Infusing Green and Sustainability Standards in the Career Clusters Knowledge and Skill Statements

1. Infusing Green and Sustainability Standards in the Career Clusters Knowledge and Skill Statements Technical Working Groups Initial Meeting Presented: June 13, 2011 The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government

2. Project Team The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government • Nancy Brooks – Project Owner • U.S. Department of Education, Office of Vocational and Adult Education (OVAE) • Steve Klein – Project Manager • MPR, Inc., Director, Preparation for College and Career • Dean Folkers – Project Consultant • National Career Technical Education Foundation, Associate Executive Director

3. Project Team, cont. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government • Seth Derner – Project Coordinator • Vivayic, Inc., President • Debra Rowe – Subject Matter Expert (SME) • U.S. Partnership for Education for Sustainable Development, President • Susan Gentile – Subject Matter Expert (SME) • Antioch University Faculty

4. Technical Working Groups The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Agriculture, Food and Natural Resources Architecture and Construction Information Technology Manufacturing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics

5. Career Clusters Model The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government 16 career clusters with 79 career pathways 6 career clusters and related pathways initially targeted for this project Learn more at www.careerclusters.org

6. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Agriculture, Food & Natural Resources Career Cluster • Pathways: • Food Products and Processing Systems • Plant Systems • Animal Systems • Power, Structural & Technical Systems • Natural Resources Systems • Environmental Service Systems • Agribusiness Systems

7. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Architecture & Construction Career Cluster • Pathways: • Design/Pre-Construction • Construction • Maintenance/Operations

8. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Information Technology Career Cluster • Pathways: • Network Systems • Information Support and Services • Web and Digital Communications • Programming and Software Development

9. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Manufacturing Career Cluster • Pathways: • Production • Manufacturing Production Process Development • Maintenance, Installation & Repair • Quality Assurance • Logistics & Inventory Control • Health, Safety and Environmental Assurance

10. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Science, Technology, Engineering & Mathematics Career Cluster • Pathways: • Engineering and Technology • Science and Math

11. The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government Transportation, Distribution & Logistics Career Cluster • Pathways: • Transportation Operations • Logistics Planning and Management Services • Warehousing and Distribution Center Operations • Facility and Mobile Equipment Maintenance • Transportation Systems/Infrastructure Planning, Management and Regulation • Health, Safety and Environmental Management • Sales and Service

12. Background of the Career Cluster Knowledge and Skills 1999 2002 2006 2008 2011 Career Clusters model adopted First full set of K&S complete First content review & revision of K&S Revision of K&S for presentation consistency Begin another content review & revision of K&S The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government

13. Structure of the Career Cluster Knowledge and Skills 79 16 1 The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government

14. Structure of the Career Cluster Knowledge and Skills • Knowledge and Skill Statement – broad statement of expectation • Performance Elements – specific and measureable outcomes • Sample Indicators – example activities or products that may indicate proficiency The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government

15. Presentation by Project Subject Matter Experts Note: The contents of the following presentation do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government. Summary of trends in green economy/sustainability related to career preparation The work reported herein by MPR Associates, Inc. and the National Career Technical Education Foundation was supported by the U.S. Department of Education, award number EDVAE10O0102. Contents do not necessarily represent the positions or policies of the Office of Vocational and Adult Education or the U.S. Department of Education, and do not imply endorsement by the Federal Government

16. How Many Green/Sustainability Jobs? Starting with the obvious jobs. • The Solar Energy Industries Association, estimates that 110,000 jobs will be created in solar energy • The American Wind Energy Association estimates that if the industry meets President Obama's goal of doubling renewable energy output in the next three years, the wind sector will create 185,000 jobs in that time period • But that’s the tip of the iceberg Thanks to Carolyn Teich, AACC, for some materials in this slide

