December 2011

Regional Technology Strategies, Inc. with

Penn State University

www.rtsinc.org

Energy Workforce Trends and 

Training Needs in Appalachia 

Prepared for:

The Appalachian Regional Commission

Contract CO – 16502‐09
RTS Inc. ARC Energy Workforce Trends and Training Needs ii 

Acknowledgements 

This report is the product of a team that includes, or has included, Chris Beacham, Jenna Bryant, 

Corinne Cain, Trent Williams, Dan Broun, Dana Archer-Rosenthal, Stuart Rosenfeld, and Jim 

Lott from RTS, Cynthia Liston from CD Liston Consulting and Rose Baker and David Passmore 

from Penn State University. Beth Williams at RTS helped with editing and proof reading in 

addition to the contractual and financial issues. 

An advisory panel (shown in Appendix D) influenced the original design and reviewed the final 

draft: John Carrese, Director, Bay Region Center of Excellence, City College of San Francisco; 

Dr. Amy Glasmeier, Head of Department of Urban Studies and Planning, MIT; Dr. Michael 

Karmis, Director, Virginia Center for Coal and Energy Research (VCCER), Virginia Tech; Dr. 

Calvin Kent, Vice President, Center for Business and Economic Research, Marshall University; 

and James F. McKenney, Vice President for Economic Development, American Association of 

Community Colleges. 

We also want to express our appreciation to the many people at colleges and universities who 

spoke so candidly with interviewers conducting case studies and the many more who completed 

the online survey. 

Finally, at the Appalachian Regional Commission we wish to thank our program officer David 

Carrier for his insights and advice on methodological issues and for ensuring rigor and Ray 

Daffner and Jeff Schwartz for their helpful critiques of the draft report. 

Dr. Stuart Rosenfeld 

May 25, 2011 

Cover photos used under a Creative Commons license: 

Windmills – Janie Hernandez 

Coal Miner – Big Ed 

Solar Cells – JD Lasica
RTS Inc. ARC Energy Workforce Trends and Training Needs iii 

Table of Contents 

Executive Summary ....................................................... viii

INTRODUCTION ........................................................................................................................................................VIII

EMPLOYMENT BY ENERGY SECTOR..........................................................................................................................VIII

EDUCATION AND TRAINING OPPORTUNITIES...........................................................................................................IX

ENROLLMENT	IN	PROGRAMS	......................................................................................................................................................	XI

GAP ANALYSIS ...........................................................................................................................................................XII

CASE STUDIES...........................................................................................................................................................XIV

POLICIES AFFECTING THE ENERGY INDUSTRY.......................................................................................................XVII

RECOMMENDATIONS............................................................................................................................................. XVIII

INSTITUTIONS	AND	TRAINING	PROGRAMS	............................................................................................................................	XIX

ECONOMIC	DEVELOPMENT	........................................................................................................................................................	XX

FINAL THOUGHTS...................................................................................................................................................... XX

1. Introduction ................................................................. 1

1.1 PURPOSE...............................................................................................................................................................1

1.2 GENERAL APPROACH ...........................................................................................................................................2

1.3 REVIEWING THE LITERATURE.............................................................................................................................2

1.3.1 FINDINGS	FROM	THE	LITERATURE	..................................................................................................................................	3

1.4 REPORT FORMAT.................................................................................................................................................4

2. Employment by Energy Sector in the Appalachian 

Region ............................................................................... 5

2.1 CURRENT EMPLOYMENT BY INDUSTRY...............................................................................................................5

2.1.1 ALL	OF	APPALACHIA	.........................................................................................................................................................	5

2.1.2 GAS	& OIL	...........................................................................................................................................................................	8

2.1.3 COAL	....................................................................................................................................................................................	9

2.1.4 NUCLEAR	...........................................................................................................................................................................	10

2.1.5 HYDROELECTRIC	..............................................................................................................................................................	12

2.1.6 SOLAR	................................................................................................................................................................................	13

2.1.7 WIND	ENERGY	..................................................................................................................................................................	15

2.1.8 BIOMASS	............................................................................................................................................................................	16

2.1.9 GEOTHERMAL	...................................................................................................................................................................	18

2.1.10 FUEL	CELLS	....................................................................................................................................................................	19

2.1.11 ENERGY	EFFICIENCY	....................................................................................................................................................	21

2.2 FINDINGS FROM THE EMPLOYMENT ANALYSIS............................................................................................... 22
RTS Inc. ARC Energy Workforce Trends and Training Needs iv 

3. Current and Future Energy Programs in Higher 

Education ....................................................................... 24

3.1		SOURCES AND METHODOLOGY......................................................................................................................... 24

