Education Programs
Route 3
Robinson, Illinois 62454
(2-year)
University of Illinois at Urbana-Champaign
Civil Engineering Department
Urbana, Illinois 61801
(4-year; Graduate)
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Appendix 2
169
Indiana
Indiana Vocational Technical College at Gary
Environmental Training Coordination Center
1440 East 35th Avenue
Gary, Indiana 46409
(2-year)
Iowa
Iowa State University
Civil Engineering Department
496 Town Engineering Building
Ames, Iowa 50011
(Graduate)
Kirkwood Community College
Environmental Studies and Pollution Control
Department
Linn Hall
Cedar Rapids, Iowa 52406
(1-year)
University of Iowa
Energy Engineering Department
2216 Engineering Building
Iowa City, Iowa 52242
(Graduate)
Kansas
Kansas State University
Civil Engineering Department
Seaton Hall
Manhattan, Kansas 66506
(Graduate)
University of Kansas
Interdisciplinary Program (Water Resources,
Engineering and Science)
1039 Learned Hall
Lawrence, Kansas 66045
(Graduate)
Louisiana
Delgado College
Environmental Health Technology Department
615 Park Avenue
New Orleans, Louisiana 70119
(2-year)
Louisiana State University
Civil Engineering Department
Baton Rouge, Louisiana 70803
(4-year; Graduate)
Louisiana Tech University
Civil Engineering Department
P.O. Box 4874
Tech Station
Ruston, Louisiana 71270
(4-year; Graduate)
Tulane University
Civil Engineering Department
New Orleans, Louisiana 70118
(4-year; Graduate)
University of New Orleans
School of Engineering
Lake Front
New Orleans, Louisiana 70122
(4-year)
Maine
Eastern Maine Vocational Technical Institute
Environmental Control Technology Department
354 Hogan Road
Bangor, Maine 04401
(2-year)
University of Maine
Civil Engineering Department
Orono, Maine 04473
(Graduate)
Massachusetts
Bristol Community College
Engineering Department
Fall River, Massachusetts 02720
(2-year)
Central New England College
Engineering Department
768 Main Street
Worcester, Massachusetts 01608
(2-year)
Harvard University
Sanitary Engineering Department
Boston, Massachusetts 02115
(Graduate)
Massachusetts Institute of Technology
Civil Engineering Department
Cambridge, Massachusetts 02139
(4-year; Graduate)
North Shore Community College
Essex Agricultural and Technical Institute
3 Essex Street
Beverly, Massachusetts 01915
(2-year)
Tufts University
Civil Engineering Department
Medford, Massachusetts 02155
(4-year; Graduate)
University of Lowell
Civil Engineering Department
1 University Avenue
Lowell, Massachusetts 01854
(Graduate)
University of Massachusetts at Amherst
Civil Engineering Department
Amherst, Massachusetts 01003
(Graduate)
Wentworth College of Technology
Civil Engineering Technology
550 Huntington Avenue
Boston, Massachusetts 02115
(4-year)
Worcester Polytechnic Institute
Civil Engineering Department
Worcester, Massachusetts 01609
(4-year; Graduate)
Michigan
Bay De Noc Community College
Vocational-Technical Education Department
Escanaba, Michigan 49829
(2-year)
Macomb County Community College
Occupational Program
14500 Twelve Mile Road
South Campus
Warren, Michigan 48089
(Certificate: 2-year)
Michigan Technological University
Civil Engineering Department
Civil-Geology Building
Room 110
Houghton, Michigan 49931
(4-year; Graduate)
Wayne State University
Civil Engineering Department
Detroit, Michigan 48202
(Graduate)
Minnesota
Mankato State University
Biological Sciences Department
Mankato, Minnesota 56001
(2-year)
St. Cloud Area Vocational Technical Institute
Water and Waste Treatment Technology
1540 Northway Drive
St. Cloud, Minnesota S6301
(2-year)
Vermilion Community College
Technical Program
1900 East Camp Street
Ely, Minnesota 55731
(2-year)
Mississippi
Mississippi State University
Civil Engineering Department
Drawer DE
Mississippi State, Mississippi 39762
(4-year; Graduate)
Missouri
University of Missouri at Columbia
Civil Engineering Department
College of Engineering
Columbia, Missouri 65201
(4-year; Graduate)
University of Missouri at Rolla
Civil Engineering Department
Rolla, Missouri 65401
(Graduate)
Water and Wastewater Technical School
Box 370
Neosho, Missouri 64850
(1-year)
Montana
Montana State University
Civil Engineering and Engineering Mechanics
Department
Bo/eman, Montana 59715
(4-year; Graduate)
Northern Montana College
Environmental Health Technology Department
Havre, Montana 59501
(Certificate; 2-year)
Nebraska
Central Technical Community College
Environmental Technology Department
Box 1024
Hastings, Nebraska 68901
(1-year; 2-year)
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170
Appendix 2
University of Nebraska
Civil Engineering Department
Lincoln, Nebraska 68508
(4-year; Graduate)
University of Nebraska
Civil Engineering, Water Resources
Engineering Program
310 Ag Hall
Lincoln, Nebraska 68508
(Graduate)
Nevada
University of Nevada at Reno
Civil Engineering Department
Reno, Nevada 89557
(4-year; Graduate)
New Hampshire
New Hampshire Vocational Technical College
Natural Resources Management Department
Milan Road
Berlin, New Hampshire 03750
(2-year)
University of New Hampshire
Civil Engineering
College of Engineering and Physical Sciences
Durham, New Hampshire 03824
(4-year; Graduate)
New Jersey
County College of Morris
Chemistry/Chemical Technology Department
Route 10 and Center Grove Road
Randolph Township, New Jersey 07801
(2-year)
Princeton University
Department of Civil Engineering
Princeton, New Jersey 08540
(Graduate)
Rutgers, The State University of New Jersey
Department of Civil and Environmental
Engineering
P.O. Box 909
Piscataway, New Jersey 08854
(Graduate)
Rutgers, The State University of New Jersey
Department of Civil and Environmental
Engineering
B245 Engineering Building
Busch Campus
New Brunswick, New Jersey 08903
(4-year; Graduate)
Salem Community College
Chemistry Department
P.O. Box 551
Penn Grove, New Jersey 08069
(2-year)
Stevens Institute of Technology
Mechanical Engineering Department
Castle Point Station
Hoboken, New Jersey 07030
(Certificate)
New Mexico
New Mexico State University
Civil Engineering Department
Las Cruces, New Mexico 88001
(4-year)
New Mexico State University
Dona Ana County Occupational Education
Branch
Las Cruces, New Mexico 88001
(2-year)
New York
City University of New York
City College
Evening Division
School of General Studies
Civil Engineering
Convent Avenue at 138th Street
New York City, New York 10031
(4-year)
City University of New York
City College
Civil Engineering Department
Convent Avenue at 138th Street
New York City, New York 10031
(4-year)
The Cooper Union
Civil Engineering Department
New York City, New York 10003
(4-year; Graduate)
Erie County Community College
Chemical Technology Program
North Campus
Main and Youngs Road
Williamsville, New York 14209
(2-year)
Herkimer County Community College
Mathematics Science Division
Reservoir Road
Herkimer, New York 13350
(1-year)
Manhattan College
Civil Engineering Department
Bronx, New York 10471
(4-year; Graduate)
Mohawk Valley Community College
Mathematics and Science Department
1101 Sherman Drive
Utica, New York 13501
(2-year)
Monroe Community College (State University
of New York)
Division of Engineering Technologies
10009 Henrietta Road
Rochester, New York 14623
(2-year)
Rochester Institute of Technology
Civil Engineering Technology
One Lomb Drive
Rochester, New York 14623
(4-year)
State University of New York
Agricultural and Technical College at
Cobleskill
Division of General Education
Cobleskill, New York 12043
(2-year)
State University of New York
Agricultural and Technical College at Delhi
Division of Engineering Technologies
Department of Civil Technology
Delhi, New York 13753
(2-year)
State University of New York
Agricultural and Technical College at
Morrisville
Engineering Technologies Division
Morrisville, New York 13408
(2-year)
State University of New York at Stony Brook
College of Engineering and Applied Science
Department of Mechanical Engineering
Stony Brook, New York 11794
(Graduate)
Sullivan County Community College
Civil Technology Department
Loch Sheldrake, New York 12759
(2-year)
Tomkins Cortland Community College
Environmental Science (Public Health
Technology)
Dryden, New York 13053
(1-year; 2-year)
North Carolina
North Carolina State University
Interdepartmental Program (Water Resources
Research Institute) Raleigh, North Carolina
27607
(Graduate)
University of North Carolina at Chapel Hill
Environmental Sciences and Engineering
School of Public Health
Chapel Hill, North Carolina 27514
(Graduate)
North Dakota
North Dakota State University
Civil Engineering Department
Fargo, North Dakota 58102
(4-year; Graduate)
University of North Dakota
Civil Engineering Department
Grand Forks, North Dakota 58202
(4-year; Graduate)
Ohio
Muskingum Area Technical College
Division of Engineering and Science
1555 Newark Road
Zanesville, Ohio 43701
(2-year)
Ohio State University
Civil Engineering Department
470 Hitchcock Hall
Columbus, Ohio 43210
(4-year; Graduate)
Oklahoma
Connors State College
Social Sciences Division
Water Way Law Enforcement
Warner, Oklahoma 74469
(2-year)
Oklahoma State University
Civil Engineering Department
Stillwater, Oklahoma 74074
(4-year; Graduate)
Oregon
Lane Community College
Department of Science
4000 East 30th Avenue
Eugene, Oregon 97405
(2-year)
Linn-Benton Community College
Science and Technology Division
6500 S.W. Pacific Boulevard
Albany, Oregon 97321
(Certificate; 1-year; 2-year)
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Appendix 2
171
Oregon Institute of Technology
Division of Allied Health Technologies
Oretech Post Office
Klamath Falls, Oregon 97601
(2-year)
Oregon State University
Civil Engineering Department
Corvallis, Oregon 97331
(4-year; Graduate)
Pennsylvania
Carnegie-Mellon University
Carnegie Institute of Technology
Civil Engineering Department
Pittsburgh, Pennsylvania 15213
(Graduate)
Community College of Allegheny County
Department of Engineering
Environmental Technology
Boyce Campus
595 Beatly Road
Monroeville, Pennsylvania 15146
(2-year)
Harrisburg Area Community College
Division of Mathematics,
Physical Sciences and Engineering
3300 Cameron St. Road
Harrisburg, Pennsylvania 17110
(Certificate; 2-year)
Lehigh University
Civil Engineering Department
Fritz Lab, No. 13
Bethlehem, Pennsylvania 18015
(4-year; Graduate)
Pennsylvania State University
Civil Engineering Technology Program
Capitol Campus
Upper Division and Graduate Center
Middletown, Pennsylvania 17057
(4-year)
Rhode Island
University of Rhode Island
Department of Geography and Marine Affairs
Kingston, Rhode Island 02881
(Graduate)
University of Rhode Island
Ocean Engineering Department
Kingston, Rhode Island 02881
(Graduate)
South Carolina
Clemson University
Environmental Systems Engineering
Clemson, South Carolina 29631
(Graduate)
Clemson University
Civil Engineering Department
Clemson, South Carolina 29631
(Graduate)
Florence-Darlington Technical College
Division of Engineering Technology
P.O. Drawer 8000
Florence, South Carolina 29501
(2-year)
South Dakota
South Dakota School of Mines and
Technology
Civil Engineering Department
Rapid City, South Dakota 57701
(4-year; Graduate)
South Dakota State University
Civil Engineering Department
Brookings, South Dakota 57006
(4-year; Graduate)
Tennessee
Tennessee Operator's Training School
Water and Wastewater Treatment Program
Blanton Drive
Route 4
Murfreesboro, Tennessee 37130
(Certificate)
Tennessee State University
Civil Engineering Department
3500 Centennial Boulevard
Nashville, Tennessee 37203
(4-year)
Tennessee Technological University
Civil Engineering Department
Cookeville, Tennessee 38501
(4-year; Graduate)
University of Tennessee
Civil Engineering Department
Knoxville, Tennessee 37916
(4-year; Graduate)
Vanderbilt University
Environmental Engineering and Policy
Management
Nashville, Tennessee 37240
(4-year; Graduate)
Texas
Lamar University
Civil Engineering Department
Beaumont, Texas 77710
(4-year)
Rice University
Environmental Science and Engineering
Department
P.O. Box 1892
Houston, Texas 77001
(4-year; Graduate)
Texas Engineering Extension Service
Texas A&M University System
Water/Wastewater Training Division
F.E. Drawer K
Texas A&M
College Station, Texas 77843
(Certificate)
Texas State Technical Institute
Technical Career Fields Department
Water/Wastewater Technology Program
Waco, Texas 76705
(Certificate; 2-year)
Texas Tech University
Civil Engineering Department
Lubbock, Texas 79409
(4-year; Graduate)
University of Houston
Civil Engineering Department
4800 Calhoun
Houston, Texas 77004
(4-year; Graduate)
University of Texas at Arlington
Civil Engineering Department
Arlington, Texas 76010
(4-year; Graduate)
University of Texas at Austin
Civil Engineering Department
Austin, Texas 78712
(4-year; Graduate)
Utah
Brigham Young University
Civil Engineering Department
Provo, Utah 84602
(Graduate)
Utah State University
Civil and Environmental Engineering
Department
Logan, Utah 84322
(4-year; Graduate)
Vermont
Norwich University/Vermont College
Department of Engineering and Technology
Northfield, Vermont 05663
(4-year)
Virgin Islands
College of the Virgin Islands
Science and Mathematics Division
Water Resources Research Center
Carribean Research Institute, St. Thomas
Campus
St. Thomas, U.S. Virgin Islands 00801
(4-year)
Virginia
J. Sargeant Reynolds Community College
Division of Engineering and Engineering
Technology
Richmond, Virginia 23241
(Certificate)
Virginia Polytechnic Institute and State
University
Civil Engineering Department
Blacksburg, Virginia 24061
(4-year; Graduate)
Wytheville Community College
Division of Engineering Technologies/
Mathematics
1000 E. Main Street
Wytheville, Virginia 24382
(1-year; 2-year)
Washington
Washington State University
Civil and Environmental Engineering
Department
Pullman, Washington 99164
(4-year; Graduate)
Wisconsin
Marquette University
Civil Engineering Department
1515 West Wisconsin Avenue
Milwaukee, Wisconsin 53233
(4-year; Graduate)
Milwaukee Area Technical College
Service and Health Occupations Division
1015 North Sixth Street
Milwaukee, Wisconsin 53203
(2-year)
Moraine Park Technical Institute
Agri-Biotechnology Division
235 North National Avenue
Fond du Lac, Wisconsin 54935
(2-year)
University of Wisconsin at Madison
Water Resources Center
1975 Willow Drive
Madison, Wisconsin 53706
(Graduate)
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172
Appendix 2
Wyoming
Casper College
Division of Life Sciences
125 College Drive
Casper, Wyoming 82601
(2-year)
10. Environmental
Science/Health
Programs
Alabama
Alabama A & M University
Department of Natural Resource and
Environmental Science
Normal, Alabama 35762
(4-year)
Auburn University
Interdepartmental Program
Schools of Agriculture Education,
Engineering, Home Economics and
Pharmacy Enrivonmental Health Program
Auburn, Alabama 36830
(4-year)
Troy State University
Biological Sciences Department
Environmental Science Program
Troy, Alabama 36081
University of Alabama in Birmingham
School of Natural Sciences and Mathematics
University Station
Birmingham, Alabama 35294
(4-year)
University of Alabama in Huntsville
Center for Environmental Studies
P.O. Box 1247
Huntsville, Alabama 35807
(4-year, Graduate]
Arizona
Grand Canyon College
Natural Sciences and Mathematics Department
3300 West Camelback Road
Phoenix, Arizona 85017
(4-year)
Northern Arizona University
Jnderdepartmental Environmental Science
Program
P.O. Box 4103
Flagstaff, Arizona 86011
(4-year)
Arkansas
University of Arkansas
Interdepartmental Program in Environmental
Science
Fayetteville, Arkansas 72701
(4-year)
University of Arkansas
Health Sciences Department
33rd and University
Little Rock, Arkansas 72204
(4-year)
California
California State College at Stanislaus
Interdepartmental Program in Environmental
Sciences
800 Monte Vista Avenue
Turlock, California 95380
(4-year)
California State University at Los Angeles
Microbiology and Public Health Department
5151 State University Drive
Los Angeles, California 90032
(4-year)
California State University at Los Angeles
Biology Department
5151 State University Drive
Los Angeles, California 90032
(4-year)
California State University al Northridge
Health Science Department
18111 Nordhoff Street
Northridge, California 91330
(4-year; Graduate)
California State University at Sacramento
Biology Department
6000 J Street
Sacramento, California 95819
(4-year)
Fullerton College
Life Science Department
321 E. Chapman Avenue
Fullerton, California 92634
(2-year)
Merrit College
Division of Science/Mathematics
12500 Campus Drive
Oakland, California 94619
(2-year)
San Diego State University
Microbiology Department
San Diego, California 92182
(4-year)
San Jose State University
Biological Sciences Department
San Jose, California 95192
(4-year)
University of California at Berkeley
Biomedical and Environmental Health Sciences
Department
Berkeley, California 94720
(Graduate)
University of California at Los Angeles
Interdepartmental Program in Environmental
Science and Engineering
405 Hilgard Avenue
Los Angeles, California 90024
(Graduate)
University of California at Riverside
Soil and Environmental Sciences Department
Riverside, California 92502
(4-year)
Victor Valley College
Environmental Science Department
18422 Bear Valley Road
P.O. Drawer 00
Victorville, California 92392
(2-year)
West Coast University
Environmental Science Department
440 Shatto Place
Los Angeles, California 90020
(Graduate)
Colorado
Adams State College
Division of Scientific and Technological
Studies
Alamosa, Colorado 81102
(4-year)
Colorado State University
Microbiology Department
Fort Collins, Colorado 80523
(4-year; Graduate)
Connecticut
Eastern Connecticut Stale College
Interdisciplinary Program in Environmental
Earth Science
Willimamic, Connecticut 06226
(4-year)
Eastern Connecticut State College
Biology Department
Willimantic, Connecticut 06226
(4-year)
Hartford Graduate Center
Environmental Science and Technology
Department
275 Windsor Street
Hartford, Connecticut 06120
(Graduate)
Middlesex Community College
Environmental Science Program
100 Training Hill Road
Middletown, Connecticut 06457
(2-year)
Northwestern Connecticut Community College
Engineering Technology Department
Park Place
Winsted, Connecticut 0609S
(2-year)
Quinmpiac College
School of Allied Health and Natural Sciences
Hamden, Connecticut 06518
(4-year)
Wesleyan University
Earth and Environmental Sciences Department
Middletown, Connecticut 06457
(4-year; Graduate)
Western Connecticut State College
Biological and Environmental Sciences
Department
181 White Street
Danbury, Connecticut 06810
(4-year)
Western Connecticut State College
Earth, Space and Environmental Sciences
Department
181 White Street
Danbury, Connecticut 06810
(4-year; Graduate)
Yale University
Epidemiology and Public Health Department
60 College Street
New Haven, Connecticut 06510
(Graduate)
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Appendix 2
173
District of Columbia
George Washington University
College of General Studies
Washington, D.C. 20052
(Graduate)