17. Partial list of green/sustainability jobs: the obvious choices Traditionally, community college, career and technical education, and even the National Science Foundation focus on technicians: • Energy auditor technician • Wind energy technician • Insulation and weatherization technician • Photovoltaics (solar electricity) installer • Thermal solar installer (hot water and space heating and pool heating)

18. Upstream green/sustainability jobs: jobs needed before technicians get hired • Energy policy analysts and legislators • Employees in state and local energy related offices • Energy efficiency and renewable energy products financiers, manufacturers, distributors, and salespeople • HVAC and other contractors withgreen, energy efficiency and renewables expertise/product line • Energy Service Company (ESCO) employees • Corporate social responsibility officer • Sustainability oriented purchasing agent and business VP • Energy manager • Facilities director • Green builder/designer

19. Partial list of green/sustainability jobs: some of the less obvious choices • Resource conservation/efficiency manager • Measurement and verification technician • Material scientist • Environmental engineer technician • Biomass plant designer, manager, technician • Utility plant operatives • HVAC/ building automation technician controls specialist • Refuse and recycling worker • Sustainable agriculture specialist • Groundwater heat pump contractor/installer • Wave power system designer/installer • Forestry & wildlife worker

20. Partial list of green/sustainability jobs: some of the less obvious choices • Hydrogen, batteries and other energy storage specialists • Water reservoir and watershed engineer • Green product/process designer • Heating/cooling/ventilation scientist and engineer • Construction worker with green installation expertise • Lead paint/asbestos abatement specialist • Electrical technician • Energy statistician • Recycling director • Environmental maintenance worker • Greenhouse gas analyst/broker • Green Fashion Designer/Retailer

21. Partial list of green/sustainability jobs: some of the less obvious choices • Industrial engineer • Ecotourism and sustainability hospitality specialists • Green products distribution designer/manager • Sales and marketing staff for sustainable products • Brownfields real estate developer • Sustainable business process designer • Corporate recycling manager • Environmental economist • Sustainability entrepreneur • Environment, health and safety director • Environmental quality certification specialist • Geographic information systems specialist

22. Partial list of green/sustainability jobs: some of the less obvious choices • Hazardous materials handler • Sustainable operation manager/consultant • Socially responsible investment advisor • Sustainability officer/corporate social responsibility officer • Trainer/educator for green jobs • Sustainability communications/marketing • Fostering sustainable neighborhoods community organizer • Environmental journalist • Permaculture designer and contractor • Sustainable landscape architect • Natural resources manager • Sustainable communities planner

23. Partial list of green/sustainability jobs: some of the less obvious choices • Sustainable development policy analyst • Groundwater professional • Restoration ecologist • Climate change risk assessor and mitigation professional • Sustainable transportation planner • Water pollution control technician • Watershed manager • Local/organic foods chef, distributor, producer • Agricultural extension specialist • Environmental communications specialist • Environmental conflict manager • Power purchase negotiator

24. Certifications and Needs Assessments • The marketplace is moving quickly, including: • new standards (e.g. AWEA, energy auditing) • new initiatives that potentially create new workforce demands • off/on again uneven subsidies, economic recession, inertia • Examples: Recovery Through Retrofits/ Better Buildings Initiative (now residential and commercial) nationally and PACE legislation, nutritional labeling for sustainable food production/consumption, green cleaning labeling, auto regulations/development… • I have multiple pages of certifications – how do we know which ones will emerge as the standards? Be cautious, teach common concepts across certifications

25. What is a green job?A limited but still helpful view below • The Department of Labor recently tagged over 100 occupations in the O*NET database as being green occupations.  http://online.onetcenter.org/find/green .  • Browse by the 12 identified green economy sectors, but these are incomplete: • Agriculture and Forestry; • Energy and Carbon Capture and Storage; • Energy Efficiency; Energy Storage; Environment Protection; • Government and Regulatory Administration; • Green Construction; Manufacturing;  • Recycling and Waste Reduction; • Renewable Energy Generation; • Research, Design and Consulting Services; • Transportation.   

