Improving Land and Lives: mproving Land and Lives:

10 Years of Investment in EPA’s Brownfields Job Training Program
“Through the Brownfields Job Training Program,

EPA is literally putting both people and property

back to work. By teaching people the skills to

revitalize their own neighborhoods, we are helping

improve lives and livelihoods in communities across

the nation.” 

–Steve Johnson, EPA Administrator 

November 13, 2006 

Prepared by: 

SRA International, Inc. (Contract No. EP-W-07-023) 

3434 Washington Boulevard 

Arlington, VA 22201 

Prepared for: 

U.S. Environmental Protection Agency 

Office of Solid Waste and Emergency Response 

Office of Brownfields and Land Revitalization 

Washington, DC 20460 

Purpose

This report demonstrates the benefits of EPA’s Brownfields 

Job Training Program and discusses the ways in which it 

complements broader workforce development initiatives. 

It also provides a historical overview of the program and 

talks about where the program is today. The examples 

in this report come from five EPA Brownfi elds Job 

Training grants. 

The Tucson, Arizona Job Training graduates of 2007. 

“EPA recognizes that cleaning up brownfields

sites may be only part of the larger challenge

for a community that is trying to revitalize its

neighborhoods. By providing job training grants, we

are helping residents get the jobs that are created

when the brownfields in their community are cleaned

up. These grants truly help put both people and

places back to work.” 

–Susan Bodine, 

Assistant Administrator for EPA’s Offi ce of Solid Waste and 

Emergency Response 

1
Introduction ntroduction

The transition from a manufacturing-based economy has 

created both environmental challenges and socioeconomic 

development opportunities for communities throughout the 

United States. EPA estimates that over the next 30 years, 

more than $200 billion in economic activity will result from 1 

the cleanup of approximately 294,000 waste sites . 

To help the often disadvantaged communities most affected 

by brownfields share in the benefits of this growing 

market, the U.S. Environmental Protection Agency (EPA) 

established the Brownfields Job Training Program. Through 

this program, EPA provides environmental cleanup and 

health and safety training to residents of brownfieldsimpacted communities who are seeking new skills and 

greater earning potential. The Job Training Program 

meets community needs in several ways: it helps clean 

up brownfields, spurs economic development, and creates 

a pool of qualified environmental technicians capable of 

meeting the environmental cleanup industry’s demand 

for workers. To date, more than 4,000 individuals have 

graduated from EPA-funded brownfields job training 

programs. These graduates generally pursue three paths 

after graduation: 1) employment in the environmental field 

(approximately 2,500 nationally); 2) employment in other 

fields; or 3) further education. 

1. 2004 EPA Report titled “Cleaning the Nation’s Waste Sites: Markets and 

Technology Trends” 

Oakland, California Job T akland, California Job Training Program aining Program

For the Oakland Private Industry Council, an initial Brownfi elds Job Training 

grant in 1998 allowed them to implement an environmental remediation 

component to a workforce development organization that has been 

conducting job training since 1989. 

Through funding and technical assistance, EPA’s 

Brownfields Program transforms properties and 

surrounding communities. The Job Training Program 

transforms individual lives by empowering unemployed 

and underemployed, predominantly low-income and 

minority residents. Brownfields Job Training grants serve 

communities that receive, or have received, financial 

assistance from EPA for Brownfi elds Assessment, 

Revolving Loan Fund, or Cleanup competitive grants 

and help residents take advantage of jobs created by the 

assessment, cleanup and redevelopment of brownfields. 

Through this link to on-the-ground brownfi elds assessment 

and cleanup activity, brownfields job training programs 

expand upon local workforce development efforts— 

training residents of brownfi elds-impacted communities 

for the environmental jobs that cleanup contractors might 

otherwise fill from outside the community. The EPA 

Brownfields Job Training Program opens the door to the 

environmental industry for those who are interested in 

entering the field. To date, EPA has funded 118 Brownfields 

Job Training grants totaling over $23 million. Of the more 

than 4,000 who have completed the EPA-funded training, 

more than 2,500 obtained employment in the environmental 

field, earning an average starting hourly wage of $13.88. 

The Oakland Private Industry Council, receiving their 

Brownfi elds Job Training Grant in 1998. 

2
History of the Brownfields Job Training Program istory of the Brownfields Job Training Program

The Brownfields Program is a job generator, leveraging 

jobs through assessment, cleanup, and redevelopment. 

Within the first two years of the Brownfields Program, EPA 

learned from local stakeholders that there may be value 

in a job training program that would train residents in 

brownfields communities for environmental careers. Such 

a program would offer direct, life-changing benefits in 

brownfields communities, and prepare the local workforce 

to help transform sites addressed through the Brownfields 

Program’s Assessment and Revolving Loan Fund grants. 

The first seeds of Brownfields Job Training—and of the 

Brownfields Program itself—emerged in the early 1990s, 

reflecting EPA’s growing concern for “environmental 

equity,” later known as environmental justice issues. Visiting 

the Industrial Excess Landfill Superfund site in Uniontown, 

Ohio, staff from EPA’s Office of Solid Waste and 

Emergency Response (OSWER) expected the surrounding 

community to have benefited from job opportunities related 

to the site’s ongoing monitoring. However, EPA staff 

found that all of the site-related jobs had been filled by 

environmental professionals from other cities, due to a lack 

of environmental training among the local workforce. 

To correct that disparity, EPA awarded local Cuyahoga 

County Community College with an “Environmental 

Justice” Pilot grant in 1991. The lessons learned helped 

shape application requirements for what would eventually 

become Brownfields Job Training grants. EPA later 

targeted their Brownfields Job Training grants towards 

communities with active brownfields revitalization 

programs—ensuring that graduates would benefit from 

their new skills through local job opportunities. Today’s 

Brownfields Job Training programs commonly work with 

area employers, modifying curricula to suit local needs and 

placing graduates through first-source hiring and similar 

arrangements. 