The University of the District of Columbia
Environmental Science Department
4200 Connecticut Avenue, N.W.
Washington, D.C. 20008
(2-year)
Florida
Florida Institute of Technology
Environmental Science Department
Melbourne, Florida 32901
(4-year; Graduate)
Heed University
Ocean and Environment Affairs Program
P.O. Box 311
Hollywood, Florida 33020
(Graduate)
Santa Fe Community College
Technical Education Department
P.O. Box 1530
3000 N.W. 83rd Street
Gainesville, Florida 32602
(2-year)
University of Miami
Physics Department
University Station
Coral Gables, Florida 33124
(4-year)
Georgia
Georgia College
Biology Department
Milledgeville, Georgia 31061
(4-year)
Savannah State College
Biology Department
Savannah, Georgia 31404
(4-year)
University of Georgia
College of Agriculture
Environmental Health Program
Athens, Georgia 30602
(4-year)
Hawaii
The University of Hawaii at Manoa
Public Health Sciences Department
Honolulu, Hawaii 96822
(Graduate)
Idaho
Boise State University
Community and Environmental Health
Department
1910 College Boulevard
Boise, Idaho 83725
(Graduate)
Illinois
College of Du Page
Sigma-Environmental Health
Lambert Road and 22nd Street
Glen Ellyn, Illinois 60137
(2-year)
Governors State University
College of Environmental and Applied
Sciences
Park Forest South, Illinois 60466
(4-year; Graduate)
Illinois State University
Center for Allied Health Professions
Normal, Illinois 61767
(4-year)
University of Illinois at Chicago
School of Public Health, Medical Center at
Chicago
Box 6998
Chicago, Illinois 60680
(Graduate)
Indiana
Indiana University
School of Public and Environmental Affairs
Poplars 438
Bloomington, Indiana 47401
(Certificate; 2-year; 4-year; Graduate)
Purdue University
School of Agriculture
Natural Resources and Environmental Science
Program
West Lafayette, Indiana 47907
(Graduate)
Purdue University
School of Science
Environmental Sciences Option
West Lafayette, Indiana 47907
(4-year)
Iowa
Kirkwood Community College
Department of Environmental Studies and
Pollution Control
Linn Hall
Cedar Rapids, Iowa 52406
(1-year; 2-year)
Kansas
McPherson College
Interdisciplinary Program in Environmental
Science
McPherson, Kansas 67460
(4-year)
University of Kansas
Civil Engineering Department
4002 Learned Hall
Lawrence, Kansas 66043
(Graduate)
Kentucky
Eastern Kentucky University
School of Public Health
Richmond, Kentucky 40475
(4-year; Graduate)
Western Kentucky University
Environmental Technology Department
Bowling Green, Kentucky 42101
(4-year)
Louisiana
Delgado College
Environmental Health Technology Department
615 Park Avenue
New Orleans, Louisiana 70119
(2-year)
McNeese State University
Microbiology Department
Lake Charles, Louisiana 70609
(4-year; Graduate)
Maine
Colby College
Biology Department
Waterville, Maine 04901
(4-year)
College of the Atlantic
Physical and Biological Sciences Department
Bar Harbor, Maine 04609
(4-year)
Nasson College
Division of Science and Mathematics
Springvale, Maine 04083
(4-year)
Unity College
Center of Environmental Science
Quaker Hill
Unity, Maine 04988
(2-year; 4-year)
Maryland
Bay College of Maryland
Department of Environmental Science
Howard and Centre Streets
Baltimore, Maryland 21201
(2-year)
Community College of Baltimore
Division of Engineering, Marine and Maritime
Technologies
2901 Liberty Heights Avenue
Baltimore, Maryland 21215
(Certificate; 2-year)
University of Maryland-Eastern Shore
Interdisciplinary Program in Environmental
Science
Princess Anne, Maryland 21853
(4-year)
Massachusetts
Anna Maria College
Biological Sciences Department
Paxton, Massachusetts 01612
(4-year)
Berkshire Community College
Environmental Science Department
West Street
Pittsfield, Massachusetts 01201
(2-year)
Harvard School of Public Health
Environmental Health Sciences Department
665 Huntington Avenue
Boston, Massachusetts 02115
(Graduate)
Harvard University
Division of Applied Sciences
Environmental Engineering
Environmental Systems Planning
Pierce Hall 212
Cambridge, Massachusetts 02138
(4-year; Graduate)
Holyoke Community College
Division of Health Related Programs
303 Homestead Ave
Holyoke, Massachusetts 01040
(2-year)
Merrimack College
Department of Biology
North Andover, Massachusetts 01845
(4-year)
-------
174
Appendix 2
Merrimack College
Department of Chemistry
North Andover, Massachusetts 01845
(Graduate)
University of Massachusetts at Amherst
Division of Public Health
Amherst, Massachusetts 01002
(4-year; Graduate)
University of Massachusetts at Amherst
Environmental Sciences Department
Amherst, Massachusetts 01002
(Graduate)
Worcester Polytechnic Institute
Environmental Studies
Division of Interdisciplinary Affairs
Worcester, Massachusetts 01609
(4-year)
Michigan
Ferris State College
Environmental Quality Programs
Big Rapids, Michigan 49307
(2-year; 4-year)
Grand Valley State College
College of Arts and Sciences
Allendale, Michigan 49401
(4-year)
Lake Superior State College
Interdepartmental Program in Environmental
Science
Sault Ste. Marie, Michigan 49783
(4-year)
Oakland University
Interdisciplinary Program in Environmental
Health
Rochester, Michigan 48063
(4-year)
Minnesota
Saint Mary's College
Biology Department
Winona, Minnesota 55987
(4-year; Graduate)
University of Minnesota
School of Public Health
1160 Mayo
Minneapolis, Minnesota 55455
(4-year)
Winona State University
Biology Department
Winona, Minnesota 55987
(4-year)
Mississippi
Hinds Junior College
Chemistry Department
Raymond Campus
Raymond, Mississippi 39154
(2-year)
Mississippi State University
College of Arts and Sciences
General Science
Drawer AS
Mississippi State, Mississippi 39762
(4-year)
Mississippi State University
College of Agriculture
Dairy Science Department
Drawer AC
Mississippi State, Mississippi 39762
(4-year)
Mississippi Valley State University
Biology Department
Itta Bena, Mississippi 38941
(4-year)
University of Mississippi
Department of Geology and Geological
Engineering
University, Mississippi 38677
(4-year)
University of Southern Mississippi
Department of Environmental Technology and
Industrial Hygiene
Hattiesburg, Mississippi 39401
(4-year; Graduate)
Missouri
Crowder College
Vocational Technical Department
Environmental Health Program
Neosho, Missouri 64850
(2-year)
Missouri South State College
Department of Environmental Health/Biology
308A Science Building
Newman and Duquesne Roads
Joplin, Missouri 64801
(2-year; 4-year)
Northeast Missouri State University
Division of Science
Kirksville, Missouri 63501
(4-year)
New Jersey
Burlington County College
Science, Math and Technology Department
Pemberton-Browns Mills Road
Pemberton, New Jersey 08068
(2-year)
Fairleigh Dickinson University
College of Science and Engineering
1000 River Road
Teaneck, New Jersey 17666
(4-year)
Middlesex County College
Chemistry Department
Environmental Health Science Technology
Program
Edison, New Jersey 08817
(2-year)
Ramapo College of New Jersey
School of Theoretical and Applied Science
P.O. Box 542
Mahwah, New Jersey 07430
(4-year)
Rutgers, The State University of New Jersey
Environmental Science Program
101 Georges Road Labs
Cook Campus
New Brunswick, New Jersey 08903
(Graduate)
Union College
Engineering Department
1033 Springfield Avenue
Cranford, New Jersey 07016
(2-year)
New Mexico
Eastern New Mexico University
Department of Biological Sciences
Portales, New Mexico 88130
(4-year)
New Mexico Highlands University
Department of Biology, Environmental Health
and Earth Science
Las Vegas, New Mexico 87701
(2-year)
New Mexico Institute of Mining and
Technology
Department of Physics
Socorro, New Mexico 87801
(4-year)
New York
Adelphi University
Department of Biology and Earth Science
Marine and Environmental Sciences Program
Garden City, New York 11530
(4-year)
City University of New York
College of Staten Island
Environmental Health Science Program
Saint George Campus
130 Stuyvesant Place
Staten Island, New York 10301
(No degree; 2-year; 4-year)
City University of New York
Hunter College
School of Health Sciences
105 East 106th Street
New York, New York 10029
(4-year; Graduate)
City University of New York
Queens College
Department of Earth and Environmental
Sciences
Division of Mathematics and the Natural
Sciences
65-30 Kissena Boulevard
Flushing, New York 11367
(4-year; Graduate)
City University of New York
Queensboro Community College
Environmental Health Program
56th & Springfield Avenue
New York, New York 11364
(2-year)
City University of New York
Sunnyside Campus
Environmental Science Program
715 Ocean Terrace
Staten Island, New York 10301
(Graduate)
Daemen College
Department of Natural and Health Sciences
4380 Main Street
Amherst, New York 14226
(No degree)
Elmira College
Biology Department
Park Place
Elmira, New York 14901
(4-year)
Hudson Valley Community College
Environmental Technology Department
Vandenburgh Avenue
Troy, New York 12180
(2-year)
Long Island University
Environmental Science Department
C.W. Post Center
Greenvale, New York 11548
(4-year)
-------
Appendix 2
175
Long Island University
Natural Science Department
Southhampton Center
Southampton, New York 11968
(4-year)
Marist College
Interdisciplinary Program in Environmental
Science
Poughkeepsie, New York 12061
(4-year)
New York University
Institute of Environmental Medicine
70 Washington Square South
New York, New York 10012
(Graduate)
New York University
Environmental Health Sciences Department
Washington Square Center
New York, New York 10003
(Graduate)
Pratt Institute
School of Liberal Arts and Sciences
Environmental Sciences Program
215 Ryeison Street
Brooklyn, New York 11205
(4-year)
State University of New York at Delhi
Agricultural and Technical College
Delhi, New York 13753
(2-year)
State University of New York at Oswego
Department of Chemistry
Oswego, New York 13126
(4-year)
State University of New York at Plattsburgh
Environmental Science Program
Miner Center
Chazy, New York 12921
(4-year)
State University of New York at Purchase
College of Letters and Sciences
Division of Natural Sciences
Purchase, New York 10577
(4-year)
State University of New York at Syracuse
College of Environmental Science and Forestry
Syracuse, New York 13210
(Graduate)
Wagner College
Department of Bacteriology and Health
Sciences
Staten Island, New York 10301
(4-year)
Wagner College
Interdisciplinary Program in Environmental
Science
Staten Island, New York 10301
(4-year)
Westchester Community College
Mathematics and Science Program
75 Grasslands Road
Valhalla, New York 10595
(2-year)
North Carolina
Belmont Abbey College
Interdepartmental Program in Environmental
Science
Belmont, North Carolina 28012
(4-year)
Duke University
School of Forestry and Environmental Studies
Durham, North Carolina 27706
(Graduate)
East Carolina University
Department of Environmental Health
310BeIk
Greenville, North Carolina 27834
(4-year; Graduate)
Elizabeth City State University
Department of Geosciences
Elizabeth City, North Carolina 27909
(4-year)
Martin Community College
Technical Education Department
Kehukee Park Road
Williamston, North Carolina 27892
(2-year)
North Carolina Agricultural and Technical
State University
Department of Plant Science and Technology
312 North Dudley Street
Greensboro, North Carolina 27411
(4-year)
North Carolina Wesleyan College
Interdepartmental Program in Environmental
Science
Rocky Mount, North Carolina 27801
(4-year)
Saint Augustine's College
Department of Chemistry
Raleigh, North Carolina 27611
(4-year)
Southwestern Technical Institute
Human Services Department
P.O. Box 95
Sylva, North Carolina 28779
(2-year)
University of North Carolina at Charlotte
Geography and Earth Sciences Department
UNCC Station
Charlotte, North Carolina 28223
(4-year)
University of North Carolina at Greensboro
Geography Department
100 Spring Garden Street
Greensboro, North Carolina 27412
(4-year)
Wilkes Community College
Food and Environmental Science Technologies
Department
Collegiate Drive
Wilkesboro, North Carolina 28697
(2-year)
Winston-Salem State University
Interdepartmental Program in Environmental
Science
Winston-Salem, North Carolina 27102
(4-year)
North Dakota
Minot State College
Interdepartmental Program in Environmental
Science
Minot, North Dakota 58701
(4-year)
North Dakota State School of Science
Technical Division
Environmental Science Technology Program
Wahpeton, North Dakota 58075
(2-year)
Ohio
Hocking Technical College
Natural Science Department
Route 1
Nelsonville, Ohio 45764
(2-year)
Miami University
Interdepartmental Program in Environmental
Sciences
Taylor Road
Miami, Ohio 45056
(Graduate)
Ohio University
College of Arts and Sciences
Athens, Ohio 45701
(4-year)
University of Cincinnati
Environmental Health Department
Room 36
Kettering Laboratory
Cincinnati, Ohio 45267
(Graduate)
University of Cincinnati
Medical Center
Environmental Health Department
231 Bethesda Avenue
Cincinnati, Ohio 45267
(Graduate)
University of Cincinnati
Raymond Walters College
Biology Department
9555 Plainfield Road
Cincinnati, Ohio 45236
(2-year)
Wright State University
College of Science and Engineering
Dayton, Ohio 45431
(4-year)
Oklahoma
Claremore Junior College
Occupational-Technical Programs in
Environmental Science
Claremore, Oklahoma 74017
(2-year)
Connors State College
Natural Science Department
Warner, Oklahoma 74469
(2-year)
East Central Oklahoma State University
School of Environmental Science
Ada, Oklahoma 74820
(4-year)
Oklahoma State University
Civil Technology Department
Environmental Health Program
Stillwater, Oklahoma 74074
(2-year)
Oklahoma State University
Interdepartmental Program in Environmental
Science
Stillwater, Oklahoma 74074
(Graduate)
-------
176
Appendix 2
Oklahoma State University
Oklahoma City Technical Institute
Civil Technology Department
900 North Portland
Oklahoma City, Oklahoma 73107
(2-year)
Tulsa Junior College
Scientific and Medical Services Division
Tenth and Boston
Tulsa, Oklahoma 74119
(2-year)
University of Oklahoma
Civil Engineering and Environmental Science
Department
202 West Boyd Street
Norman, Oklahoma 73069
(4-year; Graduate)
Oregon
Clatsop Community College
College Transfer Curricula
Environmental Health Program
Astoria, Oregon 97103
(1-year)
Oregon State University
Department of Health
Corvallis, Oregon 97331
(4-year)
Portland State University
Engineering and Applied Science Department
P.O. Box 751
Portland, Oregon 97207
(4-year)
Portland State University
Department of Environmental Sciences and
Resources
P.O. Box 751
Portland, Oregon 97207
(Graduate)
Pennsylvania
Drexel University
College of Science
Environmental Science Department
Philadelphia, Pennsylvania 19104
(Graduate)
Juniata College
Department of Biology
Huntingdon, Pennsylvania 16652
(4-year)
Kutztown State College
Environmental Science Program
Kutztown, Pennsylvania 19530
(4-year)
Lehigh University
Interdepartmental Program in Environmental
Science and Resource Management
Bethlehem, Pennsylvania 18015
(4-year)
Muhlenberg College
Natural Science and Mathematics Department
Environmental Science Program
24th and Chew Streets
Allentown, Pennsylvania 18104
(4-year)
Saint Francis College of Pennsylvania
Biology Department
Lonetto, Pennsylvania 15940
(4-year)
Slippery Rock State College
School of Natural Sciences and Mathematics
Vincent Science Hall No. 117C
Slippery Rock, Pennsylvania 16057
(4-year)
University of Pittsburgh
Department of Industrial Environmental Health
Sciences
Graduate School of Public Health
Pittsburgh, Pennsylvania 15261
(Graduate)
Wilkes College
Environmental Sciences Program
Wilkes-Barre, Pennsylvania 18703
(4-year)
Puerto Rico
University of Puerto Rico
Medical Science Campus
Department of Environmental Health
Rio Piedras, Puerto Rico 00936
(Graduate)
Rhode Island
University of Rhode Island
Colleges of Arts and Sciences, Engineering,
Pharmacy, and Resource Development
Kingston, Rhode Island 02881
(Graduate)
South Carolina
Clemson University
Interdepartmental Program in Environmental
Science
Clemson, South Carolina 29631
(4-year; Graduate)
South Dakota
Northern State College
Interdepartmental Program in Environmental
Science
Aberdeen, South Dakota 57401
(4-year) '
Tennessee
Austin Peay State University
Biology Department
Clarksville, Tennessee 37040
(4-year)
East Tennessee State University
Department of Environmental Health
Johnson City, Tennessee 37601
(4-year; Graduate)
Middle Tennessee State University
Interdepartmental School of Basic and Applied
Sciences
Environmental Science and Technology
Program
Murfreesboro, Tennessee 37132
(4-year)
Texas
Lamar University
Department of Chemistry
Beaumont, Texas 77710
(4-year; Graduate)
Sam Houston University
Life Sciences Department
Huntsville, Texas 77340
(4-year)
Texas Christian University
Add Ran College of Arts and Sciences
Fort Worth, Texas 76129
(4-year; Graduate)
University of Texas at Houston