26. What is a green job?The Department of Labor categorizes green jobs into one of the following: • Green increased demand occupations: increase in the employment demand for an existing occupation. 64 occupations meet this definition – energy manager. • Green enhanced skills occupations: significant change to the work and worker requirements of an existing occupation. 60 occupations meet this definition – auto/HVAC technician. • Green new and emerging occupations: generation of a new occupation relative to the O*NET taxonomy. This new occupation could be entirely novel or “born” from an existing occupation. 45 occupations qualify with another 46 occupations identified as candidates – deconstruction, retail greening/fashion. The O*NET green center has a wealth of “green” resources.

27. The Pervasiveness of Green • SOC listings are incomplete, although nearly 900 distinct occupations are identified • Every job will have a green tinge to it, since energy waste, toxins, food chain disruption and ecosystem destruction will be costly and unacceptable, IF we pay attention! • Predict employment and also help create the businesses

29. Overwhelmed by all the details? Take a more conceptual and systemic approach. This will create more success in educating for a green and sustainable economy

30. Education for a Sustainable Society:“enables people to develop the knowledge, values and skills to participate in decisions …, that will improve the quality of life now without damaging the planet for the future.”

31. Social Well-being Flourishing Environment Strong Economy Sustainable Society Triple Bottom Line of Sustainability “Economics as if People Mattered”

32. Ecosystem Ecosystem Sustainable Communities Public Choices and Behaviors-Laws Applied Knowledge/ Technological Skills Private Choices and Behaviors-Habits Sustainable Economies Ecosystem Ecosystem

33. Why is environmental responsibility such a high priority? • Freshwater withdrawal has almost doubled since 1960 and nearly half the world’s major rivers are going dry or are badly polluted (New Internationalist, no. 329) • 11 of the world’s 15 major fishing areas and 69% of the world’s major fish species are in decline (State of the World, Worldwatch Institute) • Climate change (global warming) exists, a major culprit is fossil fuels, and impacts are very serious. (Intergovernmental Panel on Climate Change report: Summary for Policymakers: The Science of Climate Change)

34. Disruption of food production and the food chain More extreme weather events causing higher food prices Disruptions of ecosystems, including water supplies Spread of disease e.g. West Nile, Malaria, Dengue Fever Submersion of land masses – sea level rise 50% of world’s population lives on the coasts = Civilization Disruption and National Security Threat Source: Intergovernmental Panel on Climate Change, NASA, and National Defense University, Pentagon calling sustainability and climate change national security issues Effects – Human Impacts on Ecosystems

35. We are the first generation capable of determining the habitability of the planet for humans and other species. The decisions of this generation are crucial. 

36. Why sustainable development is so important Our decisions will create: more scarcity and suffering, or a future of greater abundance and higher quality of life

37. Global Perspective life supporting resources declining consumption of life supporting resources rising

38. Why is EFS such a high priority? • Much of the public doesn’t know that we are exceeding the carrying capacity of the planet and that if everyone lives like we do in the U.S., we will need 4 to 6 planets of resources. (www.myfootprint.org) • Public doesn’t know we can reduce human suffering and environmental degradation now while building stronger economies • A rapid shift in mindset is needed andeducation to action is the key.

39. Key Government Initiatives • U.S. Departmt. of Ed - Sustainability Summit • Green Ribbon Schools!!! • Including Green/Sustainability into Career Pathways for State Directors of Career and Tech Ed – this project • Funds from multiple federal agencies in energy/environment/climate change – NOAA, EPA, NSF, FIPSE… • Sustainability in STEM (Science, Technology, Engineering and Math)