During the initial years of the Brownfields Program, 

EPA had no resources allocated for job training. EPA 

collaborated with the Hazardous Materials Training 

and Research Institute (HMTRI) to offer environmental 

education and training program assistance to community 

colleges located near Superfund and other hazardous 

waste sites. In the mid-1990s, EPA sought the expertise 

of a number of federal entities with established job 

training programs, including the National Institute on 

Environmental Health Science (NIEHS). In 1996, EPA 

3 

1991: Cuyahoga 

County Community 

College Environmental 

Justice Grant 

January 1995: 

EPA announces 

the first 

Brownfields Pilots 

1998: National Institute of 

Environmental Health Sciences 

establishes Brownfields 

Minority Worker Training 

Program with Brownfields 

Showcase Communities 

1996: EPA signs Memorandum of 

Understanding with the Department 

of Labor focusing on job training 

and employment opportunities 

related to the Brownfields Program 

for local youths and adults 

September eptember

1999:First

100 graduates 00 graduates

obtain

employment mployment

June 1999: une 1999:

First 100 irst 100

participants articipants

complete omplete

training raining

1998: EPA 

awards first 11 

Brownfields Job 

Training Pilots 

Brownfields Job Training raining

Program T rogram Timeline imelin

1991 — Present 

        
signed a Memorandum of Understanding (MOU) 

with the U.S. Department of Labor (DOL), to develop 

environmental job training programs in urban locations 

with DOL-funded Private Industry Councils (now known 

as Workforce Investment Boards). 

Brownfields revitalization and environmental justice 

considerations are deeply connected. Through the 

revitalization of brownfields, idle, dilapidated, and often 

contaminated properties are returned to productive use, 

enhancing public health and safety, improving property 

values and aesthetics, and boosting local economies in 

the typically low-income, minority communities these 

properties had negatively affected. In 1995, EPA convened 

the National Environmental Justice Advisory Council 

(NEJAC) Waste and Facility Siting Subcommittee, to 

conduct public dialogues on the links between brownfields 

redevelopment and environmental justice. These forums 

led to the realization that brownfields redevelopment must 

be coordinated with broader strategies of job creation, 

training, and career development. Combining these 

approaches would in turn produce demonstrable benefits 

for communities facing environmental justice issues. 

The Brownfields Job Training Program has since built 

upon this idea by providing grants for environmental job 

training, facilitating programs and partnerships that offer 

sustainable careers and unprecedented opportunities for 

residents of affected communities. 

In 1997, EPA recognized that it could initiate a 

Brownfields Job Training Program under Section 311(b) 

(9) of the Comprehensive Environmental Response, 

Compensation and Liability Act (CERCLA), which 

specifically allowed EPA to conduct environmental job 

training. EPA funded its first round of Brownfi elds Job 

Training Pilots in 1998. Awarded to 11 entities including 

cities, community colleges, universities, and non-profits, 

these pilots were designed to complement the Brownfields 

Program’s four main goals: protecting the environment, 

promoting partnerships, strengthening the marketplace, 

and sustaining reuse. 

When the first program graduates quickly found jobs 

with salaries ranging from $14-30 per hour, word got out, 

and waiting lists began to form for training programs. 

Individual stories of lives being turned around through 

environmental job training emerged. Employers formed 

June 2001: une 2001:

Number of umber of

participants articipants

having completed aving completed

training raining

reaches 1,000 eaches 1,000

June 2002: une 2002:

Number of umber of

participants articipants

having obtained aving obtained

employment mployment

reaches 1,000 eaches 1,000

2005: HMTRI develops the Brownfields 

Toolbox to provide brownfi elds communities 

with knowledge and tools necessary to 

maximize job development, education, and 

employment opportunities 

December 2005: 

EPA awards Job Training grants 

to the Mississippi Department of 

Environmental Quality and Southern 

University to recruit and train 

residents of hurricane 

Katrina-affected areas 

        

2005: NIEHS awards supplemental Brownfields 

Minority Worker Training funds to Dillard Universitythe Deep South Center for Environmental Justice, the 

Office of Applied Innovations, Inc., and the Center 

to Protect Workers’ Rights to provide environmental 

job training to local residents affected by Hurricanes 

Katrina and Rita along the Gulf Coast 

March 2007: h 2007:

Number of participants umber of participants

having completed aving completed

training reaches 4,000 raining reaches 4,000

December ecember

2006:

Number of umber of

graduates raduates

having obtained aving obtained

employment mployment

surpasses 2,500 urpasses 2,500

October 2001: 

Brownfi elds Job 

Training graduates 

participate in postattack cleanup at 

the World Trade 

Center site 

January 2002: 

President 

Bush signs the 

Brownfields 

Amendments 

4 
Core Curriculum ore Curriculum

for a Brownfields Job Training Grantee or a Brownfields Job Training Grantee

• Occupational Safety And Health Administration (OSHA) 

Hazardous Waste Operations and Emergency Response 

Standard (HAZWOPER) 

• Asbestos and Lead Paint Abatement 

• Environmental Site Technician 

• Soil And Groundwater Sampling 

• Confined Space Entry 

• Demolition/Debris Removal 

• Environmental Health and Safety 

Other Specialized Training ther Specialized Training

• Mold Remediation 

• Phytoremediation 

• Hazardous Substance Transportation 

• Disaster Site Worker 

• Vapor Intrusion 

• Construction 

• Alternative Technologies 

Benefits of the Brownfields enefits of the Brownfields

Job Training Program ob Training Program

1. Helps residents take advantage of jobs created by the 

assessment and cleanup of brownfields 

2. Provides training that leads to sustainable employment in 

the environmental field 

3. Improves community involvement and stimulates the 

development of constructive partnerships 

4. Fosters self sufficiency and enhances the skills and 

availability of labor for environmental remediation in 

communities impacted by brownfields, which facilitates 

the assessment and remediation of these sites 

5. Enables residents 

to participate in 

the promotion of 

environmental 

health and 

occupational 

safety, both on 

the job and in 

their communities 

Brooklyn, New rooklyn, New York

Job Training Program aining Progra

As described by a graduate of the 

Brownfields Job Training program, 

“I now have a respect for myself, and my 

family sees it when I get up and go to 

work every day.” 

relationships with the job training organizations and came 

to depend on graduates to fill positions. After the success 

of the initial pilots, 25 additional Job Training grants were 

awarded in 2000, with EPA incorporating lessons learned 

into this most recent round of awards. While the initial 

Job Training Pilots could use their first year to develop 

an environmental job training curriculum, these latest 

and future pilots were required to have training curricula 

already developed. Individual training programs were also 

required to track graduates for at least a year, to ensure 

that trainees not only found jobs, but retained them. 

Furthermore, training organizations needed to demonstrate 

already-established partnerships and leveraged funding 

sources. Later rounds of Brownfields Job Training 

grant awards gave preference to established job training 

organizations with proven placement programs. 

On January 11, 2002, the Small Business Liability Relief 

and Brownfields Revitalization Act was signed into law. 