Community Health Sciences
Health Science Center at Houston
School of Public Health
Box 20186
Houston, Texas 77025
(Graduate)
Vermont
Lyndon State College
Natural Sciences Division
Lydonville, Vermont 05851
(4-year)
Saint Michael's College
Department of Chemistry and Biology
Winooski Park, Vermont 05404
(4-year)
University of Vermont
College of Medicine
Department of Epidemiology and
Environmental Health
Burlington, Vermont 05401
(4-year)
Virginia
Blue Ridge Community College
Environmental Science Program
Box 80
Weyer's Cave, Virginia 24486
(No degree)
Christopher Newport College
Department of Biology and Environmental
Science
P.O. Box 6070
Newport News, Virginia 23606
(4-year)
Longwood College
Natural Science Department
Farmville, Virginia 23901
(4-year)
Northern Virginia Community College
Woodbridge Campus
Environmental and Natural Science Division
15200Smoketown Road
Woodbridge, Virginia 22191
(Certificate)
Southside Virginia Community College
Christianna Campus
Division of Technologies
Alberta, Virginia 23821
(No degree)
Southside Virginia Community College
John H. Daniel Campus
Division of Technologies
Keysville, Virginia 23947
(No degree)
University of Virginia
College of Arts and Sciences
Department of Environmental Sciences
Charlottesville, Virginia 22903
(4-year; Graduate)
University of Virginia
Environmental Sciences Department
Charlottesville, Virginia 22903
(Graduate)
-------
Appendix 2
177
Virginia Polytechnic Institute
Department of Engineering
Blacksburg, Virginia 24061
(Graduate)
Washington
Washington State University
Interdepartmental Program in Environmental
Science
(Colleges of Engineering, Sciences and Arts,
and Agriculture)
Pullman, Washington 99163
(4-year)
Washington State University
Environmental Science Department
Pullman, Washington 99163
(Graduate)
Western Washington University
Huxley College of Environmental Studies
516 High Street
Bellingham, Washington 98225
(4-year)
West Virginia
Davis and Elkins College
Earth and Environmental Sciences Program
Elkins, West Virginia 26241
(4-year)
West Virginia Northern Community College
Department of Occupational Safety and
Environmental Hygiene
No. 1 College Square
Wheeling, West Virginia 26003
(Certificate; 2-year)
Wisconsin
Marian College of Fond du Lac
Department of Mathematics and Natural
Science
P.O. Box 1337
45 South National Avenue
Fond du Lac, Wisconsin 54935
(4-year)
Milwaukee Area Technical College
Service and Health Occupations Division
1015 North Sixth Street
Milwaukee, Wisconsin 53203
(2-year)
University of Wisconsin at Eau Claire
Division of Allied Health Professions
Library 2048
Eau Claire, Wisconsin 54701
(4-year)
Wyoming
Laramie County Community College
Division of Life, Health and Physical Science
Environmental Health Technology Program
1400 East College Drive
Cheyenne, Wyoming 82001
(2-year)
11. Environmental
Engineering/ Tech-
nology Programs
Alabama
Auburn University
Civil Engineering Department
Auburn, Alabama 36830
(Graduate)
University of Alabama
Civil Engineering Department
University, Alabama 35486
(4-year; Graduate)
University of Alabama
Department of Chemical and Metallurgical
Engineering
University, Alabama 35486
(4-year; Graduate)
University of South Alabama
Civil Engineering Department
307 University Boulevard
Mobile, Alabama 36688
(4-year)
California
California Institute of Technology
Interdisciplinary Program in Environmental
Engineering Science
1201 East California Boulevard
Pasadena, California 91125
(4-year; Graduate)
California Institute of Technology
Department of Chemical Engineering and
Environmental Health Engineering
1201 East California Boulevard
Pasadena, California 91125
(4-year)
California Polytechnic State University
Environmental Engineering Department
San Luis Obispo, California 93407
(4-year)
Canada College
Life Sciences Department
4200 Farm Hill Boulevard
Redwood City, California 94061
(2-year)
Humboldt State University
Engineering Department
Arcata, California 95521
(4-year)
University of California at Berkeley
"Civil Engineering Department
Berkeley, California 94720
(Graduate)
University of California at Davis
Department of Mechanical Engineering
Davis, California 95616
(4-year; Graduate)
Colorado
Trinidad State Junior College
Department of Civil Environmental
Technology
Trinidad, Colorado 81082
(2-year)
Connecticut
Norwalk State Technical College
Chemistry Department
181 Richards Avenue
Norwalk, Connecticut 06854
(2-year)
University of Connecticut
School of Engineering
Environmental Engineering Program
Box UGC
Storrs, Connecticut 06268
(Graduate)
University of Hartford
College of Engineering
200 Bloomfield Avenue
West Hartford, Connecticut 06117
(4-year)
Delaware
Delaware Technical and Community College
Applied Sciences Department
P.O. Box 897
Denney's Road and U.S. Route 13
Dover, Delaware 19901
(2-year)
University of Delaware
Department of Civil and Mechanical
Engineering
Newark, Delaware 19711
(Graduate)
District of Columbia
Catholic University of America
Civil Engineering Department
Washington, D.C. 20064
(4-year; Graduate)
George Washington University
School of Engineering and Applied Science
Washington, D.C. 20052
(4-year)
Howard University
Civil Engineering Department
School of Engineering
Washington, D.C. 20059
(4-year; Graduate)
Florida
Brevard Community College
Occupational Education Program
Clearlake Road
Cocoa, Florida 32922
(2-year)
Florida Institute of Technology
Department of Natural Science and
Environmental Technology
Jensen Beach, Florida 33457
(2-year; 4-year)
Florida Institute of Technology
Environmental Engineering Department
Melbourne, Florida 32901
(4-year; Graduate)
Florida International University
Engineering Technology Department
Tamiami Trail
Miami, Florida 33199
(4-year)
Florida Technological University
Engineering Technology Department
Orlando, Florida 32816
(4-year)
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178
Appendix 2
Manatee Junior College
Technology Department
P.O. Box 1849
Bradenton, Florida 33506
(2-year)
Pasco-Hernando Community College
Environmental Pollution Control Technology
Program
2401 State Highway 41 North
Dade City, Florida 33525
(2-year)
University of Florida
College of Engineering
Environmental Engineering Sciences
Department
Gainesville, Florida 32611
(4-year)
University of Florida
College of Engineering
Chemical Engineering Department
Gainesville, Florida 32611
(4-year)
University of Florida
Department of Environmental Engineering
Sciences
Gainesville, Florida 32611
(Graduate)
University of Miami
Mechanical Engineering Department
University Station
Coral Gables, Florida 33124
(4-year; Graduate)
Georgia
Georgia Institute of Technology
College of Engineering
225 North Avenue, N.W.
Atlanta, Georgia 30332
(Certificate)
Illinois
Northwestern University
Civil Engineering Department
The Technological Institute
Room 2474
Evanston, Illinois 60201
(Graduate)
Northwestern University
School of Engineering
The Technological Institute
Evanston, Illinois 60201
(4-year)
Southern Illinois University at Carbondale
Department of Thermal and Environmental
Engineering
Carbondale, Illinois 62901
(4-year)
Southern Illinois University at Edwardsville
Department of Engineering and Technology
School of Science and Technology
Edwardsville, Illinois 62025
(4-year)
University of Illinois at Chicago Circle
Energy Engineering Department
601 South Morgan
Chicago, Illinois 60607
(4-year)
Waubonsee Community College
Occupational Programs
Illinois Route 47 at Harter Road
Sugar Grove, Illinois 60554
(Certificate; 2-year)
Indiana
Indiana Institute of Technology
Department of Engineering
1600 East Washington Boulevard
Fort Wayne, Indiana 46803
(4-year)
Purdue University
School of Civil Engineering
West Lafayette, Indiana 47907
(4-year; Graduate)
Purdue University
Department of Agricultural Engineering
West Lafayette, Indiana 47907
(Graduate)
Rose-Hulman Institute of Technology
Civil Engineering Department
Terre Haute, Indiana 47803
(4-year)
University of Notre Dame
Civil Engineering Department
Notre Dame, Indiana 46556
(4-year; Graduate)
Iowa
Iowa Lakes Community College
Science Department
101 1/2 North Sixth Street
Estherville, Iowa 51334
(2-year)
Kansas
Kansas State University
Mechanical Engineering Department
E 108 Seaton Hall
Manhattan, Kansas 66506
(4-year; Graduate)
Kansas Technical Institute
Civil Engineering Technology Department
2409 Scanlan Avenue
Salina, Kansas 67401
(2-year)
Kentucky
University of Kentucky
Department of Agricultural Engineering
Lexington, Kentucky 40506
(4-year; Graduate)
University of Louisville
Interdisciplinary Program in Chemical and
Environmental Engineering
Speed Scientific School
Louisville, Kentucky 40208
(4-year; Graduate)
Western Kentucky University
Engineering Technology Department
Bowling Green, Kentucky 42101
(4-year)
Maryland
Garrett Community College
Mathematics-Science Division
Mosser Road
McHenry, Maryland 21541
(2-year)
Johns Hopkins University
Department of Geography and Environmental
Engineering
34th and Charles Streets
Baltimore, Maryland 21218
(Graduate)
University of Maryland
Department of Civil Engineering
College Park, Maryland 20742
(4-year)
Massachusetts
Boston University
College of Engineering
Human Environmental Institute
110 Cunnington Street
Boston, Massachusetts 02215
(No degree)
Massachusetts Institute of Technology
Interdepartmental Program in Environmental
Engineering
Cambridge, Massachusetts 02139
(4-year; Graduate)
Northeastern University
Lincoln College
219 Hayden Hall
360 Huntington Avenue
Boston, Massachusetts 02115
(4-year)
Northeastern University
Civil Engineering Department
College of Engineering
360 Huntington Avenue
Boston, Massachusetts 02115
(4-year; Graduate)
Northeastern University
Graduate School of Engineering
Boston, Massachusets 02115
(Graduate)
Northern Essex Community College
Division of Engineering and Technical Studies
100 Elliot Street
Haverhill, Massachusetts 01830
(2-year)
Quinsigamond Community College
College of Business and Para-Professional
Career Programs
Division of Health Sciences
670 West Boylston Street
Worcester, Massachusetts 01606
(2-year)
Springfield Technical Community College
Division of Engineering Technologies
Armory Square
Springfield, Massachusetts 01105
(2-year)
University of Lowell
College of Engineering
Civil and Nuclear Engineering Program
1 University Avenue
Lowell, Massachusetts 01854
(4-year; Graduate)
University of Massachusetts at Amherst
Civil Engineering Department
Amherst, Massachusetts 01003
(4-year; Graduate)
Wentworth Institute
Civil Engineering Technology
550 Huntington Avenue
Boston, Massachusetts 02115
(2-year)
-------
Appendix 2
179
Worcester Polytechnic Institute
Environmental Engineering and Science
Program
Worcester, Massachusetts 01609
(4-year)
Worcester Polytechnic Institute
Chemical Engineering Department
Worcester, Massachusetts 01609
(4-year)
Worcester Polytechnic Institute
Department of Civil Engineering
Worcester, Massachusetts 01609
(4-year)
Michigan
Detroit Institute of Technology
Civil Engineering Department
2727 Second Avenue
Detroit, Michigan 48201
(4-year)
Michigan State University
Department of Civil and Sanitary Engineering
East Lansing, Michigan 48824
(4-year; Graduate)
Michigan State University
Department of Fisheries and Wildlife
East Lansing, Michigan 48824
(4-year; Graduate)
Monroe County Community College
Division of Science and Mathematics
1555 South Raisinville Road
Monroe, Michigan 48161
(2-year)
University of Detroit
Department of Civil Engineering
4001 West McNichols Road
Detroit, Michigan 48221
(4-year; Graduate)
University of Michigan
College of Engineering
Ann Arbor, Michigan 48104
(4-year)
Western Michigan University
Paper Science and Engineering Department
Kalamazoo, Michigan 49008
(4-year)
Minnesota
University of Minnesota
Institute of Technology
112 Mineral and Metallurgical Engineering
Building
Minneapolis, Minnesota 55455
(4-year)
Mississippi
Mississippi State University
Civil Engineering Department
Mississippi State, Mississippi 39762
(4-year; Graduate)
Missouri
University of Missouri at Kansas City
Engineering Department
1122 East 48th Street
Kansas City, Missouri 64101
(4-year)
Montana
Montana College of Mineral Science and
Technology
Environmental Engineering Department
Butte, Montana 59701
(4-year)
New Hampshire
Dartmouth College
Department of Engineering and Engineering
Sciences
Hanover, New Hampshire 03755
(4-year; Graduate)
University of New Hampshire
College of Engineering and Physical Sciences
Department of Civil Engineering
Durham, New Hampshire 03824
(4-year)
New Jersey
Bergen Community College
Department of Biological Sciences
Environmental Technology Program
400 Paramus Road
Paramus, New Jersey 07652
(2-year)
New Jersey Institute of Technology
Department of Civil and Environmental
Engineering
323 High Street
Newark, New Jersey 07102
(4-year; Graduate)
Stevens Institute of Technology
Mechanical Engineering Department
Hoboken, New Jersey 07030
(Certificate; Graduate)
New Mexico
New Mexico Institute of Mining and
Technology
Department of Petroleum and Mining
Engineering
Socorro, New Mexico 87801
(4-year)
University of New Mexico
Department of Civil Engineering
Albuquerque, New Mexico 87131
(4-year; Graduate)
New York
City University of New York
City College
Environmental Control Technology Program
300 Jay Street
Brooklyn, New York 11201
(2-year)
City University of New York
City College
Civil Engineering Department
Convent Avenue at 138th Street
New York, New York 10031
(4-year; Graduate)
Clarkson College
Mechanical and Industrial Engineering
Department
Potsdam, New York 13676
(4-year; Graduate)
Clarkson College
Chemical Engineering Department
Potsdam, New York 13676
(4-year; Graduate)
Clarkson College
Civil and Environmental Engineering
Department
Potsdam, New York 13676
(4-year; Graduate)
Columbia University
School of Engineering and Applied Science
Department of Civil Engineering and
Engineering Mechanics
New York, New York 10027
(4-year)
Cooper Union
Interdisciplinary Engineering Program
Cooper Square
New York, New York 10003
(4-year; Graduate)
Cornell University
College of Engineering
Department of Environmental Engineering
Ithaca, New York 14853
(4-year; Graduate)
Polytechnic Institute of New York
Civil and Environmental Engineering
Department
Brooklyn, New York 11201
(Certificate; Graduate)
Rensselaer Polytechnic Institute
Department of Chemical and Environmental
Engineering
Troy, New York 12181
(4-year; Graduate)
State University of New York at Syracuse
College of Environmental Science and Forestry
School of Environmental and Resource
Engineering
Syracuse, New York 13210
(4-year; Graduate)
Syracuse University
L.C. Smith College of Engineering
Syracuse, New York 13270
(4-year)
Syracuse University
Civil Engineering Department
Syracuse, New York 13210
(Graduate)
Union College
Division of Engineering and Applied Science
Schenectady, New York 12308
(4-year)
University of Rochester
Interdepartmental Program in Chemical
Engineering
Rochester, New York 14601
(4-year)
North Carolina
Duke University
Civil Engineering Department
Durham, North Carolina 27706
(Graduate)
Fayetteville Technical Institute
Department of Environmental Engineering
Technology
P.O. Box 5236
Fayetteville, North Carolina 28303
(2-year)
North Carolina State University
Civil Engineering Department
Raleigh, North Carolina 27611
(Graduate)
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180
Appendix 2
Pitt Technical Institute
Department of Air and Water Resources
P.O. Drawer 7007
Greenville, North Carolina 27834
(2-year)
University of North Carolina at Chapel Hill
Environmental Sciences and Engineering
School of Public Health
Chapel Hill, North Carolina 27514
(Graduate)
University of North Carolina at Charlotte
Department of Urban and Environmental
Engineering
UNCC Station
Charlotte, North Carolina 28223
(4-year)
Ohio
Case Western Reserve University
Chemical Engineering Department
Cleveland, Ohio 44101
(4-year; Graduate)
Cleveland State University
Chemical Engineering Department
Euclid Avenue at East 24th Street
Cleveland, Ohio 44115
(4-year; Graduate)
Jefferson County Technical Institute
Environmental Engineering Technology
Program
4000 Sunset Boulevard
Steubenville, Ohio 43952
(2-year)
Muskingum Area Technical College
Division of Engineering and Science
1555 Newark Road
Zanesville, Ohio 43701
(2-year)
University of Cincinnati
Civil and Environmental Engineering
Department
College of Engineering
Cincinnati, Ohio 45267
(Graduate)
University of Dayton
Chemical Technology and Environmental
Engineering Technology
Dayton, Ohio 45469
(2-year)
University of Toledo
College of Engineering
2801 West Bancroft Street
Toledo, Ohio 43606
(4-year; Graduate)
Oklahoma
Eastern Oklahoma State College
Division of Engineering and Science