3.2. OVERVIEW OF EDUCATION AND TRAINING OPPORTUNITIES IN THE ARC REGION.................................... 24

3.2.1 DATABASE	OF	CREDIT	PROGRAMS	IN	HIGHER	EDUCATION	.....................................................................................	24

3.3			RESULTS FROM A SURVEY OF COMMUNITY AND TECHNICAL COLLEGES ....................................................... 33

3.3.1 PROGRAMS	IN	ENERGY	...................................................................................................................................................	33

3.3.2 ENROLLMENT	IN	PROGRAMS	.........................................................................................................................................	36

3.3.3 NONCREDIT	OR	CUSTOMIZED	TRAINING	.....................................................................................................................	38

3.3.4 GENERAL	CUSTOMIZED	TRAINING	...............................................................................................................................	39

3.3.5 WORKFORCE	SKILL	NEEDS	AS	REPORTED	BY	COMPANIES	......................................................................................	40

3.3.6 OPEN	ENDED	RESPONSES	..............................................................................................................................................	40

3.4		FINDINGS ON PROGRAMS IN HIGHER EDUCATION......................................................................................... 41

4. Gap Analysis ............................................................. 43

4.1		METHODOLOGY ................................................................................................................................................ 43

4.2 THE STATES....................................................................................................................................................... 44

4.2.1 ALABAMA	..........................................................................................................................................................................	45

4.2.2 GEORGIA	............................................................................................................................................................................	47

4.2.3 KENTUCKY	........................................................................................................................................................................	48

4.2.4 MARYLAND	.......................................................................................................................................................................	49

4.2.5 MISSISSIPPI	.......................................................................................................................................................................	50

4.2.6 NEW	YORK	........................................................................................................................................................................	51

4.2.7 NORTH	CAROLINA	...........................................................................................................................................................	52

4.2.8 OHIO	..................................................................................................................................................................................	54

4.2.9 PENNSYLVANIA	................................................................................................................................................................	55

4.2.10 SOUTH	CAROLINA	.........................................................................................................................................................	56

4.2.11 TENNESSEE	....................................................................................................................................................................	57

4.2.12 VIRGINIA	.........................................................................................................................................................................	59

4.2.13 WEST	VIRGINIA	.............................................................................................................................................................	60

4.3 FINDINGS FROM THE GAP ANALYSIS................................................................................................................ 61

5. Learning from the Case Studies .............................. 62

5.1		CAPSULIZED SUMMARIES................................................................................................................................. 62

5.2 FINDINGS FROM THE CASE STUDIES ................................................................................................................. 68
RTS Inc. ARC Energy Workforce Trends and Training Needs v 

6. Policies Affecting the Energy Industry .................... 70

6.1 FEDERAL POLICY............................................................................................................................................... 70

6.1.1 ENERGY	TRAINING	FUNDING	PROVIDED	TO	STATES	FROM	THE	AMERICAN	RECOVERY	AND	REINVESTMENT	

ACT	...............................................................................................................................................................................................	71

6.2 STATE POLICY TRENDS..................................................................................................................................... 76

6.2.1 ENERGY	EFFICIENCY	AND	RENEWABLE	ENERGY	.......................................................................................................	76

6.2.2 COAL, NATURAL	GAS, OIL	AND	NUCLEAR	...................................................................................................................	77

6.2.3 WORKFORCE	IMPLICATIONS	..........................................................................................................................................	78

6.3 FINDINGS ON FEDERAL AND STATE POLICY.................................................................................................... 78

7. Key Findings ................................................................ 79

7.1 FINDINGS RELATED TO EDUCATIONAL INSTITUTIONS AND TRAINING PROGRAMS ..................................... 79

7.2 FINDINGS RELATED TO ECONOMIC DEVELOPMENT........................................................................................ 80

8. Recommendations .................................................... 83

8.1 EDUCATIONAL INSTITUTIONS AND TRAINING PROGRAMS ............................................................................ 83

8.2. ECONOMIC DEVELOPMENT.............................................................................................................................. 85

9. Final Thoughts ............................................................. 86
RTS Inc. ARC Energy Workforce Trends and Training Needs vi 

APPENDICES

APPENDIX A: LITERATURE REVIEW

APPENDIX B: FULL CASE STUDIES AND PROTOCOL

APPENDIX C: WORKFORCE SURVEY FORM

APPENDIX D: ENERGY WORKFORCE IN THE ARC REGION ADVISORY PANEL

APPENDIX E: LIST OF ARC POSTSECONDARY INSTITUTIONS

APPENDIX F: DATA SOURCES AND METHODOLOGY APPENDIX G: DESCRIPTION OF ENERGY RELATED

INSTRUCTIONAL PROGRAMS BY CLASSIFICATION OF INSTRUCTIONAL PROGRAM (CIP)