Known as the “Brownfields Law,” this legislation amended 

CERCLA to specifically authorize federal financial 

assistance for brownfields revitalization, including grants 

for assessment, cleanup, and job training. Federal funding 

for Brownfields Job Training grants were authorized under 

section 104(k)(6) of CERCLA, which authorized EPA to 

provide grants for training to facilitate site assessment, 

remediation of brownfields sites, or site preparation. For 

the first time, CERCLA had included language specifically 

authorizing Job Training Grants under EPA’s Brownfields 

Program. 

Training Residents aining Residents Affected by Hurricanes ected by Hurricane

Katrina and Rita through the Brownfields atrina and Rita through the Brownfields

Minority W inority Worker Training Program aining Progra

In 2006, NIEHS received $800,000 from EPA for minority worker 

training in communities affected by hurricanes Katrina and Rita. From 

February 2006 through July 2007, approximately 591 students were 

trained through this funding. Training occurred in New Orleans, LA 

and surrounding parishes; in Port Arthur, TX; and in Houston, TX. Of 

those trained, approximately 272 were small business employees and 

community residents that used their newfound knowledge to assist 

in the cleanup of their communities. Graduates of this supplemental 

program had an overall job placement rate 

of nearly 70 percent. 

5
Components of a Job Training Program ponents of a Job Training Program Job Training Program Profiles ob Training Program Profiles

There are many critical components of a job training 

program, some of which are listed below. These core 

components need to be in place before implementing an 

environmental job training curriculum. 

Marketing the 

Program 

Marketing the 

Brownfields Job 

Training Program to 

the community such 

that the community 

understands the benefits 

and develops a desire 

to participate. 

Link to Existing 

Workforce 

Development Programs 

Concurrent T oncurrent Technologies chnologie

Corporation, orporation,

North Carolina Job orth Carolina Job

Training Program aining Program

A graduate of this program obtained 

employment as a project manager 

earning a salary of $42,000 a 

year. One of the main goals of the 

Brownfields Job Training Program is to 

provide graduates with the opportunity 

to earn a “living wage.” 

Ideally, grantees should have existing workforce 

development training programs established so that lifeskills training, instructors, facilities, and equipment are 

already in place. 

Partnerships With Private Industry 

Leveraging partnerships with environmental remediation 

industry representatives to create curricula that meet the 

industry’s market needs in a particular geographic region. 

Rigorous Application and Admission Process 

Scrutinizing and interviewing applicants so that participant 

expectations are communicated and the nature of the 

environmental job industry is clearly understood. 

Placement 

An essential component of any job training program is 

ensuring graduate placement. Many Brownfields Job 

Training grantees form advisory boards that consist of 

private industry representatives and conduct market 

analyses to make graduates more attractive to employers. 

The following pages include case studies that offer 

details on EPA-funded Job Training programs and 

demonstrate the five critical components of such programs. 

These case studies also illustrate the inherent differences 

of job training programs based on the types of entities 

establishing them. 

Students from the Shreveport, Louisiana Brownfields Job Training Program 

participate in hands-on training. 

6 
Targeted Recruitment Area and Background argeted Recruitment Area and Background

The cities of St. Louis, Missouri and East St. Louis, Illinois—separated by the 

Mississippi River—encompass a federally designated Empowerment Zone covering 

the area’s most economically challenged communities. Of the approximately 50,000 

Empowerment Zone residents, nine out of ten are minority, nearly one-fourth are 

unemployed, and almost half live in poverty. 

In 1999, having already provided multiple Brownfields Assessment and Cleanup 

grants to St. Louis, East St. Louis, and St. Louis County, EPA partnered with St. Louis 

Community College (SLCC) to conduct a listening tour of neighborhoods affected 

by brownfields. The listening tour revealed a link to environmental justice issues and 

a need for environmental training. SLCC recognized the opportunity to enhance its 

existing job training curricula with environmental courses, while at the same time 

addressing the community’s unemployment and environmental justice issues through 

an EPA Brownfields Job Training grant. After applying in 1999, SLCC was awarded 

its first $200,000 Brownfields Job Training grant in 2000. 

Challenges Faced by the SLCC Brownfields hallenges Faced by the SLCC Brownfields

Job Training Program ob Training Program

According to Project Manager Jim Monahan, “This training program was similar to 

other job training programs. However, there was a learning curve regarding proper 

screening techniques for participants in this type of employment training.” Monahan did say that tracking graduates turned 

out to be tougher than expected. “Reasons for [graduates being hard to track] include their having moved on to new jobs 

and homes, and their phone numbers changing,” explains Monahan. “But those things essentially speak to the success of the 

training program.” 

The Community College Approach he Community College Approach

SLCC’s goal was to recruit unemployed and underemployed residents of the area’s Empowerment Zone as candidates for 

training. The community college formed a partnership with St. Louis University and together, they created a six week, fulltime training schedule that included lead and asbestos abatement, 

Hazardous Waste Operations and Emergency Response Standard 

(HAZWOPER) certification, OSHA Safety Training, and life skills/ 

job preparedness courses. “The approach was, and continues to be, 

to give trainees as many certifications as possible so that they have a 

variety of opportunities for employment,” explains Monahan. “We’re 

giving people opportunities that otherwise wouldn’t be there.” 

What makes the SLCC Brownfields Job Training Program unique 

is its use of partnerships to recruit trainees. Along with St. Louis 

University, the SLCC collaborates with groups including the 

city’s Father Support Center, Youth Build St. Louis, Employment 

Connections, local veterans’ associations, and other local community 

advocate organizations. These groups refer potential trainees to 

the SLCC program and offer continued, specialized assistance 

once training is underway. “We have an advantage, because the 

St. Louis Community College - St. Louis, Missouri t. Louis Community College - St. Louis, Missouri

Job Training Program

Component Example: 

5 Marketing the Program arketing the Program

As with all of the case studies 

included in this report, the St. Louis 

Community College Brownfields Job 

Training Program incorporates all of 

the components required for success. 

However, what separates this 

program from others is the innovative 

way it recruits trainees—through 

collaboration and communication 

with local, community advocate 

organizations. These organizations 

help to spread the word about the 

program and ensure that those 

who apply for training are stellar 

candidates. 

7 

St. Louis Community College Job Training graduation. 
Job Training Program Profile o b T r a i n i n g P r o g r a m P r o f i l e

SLCC’s Job Training Curriculum: MISSOURI Unique Aspects 

• Supervisor-Level Supervisor-Level

Certifi cations cations

By providing supervisory level

certifications, graduates can apply for

supervisor licenses after one year of

field experience. 

college has a very visible presence 

in the community,” says Monahan. 