Wiburton, Oklahoma 74578
(2-year)
University of Oklahoma
Department of Civil Engineering and
Environmental Science
Norman, Oklahoma 73019
(4-year; Graduate)
Oregon
Oregon Institute of Technology
Division of Engineering Technology
Oretech Post Office
Klamath Falls, Oregon 97601
(4-year)
Pennsylvania
Carnegie-Mellon University
Carnegie Institute of Technology,
Engineering and Public Policy
Pittsburgh, Pennsylvania 15213
(Graduate)
Drexel University
Environmental Studies Institute
Philadelphia, Pennsylvania 19104
(Graduate)
Drexel University
Civil Engineering Department
Philadelphia, Pensylvania 19104
(Graduate)
Lehigh University
Chemical Engineering
College of Engineering and Physical Sciences
Bethlehem, Pennsylvania 18015
(4-year)
Lehigh University
Civil Engineering Department
Bethlehem, Pennsylvania 18015
(4-year; Graduate)
Pennsylvania State University
Graduate Programs in Environmental Pollution
Control
226 Merrel R. Fenske Laboratory
University Park, Pennsylvania 16802
(Graduate)
Pennsylvania State University
Civil Engineering Department
212 Sackett Building
University Park, Pennsylvania 168. .2
(4-year; Graduate)
Temple University
College of Engineering Technology
Philadelphia, Pennsylvania 19122
(2-year; 4-year)
University of Pennsylvania
Civil and Urban Engineering Program
College of Engineering and Applied Sciences
Philadelphia, Pennsylvania 19174
(Graduate)
University of Pittsburgh
Department of Civil Engineering
949 BEH
Pittsburgh, Pennsylvania 15261
(4-year; Graduate)
University of Pittsburgh
Environmental Systems Engineering Program
School of Engineering
1140 Benedum Hall
Pittsburgh, Pennsylvania 15261
(Graduate)
Puerto Rico
University of Puerto Rico
Environmental Technology Program
Aquadella Campus
Aquadella, Puerto Rico 00603
(2-year)
Rhode Island
Rhode Island Junior College
Division of Vocational Technology Education
Knight Campus
Warwick, Rhode Island 02886
(2-year)
University of Rhode Island
Department of Civil and Environmental
Engineering
Kingston, Rhode Island 02881
(4-year; Graduate)
South Carolina
Clemson University
Environmental Systems Engineering
Clemson, South Carolina 29631
(Graduate)
Greenville Technical College
Environmental Chemical Technology
South Pleasantburg Drive
291 Bypass
P.O. Box 5616
Greenville, South Carolina 29606
(2-year)
Sumter Area Technical College
Technical Division
506 Guignard Drive
Sumter, South Carolina 29150
(2-year)
University of South Carolina
College of Engineering
Columbia, South Carolina 29201
(4-year; Graduate)
Tennessee
Memphis State University
Department of Civil Engineering
Memphis, Tennessee 38152
(Graduate)
University of Tennessee at Nashville
Division of Engineering
Tenth And Charlotte
Nashville, Tennessee 37203
(4-year; Graduate)
Vanderbilt University
Department of Environmental Engineering and
Policy Management
Nashville, Tennessee 37240
(4-year)
Texas
Texas A&M University
Department of Civil Engineering
College Station, Texas 77843
(4-year; Graduate)
University of Texas at Austin
Civil Engineering Department
Austin, Texas 78712
(Graduate)
University of Texas at Austin
College of Engineering
Austin, Texas 78712
(4-year)
University of Texas at El Paso
Department of Civil Engineering
El Paso, Texas 79968
(4-year; Graduate)
University of Texas of the Permian Basin
Control Engineering Department
Odessa, Texas 79762
(4-year; Graduate)
Vermont
Norwich University/Vermont College
Engineering and Technology Department
Northfield, Vermont 05663
(4-year; Graduate)
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Appendix 2
181
University of Vermont
Civil Engineering Department
Burlington, Vermont 05401
(4-year; Graduate)
Virginia
Hampton Institute
Civil Engineering Department
Hampton, Virginia 23668
(4-year)
J. Sargeant Reynolds Community College
Division of Engineering and Engineering
Technology
Richmond, Virginia 23241
(2-year)
Washington
Gonzaga University
School of Engineering
Spokane, Washington 99258
(4-year)
Shoreline Community College
Division of Science and Social Science
16101 Greenwood Avenue, North
Seattle. Washington 98133
(2-year)
West Virginia
Bluefield State College
Civil Engineering Technology
Bluefield, West Virginia 24701
(2-year; 4-year)
Parkersburg Community College
Environmental Engineering Technology
Program
Parkersburg, West Virginia 26101
(Certificate; 2-year)
West Virginia College of Graduate Studies
Faculty of Engineering and Science
Institute, West Virginia 25112
(Graduate)
West Virginia University
Civil Engineering Department
Morgantown, West Virginia 26506
(4-year; Graduate)
Wisconsin
University of Wisconsin at Madison
Department of Civil and Environmental
Engineering
2205 Engineering Building
Madison, Wisconsin 53706
(4-year; Graduate)
University of Wisconsin at Milwaukee
Department of Civil Engineering
Engineering and Mathematical Sciences
Milwaukee, Wisconsin 53201
(4-year)
Wyoming
University of Wyoming
Department of Civil and Architectural
Engineering
P.O. Box 3334
University Station, Wyoming 82071
(4-year; Graduate)
12. Environmental
Studies Programs
Alabama
Alabama A & M University
Community Planning Department
Normal, Alabama 35762
(4-year)
Jefferson State Junior College
Division of Social Sciences
Urban Planning and Development Program
2601 Carson Road
Birmingham, Alabama 35215
(2-year)
Southern Union State Junior College
Occupational Education Programs (Aquatic
Technology)
Wadley, Alabama 36276
(2-year)
Alaska
University of Alaska
Interdepartmental Program in Environmental
Quality Engineering and Environmental
Quality Science
Fairbanks, Alaska 99701
(Graduate)
Arizona
Northern Arizona University
Interdepartmental Program in Environmental
Studies
Center for Integrated Studies
P.O. Box 4103
Flagstaff, Arizona 86011
(4-year)
Arkansas
Southern Arkansas University
Southwestern Technical Institute
Interdepartmental Program in Environmental
Control Technology
P.O. Box 3048
East Camden, Arkansas 71701
(2-year)
California
Ambassador College
Joint Sciences Department
Environmental Studies Program
300 West Green Street
Pasadena, California 91123
(4-year)
California State College at Dominguez Hills
The Small College (Interdisciplinary)
1000 East Victoria Street
Dominguez Hills, California 90747
(4-year)
California State College at San Bernardino
Interdepartmental Program in Environmental
Studies
5500 State College Parkway
—San Bernardino, California 92407
(4-year)
California State University at Fresno
Interdisciplinary Program in Environmental
Studies
Fresno, California 93740
(4-year)
California State University at Fullerton
Interdepartmental Program in Environmental
Studies
Fullerton, California 92634
(Graduate)
California State University at Hayward
Earth Sciences Department
Environmental Geology Program
Hayward, California 94542
(Graduate)
California State University at Hayward
Interdepartmental Program in Environmental
Studies
Hayward, California 94542
(4-year)
California State University at Long Beach
Interdepartmental Program
Center for Environmental Studies
1250 Bell Flower Boulevard
Long Beach, California 90840
(Certificate; 4-year)
California State University at Sacramento
Environmental Studies Center
6000 J Street
Sacramento, California 95819
(4-year; Graduate)
College of Alameda
Interdepartmental Program in Environmental
Studies
555 Atlantic Avenue
Alameda, California 94501
(2-year)
College of Marin
Biological Science Department
Kent Field, California 94904
(2-year)
Consortium of California State Universities
and Colleges
Environmental Planning Program
400 Golden Shore
Long Beach, California 90802
(Certificate; Graduate)
East Los Angeles College
Life Sciences Department
5357 East Brooklyn Avenue
Los Angeles, California 90022
(2-year)
Los Angeles City College
Life Sciences Department
855 North Vermont Avenue
Los Angeles, California 90020
(2-year)
Los Angeles Mission College
Interdepartmental Program in Environmental
Studies
1101 San Fernando Road
San Fernando, California 91340
(2-year)
Los Angeles Pierce College
Department of Earth and Life Sciences
6201 Winnetka Avenue
Woodland Hills, California 91371
(2-year)
Los Angeles Trade and Technical College
Department of Science and Mathematics
400 West Washington Boulevard
Los Angeles, California 90015
(2-year)
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182
Appendix 2
Mount San Antonio College
Interdepartmental Program in Environmental
Studies
1100 North Grand Avenue
Walnut, California 91789
(2-year)
Pitzer College
Interdepartmental Program in Environmental
Studies
1050 North Mills Avenue
Claremont, California 91711
(4-year)
Saddleback Community College
Environmental Studies Department
2800 Marguerite Parkway
Mission Viejo, California 92675
(2-year)
San Bernardino Valley College
Geography Department
Urban Planning and Environmental
Management Program
701 South Mount Vernon Avenue
San Bernardino, California 92403
(2-year)
San Diego State University
Biology Department
San Diego, California 92182
(Graduate)
San Jose State University
Biological Sciences Department
San Jose, California 95192
(4-year; Graduate)
San Jose State University
Department of Geography and Environmental
Studies
125 South Seventh Street
San Jose, California 95192
(4-year)
Santa Ana College
Environmental Studies Department
17th at Bristol
Santa Ana, California 92706
(2-year)
University of California at Berkeley
Division of Special Programs
Berkeley, California 94720
(4-year)
University of California at Davis
Department of Resource Science and
Engineering
Environmental Planning and Management
Program
Davis, California 95616
(4-year)
University of California at Davis
Interdepartmental Program in Ecology
Davis. California 95616
(Graduate)
University of California at Davis
Department of Environmental Horticulture
Davis, California 95616
(4-year; Graduate)
University of California at Irvine
Interdepartmental Program in Social Ecology
Irvine, California 92664
(4-year; Graduate)
University of California at Irvine
Department of Ecology and Evolutionary
Biology
Irvine, California 92664
(4-year; Graduate)
University of California at Riverside
Statistics Department
Systems Ecology Program
Riverside, California 92502
(4-year)
University of California at Riverside
Earth Science Department
Riverside, California 92502
(4-year)
University of California at Santa Barbara
Biological Science Department
Santa Barbara, California 93106
(4-year)
University of California at Santa Barbara
Interdepartmental Program in Environmental
Studies
Santa Barbara, California 93106
(4-year)
University of California at Santa Cruz
Interdepartmental Program in Environmental
Studies
Santa Cruz, California 95064
(4-year)
Colorado
Colorado Northwestern Community College
Liberal Arts Department
Program in the Humanistic Approach to the
Environment
Rangely, Colorado 81648
(2-year)
Community College of Denver
Service Occupations Division
Environmental Technology Program
12600 West 6th Avenue
Golden, Colorado 80401
(2-year)
Regis College
Interdepartmental Program in Environmental
Studies and Human Ecology
3539 West 50th Avenue
Denver, Colorado 80221
(4-year)
University of'Colorado at Bouider
Department of Environmental Population and
Organismic Biology
Boulder, Colorado 80309
(4-year; Graduate)
University of Northern Colorado
Interdepartmental Program in Environmental
Studies
Greeley, Colorado 80639
(4-year)
Connecticut
Central Connecticut State College
Environmental Management Program
New Britain, Connecticut 06050
(4-year)
Environmental Education Center
800 Dixwell Avenue
New Haven, Connecticut 86511
(No degree)
Northwestern Connecticut Community College
Environmental Technology Program
Park Place
Winsted, Connecticut 06098
(2-year)
Southern Connecticut Stale College
Environmental Studies Council
501 Crescent Street
New Haven, Connecticut 06515
(4-year)
Southern Connecticut State College
Department of Science and Environmental
Education
501 Crescent Street
New Haven, Connecticut 06515
(Graduate)
Southern Connecticut State College
Biology Department
501 Crescent Street
New Haven, Connecticut 0651.''
(4-year; Graduate)
Southern Connecticut State College
Earth Science Department
501 Crescent Street
New Haven, Connecticut 06515
(4-year)
Trinity College
Interdisciplinary Program in Urban and
Environmental Studies
Hartford, Connecticut 06106
(4-year)
Tunxis Community College
Department of Liberal Arts and Science
Environmental Economics and Environmental
Science Option
Farmington, Connecticut 06032
(2-year)
University of Hartford
College of Engineering
200 Bloomfield Avenue
West Hartford, Connecticut 06117
(Certificate)
University of New Haven
Department of Biology
Environmental Studies and General Science
300 Orange Avenue
West Haven, Connecticut 06516
(2-year; 4-year; Graduate)
Waterbury State Technical College
Chemical Technology Department
1460 West Main Street
Waterbury, Connecticut 06708
(2-year)
Wesleyan University
Interdepartmental Program in Environmental
and Urban Studies
Middletown, Connecticut 06457
(4-year)
Western Connecticut State College
Division of Graduate Studies
Department of Biological and Environmental
Studies
181 White Street
Danbury, Connecticut 06810
(Graduate)
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Appendix 2
183
Yale University
School of Forestry and Environmental Studies
205 Prospect Street
New Haven, Connecticut 06511
(Graduate)
Delaware
Delaware State College
Environmental Education Workshop
Dover, Delaware 19901
(No degree)
Delaware State College
Department of Agriculture and Natural
Resources
Dover, Delaware 19901
(4-year)
Wesley College
Career Direction in Environmental Studies
Dover, Delaware 19901
(2-year)
District of Columbia
The American University
College of Public Affairs
Center for Technology and Administration
Massachusetts and Nebraska Avenues, N.W.
Washington, D.C. 20016
(Graduate)
The American University
Division of Continuing Education
Environmental Systems Management
Massachusetts and Nebraska Avenues, N.W.
Washington, D.C. 20016
(Certificate; Graduate)
The American University
Interdepartmental Science
College of Arts and Sciences
Environmental Studies Committee
Massachusetts and Nebraska Avenues, N.W.
Washington, D.C. 20016
(4-year)
George Washington University
National Law Center
Washington, D.C. 20052
(Graduate)
George Washington University
Interdepartmental Programs in Environmental
Studies
Columbian College of Arts and Sciences
Washington, D.C. 20052
(4-year)
Florida
Florida Institute of Technology
Department of Oceanography
Melbourne, Florida 32901
(4-year; Graduate)
Florida Institute of Technology
Department of Oceanography and Ocean
Engineering
Chemical Oceanography Program
Melbourne, Florida 32901
(4-year; Graduate)
Florida Institute of Technology
Science Education Department
Melbourne, Florida 32901
(4-year; Graduate)
Florida Institute of Technology
Natural Sciences and Environmental
Technology Department
Environmental Technology-Aquaculture Option
Jensen Beach, Florida 33457
(4-year)
Florida International University
Physical Sciences Division
Tamiami Trail
Miami, Florida 33199
(4-year)
Florida State University
Department of Urban and Regional Planning
Tallahassee, Florida 32306
(Graduate)
Florida State University
Oceanography Department
Tallahassee, Florida 32306
(4-year)
Miami-Dade Community College
Marine Science Technology Department
1090 N.W. North River Drive
Miami, Florida 33136
(2-year)
Rollins College
Environmental Studies Department
Winter Park, Florida 32789
(4-year)
University of Florida
School of Forest Resources and Conservation
College of Agriculture
Gainesville, Florida 32611
(4-year)
University of Florida
College of Agriculture
Gainesville, Florida 32611
(Certificate)
University of Florida
Department of Urban and Regional Planning
Gainesville, Florida 32611
(Graduate)
University of Florida
College of Agriculture
Gainesville, Florida 32611
(4-year; Graduate)
University of Miami
Rosenstiel School of Marine and Atmospheric
Science
4600 Rickenbacker Causeway
Miami, Florida 33149
(Graduate)
University of Miami
Department of Architecture and Planning
University Station
Coral Gables, Florida 33124
(Graduate)
University of Tampa
Division of Science and Mathematics
Marine Science Program
401 West Kennedy Boulevard
'Tampa, Florida 33606
(4-year)
University of West Florida
Department of Earth and Atmospheric Sciences
Pensacola, Florida 32504
(4-year)
Georgia
Fort Valley State College
Agricultural Engineering Department
State College Drive
Fort Valley, Georgia 31030
(4-year)
Georgia Institute of Technology
College of Architecture
City Planning/Urban Design Program
225 North Avenue, N.W.
Atlanta, Georgia 30332
(Graduate)
Georgia State University
Community Development
College of Urban Life
Environmental Management Program
University Plaza
Atlanta, Georgia 30303
(4-year; Graduate)