APPENDIX H: LIST OF OCCUPATIONS USED FOR GAP ANALYSIS

APPENDIX I: WORKFORCE GAPS AND SHORTAGES BY STATE

APPENDIX J: OCCUPATIONAL SUPPLY AND DEMAND ANALYSIS OPERATING INSTRUCTIONS

APPENDIX K: NAICS CODES BY ENERGY SECTOR
RTS Inc. ARC Energy Workforce Trends and Training Needs vii 

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RTS Inc. ARC Energy Workforce Trends and Training Needs viii 

EXECUTIVE SUMMARY

Introduction 

Appalachia and energy have been closely linked throughout their history, from the first 

discovery and production of oil, to the mining of coal to fuel the nation’s industrial 

growth, to the development of hydropower to bring prosperity and progress to remote 

rural communities. By using its full range of energy resources and staying at the 

forefront of emerging energy technologies and practices, Appalachia has the potential to 

increase the supply of locally produced clean energy. All of this has significant 

ramifications for both expanding and changing the region’s labor market. Many of the 

jobs will require different proficiencies. Many others, such as construction and 

maintaining transmission lines to connect rural wind energy farms to cities, will require 

primarily conventional skills but with new adaptations. 

This study uses the best available national data to project future supply and demand for 

occupations associated with the energy industry for each ARC state and the number of 

people enrolled in and graduating from programs in the region’s institutions of higher 

education that will be available to meet or exceed the demand. In addition, information 

from a survey of educational institutions complements the national database with more 

detailed information about skill sets and non-credit programs. Finally, brief case studies 

of 13 educational institutions, one in each ARC state, is used to provide more contextual 

analysis. 

The energy sector is defined by non-renewable sources (coal, oil, natural gas, and 

nuclear), renewable sources (solar, wind, hydroelectric power, geothermal, biomass, and 

fuel cells), and industries that promote energy efficiency. 

The report includes analyses of employment by energy sector by state that include 

projected job replacement needs; current and future energy training programs; gaps in 

trained workers in each state by occupation; case studies of educational institutions in the 

region; state and Federal policies that impact the energy sectors; and key findings and 

recommendations. 

Employment by energy sector 

Energy employment in Appalachia totaled close to one million jobs in 2009 with the 

energy efficiency sector having the largest employment (Table A).i

 Employment in nonrenewable sectors shows slow growth, but in renewable energy sectors it is projected to 

decline. The drop in employment in solar energy and stagnation in wind energy is due to 

the fact that a large proportion of jobs are in manufacturing of equipment, not installation, 

and manufacturing has been moving off shore. The bulk of the growth in employment is 

in energy efficiency, buttressed by government programs to accelerate conservation. A 

large proportion of the energy efficiency employment is in the construction industry. 
RTS Inc. ARC Energy Workforce Trends and Training Needs ix 

Table A. Energy Employment By Source, All Appalachia, 2002 to 2013 

Source 2002 2007 2009 2013 2002 –

2007 

2007-

2009 

2009 - 

2013 

Biomass 44,006 42,842 37,380 35,304 -2.6% -12.8% -5.6%

Coal 107,905 120,537 122,873 125,399 11.7% 1.9% 2.1%

Efficiency 418,537 478,222 421,108 474,288 14.3% -11.9% 12.6%

Fuel cells 2,700 2,145 1,830 1,465 -20.6% -14.7% -19.9%

Gas oil 190,893 205,295 210,037 217,139 7.5% 2.3% 3.4%

Geothermal 9,803 8,003 7,014 6,261 -18.4% -12.4% -10.7%

Hydroelectric 9,032 6,864 7,161 7,015 -24.0% 4.3% -2.0%

Nuclear 24,840 25,041 25,195 26,509 0.8% 0.6% 5.2%

Solar 39,061 32,756 30,313 29,134 -16.1% -7.5% -3.9%

Wind 111,106 117,724 106,911 111,471 6.0% -9.2% 4.3%

Total 959,885 1,041,436 971,831 1,035,998 8.5% -6.7% 6.6%

Source: EMSI and Pennsylvania State University, historical complete employment (2002 

to 2009) and projected employment (2010 to 2013). 

Findings 

 Total energy related employment and many individual energy sectors experienced 

severe job losses during the recent recession with renewable energy sectors 

bearing most of the declines. Employment in non-renewable energy sectors was 

more stable between 2007 and 2009. 