40. National Trends in Higher Education Committed to the advancement of sustainability throughout higher education

41. AACCAmerican Association of Community Colleges AASCUAmerican Association of State Colleges & Universities AASHEAssociation for the Advancement of Sustainability in Higher Education ACCED-IAssociation of Collegiate Conference & Events Directors - International ACEAmerican Council on Education ACPACollege Student Educators International ACUHO-IAssociation of College & University Housing Officers International AGBAssociation of Governing Boards of Universities & Colleges APPAAssociation of Higher Education Facilities Officers CCCUCouncil of Christian Colleges & Universities NACANational Association for Campus Activities NACUBONational Association of College & University Business Officers NAEPNational Association of Educational Procurement NAICUNational Association of Independent Colleges & Universities NIRSANational Intramural-Recreational Sports Association SCUPSociety for College & University Planning

42. Higher Education Associations Sustainability Consortium www.aashe.org/heasc • Presidents • Academic Officers • Student Affairs • Trustees • Campus Activities • Facilities • Business Officers • Planners • Events Directors • Recreation Directors • Purchasers Sustainability expertise and actions increasingly expected from professionals in the field, shifting the norms!

43. Resources • Sustainability Fellows Programs • HEASC Resource Center • Media Strategies for Sustainability • Campus Sustainability Planning Network • HEASC Annual Report • Publications, professional development, modeling for society • Development of assessments such as AASHE STARS Rating system – Sustainability Tracking and Assessment Rating System • See the resources page at www.aashe.org/heasc - share across the institution

44. DANS – the Disciplinary Associations Network for Sustainability www.aashe.org/dans - click on Resources • American Psychological Association • Sociology • Religion • Philosophy • Math • Broadcasting • Architecture • Engineering (civil, mechanical, eng. ed.) • Business - AACSB • Marketing - AMA • Economics • Chemistry • Biology • AAAS • Computer Research • Humanities • Women’s Studies • Political Science • Anthropology • STEM for a Sustainable Future

45. Academic Disciplines and U. S. Partnership created DANS, infusing sustainability into: • Curricula – secondary and tertiary • Promotion and tenure and accreditation to include sustainability • Informing legislation and policy • Informing the public • Building critical mass of support • Professional identity as an academic www.aashe.org/dans

46. Student Learning OutcomesACPA President’s Sustainability Taskforce, 2006 Each student will be able to define sustainability. Each student will be able to explain how sustainability relates to their lives and their values, and how their actions impact issues of sustainability. Each student will be able to utilize their knowledge of sustainability to change their daily habits and consumer mentality. Each student will be able to explain how systems are interrelated.

47. Student Learning Outcomes (cont.)ACPA President’s Sustainability Taskforce, 2006 Each student will learn change agent skills. Each student will learn how to apply concepts of sustainability to their school and community by engaging in the challenges and solutions of sustainability on their campus. Each student will learn how to apply concepts of green/sustainability globally by engaging in the challenges and the solutions of sustainability in a world context. These outcomes match international declarations and other countries Svanström, Lozano-G, Rowe (2008) “Learning outcomes for sustainable development in higher education”, International Journal of Sustainability in Higher Education; Volume: 9 Issue: 3; 2008

48. A more comprehensive way of looking at education for a sustainable future • Everyone interacts with the planet and the ecosystems we depend upon for life • Everyone has an important role to play in helping to create a sustainable future • Some of the most crucial jobs in haven’t been created yet, so you have to understand the potential sustainable economy to predict it and contribute to its strength • Not just green jobs, but sustainability thinking. • Also systems thinking, creating effective change • Including and also much greater than technicians • High schools have a unique and important role that requires new actions.

49. Solutions - Easy Entry Points for Teachers There are hundreds of precedents on a wide diversity of sustainability efforts.

50. Sustainability THINKING and ACTION • All technology programs need to incorporate triple bottom line, sustainability principles, skills and applications into curricula, including construction, HVAC, automotive, culinary, retail, manufacturing, electrical and plumbing, health, all clusters and the general education courses too. • All students in all degrees need to be literate about our sustainability challenges and be able to engage in solutions as consumers, employees, community members and investors • Lifelong learning for public – use the media. Students teaching the community • Skill building for all levels of students, including the employers – complete the learning (not just the house plans, but all the way through the marketing materials).