“People feel they can approach us, 

and community groups are always 

willing to partner with us. The key to 

the program’s success has been our 

partnerships in the community.” 

Once referred by a partner 

organization, potential trainees are 

screened before being called in for 

initial interviews. Those selected 

beyond that stage must attend an 

orientation session. “We clearly 

outline expectations, so that they know 

what they are getting into,” explains 

Monahan. “We make them understand 

the responsibility involved, that they 

have to show up every single day.” 

Given the city’s industrial history, the 

demand for skilled asbestos workers 

influences both the curriculum and 

the graduation schedule. Asbestos 

abatement is emphasized more than 

any other part of the program, and 

training is structured so that students 

graduate in the spring, when most 

of the city’s asbestos abatement jobs 

become available. 

Workforce Development orkforce Development

Progress rogress

The SLCC Job Training Program’s 

screening process ensures a high rate 

of retention among students—of the 

119 students selected for training, 105 

graduated—a rate of more than 88 

percent. A second Brownfields Job 

Training grant awarded to SLCC in 

2004 funded two years of additional 

environmental training. The program 

no longer utilizes Brownfields Job 

Training funding, and is currently 

funded through NIEHS grants. In 

response to Hurricane Katrina, a mold 

remediation course and disaster site 

worker training were added to the 

curriculum, and some graduates were 

deployed to the storm-damaged area. 

The wealth of new opportunities 

available to graduates has been 

dramatic. “You can see a physical 

difference in the community,” says 

Monahan. “For our first round of 

graduates, the demand was huge, and 

people got jobs very quickly.” 

A Graduate’s Experience Graduate’s Experience

When St. Louis resident Everett 

Jenkins first heard about the SLCC 

Brownfields Job Training Program, 

he was driving a forklift. But with a 

daughter entering college, he was on 

the lookout for better opportunities. 

He was accepted to the SLCC program 

after spending time on the waiting list. 

“I was looking to get into something 

I could make a career out of,” Jenkins 

explains. “But since you don’t get 

paid [for the training], I spent six 

weeks working at night and going to 

the training classes during the day. 

But I wasn’t in it for the fun of it... I 

knew that the training would give me 

licenses and certifications that would 

always be good, wherever I lived.” 

By the time Jenkins graduated from the 

program, there were already jobs lined 

up. “They have a list of employers 

you can contact,” he explains, “and 

when my [State of Missouri asbestos 

abatement] license went through, I had 

a job waiting.” 

Jenkins credits the program with 

providing him with new opportunities. 

“I can’t say enough about it,” he 

elaborates. “They give you everything 

you need to get a job, but you have to 

apply and sell yourself... you have to 

go get it. I was making decent money 

before, getting by, but nothing like 

now that I’m in the union. With my 

daughter going to college, it allowed 

me to get the things that she needed 

and take some of the pressure off. The 

training was a sacrifice... taking it 

while working full-time for six weeks. 

But sometimes you have to make a 

sacrifice to better yourself.” 

A student thanks his teacher at the St. Louis 

Community College Job Training graduation. 

8 
Isles, Inc. - Trenton, New Jersey sles, Inc. - Trenton, New Jersey 

Targeted Recruitment Area and Background Job Training Program Targeted Recruitment Area and Background 

Trenton, New Jersey is one of the poorest cities in the nation, with more than 20 Component Example: 

percent of its 85,000 residents living in poverty. The city was awarded one of 

EPA’s earliest Brownfields Assessment Pilot grants in 1997, and has since received 5 Link To Existing Existing

additional EPA funding for brownfields assessment and cleanup. With more than a Workforce Development rkforce Development

hundred brownfields identified in the city, there is a demand from local environmental Programs employers for trained environmental technicians to help prepare these sites for reuse. Programs 

As a community development Isles, Inc. is a non-profit community development and environmental organization that organization that had been in was founded in 1981 with a mission that promotes self-reliance and healthy, sustainable operation for more than a quarter communities. For years, Isles had been involved in “Youth Build” training, preparing of a century at the time of its

disadvantaged area youth for work; the Brownfields Job Training Program was a Brownfields Job Training grant, 

natural fit for the organization. Isles applied for and received a $200,000 grant from Isles, Inc. already had wellEPA in 2005. established, enduring partnerships

with the City of Trenton, local 

Challenges Faced by the Isles Brownfields hallenges Faced by the Isles Brownfields colleges and universities, and 

Job Training Program

a number of other community Job Training Program assistance organizations. 

Though the program’s first training went exceptionally well, Elyse Pivnick, Vice Isles made the most of those 

connections, giving its students President for Environmental and Community Health Programs at Isles, explains that access to established, certified there were some unexpected bumps along the path. “Due to budget constraints, we HAZMAT, asbestos, and other were only able to budget for one staff person, and that proved unrealistic,” she explains. environmental remediation 

“We also ended up having to pay for our life-skills training, which we anticipated courses, as well as life-skills 

would be provided pro-bono by another local program. The situation required us to training. 

seek additional funds from other sources, and we were fortunate to be able to do so.” 

Student transportation turned out to be another substantial challenge. “Initially, we 

thought we would be able to use our existing transportation to take students to the University of Medicine and Dentistry 

School of New Jersey (UMDNJ) facility and back,” says Pivnick. “As it turned out the intended transportation was not 

Students from the Isles, Inc. Brownfields Job Training Program, 

suited up for training. 

available, so we had to rent a bus instead. Job placement 

can be very difficult when graduates lack flexible 

transportation; we have identified many job opportunities 

that unfortunately turned out to be too far away or 

inaccessible by public transportation.” 

“Checking-In” to Evaluate and Ensure Checking-In” to Evaluate and Ensure

Progress rogress

To develop its curriculum, Isles collaborated with the 

University of Medicine and Dentistry School of New 

Jersey (UMDNJ), which already had an environmental 

training program. “It helped that we had their tried-and-true 

training structure,” says Pivnick. “With UMDNJ already 

certified to teach HAZWOPER and hazardous materials/ 

asbestos abatement, we wouldn’t have to reinvent the 

wheel.” 

9
Job Training Program Profile o b T r a i n i n g P r o g r a m P r o f i l e

NEW 

JERSEY 

Isles, Inc.’s Job Training 

Curriculum: Unique Aspects 

• History of Brown History of Brownfields

Presentation resentation

 “This component helps students 

understand that they are part of 

something important.” 