Morehouse College
Urban Studies Program
223 Chestnut Street, S.W.
Atlanta, Georgia 30314
(4-year)
Shorter College
Natural Science Department
Shorter Hill
Rome, Georgia 30161
(4-year)
University of Georgia
Department of Agronomy
Athens, Georgia 30602
(4-year)
University of Georgia
School of Forest Resources
Athens, Georgia 30602
(Graduate)
West Georgia College
Interdisciplinary Program in Environmental
Studies
Carrollton, Georgia 30118
(2-year)
Hawaii
University of Hawaii at Manoa
Interdepartmental Liberal Studies Program
Environmental Studies Program
Honolulu, Hawaii 96822
(4-year)
Idaho
The College of Idaho
Interdepartmental Program
Human Ecology Dimension
Caldwell, Idaho 83605
(4-year)
The Ricks College
Biology Department
Rexberg, Idaho 83440
(2-year)
Illinois
De Paul University
Chemistry Department
Lincoln Park Campus
2323 North Seminary Avenue
Chicago, Illinois 60614
(4-year)
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184
Appendix 2
George Williams College
Leisure and Environmental Resources
Administration Department
555 Thirty-first Street
Downers Grove, Illinois 60515
(Graduate)
Roosevelt University
Center for the Urban Environment
430 South Michigan Avenue
Chicago, Illinois 60605
(4-year)
Sangamon State University
Department of Environments and People
Springfield, Illinois 62708
(4-year; Graduate)
Southern Illinois University
Geography Department
Carbondale, Illinois 62901
(4-year; Graduate)
Indiana
Ball State University
Department of Natural Resources
Room 110
West Quadrangle
Muncie, Indiana 47306
(4-year; Graduate)
Indiana Vocational Technical College
Trade and Technical Department
5221 Ivy Tech Drive
Indianapolis, Indiana 46268
(2-year)
Manchester College
Interdivisional Environmental Studies Program
North Manchester, Indiana 46962
(4-year)
University of Evansville
Chemistry Department
P.O. Box 329
Evansville, Indiana 47702
(4-year)
Iowa
Briar Cliff College
Biology Department
3303 Rebecca Street
Sioux City, Iowa 51104
(4-year)
Coe College
Interdepartmental Environmental Studies
Program
Cedar Rapids, Iowa 52402
(4-year)
Cornell College
Interdisciplinary Program in Environmental
Studies
Mount Vernon, Iowa 52314
(4-year)
Iowa State University
Interdisciplinary Program in Environmental
Studies
141 Bessey Hall
Ames, Iowa 50011
(4-year)
Luther College
Biology Department
Decorah, Iowa 52101
(4-year)
University of Northern Iowa
College of Natural Sciences
1222 West 27th Street
Cedar Falls, Iowa 50613
(4-year)
Kansas
Bethel College
Division of Nontraditional Education
Environmental Studies Program
North Newton, Kansas 67117
(4-year)
Ottawa University
Center for the Study of Human Interaction
with the Environment
Box 102
Ottawa, Kansas 66067
(4-year)
University of Kansas
Interdisciplinary Program in Environmental
Studies
Snow Hall
Lawrence, Kansas 66043
(4-year)
Kentucky
Eastern Kentucky University
Department of Biological Sciences
Richmond, Kentucky 40475
(4-year; Graduate)
Morehead State University
Center for Environmental Studies
Morehead, Kentucky 40351
(4-year)
Union College
Division of Natural Sciences
Barbourville, Kentucky 40906
(4-year)
Maine
Bowdoin College
Committee on Environmental Studies
Brunswick, Maine 04011
(4-year)
Saint Francis College
Center for Life Science
Biddeford, Maine 04005
(4-year)
University of Maine at Fort Kent
Environmental Studies Committee
Fort Kent, Maine 04743
(4-year)
University of Maine at Orono
College of Life Sciences and Agriculture
Technical Division
Resource and Business Management
Orono, Maine 04473
(2-year)
University of Maine at Orono
Interdisciplinary Program in Resource
Utilization
206 Winslow Hall
Orono, Maine 04473
(Graduate)
Maryland
Anne Arundel Community College
Department of Environmental Research
Protection and Development
Arnold, Maryland 21012
(2-year)
College of Notre Dame of Maryland
Biological Sciences Department
4701 North Charles Street
Baltimore, Maryland 21210
(4-year)
Hood College
Environmental Studies Program
Frederick, Maryland 21701
(4-year; Graduate)
Prince George's Community College
Urban and Environmental Studies Program
301 Largo Road
Largo, Maryland 20870
(2-year)
University of Maryland
College of Agriculture
College Park, Maryland 20742
(4-year; Graduate)
Massachusetts
Boston State College
Urban Studies Department
625 Huntington Avenue
Boston, Massachusetts 02115
(Graduate)
Boston University
Environmental Studies and Resource
Management
755 Commonwealth Avenue
Boston, Massachusetts 02215
(No degree)
Clark University
Interdisciplinary Program in Environmental
Affairs
950 Main Street
Worcester, Massachusetts 01610
(4-year; Graduate)
Dean Junior College
Department of Mathematics and Sciences
Franklin, Massachusetts 02038
(2-year)
Leicester Junior College
Mathematics and Science Department
Leicester, Massachusetts 01524
(2-year)
Lesley College
Division of Sciences
29 Everett Street
Cambridge, Massachusetts 02138
(4-year)
Massachusetts Institute of Technology
Interdepartmental Environmental Studies
Program
Cambridge, Massachusetts 02139
(4-year; Graduate)
Simon's Rock Early College
Interdisciplinary Program in Environmental
Studies
Great Harrington, Massachusetts 01230
(4-year)
Stonehill College
Environmental Studies Program
College of Arts and Sciences
North Easton, Massachusetts 02356
(1-year)
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Appendix 2
185
Suffolk University
College of Liberal Arts and Sciences
Environmental Technology Program
41 Temple Street
Beacon Hill
Boston, Massachusetts 02114
(4-year)
University of Lowell
Interdisciplinary Environmental Studies
Program
Lowell, Massachusetts O1854
(4-year; Graduate)
University of Massachusetts at Boston
Urban Technology and Community Health
Programs
College of Professional Studies
Harbor Campus
Boston, Massachusetts 02125
(4-year)
Williams College
Center for Environmental Studies
Williamstown, Massachusetts 01267
(4-year)
Worcester State College
Biology Department
486 Chandler Street
Worcester, Massachusetts 01602
(4-year)
Michigan
Aquinas College
Environmental Studies Department
Grand Rapids, Michigan 49506
(4-year)
Grand Valley State College
William James College
Urban and Environmental Studies Program
Allendale, Michigan 49401
(4-year)
Michigan State University
Department of Electrical Engineering and
Systems Science
East Lansing, Michigan 48824
(Graduate)
Oakland University
Interdisciplinary Program in Environmental
Studies
Rochester, Michigan 48063
(4-year)
University of Michigan
School of Natural Resources
Environmental Education Program
Samuel Trask Dana Buiding
Room 2006
Ann Arbor, Michigan 48104
(4-year; Graduate)
Western Michigan University
Interdepartmental Environmental Studies
Program
Kalamazoo, Michigan 49008
(4-year)
Minnesota
Austin Community College
Career Program in Environmental Technology
1600 8th Avenue, N.W.
Austin, Minnesota 55912
(2-year)
Bemidji State University
Division of Science and Mathematics
Center for Environmental Studies
Bemidji, Minnesota 56601
(4-year; Graduate)
Concordia College
Interdepartmental Program in Environmental
Studies
Moorhead, Minnesota 56560
(4-year)
Macalester College
Interdepartmental Program in Environmental
Studies
St. Paul, Minnesota 55105
(4-year)
Mankato State University
Interdisciplinary Program in Environmental
Studies
Mankato, Minnesota 56001
(4-year)
Saint Cloud State University
Interdepartmental Program in Environmental
Studies
Saint Cloud, Minnesota 56301
(4-year)
Tri College Center for Environmental Studies
Science and Math Building, Room 104
Concordia College
Moorhead, Minnesota 56560
(4-year)
Mississippi
Mississippi State University
Interdepartmental Environmental Studies
Program
Mississippi State, Mississippi 39762
(Graduate)
University of Southern Mississippi
Department of Community and Regional
Planning
Hattiesburg, Mississippi 39401
(4-year)
University of Southern Mississippi
Department of Geography and Area
Development
Hattiesburg, Mississippi 39401
(4-year; Graduate)
Missouri
The Principia
Interdepartmental Program in Environmental
Studies or Environmental Sciences
Etsah, Missouri 62028
(4-year)
Southwest Missouri State University
Chemistry Department
901 South National
Springfield, Missouri 65802
(4-year)
Montana
Montana State University
Biology Department
Entomology, Fish and Wildlife Management
Bozeman, Montana 59715
(Graduate)
University of Montana
Interdisciplinary Environmental Studies
Program
758 Eddy Street
Missoula, Montana 59812
(Graduate)
Nebraska
Dana College
Interdepartmental Environmental Studies
Program
Blair, Nebraska 68008
(4-year)
Doane College
Interdepartmental Program in Environmental
Studies
Crete, Nebraska 68333
(4-year)
Kearney State College
Biology Department
905 West 25th Street
Kearney, Nebraska 68847
(4-year)
Kearney State College
Interdepartmental Environmental Studies
Program
905 West 25th Street
Kearney, Nebraska 68847
(4-year)
Southeast Community College
Environmental Laboratory Technology
Program
2240 Vine Street
Lincoln, Nebraska 68503
(2-year)
Nevada
Western Nevada Community College
Arts and Sciences Department
Environmental Studies Program
2201 West Nye Lane
Carson City, Nevada 89701
(2-year)
Western Nevada Community College
Arts and Sciences Department
Environmental Studies Program
North Campus
7000 El Rancho Drive
Sparks, Nevada 89431
(2-year)
New Hampnlre
Dartmouth College
Engineering Science Department
Hanover, New Hampshire 03755
(4-year)
Dartmouth College
Environmental Studies Department
Hanover, New Hampshire 03755
(4-year)
Nathaniel Hawthorne College
Physical Science Department
Antrim, New Hampshire 03440
(4-year)
New England College
Environmental Studies and Earth Science
Division
Henniker, New Hampshire 03242
(4-year)
University of New Hampshire/Plymouth State
College
Environmental Studies Center
Plymouth, New Hampshire 03264
(Certificate)
University of New Hampshire
Institute of Natural and Environmental
Resources
Durham, New Hampshire 03824
(4-year; Graduate)
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186
Appendix 2
New Jersey
Bergen Community College
Department of Biological Sciences and
Physical Sciences and Math
400 Paramus Road
Paramus, New Jersey 07652
(2-year)
Bloomfield College
Biology Department
Bloomfield, New Jersey 07003
(4-year)
Glassboro State College
Department of Biological Sciences,
Humanities, and Social Sciences
Glassboro, New Jersey 08028
(4-year)
Jersey City State College
Biology Department
2039 Kennedy Memorial Boulevard
Jersey City, New Jersey 07305
(4-year)
Kean College of New Jersey
Interdisciplinary Program in Environmental
Studies
Union, New Jersey 07083
(4-year)
Princeton University
Center for Environmental Studies
Princeton, New Jersey 08540
(1-year; 4-year)
Ramapo College of New Jersey
School of Environmental Studies
P.O. Box 542
Ramapo Valley Road
Man wan, New Jersey 07430
(4-year)
Ramapo College of New Jersey
School of Human Environment
P.O. Box 542
Mahwah, New Jersey 07430
(4-year)
Richard Stockton State College
Environmental Studies Department
Pomona, New Jersey 08240
(4-year)
Rutgers, The State University of New Jersey
Environmental Science Department
Georges Road Laboratories
Cook College
New Brunswick, New Jersey 08903
(4-year)
Rutgers, The State University of New Jersey
Human Ecology and Social Sciences
Department
212 Cook Office Building
Cook College
New Brunswick, New Jersey 08903
(4-year)
Rutgers, The State University of New Jersey
Agricultural Economics Department
215 Cook College
Office Boulevard
Cook Campus
New Brunswick, New Jersey 08903
(Graduate)
Rutgers, The State University of New Jersey
Agricultural Engineering Department
Biological and Agricultural Engineering
Building
Cook Campus
New Brunswick, New Jersey 08903
(4-year; Graduate)
Rutgers, The State University of New Jersey
Department of Agricultural Economics
Room 213
Cook Office Building
Cook Campus
New Brunswick, New Jersey 08903
(4-year)
Somerset County College
Environmental and Laboratory Technology
Program
P.O. Box 3300
Somerville, New Jersey 08876
(2-year)
Upsala College
Environmental Sciences 1
Environmental Sciences II
East Orange, New Jersey 07019
(4-year)
William Paterson College of New Jersey
Multidisciplinary Environmental Studies
Program
300 Pompton Road
Wayne, New Jersey 07470
(4-year)
New Mexico
New Mexico Institute of Mining Technology
Department of Psychology
Environmental Psychology Program
Socorro, New Mexico 87801
(4-year)
New Mexico Institute of Mining Technology
Department of Geoscience
Socorro, New Mexico 87801
(4-year; Graduate)
New York
Alfred University
Environmental Studies Department
Alfred, New York 14802
(4-year)
Barnard College
Committee of the Members of the Departments
of Biology, Geography and Geology
Environmental Conservation and Management
Program
Moraingside Heights
606 West 120th Street
New York, New York 10027
(4-year)
City University of New York
City College
Environmental Studies Program
School of Education
Klapper Hall
Room 110
Convent Avenue at 138th Street
New York, New York 10031
(Graduate)
City University of New York
New York City Community College
Chemical Technology Program
300 Jay Street
Brooklyn, New York 11201
(2-year)
College of Mount Saint Vincent
Interdepartmental Program in Environmental
Studies
On Hudson
Riverdale, New York 10471
(4-year)
Columbia-Greene Community College
Division of Mathematics and Science
Box 1000
Hudson, New York 12534
(2-year)
Community College of the Finger Lakes
Natural Resources Conservation
Lincoln Hill Road
Canandaigua, New York 14424
(Certificate; 2-year)
Cornell University
New York State College of Agriculture and
Life Sciences
Waste Management Engineering Program
Ithaca, New York 14850
(Graduate)
Cornell University
New York State College of Agriculture and
Life Sciences
Environmental Studies Program
Ithaca, New York 14850
(4-year)
Dutchess Community College
Biological Sciences Department
Natural Resources Conservation Program
Pendell Road
Poughkeepsie, New York 12601
(2-year)
Eisenhower College
Interdisciplinary Environmental Studies
Program
Seneca Falls, New York 13148
(4-year)
Hartwick College
Environmental Perspectives Program
Oneonta, New York 13820
(4-year)
Hudson Valley Community College
Environmental Technology Department
Vandenburgh Avenue
Troy, New York 12180
(2-year)
lona College
Biology Department
New Rochelle, New York 10801
(4-year)
New York Institute of Technology
Department of Life Sciences
1855 Broadway
New York, New York 10023
(4-year)
New York University
Urban Planning Department
Public Administration Program
70 Washington Square South
New York City, New York 10012
(Graduate)
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Appendix 2
187
New York University
Biology Department
70 Washington Square South
New York City, New York 10012
(Graduate)
Niagara County Community College
Division of Technology, Mathematics and
Physical Science
Environmental Studies Program
3111 Saunders Settlement Road
Sanbom, New York 14132
(2-year)
Paul Smith's College
Ecology and Environmental Technology
Division
Paul Smith's, New York 12970
(2-year)
Rensselaer Polytechnic Institute
Urban and Environmental Studies Department
Troy, New York 12181
(Graduate)
Saint John's University
College of Liberal Arts and Sciences
Environmental Studies Program
Jamaica, New York 11439
(4-year)
Saint Lawrence University
Interdisciplinary Program in Environmental
Studies
Canton, New York 13617
(4-year)
State University of New York at Binghamton
Interdisciplinary Program in Environmental
Studies
Binghamton, New York 13901
(4-year)
State University of New York at Binghamton
Department of Geological Sciences and
Environmental Studies
Binghamton, New York 13901
(4-year)
State University of New York at Brooklyn
Department of Preventive Medicine and
Community Health
Downstate Medical Center
450 Clarkson Avenue
Brooklyn, New York 11203
(Graduate)
State University of New York at Buffalo
Environmental Analysis and Policy Program
School of Management
Crosby Hall
Buffalo, New York 14214
(Graduate)
State University of New York at Buffalo
Environmental Studies Program
4230 Ridge Lea
Room B-53
Buffalo, New York 14214
(4-year)
State University of New York at Geneseo
Environmental Studies Program
College of Arts and Sciences
Geneseo, New York 14454
(4-year)
State University of New York at Stony Brook
Interdisciplinary Program in Environmental
Studies
Stony Brook, New York 11794
(4-year)
State University of New York at Syracuse
College of Environmental Science and Forestry
Syracuse, New York 13210
(4-year; Graduate)
Union College
Interdisciplinary Program in Environmental
Studies
Schenectady, New York 12308
(4-year)
University of Rochester
University College of Liberal and Applied
Studies
Environmental Studies Program
Rochester, New York 14627
(Graduate)
University of Rochester
School of Medicine and Dentistry
Department of Radiation Biology and
Biophysics
Rochester, New York 14627
(Graduate)
University of Rochester
College of Engineering and Applied Science
Chemical Engineering Department
Rochester, New York 14627
(Graduate)
North Carolina
Appalachian State University
Geography Department
Community and Regional Planning Program
Boone, North Carolina 28608
(4-year)
Cape Fear Technical Institute
Marine Laboratory Technology Program
411 North Front Street
Wilmington, North Carolina 28401
(2-year)
Duke University
School of Forestry and Environmental Studies
Durham, North Carolina 27706
(Graduate)
East Carolina University
Institute for Coastal and Marine Resources
Greenville, North Carolina 27834
(4-year)
Elizabeth City State University
Department of Geosciences
Elizabeth City, North Carolina 27909
(4-year)
Guilford College
Environmental Studies Program in Biology,
Geology, Political Science and Sociology
5800 West Friendly Avenue
Greensboro, North Carolina 27410
(4-year)
High Point College
Interdepartmental Program in Environmental
Studies
High Point, North Carolina 27262
(4-year)
Lenoir-Rhyne College
Environmental Studies Program (Biology,
—"Chemistry, Earth Science, Physics, Social
Science)
Hickory, North Carolina 28601
(4-year)
North Carolina State University
Interdepartmental Program in Marine Sciences
Raleigh, North Carolina 27607
(4-year; Graduate)
North Carolina State University
