ATEEC

The "Defining Water Management" careers chart provides a snapshot view of water technology careers at the technician level. This wall-mountable poster is one of ATEEC's most valuable tools for students, guidance counselors, and advisors.

The Defining Water Management report validates and updates occupational information with input from business, industry, educators, technicians, and researchers. It defines the water management field and identifies occupational categories and job functions.

The American Water Works Association (AWWA) worked with its industry membership to identify the occupation-specific competencies required for workers in the water sector. In collaboration with the Environmental Protection Agency, Office of Water and the Water Environment Federation (WEF), the results of those efforts were formatted into a competency model using the framework provided by the U.S. Department of Labor's Employment and Training Administration (ETA). The resulting model for the water sector, which depicts the core competencies required for field staff and operators, will be a resource for workforce developers and educators.

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The U.S. Department of Energy has published this report that identifies seven Essential Principles and a set of Fundamental Concepts to support each principle. The guide does not seek to identify all areas of energy understanding, but rather to focus on those that are essential for all citizens K-Gray. It presents energy concepts that, if understood and applied, will help individuals and communities make informed energy decisions.

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The U.S. Environmental Protection Agency (EPA) has published this report, Climate Change Indicators in the United States, to help readers interpret a set of important indicators to better understand climate change. The report presents 24 indicators, each describing trends in some way related to the causes and effects of climate change. The indicators focus primarily on the United States, but in some cases global trends are presented in order to provide context or a basis for  comparison.

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Eastern Iowa Community Colleges and Muscatine Community College conducted a “Defining Forum” and generated this Defining Agriculture-Based Renewable Energy Careers report to identify and define the intersection of two broad occupational fields: Agriculture and Renewable Energy (RE).

Listing of core knowledge and skills needed for an environmental technology program for both high school and 2-year college levels. Developed by ATEEC Fellows.

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This report documents discussions from the National Energy Technician Education Summit held in December 2010 in Washington DC and supported by the National Science Foundation. The report provides recommendations from energy experts and stakeholders from across the country for the facilitation of energy technician education in the U.S. Discussion centers on current and projected industry needs financial opportunities and constraints and enhancements to the technician educational programs that provide the energy industry with their workforce.

Best Practices in Environmental and Energy Technology Education is a guidebook for improving community and technical college programs.

Perception/Satisfaction Surveys for environmental and energy technology programs.