– Elyse Pivnick 

Isles’ Vice President for Environmental 

and Community Health Programs 

Isles also partnered with Mercer 

County Community College to provide 

life-skills training in basic finances, 

budgeting, cover letter/resume writing, 

interview and workplace conduct, and 

driver’s license preparation. “For a lot 

of employers, a driver’s license can 

be an essential part of their [hiring] 

decision,” explains Megan Ruf, former 

Manager of Isles’ job training program. 

“We developed a ‘Clean Slate’ program 

to help pay outstanding fines so that 

background checks wouldn’t be a 

problem.” 

To recruit potential trainees, Isles 

conducted a broad outreach effort by 

posting flyers in unemployment offices, 

laundromats and community centers. 

It developed a program brochure and 

held information sessions on Saturdays 

and in the evenings, when interested 

candidates could have their questions 

answered before applying to the 

program. 

Once candidates made it through an 

approval process that included a fivepage application and a panel interview, 

they entered the ten-week training 

program—which included a 40-hour 

HAZWOPER course; courses in lead 

and asbestos abatement; Occupational 

Safety and Health Administration 

(OSHA) construction awareness; 

confined space entry certification; 

and courses in math, computer skills, 

English, writing and life skills. 

Environmental Justice and OSHA 

rights training were provided by the 

New Jersey Work Environmental 

Council, and representatives from 

local environmental companies 

provided day trips where students 

received hands-on experience at actual 

job sites. 

One additional, innovative aspect 

of the training was a course on the 

history and significance of brownfields, 

provided by the City of Trenton. 

“It helped bring the concept of 

brownfields to the students,” explains 

Pivnick. “If we had just given them 

asbestos and other training without 

any sort of context, it wouldn’t have 

worked as well. This helped students 

understand that they were part of 

something important.” 

In another of Isles’ unique approaches, 

staff met regularly with trainees to 

evaluate progress and offer advice. 

“This was really effective,” says Ruf. 

“It gave students positive feedback and 

let them know what they needed to 

do to improve. Since this was a long, 

unpaid training course, that kind of 

motivation was essential.” 

Isles’ first Brownfields Job Training 

class of 25 produced 23 graduates, at 

least half of whom are now employed. 

The organization plans to continue 

with another year of training, and 

produce at least one more graduating 

class of the same size. 

A Graduate’s Experience Graduate’s Experience

At the time he first heard about the 

Isles, Inc. Brownfields Job Training 

Program, 

Greg Perry 

had limited 

options. 

“I was 

in-between 

transitional 

housing facilities,” he explains, “So I 

was pretty much homeless at the time.” 

Also unemployed, Perry was told about 

Isles’ training through the Mayor’s 

Office of Employment. “I was looking 

to better myself and the situation I was 

in. And once I found out about the 

credentials that I could acquire through 

the program, I really grabbed onto it. 

“For me, the most valuable part of the 

training was the hands-on experience. 

We went out and had actual training, 

being lowered into manholes, confined 

spaces, and such. I’m now working in 

lead abatement for an environmental 

service company, and [at Isles] we 

had training in exactly that. We were 

also prepared for confined space 

training, and I’m now waiting to hear 

back on a job where I’d get to use that 

certification. The training has really 

paid off for me.” 

Soil analysis taking place at the Isles, Inc. 

Brownfields Job Training Program.

10
City of Tucson, Arizona ity of Tucson, Arizona

Targeted Recruitment Area and Background Targeted Recruitment Area and Background Job Training Program

Tucson, Arizona, has its share of brownfields, and the city has received multiple EPA Component Example: 

Brownfields grants to assess and clean up industrial sites that include former landfills, 5 Partnerships with rail yards, and milling operations. Most of these sites are located within a federally artnerships with 

designated Empowerment Zone containing nearly 50,000 residents, of whom 60 Private Industry rivate Industry

percent are minority and 70 percent qualify as low-income. As part of restoring the With a primary goal of creating area’s brownfields, local companies expressed a need for entry-level environmental entry-level environmental technicians. To help meet this demand while also serving the community, the city technicians to meet the growing applied for and received an EPA Brownfields Job Training grant in 2005. demand of local firms, it seems 

Challenges Faced by the Tucson Brownfields hallenges Faced by the Tucson Brownfields Brownfields Job Training Program

only logical that Tucson’s

Job Training Program Job Training Program would emphasize partnerships with

local industry. A special advisory

One of the challenges encountered by the program was that it was not affiliated with board made up of representatives

an educational institution. “Gathering and retaining instructors and then juggling from private industry and the public

schedules to fit the program was challenging,” remarks Lisa Cuestas, Program sector helps mold the program’s

Manager with the City of Tucson. In addition, recruitment has proved to be difficult. curriculum. Some representatives

There was a lot of initial interest in the program, but after interested recruits found out also act as mentors to students 

how intense the training was, interest levels fell off. throughout their training, offering

real-world experience and career

Environmental Professionals as Mentors Environmental Professionals as Mentors complete.

connections once training is 

The primary focus of Tucson’s Brownfields Job Training Program is to develop 

entry-level environmental technicians to serve as resources to local companies while 

creating opportunities for residents of the economically-disadvantaged area. 

Collaborating with the Pima County Community College and the Southern 

Arizona Environmental Management Society (a non-profit organization 

that promotes education and understanding of environmental issues), the 

city developed a five month, 208-hour training program. The program 

includes a 40-hour HAZWOPER certification course, 10 hours of general 

industry OSHA training, and courses in media sampling, environmental 

site assessment, environmental compliance, lead and asbestos abatement, 

and remediation technology. Program trainees are recruited from the 

Empowerment Zone. 

Students in Tucson, Arizona, 

gaining field experience. 

The first class was comprised of nearly an equal amount of men and women, 

something that was somewhat unexpected, says Cuestas. She attributes that 

equal ratio to one of the program’s more unique characteristics—that classes 

are held only nights and weekends. “It allows more women to attend,” she 

elaborates. “One graduate had two kids and she would wait for her husband to 

come home, then she’d go to class... women love this program.” 

Another of the program’s unique aspects is that each student is assigned an 

environmental professional from local, private industry who acts as a mentor 

throughout the training. Students “shadow” their mentors on environmental 

jobs to get real-world exposure in the work community. These mentors also 

serve as references for students after graduation. 