Forestry Department
Raleigh, North Carolina 27607
(4-year)
North Carolina State University
Zoology Department
Raleigh, North Carolina 27650
(4-year; Graduate)
North Carolina State University
School of Agriculture and Life Sciences
School of Forest Resources
Raleigh, North Carolina 27607
(4-year)
Saint Andrews Presbyterian College
Multidisciplinary Program in Environmental
Studies
Laurinburg, North Carolina 28352
(4-year)
University of North Carolina at Chapel Hill
Department of City and Regional Planning
Chapel Hill, North Carolina 27514
(Graduate)
University of North Carolina at Chapel Hill
Interdepartmental Program in Marine Sciences
Chapel Hill, North Carolina 27514
(4-year; Graduate)
University of North Carolina at Wilmington
Department of Environmental Studies
Wilmington, North Carolina 28401
(4-year)
Ohio
Antioch College
Environmental Studies Department
Yellow Springs, Ohio 45387
(4-year)
Bowling Green State University
Environmental Studies Center
124 Hayes Hall
Bowling Green, Ohio 43403
(4-year)
Cleveland State University
Urban Studies
Division of Environmental Studies
Euclid Avenue at East 24th Street
Cleveland, Ohio 44115
(Graduate)
Ohio State University
College of Biological Sciences
126 Botany and Zoology Building
1735 Neil Avenue
Columbus, Ohio 43212
(Graduate)
Ohio State University
Division of Environmental Education
124 West 17th Street
Columbus, Ohio 43212
(4-year; Graduate)
Ohio University
Interdepartmental Program in Environmental
Studies
Graduate Building
Athens, Ohio 45701
(4-year; Graduate)
Wright State University
College of Liberal Arts
Environmental Studies Program
Dayton, Ohio 45435
(4-year)
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188
Appendix 2
Wright State University
College of Science and Engineering
Dayton, Ohio 45431
(4-year)
Oregon
Clatsop Community College
Environmental Technology Program
Astoria, Oregon 97103
(2-year)
University of Oregon
Geography Department
Eugene, Oregon 97403
(4-year)
Willamette University
Inter-Area Studies Program in Environmental
Science
Salem, Oregon 97301
(4-year)
Pennsylvania
Allegheny College
Co-op Program in Environmental Resource
Management
Meadville, Pennsylvania 16335
(4-year; Graduate)
Beaver College
Environmental Education Program
Glensdale, Pennsylvania 19038
(Graduate)
California State College
Environmental Studies Program
California, Pennsylvania 15419
(4-year)
Carlow College
Biology Department
3333 Fifth Avenue
Pittsburgh, Pennsylvania 15213
(4-year)
Carnegie-Mellon University
Carnegie Institute of Technology
College of Engineering
Energy and Environmental Studies Program
Pittsburgh, Pennsylvania 15213
(Graduate)
Dickinson College
Department of Biology
Carlisle, Pennsylvania
17013
(Certificate)
East Stroudsberg State College
Interdisciplinary Program in Environmental
Studies
East Stroudsberg, Pennsylvania 18301
(4-Year)
Edinboro State College
Physics Department
Edinboro, Pennsylvania 16444
(4-year)
Lycoming College
Biology Department
Cooperative Programs in Forestry or
Environmental Studies
Williamsport, Pennsylvania 17701
(4-year; Graduate)
Mercyhurst College
Environmental Studies Department
Erie, Pennsylvania 16501
(Certificate; 4-year)
Millersville State College
Earth Sciences Department
Millersville, Pennsylvania 17551
(4-year)
Northampton County Area Community College
Environmental Studies Department
3835 Green Pond Road
Bethlehem, Pennsylvania 18017
(2-year)
Pennsylvania State University
Division of Man-Environment Relations
S-126 Henderson Human Development
Building
University Park, Pennsylvania 16802
(Graduate)
Pennsylvania State University
School of Forest Resources
College of Agriculture
University Park, Pennsylvania 16802
(4-year)
Shippensburg State College
School of Behavioral and Social Science
Geography-Earth Sciences Department
Graduate School
Shippensburg, Pennsylvania 17257
(Graduate)
Shippensburg State College
School of Education and Professional Studies
Shippensburg, Pennsylvania 17257
(No degree)
Susquehanna University
Institute for Environmental Studies
Selinsgrove, Pennsylvania 17870
(Certificate)
Villanova University
Civil Engineering Department
Water Resources Engineering Program
Villanova, Pennsylvania 19085
(Graduate)
West Chester State College
Department of Secondary Education and
Professional Studies
Environmental (Outdoor) Education Program
West Chester, Pennsylvania 19380
(Certificate)
Westmoreland County Community College
Conservation and Environmental Technology
Program
College Station
Armbrust Road
Youngwood, Pennsylvania 15697
(2-year)
Puerto Rico
University of Puerto Rico
Environmental Management Program
Rio Piedras Campus
Rio Piedras, Puerto Rico 00936
(4-year)
University of Puerto Rico
Natural Science Department
Rio Piedras, Puerto Rico 00931
(4-year)
University of Puerto Rico
Arts and Sciences Department
Entomology and Radiobiology Programs
Mayaguez Campus, Mayaguez, Puerto Rico
00708
(Graduate)
Rhode Island
Roger Williams College
Division of Engineering
Urban and Environmental Planning Program
Bristol, Rhode Island 02809
(4-year)
Woonsocket Area Vocational-Technical
Facility
Environmental Control Program
400 Aylsworth Avenue
Woonsocket, Rhode Island 02895
(Certificate)
South Carolina
Clemson University
Department of Agricultural Engineering
Clemson, South Carolina 29631
(4-year)
Coastal Carolina College
Science Division
Route 6
Box 275
Conway, South Carolina 29526
(4-year)
University of South Carolina
Interdepartmental Program in Marine Science
Columbia, South Carolina 29208
(4-year; Graduate)
University of South Carolina
Geology Department
Coastal Dynamics Program
Columbia, South Carolina 29208
(4-year; Graduate)
South Dakota
Mount Marty College
Biology Department
1100 West Fifty Street
Yankton, South Dakota 57078
(4-year)
Tennessee
Maryville College
Interdepartmental Program in Environmental
Quality
Maryville, Tennessee 37801
(4-year)
University of Tennessee at Chattanooga
Interdisciplinary Program in Environmental
Studies
Chattanooga, Tennessee 37401
(4-year)
University of Tennessee at Knoxville
Department of Forestry, Wildlife, and
Fisheries
Knoxville, Tennessee 37916
(4-year; Graduate)
University of Tennessee at Martin
School of Agriculture, Soil and Water
Conservation Program
Martin, Tennessee 38238
(4-year)
Volunteer State Community College
Science and Mathematics Department
Nashville Pike
Gallatin, Tennessee 37066
(2-year)
Texas
Baylor University
Institute of Environmental Studies
Waco, Texas 76703
(4-year)
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Appendix 2
189
Saint Edwards University
Department of Physical and Biological
Sciences
Environmental Studies Program
3001 South Congress Avenue
Austin, Texas 78704
(4-year)
Texas A&M University
Geography Department
College Station, Texas 77843
(4-year)
Texas Tech University
Interdepartmental Program in Environmental
Studies (Land Use Planning, Management
and Design)
Lubbock, Texas 79409
(Graduate)
Trinity University
Environmental Studies Department
715 Stadium Drive
San Antonio, Texas 78284
(4-year)
University of Houston at Clear Lake City
Public Affairs Department
Environmental Management Program
2700 Bay Area Boulevard
Houston, Texas 77058
(4-year; Graduate)
University of Texas at San Antonio
Division of Environmental Studies
San Antonio, Texas 78285
(4-year; Graduate)
Utah
Utah State University
College of Natural Resources
Logan, Utah 84322
(4-year)
Vermont
Johnson State College
Environmental and Scientific Studies Division
Johnson, Vermont 05656
(4-year)
Marlboro College
Chemistry Department
Marlboro, Vermont, 05344
(4-year)
Middlebury College
Interdisciplinary Program in Environmental
Studies
Middlebury, Vermont 05753
(4-year)
Southern Vermont College
Environmental Studies Program
Monument Road
Bennington, Vermont 05201
(2-year; 4-year)
University of Vermont
School of Natural Resources
601 Main Street
Burlington, Vermont 05405
(Graduate)
University of Vermont
Interdisciplinary Program in Environmental
Studies
1535 Prospect Street
Burlington, Vermont 05401
(4-year)
Virginia
Emory and Henry College
Interdisciplinary Program in Environmental
Studies
Emory, Virginia 24327
(4-year)
Ferrum College
Division of Mathematics
Natural Sciences and Engineering
Ferrum, Virginia 24088
(4-year)
Sweet Briar College
Environmental Studies Program
Sweet Briar, Virginia 24595
(4-year)
Virginia Polytechnic Institute and State
University
School of Forestry and Wildlife Resources
Blacksburg, Virginia 24061
(4-year; Graduate)
Wytheville Community College
Division of Engineering Technologies and
Mathematics
Environmental Technology Program
1000 East Main Street
Wytheville, Virginia 24382
(2-year)
Washington
Central Washington University
Environmental Studies Program
Ellensburg, Washington 98926
(4-year; Graduate)
Eastern Washington State College
Center for Environmental Studies
Cheney, Washington 99004
(4-year)
Everett Community College
Division of Science, Environmental Studies
Program
1124 Street S.W. and Navajo Avenue
Everett, Washington 98204
(2-year)
Fort Wright College
Center of Life Studies
Interdisciplinary Environmental Studies
Program
West 4000 Randolph Road
Spokane, Washington 99204
(4-year)
North Seattle Community College
Liberal Studies Department
9600 College Way North
Seattle, Washington 98103
(2-year)
Seattle University
School of Science and Engineering
Environmental Studies Program
12th and East Columbia
'Seattle, Washington 98122
(4-year)
University of Washington
Institute for Environmental Studies
201 Engineering Annex
Seattle, Washington 98195
(4-year)
Western Washington University
Huxley College of Environmental Studies
516 High Street
Bellingham, Washington 98225
(4-year)
Whitman College
Interdepartmenal Program in Environmental
Studies
Walla Walla, Washington 99362
(4-year)
West Virginia
West Virginia College of Graduate Studies
Faculty of Engineering and Science
Institute, West Virginia 25112
(Graduate)
West Virginia State College
Environmental Studies Department
Institute, West Virginia 25112
(4-year)
Wisconsin
Northland College
Interdisciplinary Program in Environmental
Studies
1411 Ellis Avenue
Ashland, Wisconsin 54806
(4-year)
University of Wisconsin at Green Bay
Interdisciplinary Environmental Studies
Program
Green Bay, Wisconsin 54302
(4-year; Graduate)
University of Wisconsin at Stevens Point
College of Letters and Science
Environmental Studies Program
Stevens Point, Wisconsin 54481
(No degree)
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Appendix 3
* *
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Appendix 3
193
The Environmental
Protection Agency
The wave of indignation about pollution crested in the
late 1960's, leading our society to the realization that we
are dependent on and part of an ecosystem that we did not
invent and must not destroy. Public agitation for new na-
tional environmental controls was intense, reflecting the
widespread belief that air and water and land could no
longer be used as free dumping grounds, that no private
interest had the right to despoil the environment.
The Environmental Protection Agency (EPA) was cre-
ated through an executive reorganization plan designed to
consolidate certain Federal Government environmental ac-
tivities into a single agency. The plan was sent to Congress
on July 9, 1970, and EPA was established as an indepen-
dent agency in the Executive Branch on December 2, 1970.
EPA was formed by amalgamating 15 components from
five departments and independent agencies; its creation cli-
maxed years of increasing debate over how to protect
Americans from pollution. The forming of the agency
marked a realization that local ordinances could not cope
with many of the problems facing us and that the piecemeal
approach to solving environmental problems merely sub-
stituted one form of pollution for another.
The Environmental Protection Agency (EPA) was created
to provide a broad, comprehensive approach to the solution
of environmental problems: its administrative organization
has been designed to make this approach a reality. The new
organizational structure makes it easier to identify and to
take into account all of the factors bearing on pollution and
its control.
In its organization, EPA has an administrator, supported
by a deputy administrator and six assistant administrators.
Three of the assistant administrators are responsible for
"functionalized" activities, that is, activities that cut across
all programs. These activities are planning and manage-
ment, enforcement, and research. The remaining program
activities have been grouped under three other assistant ad-
ministrators on a type-of-pollution basis: air, wastewater,
pesticides, noise, drinking water, solid waste, toxic sub-
stances, and radiation. The activities carried out by these
offices are primarily policy development, standards and
criteria development, and support and evaluation of re-
gional activities.
EPA has made progress in decentralizing its operating
programs. To insure that EPA is truly responsive to na-
tionwide environmental needs, it has established regional
offices in conformance with the standard Federal regional
boundaries and has assigned to these offices major respon-
sibilities for carrying out EPA programs and policies. Re-
sponsibilities assigned include implementation and enforce-
ment of standards, conduct of monitoring and surveillance
programs, and provision of technical and financial assis-
tance to State and local governments. The regional offices
are staffed by specialists in each program area, such as air,
wastewater, pesticides, and others, and are headed by a
regional administrator possessing broad authority to act for
EPA in matters within his or her jurisdiction.
Legislation
EPA is responsible for administering Federal laws. In the
short time since the agency was established, its mission has
broadened considerably owing to the passage of a number
of important laws:
D The Clean Air Act (as amended in 1970, 1974, and
1977);
D The Federal Water Pollution Control Act (as amended
in 1972 and as amended by the Clean Water Act of
1977);
D The Safe Drinking Water Act of 1974 (as amended
in 1977):
D The Resource Conservation and Recovery Act of
1976;
D The Toxic Substances Control Act of 1976;
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194
Appendix 3
D The Federal Insecticide, Fungicide, and Rodenticide
Act (as amended in 1972, 1975, and 1978); and
D The Noise Control Act of 1972 (as amended by the
Quiet Communities Act of 1978).
In addition, EPA has responsibility for monitoring and
setting standards under the Atomic Energy Act, which deals
with the level of environmental exposure to radiation; and
for administering title I of the Marine Protection, Research,
and Sanctuaries Act of 1972 (the "Ocean Dumping Act"),
which deals with the dumping of wastes into ocean waters.
In 1978 President Carter transferred to EPA from the Coun-
cil on Environmental Quality the task of administering the
Federal Environmental Impact Statement process, which is
outlined under the National Environmental Policy Act.
Clean Air Act
EPA is required to protect the public health and general
welfare by establishing national air quality standards for all
important air pollutants. Standards have already been set
for six principal pollutants: particulate matter, sulfur oxides
hydrocarbons, carbon monoxide, photochemical oxidants,
and nitrogen oxides. In addition, EPA is required to set
limits on the level of air pollutants emitted from such sta-
tionary sources as new power plants, municipal incinera-
tors, factories, and chemical plants. EPA is also required
to establish emission standards for new motor vehicles, as
well as for hazardous air pollutants such as beryllium, mer-
cury, and asbestos. Vinyl chloride was recently added to
the list of hazardous air pollutants.
The States are charged with the responsibility for devel-
oping and implementing specific programs for achieving
the clean air standards set by EPA. Detailed State imple-
mentation plans must be submitted to EPA demonstrating
how the standards will be achieved and maintained. Should
any State fail to adopt and implement such a plan, EPA is
authorized to do so on its behalf.
Citizens are specifically authorized to take necessary le-
gal actions against private or governmental officials failing
to meet the provisions of this law.
Federal Water Pollution Control Act
(Clean Water Act)
No discharge of any pollutant into navigable waters is al-
lowed without a permit. EPA, or States delegated authority
from EPA, may issue such permits based on the toxicity of
the pollutant and, for nontoxic pollutants, based on the best
pollution control technology the particular industry can af-
ford.
The dumping of any radioactive waste into the Nation's
waters is prohibited.
EPA is authorized to issue construction grants to aid
municipalities in building wastewater treatment plants and
to issue grants to assist States in areawide waste treatment
management planning.
EPA is required to conduct extensive research on all as-
pects of water pollution.
Public participation in the development and enforcement
of water pollution control regulations is encouraged. Fur-
thermore, any citizen has the right to take legal action
against a water polluter.
Safe Drinking Water Act
EPA is responsible for setting minimum national drinking
water regulations to insure that drinking water is safe.
Each State can assume primary enforcement authority
over the regulations. If a State does not have primary en-
forcement authority, EPA will have that authority.
EPA also is authorized to conduct research on health
aspects of drinking water and to assist the States in im-
proving the quality of drinking water.
A 15-member advisory council, composed of represen-
tatives from State, local, and private organizations, will
advise EPA on matters of drinking water administration.
Any citizen may bring civil action against any public
water system or Federal agency (including EPA) for vio-
lation of the regulations.
One of the unique features of the Safe Drinking Water
Act is that it requires water suppliers who violate the reg-
ulations to notify their users and the local newspapers.