11
Job Training Program Profile o b T r a i n i n g P r o g r a m P r o f i l e

ARIZONA 

Shortly after graduation, Martinez 

attended the job fair, where she had 

four immediate offers. “I was picky 

and went with the one I wanted,” 

she explains. “I ended up overseeing 

construction of a PCB [polychlorinated 

biphenyls] treatment plant, and now 

they’ve made me the plant operator.” 

At the job fair for the latest round of 

graduates, Martinez was chosen to 

attend as her company’s representative. 

She has advice for those interested in 

the city’s environmental job training 

program. “If you want something 

different and exciting, and something 

that is actually helping our community 

and the world, this is the job to have.” 

Tucson’s Job Training

Curriculum: Unique Aspects 

• “Hands-On” T nds-On” Training rainin

By providing participants with a

“hands-on” approach to training, it

gives them real-life and practiced skills.

This makes graduates more attractive

to potential employers. 

The program also uses an advisory 

board made up of representatives 

from local environmental firms and 

the community college. The board 

provides feedback on the program 

and helps mold the curriculum, which 

reflects the local environmental 

companies’ steady 

demand for entry-level technicians. 

Once training is complete, the 

City of Tucson organizes a job fair 

where graduates can interview with 

representatives from environmental 

firms. 

Workforce Development orkforce Development

Progress rogress

At the end of the first training 

period, 16 of the 17 enrolled students 

graduated. Nearly 90 percent of those 

graduates are now employed. There 

has since been another graduating class 

of 10 and at the last post-graduation 

job fair, three former graduates were 

recruiting for their companies. 

One of those graduates had been 

assembling bicycles prior to joining the 

training program. After the program, he 

found a position with an environmental 

company. He has since been promoted, 

and the company is looking to hire 

another of the program’s graduates to 

fill his former position. 

A Graduate’s Experience Graduate’s Experience

In 2003, Celia Martinez was a single 

mother who had just been laid off from 

her job in an industrial wire bonding 

facility in Tucson. “I had been there 

for 23 years,” Martinez explains, 

“I thought I had some job security, 

but I was wrong... I knew I wanted 

something for a career, but I didn’t 

know what it was.” 

Martinez learned of the Brownfields 

Job Training Program only a few days 

before the application process ended. 

She took to the training from the 

beginning. “It was the most exciting 

and valuable training I’ve ever taken,” 

she says. “Every teacher you had was 

involved in the field, and you learned 

things that you would actually be able 

to use, unlike a lot of other classes. 

And when it was time to get a job, I 

could tell them about soil extraction, 

and monitoring wells, and I was 

ready.” 

Graduates of the Tucson, Arizona Brownfields Job Training Program of 2006. 

12 
L.A. Conservation Corps, Los Angeles, California .A. Conservation Corps, Los Angeles, California 

Targeted Recruitment Area and Background argeted Recruitment Area and Background

The Alameda Corridor in Los Angeles, California, is a former industrial area 

that lies within a densely populated, federally designated Empowerment Zone 

of approximately 19 square miles. Poverty rates in this zone are as high as 40 

percent, and unemployment rates are close to 20 percent. Since 1986, the nonprofit L.A. Conservation Corps (LACC) has provided at-risk young adults and 

school-aged youth with job training, education, and work skills training with an 

emphasis on environmental and service projects that benefit the community. 

The LACC has worked closely with the City of Los Angeles since 2001 on 

developing job training programs. Los Angeles had already been the recipient of 

a number of Brownfields Assessment and Cleanup grants from EPA, to address 

former industrial sites within the Alameda Corridor and beyond. As a result of 

these and other site restoration efforts, environmental employers on the city’s 

Brownfields Advisory Board indicated a growing need for certified environmental 

technicians and the city suggested to LACC that it apply for an EPA Brownfields 

Job Training grant. The LACC subsequently applied for and was selected as a 

Brownfields Job Training grantee by EPA in October 2005. 

Challenges Faced by the LACC Brownfields hallenges Faced by the LACC Brownfields

Job Training Program ob Training Program

Even with the high level of dedication of the vast majority of the LACC’s 

Brownfields Job trainees, old habits proved difficult for a few students to break— 

resulting in some unexpected challenges for program managers. Though all students accepted in the program were initially 

tested for illegal drugs, no additional tests were performed throughout the training. In a few, rare instances, placed graduates 

were shown to have illegal drugs in their systems when first tested by their new employers. “It burns bridges with local 

employers,” explains Alex Lopez, Senior Manager with LACC, “and we have to put out the resulting fires.” 

Job Training Program

Component Example: 

5 Rigorous Application rous Application and

Admissions Process dmissions Process

The LACC Brownfields Job Training

Program offers an excellent example

of the value of a rigorous application

and admissions process. With a

recruiting area comprised mostly of

at-risk youth, it was essential that the

program impress upon its applicants

the need for professionalism and

dedication—while weeding out those

who did not appear ready. With 

established job training practices

already in place, the program also

used highly effective job placement

strategies and partnerships with

local organizations to ensure its

success, as well as the placement of

its graduates. 

Another unforeseen challenge to the LACC 

Brownfields Job Training Program is the 

difficulty of tracking students after graduation. 

“Once they graduate, we track them for a 

year,” says Lopez. “But once they’re placed 

on jobs they tend to stop following up with 

us. Sometimes we have to keep track of our 

graduates by calling local employers, and 

listening to word-of-mouth.” 

Discipline as a Prerequisite iscipline as a Prerequisite

The LACC teamed with the North Orange 

County Community College District to 

develop a 240-hour, environmental curriculum 

with instruction in HAZWOPER, lead and 

asbestos abatement, forklift certification, and 

Students in Los Angeles, California in classroom training. other environmental cleanup technologies. 

13
Job Training Program Profile o b T r a i n i n g P r o g r a m P r o f i l e

CALIFORNIA 

and heard about the LACC program 

through friends. 

“There were people I knew in the 

[Brownfields Job Training] program, 

once they graduated they were 

making as much as $1,300 a week,” 

he explains. “One guy was making 

$75 an hour. I thought it couldn’t be 

true, but other guys from the program 

were making the same amounts. So I 

applied, I got lucky, and got in.” 

“I liked the training, dressing up in the 

HAZMAT suits, just doing the work, 

period. The learning was interesting— 

about abatement, about EPA and the 

history, it was all fascinating to me. 

There was a lot you have to learn, 

you’re constantly learning every day... 

if you’re not serious about the training, 

it’s not going to happen for you. People 

want things handed to them. They want 

it for nothing, or feel society owes 

them. But society doesn’t owe them. 

You owe it to yourself to do this. 

“The first company they had me 

interview with—I had that interview 

before I even graduated—I’m still 

with them... the longer you stay in 

this field, the more people you meet, 

the more resources you have, the 

more opportunities you have. And 

another door opens and you can take 

it to another level. Right now I’m 

a supervisor, and after two more 

certifications I could be a consultant. 

There are so many opportunities it’s 

almost overwhelming. It’s just 

wide open.” 

LACC’s Job Training Curriculum: 

Unique Aspects 

• Refinery Safety Overview ery Safety Overvie

(RSO) Training

An important component of the

program, as many graduates are able

to quickly find jobs at local refineries. 

• Forklift Operators Course Forklift Operators Course

The course plan included additional job 

and life-skills training, funded through 

the LACC and local work source 

centers. 

To recruit students into their new 

training program, the LACC held 

orientation sessions. Explains Lopez, 

“Most [applicants] have been underor unemployed their whole lives, so 

they’re enthusiastic at the idea of 

getting a well-paid job.” A unique 

feature of the training program is that 

those who applied for the training are 

given a quiz on their earlier orientation 

to see who was paying attention. Lopez 

explains, “We can assess who is really 

enthusiastic about this type of career, 

and who just wants ‘a job.’” 

The strict Brownfields Job Training 

class ensures graduating trainees are 

prepared. On average, one-fourth of 

a typical Brownfields Job Training 

class will not graduate. “They can get 

dismissed for being a minute late,” 

explains Lopez. “We try to make the 

environment even stricter than what 

they’ll find in the workforce. We 

want to make sure that we are well 

represented with the employers that we 

depend on to hire our graduates.” 

The LACC works with local partners 

to enhance its training program. The 

Brownfields Advisory Board places 

graduates and obtains employer input 

to improve the curriculum. Local 

workforce centers help students 

get to and from training. The city’s 

Department of Rehabilitation helps 

students buy clothing and uniforms. 

The LACC also works with local labor 

unions that hire up to 60 percent of the 

program’s graduates. “Now, close to 

half of our trainees get placed before 

they even graduate,” says Lopez. 

Workforce Development orkforce Development

Progress rogress

The LACC Brownfields Job Training 

Program has conducted three trainings, 

graduating a total of 61 students—59 

of whom have found environmental 

jobs. According to Lopez, community 

interest in the training has exploded. 

“Unfortunately, we have to turn a lot 

of people away... but when you get all 

this positive feedback and people are 

trying so hard to get in, you know that 

the program is working.” 

The LACC has applied for and 

received an additional grant from 

EPA that will extend the program for 

another two years, to 2009. “The future 

holds nothing but great things,” says 

Lopez. “When people are on parole or 

have a criminal background, they don’t 

have a lot of opportunities... it’s nice 

to see how happy the community is 

[with the program]. And when you see 

that people are succeeding, it gives you 

motivation to continue.” 

A Graduate’s Experience Graduate’s Experience

When Stanley Randall applied for 

LACC’s Brownfields Job Training 

Program in 2006, he was approaching 

40 and had recently been released 

from prison. As a parolee, Randall 

was looking to turn his life around, 

14
Absentee Shawnee Tribe, Oklahoma bsentee Shawnee Tribe, Oklahoma 

Tribal Background Tribal Background Job Training Program 

Located 40 miles east of Oklahoma City and approximately 102 miles southwest Component Example: 

of Tulsa, the Absentee Shawnee Tribe is one of 39 tribes within the State of 

Oklahoma. Brownfields have long been a problem on Absentee Shawnee land, 5 Placement Placement

particularly as the result of illegal dumping. The Tribe has identified more than 30 The first tribal Brownfields Job 

illegal dump sites, some of which are slated to be cleaned up with EPA assistance. Training grantee within the region,

In 2004, the Tribe received a Brownfields Assessment grant from EPA to address the Absentee Shawnee Tribe 

a 21-acre, former industrial site, the eventual redevelopment of which should already had a Job Force Investment 

alleviate the community’s high poverty and unemployment rates. Program that had long been helping

tribal residents find work. Using that When the Brownfields Assessment grant was awarded, the Tribe already had a program as a foundation, the Tribe’s 

Job Force Investment Program in place, providing job placement assistance and Brownfields Job Training Program 

educational courses for students looking to go to college. Using the Investment developed an innovative, unique 

Program as a foundation, the Tribe applied for an EPA Brownfields Job Training arrangement to ensure job placement 

grant, which was awarded in January 2006. The award represented the first such for trainees: the program allows 

grant to a tribe within EPA Region 6. employees from local environmental

companies to participate in 

Challenges Faced by the Absentee Shawnee Brownfields Challenges Faced by the Absentee Shawnee Brownfields training, with the understanding

that the employer will hire program Job Training Program Job Training Program graduates. Through this agreement,

local employees expand their One of the challenges encountered by the program was the lack of accreditation qualifications while ensuring trainees’ to certify trainees in asbestos abatement—an ability typically granted through future employment.

state government. As a sovereign nation, the Tribe is exempt from most state laws 

and consequently the state’s asbestos accreditation program. However, federal 

accreditation was not available, so the Tribe was forced to work within the state’s 

program. After an impasse, the Tribe worked closely with staff from EPA Region 6, who acted as mediators in the process, 

and the Tribe’s asbestos accreditation was eventually awarded. The Tribe is one of only three entities and the only tribe 

accredited with the state’s asbestos program.

Another challenge that the Tribe faced was that there was no financial assistance for participants during the eight week 

program. The Tribe’s response to this challenge 

was to allow participants to participate in 

components of the program without enrolling 

for the entire eight weeks, enabling trainees 

to keep their existing jobs. To receive the 

Remediation Worker certificate, participants 

need to complete all components of the eight 

week program but do not need to take them in 

the same training period. 

Students in the Absentee Shawnee Tribe Brownfields Job Training Program 

learn decontamination techniques. 

15 

Training Tribal Members raining Tribal Members

The Tribe’s Office of Environmental Protection 

developed the Brownfields Job Training 

curriculum in-house, based on the demand 

for environmental professionals created by 

the area’s contaminated sites and the needs of 
Job Training Program Profile o b T r a i n i n g P r o g r a m P r o f i l e

in training, with an agreement that the 

employer will hire program graduates. 

This allows existing employees to 

OKLAHOMA 

Absentee’s Job Training

Curriculum: 

Unique Aspects 

• Methamphetamine Lab Methamphetamine Lab

Awareness areness

Participants are taught to recognize

the combination of materials used to 

produce methamphetamine, so that

they have the knowledge of the unique

hazards associated with clandestine 

drug labs. 