Resource Conservation and
Recovery Act
An extensive program of Federal grants, starting in fiscal
year 1978, is authorized to help States and regional gov-
ernmental agencies plan and carry out solid waste manage-
ment programs. Grant assistance and technical aid are avail-
able for development of waste collection and disposal
systems, as well as for development of waste reduction,
conservation, and resource recovery methods.
For the first time EPA is required to set standards for the
handling of hazardous solid wastes, with power to regulate
and enforce these standards. Hazardous waste is defined as
any waste that "because of its quantity, concentration, or
physical, chemical, or infectious characteristics" may
cause death or disease or threaten public health or the
environment.
Under EPA guidelines, States must establish rules for the
handling of hazardous wastes and issue permits for treat-
ment, storage, or disposal. If States fail to do so, EPA
regulations apply. Civil and criminal penalties may be as
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195
high as $25,000 per day of violation, a year in prison,
or both.
Open dumps throughout the nation are to be phased out
over a 5-year period and banned entirely by 1983. EPA
must take a national inventory of such dumps and set stand-
ards for upgrading them to sanitary landfills. Special assis-
tance is authorized for rural communities, and demonstra-
tion grants are provided for small communities coping with
large amounts of waste from outside their boundaries.
Extensive research, development, and demonstration
projects in solid waste technology are undertaken. These
include special studies in the handling of glass, plastics,
rubber tires, sewage sludge, and mining wastes. EPA is
required to disseminate that information, to educate the
public, and to maintain a central reference library on solid
waste management.
Toxic Substances Control Act
EPA is given the authority to regulate the production and
use of chemicals harmful to public health or the environ-
ment. The agency is required to compile a list of all such
chemicals (perhaps as many as 35,000) now on the market,
to limit the use of those found to be harmful and, if nec-
essary, to ban their production.
If a new chemical substance is scheduled for production,
the law requires that EPA be notified of the intended pro-
duction. If need be, EPA can require that the substance be
tested for toxicity and environmental effects before it is
marketed. The Act does not apply to drugs, food, food
additives, pesticides, radioactive materials, and certain
other chemicals required by other Federal laws. Existing
chemicals are also subject to various testing requirements.
A special section of the law bans the manufacture of
PCB's (polychlorinated biphenyls) as of 1979. These chem-
icals are now used mainly as insulating fluids in electrical
equipment but were formerly used in paints, inks, plastics,
and many other products. They are poisonous to humans.
They accumulate in the fatty tissues of fish and resist natural NOJSG Control Act
decay in the environment.
Federal Insecticide, Fungicide, and
Rodenticide Act
Manufacturers of pesticides must register with the EPA
Administrator any insecticide, herbicide, fungicide, or any
other substance intended for sale, either in interstate or
intrastate commerce, to control or otherwise affect pests in
the United States.
Pesticide manufacturers are required to provide scientific
evidence that their products are effective for the purposes
intended and will not injure humans, livestock, crops, or
wildlife when used as directed.
EPA is authorized to classify pesticides for either general
use or restricted use. General use pesticides are those that
ordinarily will not cause unreasonable, adverse effects on
the user when applied according to label instructions. Gen-
eral use pesticides may be used by anyone. Restricted use
pesticides are those that may pose an unreasonable risk to
the user or environment unless employed with great care.
Restricted use pesticides may be used for the most part by
or under the direction of certified applicators.
EPA is required to set forth standards for certification of
applicators of restricted use pesticides. The individual
States will certify applicators through their own programs
based on the Federal standards.
The EPA Administrator may cancel and, if necessary to
prevent an imminent hazard, suspend the registration of a
product if it causes unreasonable risk to humans, animals,
or the environment. In such a case, the manufacturer may
appeal the decision through established administrative and
judicial review procedures.
The EPA Administrator is authorized to issue a "stop
sale, use and removal" order when a pesticide already in
circulation is found to be in violation of the law.
Containers of all registered pesticides must be labeled
according to EPA specifications. The EPA Administrator
is required to develop procedures and regulations for stor-
age or disposal of these containers.
EPA is authorized to issue experimental use permits,
conduct research on pesticides and health, and monitor pes-
ticide levels in the environment.
If EPA believes that a chemical presents an unreasonable
risk, it may make rules that limit the chemical's distribution
and use or that require certain labeling and disposal meth-
ods. A permanent ban on manufacture requires action by
a Federal court.
Civil penalties for violating the Act can be as high as
$25,000 per violation, with each day of noncompliance
constituting a new violation. Criminal penalties can be as
high as a $25,000 fine, a year in prison, or both.
The EPA Administrator is required to protect public health
and welfare by setting acceptable noise levels for products
that are sources of noise in the categories of construction
equipment, transportation equipment (except aircraft), all
motors and engines, and electronic equipment.
To set noise standards, EPA is directed to research and
publish information on noise limits required to protect hu-
man health and welfare, to identify products that are major
sources of noise, and to provide information on techniques
for controlling noise.
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Acting in an advisory capacity, EPA must submit rec-
ommendations and propose regulations to the Federal Avia-
tion Administration (FAA) to control aviation noise. The
FAA, however, remains directly responsible for regulating
aviation noise.
EPA is mandated to require labeling of products as to
their noise-generating or noise-reducing characteristics.
Authority for EPA's Radiation
Program
quality and to establish effluent and water quality limits for
radiation discharges into the atmosphere.
The Clean Air Amendments of 1970—Require EPA to
assess the best practical available technology for protecting
air quality and to establish standards for radiation dis-
charges.
EPA has developed three separate but interrelated pro-
cesses in connection with its legislative mandate. These
include determining specific environmental levels for sev-
eral pollutants (setting standards), carrying out enforcement
activities, and, in cooperation with State and local govern-
ments, maintaining diversified monitoring programs.
The primary authority for EPA's radiation program is pro-
vided in Reorganization Order No. 3 of 1970, which created
EPA. In addition, the Agency is responsible for managing SQttJIlQ Standards
radiation protection provisions of other important acts:
The Atomic Energy Act of 1954, as amended—Together
with Reorganization Order no. 3, this Act gives EPA its
"Federal guidance function," requiring the administrator
to provide overall guidance to other Federal agencies on all
radiation protection matters that could have effects on pub-
lic health, and to set "generally applicable environmental
standards" outside the boundary of nuclear facilities.
EPA is responsible for setting standards sufficient to protect
the public health and welfare, whether they involve restrict-
ing pesticide use or setting emission levels for automobiles.
State and local governments may develop additional con-
trols or programs for various reasons, but EPA's direct
responsibilities are restricted to the protection of health and
welfare.
Public Health Service Act—Requires EPA to provide
assistance to the States and to monitor the environment for
radiological effects.
The Ocean Dumping Act of 1972—Requires EPA to reg-
ulate the disposal of radioactive waste in the ocean.
The Safe Drinking Water Act of 1974—Requires EPA
to establish radiation criteria for the purpose of protecting
drinking water.
The Federal Water Pollution Control Act of 1972, as
amended (Clean Water Act)—Requires EPA to assess the
best practical available technology for protecting water
Enforcement and Monitoring
Programs
EPA's philosophy has been to encourage voluntary com-
pliance by private industry and communities or to encour-
age State and local governments to perform whatever en-
forcement activities are needed to meet EPA standards. If
these agencies fail to produce effective plans for pollution
abatement or if they do not enforce the programs they de-
velop, EPA must act under the enforcement provisions con-
tained in most of the major environmental laws passed by
Congress.
Several kinds of monitoring processes and activities exist
within EPA. Some are broadly based monitoring programs
that determine whether pollution levels and emissions are
increasing or declining. Others determine if the various
abatement programs developed by EPA and State and local
governments are as effective as they should be.
Research and Development
Programs
Effective environmental action as directed by Federal leg-
islation requires precise technical data on possible threats
to health and the environment posed by the various sub-
stances that are introduced into the biosphere. The research
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197
and development arm of EPA supports the Agency's pri-
mary functions of developing and enforcing appropriate
regulations and standards by providing such data.
EPA's research program, authorized under the major
Congressional acts, allots more than one-fifth of the
Agency's operating budget for scientific study at labora-
tories and field stations:
• To expand and improve environmental monitoring and
surveillance so that we can better understand the condition
of the environment today, and can be aware of changes, for
better or worse, tomorrow. For example, air quality mea-
suring stations throughout the United States routinely meas-
ure 40 air pollutants—particles, gases, and liquids. Some
3,000 soil samples are tested annually for pesticide levels.
The radiation monitoring program includes collection of
air, water, rain, milk, human bone, and food samples for
analyses of radioactive nuclides.
• To gather the scientific evidence needed to set new and
strengthened environmental quality standards. EPA's re-
search activities are essential if the Agency is to set stand-
ards for pollutants. For example, before setting standards
for automobile emissions, EPA must study the effects the
standards will have on the environment, as well as the ef-
fects they will have on the nation's economy.
• To learn the short- and long-range effects of pollution on
humans and other life forms. In its Community Health and
Environmental Surveillance Studies (CHESS), EPA has in-
vestigated on a nationwide basis the effects of air pollution
on humans. EPA studies the effects of fertilizers and pes-
ticides that wash from open fields into the Nation's water-
ways. The Agency also determines the effects on waterways
of runoff from industrial installations, poultry and animal
processing plants, and phosphate mining operations.
• To speed the research, development, and use of new pol-
lution control methods and equipment. Technology re-
searchers are working to find new and improved methods
of solid waste collection, transportation, storage, process-
ing and disposal. They conduct experiments to encourage
recycling and resource recovery from solid wastes. One
approach being tested involves mixing ordinary municipal
solid waste with coal to fuel an electric power generating
plant. Because automobiles contribute nearly half of all air
pollution in the United States, EPA research programs seek
to stimulate development of a virtually pollution-free power
system for automobiles.
• To evaluate technical and social changes and their effects
on environmental quality. EPA examines the forces that
create growth and change in the Nation—transportation pol-
icies, tax policies, advertising, government services, tech-
nology, environmental regulations, etc. The Agency deter-
mines the impact of various possible changes in policy and
technology on institutions, and investigates the social and
political implications of these changes.
• To improve our knowledge of what happens to pollutants
in the environment—of how they move and might change
in their journey through the air, water, and land. For ex-
ample, what are the effects of automobile exhausts on road-
side crops? What happens to chemicals that mix together
in the air and sunlight?
EPA's diversified research and monitoring programs are
managed out of the headquarters office in Washington,
D.C. Research laboratories are located in the following cit-
ies: Corvallis, Oreg.; Las Vegas, Nev.; Ada, Okla.; Gulf
Breeze, Fla.; Athens, Ga.; Research Triangle Park, N.C.;
Narragansett, R.I.; Cincinnati, Ohio; and Duluth, Minn.
Supplementing these facilities are numerous related re-
sources including watercraft, aircraft, field stations, and
monitoring sites.
EPA's research and monitoring components work with
other Federal agencies that carry on environmental research
and monitoring activities. The Agency also carries out re-
search programs through grants and contracts with aca-
demic, research, and industrial communities. Information
developed throughout the scientific community is assessed
by EPA to obtain the best possible scientific base for action
to improve the environment. The Agency cooperates with
and exchanges findings with scientists in other nations and
in international organizations on common and worldwide
environmental research and monitoring programs.
Financial and Technical
Assistance
By providing financial and technical assistance to State,
regional, and local jurisdictions, EPA serves as a catalyst
for environmental protection efforts at all levels of govern-
ment. EPA grants Federal funds for the construction and
operation of various types of facilities to reduce pollution.
It also demonstrates new pollution control technology.
The municipal construction grant program is the Agency's
best known assistance program. Recognizing that many lo-
cal governments could not afford to build sewage plants
necessary to comply with the Federal Water Pollution Con-
trol Act Amendments, Congress voted $18 billion in Fed-
eral grants to help do the job. This $18 billion has been
made available to cities, towns, boroughs, counties, par-
ishes, districts, and other bodies created by State law to
take care of sewage disposal. Funds have also been avail-
able to Indian tribal organizations.
The Federal grant will pay 75 percent of the total eligible
cost of the sewage treatment project, including the cost of
preliminary (facility) planning; the cost of design plans and
specifications; and the cost of the actual construction of the
treatment facilities. The local government and the State
must provide the other 25 percent. Eligible projects include
development of new treatment plants, interceptors, outfall
sewer lines, pumping equipment, and other equipment
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Appendix 3
needed to operate the system; and expansion or improve-
ment of existing systems.
A major element in the construction grant program is the
need for local governments to comply with the public par-
ticipation requirements in Federal law. Early involvement
by the local people—those who are most directly affected
by a particular water pollution control program—is vital if
delays and needless controversies are to be avoided. EPA
cannot approve Federal funds for a construction project un-
less the public has had an adequate opportunity to take part
in planning that project. The purpose of broad public par-
ticipation in water pollution control is to allow government
to be more responsive to public concerns and priorities and
to help people understand the government programs and
actions.
Communities planning to build sewage treatment facili-
ties must, of course, meet the requirements of their own
State and local laws. Those varying State and local laws
contain their own requirements for public involvement,
such as public hearings, voter approval of bond issues or
city or county council approval. But whatever the specific
requirements of local and State laws, Federal law sets forth
specific requirements for public participation in the grant
application process. EPA distributes pamphlets that are in-
tended to help local government officials understand and
meet Federal requirements for public participation in the
construction grant process.
The construction grant program illustrates the role of
EPA's regional offices. The regional offices are responsible
for conducting the grant program within the guidance re-
ceived from EPA headquarters. They have authority to deal
directly and conclusively with grant applicants and State
agencies. The regional offices are authorized to interpret
agency policy; review State and local applications; conduct
environmental reviews of applicants' plans; make grant
awards and payments; monitor projects; conduct final in-
spections; and close out projects after completion.
A major responsibility, which is shared by EPA head-
quarters, the regional offices, and the States, is to assure
that construction of waste facilities is not a threat to the
environment but does in fact enhance the environment.
Under the construction grant process, the possible environ-
mental effects of a project are analyzed when an applicant
submits a facilities plan to EPA. The facilities plan includes
a discussion of possible environmental effects of the pro-
posed project and the alternatives that were considered dur-
ing project development.
Sharing Domestic
Responsibilities
EPA is by no means the sole governmental body involved
in environmental protection. First of all, it shares many of
its enforcement authorities with the States in accordance
with the principles and procedures established by the Con-
gress in the legislation governing EPA's activities. More-
over, other agencies of the Federal Government conduct
activities that directly affect environmental quality in areas
outside of EPA's purview.
The Council on Environmental Quality, for example,
serves as the President's principal advisor in environmental
matters. The National Oceanic and Atmospheric Adminis-
tration researches long-range global trends affecting the
oceans and the atmosphere. The Department of Transpor-
tation is concerned with highways, railroads, and air trans-
port. The Department of the Interior administers public
lands and natural resources. The Department of Energy is
responsible for coordinating and managing a national en-
ergy policy. The Department of Housing and Urban De-
velopment, the Department of Defense, the Department of
Agriculture, and the Department of Health, Education, and
Welfare are other departments carrying out activities that
affect the environment.
Environmental Impact Statements
On January, 1970, the President signed into law the Na-
tional Environmental Policy Act (NEPA), which declared
a national policy to encourage productive and enjoyable
harmony between man and his environment. It was under
NEPA that the Council on Environmental Quality was es-
tablished in the Executive Office of the President to assist
the President in assessing environmental problems and in
determining ways to solve them.
To insure that environmental amenities and values are
given systematic consideration equal to economic and tech-
nical considerations in the Federal decisionmaking process,
NEPA requires each Federal agency to prepare a statement
of environmental impact in advance of each major action
that may significantly affect the quality of the human en-
vironment. Such actions may include new highway con-
struction, harbor dredging or filling, nuclear power plant
construction, large-scale aerial pesticide spraying, river
channeling, munitions disposal, and bridge construction.
Each statement must assess in detail the potential envi-
ronmental impact of a proposed action, and all Federal
agencies are required to prepare statements for matters un-
der their jurisdiction. As early in the decisionmaking pro-
cess as possible, and in all cases prior to agency decision,
an agency prepares a draft statement for review by appro-
priate Federal, State, and local environmental agencies as
well as the public. After comment from the agencies and
interested parties, the statement is prepared in final form,
incorporating all comments and objections received on the
draft and indicating how significant issues raised during the
commenting process have been resolved. Both draft and
final statement are filed with EPA and made available to
the public.
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Impact statements are popularly called EIS's (Environ- Citizen ACttOII
mental Impact Statements). Each environmental impact
statement must include:
D A detailed description of the proposed action including
information and technical data adequate to permit a careful
assessment of environmental impact.
D Discussion of the probable impact on the environment,
including any impact on ecological systems and any direct
or indirect consequences that may result from the action.
D Adverse environmental effects that cannot be avoided.
D Alternatives to the proposed action that might avoid
some or all of the adverse environmental effects, including
analysis of costs and environmental impacts of alternatives.
D An assessment of the cumulative, long-term effects of
the proposed action including its relationship to short-term
use of the environment versus the environment's long-term
productivity.
D Any irreversible or irretrievable commitment of re-
sources that might result from the action or which would
curtail beneficial use of the environment.
A final impact statement must include a discussion of
problems and objections raised by other Federal, State and
local agencies, private organizations, and individuals dur-
ing the draft statement's review process.
In addition to preparing environmental impact statements
for its own actions, EPA reviews other Federal agencies'
environmental impact statements touching any aspect of
EPA's responsibilities centering around air and water pol-
lution, drinking water supplies, solid waste, toxic sub-
stances, pesticides, radiation, and noise. In addition to re-
viewing statements filed by Federal agencies, EPA
frequently reviews as a technical service the statements filed
by States and other jurisdictions having legal requirements
similar to the requirements under NEPA.
Periodically, EPA lists in the Federal Register statements
it has reviewed and commented on, identifying the nature
of its comments. For each proposed action, the list gener-
ally indicates a lack of EPA objections, a request for more
information, or an objection to the action on environmental
grounds.
EPA's obligation to review proposed federally supported
actions extends beyond that of other agencies because EPA
is the principal Federal regulator of pollution.
Under section 309 of the Clean Air Act, EPA must "re-
view and comment in writing on the environmental impact"
of any legislation, action, or regulation proposed by any
Federal agency if it affects matters related to EPA's juris-
diction. If EPA determines that any proposed activity is
unsatisfactory from the standpoint of public health or wel-
fare or environmental quality, that determination must be
published.
EPA notifies the public of these comments. Generally,
EPA has no authority to stop a project sponsored by another
Federal agency; it acts only in an advisory capacity.
EPA welcomes the public participation of citizen organi-
zations, for informed citizen groups are an essential force
for environmental improvement. Citizen organizations are
uniquely qualified. They are independent of both govern-
ment and industry. They can focus public attention on what
is and is not being done. They articulate the public's desire
for a better environment; they attract press attention, which,
in turn, helps nurture the climate of public opinion neces-
sary for action.
Law enforcement cannot be effective without popular
support. This is especially true in pollution control, which
often requires changes in values in order to break the pattern
of business and pollution as usual. With their healthy skep-
ticism, organized citizen groups have already demonstrated
their great capacity to prod government and industry to
action.
Government and industry have clear environmental re-
sponsibilities, of course. The purpose of effective citizen
action is not to subvert those responsibilities, but to make
sure they are honored. Government and industry have the
"experts" on their sides, but citizen organizations often
have their own expertise to contribute to environmental
decisionmaking.
Moreover, while environmental decisionmaking must be
based on the best available scientific and technological in-
formation, value judgments—social decisions—are ulti-
mately required. And these social decisions must reflect the
public will, for the environment belongs to the public, not
just to the "experts" in the government.agency or industry
immediately involved in a particular decision. When risks
must be measured against benefits, when economic and
environmental values must be weighed, the public has the
right and the obligation to make its views known.
Organized citizen groups are the mechanism through
which public opinion is best applied to environmental de-
cisionmaking: they magnify the views of like-minded in-
dividuals; they illustrate the concept of participatory de-
mocracy.
As the Federal agency charged by law to enforce the
pollution control legislation enacted by Congress, EPA en-
courages the involvement, and even the constructive criti-
cism, of citizen organizations. To make this process as
productive as possible by achieving ecological health, EPA
has prepared guides for effective citizen action. General
information has been prepared by the Agency concerning
how to become informed on environmental issues; how to
go about selecting targets for action; how to influence leg-
islators; how to fight for funds; how to use the news media;
and how to make use of public hearings.
Citizen groups alone have the dedication, drive, and in-
dependence to carry on three fundamental missions in pur-
suit of a better environment:
D To insure that there are adequate environmental protec-
tion laws at the community, State and Federal levels, and
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Appendix 3
adequate appropriations and staff to carry out those laws;
D To encourage control agencies and polluters to move
steadily toward compliance with environmental laws; and
D To keep the public informed of the success or failure of
environmental protection programs.
The environmental impact statement procedure is one
illustration of the public's opportunity to participate not
only in EPA decisions but also in decisions of other agen-
cies. Each draft environmental impact statement must be
made public by the responsible agency at the time it is
circulated for comment, a date not less than 90 days before
the proposed action. Comments must be made available
also, and the final statement must include a discussion of
the objections and problems raised in comments on the
draft. The final statement must be made public at least 30
days prior to the proposed action.
Statements are announced in the Federal Register, but
many agencies have supplementary procedures to reach in-
terested citizens. EPA, for example, generally notifies the
press (1) when a decision is reached to issue an impact
statement, (2) when a draft or final statement is prepared,
and (3) when comments on other agencies' statements are
issued. Interested parties may view EPA's own impact
statements or EPA's comments on the statements of other
agencies by contacting EPA headquarters in Washington,
D.C., or any of its 10 regional offices. The Agency wel-
comes public comment.
EPA does not distribute impact statements prepared by
other agencies. These are available directly from the agen-
cies bearing primary responsibility.
Interested persons may submit comments to agencies on
any impact statement issued by those agencies. Individuals
believing that a draft statement is inadequate may offer
written comments on the draft. If a person believes the
disposition of his or her comments in a final statement to
be inadequate, that person may so notify the agency in-
volved and inform the Council on Environmental Quality
(CEQ). In addition to these mechanisms for public partic-
ipation, many agencies provide for public hearings not only
at various stages during the performance of their statutory
missions, but during the impact statement process itself.
Workforce Activities
By providing technical assistance to State, regional, and
local jurisdictions, EPA serves as a catalyst for environ-
mental protection at all levels of government.
The Agency provides direct training to personnel from
Federal, State, and local pollution control agencies, as well
as to personnel from industrial firms, in order to insure
continued technical competence in the pollution control
field. Most EPA direct training courses last about a week,
and Continuing Education Units are awarded for the satis-
factory completion of courses. Besides providing classroom
instruction, the training centers develop instructional pack-
ages, training aids, and course materials that can be used
by State training operations.
In addition, most of EPA's limited number of fellowships
are awarded to employees of State and local pollution con-
trol agencies, thereby helping these personnel upgrade their
formal training. Colleges, universities, and other training
institutions receive EPA training grants making it possible
also for these institutions to upgrade the level of training
offered to pollution control personnel.
EPA makes grants to States, localities, and regions to
carry out workforce programs. In addition, the Agency
awards broad program grants to assist States in developing
and improving programs for reducing pollution. There is
no statutory requirement that agencies use the broad pro-
gram grants to establish training programs, but EPA regu-
lations require that State programs contain provisions for
training. Control program grants are administered through
EPA regional offices with headquarters guidance.
Since its establishment in 1970, EPA has supported the
training of pollution control personnel; in addition, the pub-
lic awareness activities of the Agency help create among
the general population an understanding of environmental
problems.
Public Awareness Activities
EPA has a broad program for keeping the public up to date
on environmental issues. The Agency maintains visitor cen-
ters at the headquarters office in Washington, D.C., at its
10 regional offices, and at its research installations around
the country. The level of activity varies from center to
center, but some centers provide classes almost daily. Stu-
dents range from elementary through college age. Presen-
tations cover what EPA is doing to protect the environment,
as well as what individuals and groups can do. Many per-
sons just drop in and look around. Pamphlets and exhibits
describe the causes of pollution, the environmental prob-
lems confronting humans, and the technology for pollution
control. The visitor centers' staffs conduct many of the
classes, but they also draw on experts throughout the
Agency for specialized presentations.
Many EPA installations also have speakers' bureaus that
receive requests for speakers and maintain files of biograph-
ical information on employees who can make presentations.
When a speakers' bureau at an EPA installation receives a
request for a speaker, it finds an employee qualified to
make the presentation and sends a biography to the school
or other organization. Speakers' bureaus and visitor centers
often work in cooperation with one another. EPA speakers
have access to EPA films, pamphlets, decals, and other
materials.
Schools, civic organizations, and other groups may bor-
row EPA films. Although films are not produced strictly
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201
for classroom use, they are helpful in documenting the case
for environmental cleanup.
The Office of Public Awareness prepares news releases
and TV briefs announcing Agency actions and bringing the
public up to date on environmental issues.
EPA's Public Information Center handles public requests
for information on the environment and pollution control,
as well as on EPA activities. Available resources include
career information, a glossary of environmental terms, dis-
cussions of environmental control laws, suggested class-
room activities for teaching about pollution, coloring book
presentations and other materials.
The President's Environmental
Youth Awards
EPA has established the President's Environmental Youth
Awards to recognize the accomplishments of young persons
who, by becoming active in their communities, have be-
come true environmentalists. This program encourages
schools, summer camps, and groups to organize local en-
vironmental protection programs to transform the increased
environmental awareness among today's young people into
positive community involvement.
Summer campers, youth group members, and students
from kindergarten to the twelfth grade are eligible to receive
awards for their work on environmental projects, either as
individuals or as participants in group efforts. The only
requirement is that the projects be sponsored by an adult
representative of the local school, camp, or group.
Although the President's Environmental Youth Awards
program is administered nationally by EPA, its focus is
entirely on the local community. The community is where
the environmental projects are conceived, the work done,
and the benefits realized. Projects are evaluated and awards
are granted locally by members of the communities
involved.
Each project sponsor must organize a local "awards
panel" to advise project participants, determine on what
basis awards should be made, decide who should receive
awards, and make arrangements for presenting the awards.
The membership of the awards panel should ideally re-
flect a good cross section of the community and include
representatives of the sponsor's organization (in the case of
a school, both faculty and students), community leaders,
members of environmental action groups, local media rep-
resentatives, and others.
Awards panelists from such varying backgrounds can
successfully gain the support of many local organizations
and individuals.
Almost every kind of scholastic endeavor has an appli-
cation to environmental affairs:
D General science students can study noise pollution and
solid waste management; chemistry students can analyze
pollution content in air and water; biology students can
investigate the effects of environmental changes on plant
and animal life, while psychology students can study the
effects of environment on human behavior.
D Social studies students can project what impact future
conservation measures might have on the American life-
style; civics students can examine the roles zoning and plan-
ning agencies play in land use; history students can identify
local historic sites and significant architecture, showing
how existing structures can be adapted to new uses.
D English students can write environmental-related articles
for local newspapers; modern language students can trans-
late the findings of environmental projects for non-English-
speaking citizens; drama students can write skits on local
environmental problems and present them before club meet-
ings and other community events; while art students can
design and construct the sets.
D Economics students can conduct cost-benefit analyses
of community recycling programs; and mathematics stu-
dents can devise computerized carpooling systems.
The program helps young persons learn concepts in en-
vironmental protection. Of the 110,000 summer camps and
thousands of youth groups in the country, each one can
become an environmental force within the community.
EPA tries to integrate all of its public awareness activities
into a comprehensive program for maintaining citizen support
of pollution control activities. Without the backing of the
American public, EPA cannot enforce pollution control laws.
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202
Appendix 3
Sharing International
Responsibilities
It is now universally recognized that the world's environ-
mental problems cannot be solved by the efforts of any one
nation. Pollution does not recognize political boundaries.
The air and streams of the world that have absorbed dis-
carded byproducts of industrial and agricultural activity
have dispersed their cargoes much more efficiently than
would have been thought possible a few years ago. The
dangers of environmental degradation are now worldwide.
The United Nations Conference on the Human Environ-
ment, which was held in Stockholm, Sweden in 1972,
marked the first coordinated effort by the nations of the
world to alleviate their common ecological problems. The
conference focused on developing uniform international
pollution control standards and set forth a list of priorities
to protect the environment. It also served to underscore
some of the major differences between the industrial nations
and the developing countries. The economic demands of
developing nations often conflict with efforts to protect the
environment.
Through its Office of International Activities (OIA) EPA
works with other countries on the entire range of environ-
mental problems. OIA collaborates with the Department of
State and other U.S. Government agencies as appropriate.
Many activities at the international level do not have the
drama of treaties or international agreements. Frequently,
they involve the nonglamorous and routine hard work that
is a necessary first step toward coordinated international
action. The field of environmental research is a good ex-
ample. EPA cooperates with organizations in foreign coun-
tries. In many disciplines, our knowledge regarding the
interaction between man and his environment is incomplete.
EPA invests time and money to assist foreign pollution
abatement efforts that could be applicable in our country.
One approach is the exchange of technical information be-
tween EPA and its counterparts in other countries. This
helps us to keep abreast of newly discovered techniques
and eliminates the wasteful duplication of effort.
Occasionally, EPA enters into contracts with foreign or-
ganizations for specific studies and services. There have
been contracts under which oil companies in England have
developed information for EPA regarding methods to re-
duce sulfur oxide emissions from factories. Under other
contracts, foreign universities have abstracted and indexed
foreign language scientific literature for EPA.
Many of these projects are financed through the Special
Foreign Currency Program, which employs the so-called
"counterpart funds" generated under Public Law 480 of
the 83rd Congress. When the U.S. Government sells sur-
plus agricultural commodities, it is paid in the currency of
the receiving country rather than in dollars. To the extent
that these funds are not needed for normal U.S. Govern-
ment expenses there, they are set aside and Congress can
then earmark portions for specific projects. Counterpart
funds made possible research in Yugoslavia regarding air
pollution caused by copper smelting. A recently completed
study in Poland concerned with the carcinogenic (cancer-
causing) material in airborne paniculate matter was carried
out in the same fashion.
EPA has been given the responsibility for setting stand-
ards regarding the environmental impact of imported prod-
ucts. In general, these standards are the same as for those
produced at home, although the law does provide for ex-
ceptions when required for national security. For example,
imported automobiles must comply with U.S. standards for
air pollution control equipment. Also, pesticides that are
produced in a foreign country must be registered with EPA
before they can be sold in the United States. Food stuffs
that are imported into the United States can be restricted if
they contain levels of pesticides that are dangerous for hu-
man consumption.
EPA also has authority to require abatement of air and
water pollution that originates in the United States and af-
fects a foreign country. When an international organization
or a foreign nation complains that some activity in the
United States is causing air pollution that endangers persons
in a foreign country, the EPA Administrator may call a
conference of the air pollution control agencies having ju-
risdiction over the source of the pollution. The Secretary
of State, on his own initiative, may also request EPA to
convene a conference. At the conference, the foreign coun-
try affected has the same status that a State air pollution
control agency would receive in domestic situations. The
procedures for controlling water pollution originating in the
United States and affecting a foreign country are quite sim-
ilar, but in this case the complaint must come from the
Secretary of State.
The activities cited here do not ordinarily create head-
lines, but they do constitute the necessary first steps toward
coordinated international action to save the earth. We must
move faster to clean up our own environment and help other
nations do the same. Already international organizations
are developing action programs, and several countries now
have agencies specializing in pollution control.
EPA bears a heavy responsibility to advance this effort.
We have the resources and the experience. Other countries
look to us for advice, moral support, and technical assis-
tance. Ours will be a major force in shaping the quality of
our planetary environs for years to come.
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Index
205
Page
Air Chemist 62
Air Engineer 63
Air Scientist , 64
Air Technician 66
Air Technician, Meteorology 68
Agricultural Chemicals Inspector 88
Agricultural Chemist 89
Agricultural Pest Control Specialist 89
Agricultural Services Biologist 90
Aquatic Biologist 34
Audiologist 54
Audiometrist 55
Basin Operator 31
Biometrician 68
Chemical-Laboratory Technician 121
Chemical Radiation Technician 112
Chemist, Waste water Treatment 19
Chemist, Water Purification 13
Conservation Officer 74
Ditch Rider 32
Drafter, Water and Sewer 35
Emergency Services Radiation Coordinator 113
Engineering Aide 123
Engineering Technician 123
Entomologist 91
Entomology Field Assistant 92
Environmental Economist 124
Environmental Epidemiologist 92
Environmental Lawyer 125
Environmental Lobbyist 126
Estuarine Resource Technician 36
Fish Biologist 75
Fish Culturist 76
Forester 77
Forest Technician 79
Hazardous Waste Management Specialist .. 93
Health Physicist '13
Hydrographer 37
Hydrologic Engineer 37
Hydrologist 38
Industrial Hygiene Chemist 93
Industrial Hygiene Engineer 127
Industrial Hygienist 128
Industrial Waste Chemist 129
Industrial Waste Inspector 20
Industrial Waste Sampler 21
Industrial Water-Treatment Engineer 39
Laboratory Aide 130
Laboratory Technician,
Wastewater Treatment 21
Land Planner 80
Landscape Architect 81
Meteorologist, Air Quality 69
Meter Repairer 14
Microbiologist 22
Noise Engineer 56
Noise Specialist 57
Noise Technician 57
Oceanographer 40
Occupational-Health Nurse 130
Oil Pollution-Control Engineer 45
Park Ranger 82
Pest Control Helper 94
Pest Exterminator 95
Pesticide Control Inspector 95
Pesticide-Use Medical Coordinator 96
Photo-Inspection Technician,
Wastewater Collection 23
Physician 131
Plant Physiologist 97
Pump-Station Operator 14
Radiation Laboratory Technician 115
Radiation Monitor 116
Radiation Protection Engineer 117
Radiation Protection Specialist 117
Radiological Instrument Technician 118
Refuse Collection Superintendent 104
Refuse Collection Supervisor 105
Refuse Collection Truck Operator 105
Registration Specialist
(Agricultural Chemicals) 98
Resource Recovery Engineer 106
Sanitary Engineer 41
Sanitation Inspector 107
Sewage-Disposal Worker 23
Sewer Maintenance Worker 24
Superintendent,
Wastewater-Treatment-Plant 25
Supervisor, Waterworks 15
Supervisory
Wastewater-Treatment-Plant Operator.. 26
Toxicologist 99
Treatment-Plant Instructor 49
Treatment-Plant Mechanic 27
TV Technician, Wastewater Collection... 27
Vector Control Assistant IQO
Waste Management Engineer 107
Waste Management Specialist 108
Wastewater-Treatment-Plant Attendant ... 28
Wastewater-Treatment-Plant Operator.... 29
Water-and-Sewer Systems Supervisor .... 3]
Water Control Supervisor 33
Water-Filter Cleaner 16
Water-Meter Reader , 17
Water Pollution Analyst , 42
Water Pollution-Control Engineer 47
Water Pollution-Control Inspector 48
Water Pollution-Control Technician 44
Watershed Tender 33
Water-Treatment-Plant Operator 17
Wildlife Biologist 83
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