• Incident Command Incident Command

Since many employers are emergency

responders, this component gives

graduates a good sense of the

management structure of the field. 

local environmental companies. 

The Investment Program formed 

a partnership with East Central 

University in the nearby City of 

Ada, to allow trainees access to the 

University’s nationally accredited 

Environmental Science Program. 

They also partnered with the Gordon 

Cooper Technical Center in the City of 

Shawnee, for the Center’s Industrial 

Safety Program. “These partners 

are fully involved and an essential 

part of the project,” explains Renee 

Hood, Environmental Director of the 

Absentee Shawnee Tribe. 

The Tribe’s job training program 

involves eight weeks of classes, 

from 9:00 AM – 4:00 PM every day. 

Students get hands-on experience in 

the field, conducting sampling and 

other training at the 21-acre brownfield 

targeted by the EPA Assessment grant. 

In an innovative arrangement, local 

environmental companies can send 

employees to the program to participate 

gain new skills while ensuring future 

placement of program trainees. 

As part of the curriculum, students 

train on active cleanup sites. Because 

the Tribe is a sovereign entity and owns 

these sites, the students learn on and 

operate equipment that is being used in 

various cleanup efforts. Another of the 

program’s unique features is training 

on methamphetamine lab awareness. 

This training session was developed 

at the University of Alabama at 

Birmingham, to prepare students 

for work in cleaning up abandoned, 

makeshift labs. 

Job Training Program ob Training Program

Progress rogress

The Tribe’s Brownfields Job Training 

Program, now planning for its fourth 

training cycle, produces skilled 

graduates who are highly sought after 

by local employers. With more than 

30 graduates, the program has a near 

76 percent placement rate—with 

companies waiting for students to 

complete training. One of the graduates 

of the first round of training is now an 

asbestos abatement instructor with the 

program. Additionally, the Tribe itself 

has hired program graduates to work 

in the Tribal Office of Environmental 

Protection. Some graduates are 

collaborating to start their own 

company—a Native American, 

environmental contracting firm. 

“Tribal members like doing 

environmental work because they 

feel they are giving back something,” 

explains Renee Hood. “We had 

students who were doing whatever it 

took to make ends meet prior to the 

training, working multiple jobs; but 

now they are making $850 a week 

after taxes. Through this program, we 

want to do whatever we can to make 

people’s lives better and give them an 

advantage.” 

A Graduate’s Experience Graduate’s Experience

Prior to the Brownfields Job Training 

Program, Absentee Shawnee Tribal 

member Roddy Camp already had 

experience as an Asbestos Abatement 

Technician and heavy equipment 

operator. However, the availability of 

work had been sporadic, and he hoped 

that the Tribe’s new training program 

would help him get a Contractor/ 

Supervisor’s license. Roddy found the 

training both valuable and enjoyable. 

“I really liked the Confined Space and 

HAZWOPER training components,” 

he explains. “They were fun, and both 

had a good, hands-on approach.” 

After graduation, Roddy planned 

to return to the company where 

he had worked before—but the 

Absentee Shawnee Tribe had other 

ideas, offering Roddy the position of 

Asbestos Trainer for the Brownfields 

Job Training Program. Roddy is now 

the remediation technician for the 

Asbestos division for the Absentee 

Office of Environmental Protection, 

and coordinates all asbestos abatement 

projects on tribal lands. “The program 

helped me out a lot,” he elaborates. “I 

have three children, and the program 

allowed me to purchase a home and 

become more financially stable.” 

16
Building for the Future uilding for the Future 

As the Brownfields Program moves into the future, the demand for qualified environmental technicians continues to 

grow across the country. Through its invaluable partnerships, graduate placement efforts, and fluid curricula that evolve to 

fit job market demands, the Brownfields Job Training Program will continue to change lives and meet critical community 

needs. Residents of brownfields-affected communities now have opportunities that, prior to the program, weren’t 

available. Local environmental firms can select from graduates with first-rate training in asbestos and other hazardous 

materials abatement. And communities are building a workforce of environmental technicians that will help transform the 

brownfields that have negatively affected them for so long. 

If you are interested in developing a job training program in your community, contact the appropriate regional coordinator 

listed on the following page. 

Students in the Absentee Shawnee Tribe Brownfi elds Job Training Program participating in on-site training. 

17
EPA Regional Job Training Coordinators PA Regional Job Training Coordinators


10 


9 


EPA Brownfi elds Job Training

National Program Lead:

Joseph Bruss 

(202) 566-2772

bruss.joseph@epa.gov 

Coordinators by Region: 

EPA Region 1

Marcus Holmes 

(617) 918-1630

holmes.marcus@epa.gov 

EPA Region 2

Schenine Mitchell

(212) 637-3282

mitchell.schenine@epa.gov

EPA Region 3

Jeff Barnett 

(215) 814-3246 

barnett.jeff@epa.gov

5 


8 


7 


6 


EPA Region 4 

Kathleen Curry 

(404) 562-8660 

curry.kathleen@epa.gov 

EPA Region 5

Linda Morgan 

(312) 886-4747 

morgan.linda@epa.gov 

EPA Region 6 

Amber Perry

(214) 665-3172

perry.amber@epa.gov

EPA Region 7 

Ina Square

(913) 551-7357

square.ina@epa.gov 

EPA Region 8

Bernadette Gonzalez

(303) 312-6072

gonzalez.bernadette@epa.gov

1 


2 


3 


4 


EPA Region 9 

Noemi Emeric 

(213) 244-1821

emeric.noemi@epa.gov

Wallace Woo

(415) 972-3270 

woo.wallace@epa.gov

EPA Region 10

Deborah Burgess

(360) 753-9079

burgess.deborah@epa.gov

For more information on EPA’s 

Brownfields Job Training Program, please visit: 

http://www.epa.gov/swerosps/bf/job.htm 

For additional knowledge and tools on job development 

and training in brownfi elds communities, 

please visit HMTRI’s Brownfi elds Toolbox at: 

http://brownfi elds-toolbox.org 

For more information on NIEHS’s Brownfields 

Minority Worker Training Program, please visit: 

http://www.niehs.nih.gov 

18
U.S. Environmental Protection Agency Solid Waste EPA-560-R-08-001 

Improving Land and Lives: 10 Years of Investment and Emergency March 2008 

in EPA’s Brownfields Job Training Program Response (5105T) www.epa.gov/brownfields/