 Energy efficiency is expected to make a full recovery from the recession by 2013, 

with much of the job increases in the specialty contractor industries that retrofit 

existing and new residential and non-residential infrastructure. 

 Although the manufacturing portion of solar energy is declining, increased 

consumer demand for solar energy products is resulting in increases in 

employment in retail and installation. 

 Most of the forecast growth in the gas and oil sector is due to drilling and 

extraction activities primarily related to the extraction of natural gas in 

Appalachia. 

 Outside of natural gas exploration and extraction employment overall 

employment in the coal and gas and oil sectors is expected to decline or grow 

slowly between 2009 and 2013. 

Education and training opportunities 

There are more than 180 public and private educational institutions – community 

colleges, career and technical education centers, and universities – and 82 programs 
RTS Inc. ARC Energy Workforce Trends and Training Needs x 

related to the specific training of workers in the energy sector located in the ARC region. 

Information about current and future energy programs in higher education are based on 

(1) Federal data on higher education programs and graduation and completion rates from 

relevant programs, and (2) an online survey of community and technical colleges to 

identify programs teaching skills relevant to the energy sectors. 

The survey (Table B) revealed that only small numbers of community or technical 

colleges had programs of study that targeted an energy-specific occupation. Instead, 

most learning was embedded in existing occupational programs as elective or minors. 

The largest number of customized training programs for energy industries were for the 

utility companies, with energy efficiency next. Only 18 percent of the colleges offered 

entrepreneurial education with nearly none targeting the energy sector. 

Table B. Percent of ARC Colleges with Energy Programs, by Level, 2009 

Programs in Energy 

Less than 1 

year 

1-year 

Certificate 

2-year 

AAS 

Elective 

Courses 

Noncredit 

Courses 

Contract 

Training None 

Coal Mining 7.1 2.0 2.0 2.0 5.1 6.1 86.7 

Operation of Coal Utility 1.0 3.1 7.1 0.0 3.1 3.1 79.6 

Nuclear Plant Operation 1.0 1.0 3.1 0.0 0.0 1.0 89.8 

Biofuels 2.0 2.0 1.0 5.1 7.1 2.0 86.7 

Solar Installation/Repair 12.2 4.1 5.1 5.1 14.3 5.1 70.4 

Solar Manufacturing 2.0 2.0 1.0 0.0 3.1 2.0 89.8 

Wind Power 

Installation/Repair 6.1 6.1 5.1 3.1 6.1 1.0 83.7 

Wind Power 

Manufacturing 1.0 1.0 1.0 0.0 3.1 2.0 89.8 

Energy Auditor 6.1 1.0 2.0 1.0 24.5 8.2 65.3 

Energy Efficiency 

Analysis 6.1 1.0 1.0 4.1 20.4 8.2 65.3 

Energy Management 

Systems 3.1 0.0 1.0 3.1 11.2 11.2 76.5 

Weatherization 9.2 2.0 1.0 2.0 21.4 4.1 66.3 

Other Alternative 

Energy 5.1 3.1 2.0 3.1 8.2 3.1 79.6 

Other Fossil Fuels 4.1 1.0 4.1 2.0 5.1 6.1 85.7 

Introduction to Energy 6.1 1.0 3.1 8.2 12.2 4.1 70.4 

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 

2009-2010 
RTS Inc. ARC Energy Workforce Trends and Training Needs xi 

Enrollment in Programs 

In addition to the programs available it is important to examine the level of interest in the 

programs by looking at enrollment information in credit and noncredit programs. For 

enrollment data the survey combined the various programs within an energy production 

area separating the credit and noncredit figures. For example, the respondents were 

asked to provide the enrollment figures for all programs in coal mining and coal 

technology within credit and noncredit areas. The data reflect 2009 enrollment (Table 

C). 

Table C. Energy Program Enrollment, 2009 

Energy Production Area 

Credit 

Enrollment 

Noncredit 

Enrollment 

Total 

Enrollment 

Coal mining and coal technology 2,806 5,593 8,399

Nuclear power 147 24 171

Natural gas 30 453 483

Alternative energy 203 328 531

Energy efficiency 1,200 333 1,533

Total 4,386 6,731 11,117

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 

2009-2010 

Findings 

 Colleges and universities are providing general programs of studies related to 

science, engineering, and technology in the region while using add-on degree and 

specialization options as a way to tailor more general degree options towards 

alternative energy areas. 

 Specialized degrees and awards tend to focus on the more traditional sources of 

energy. 

 While many colleges offer certificates and degrees in programs for specific 

occupations, much of the training is non-credit or customized to specific 

companies. The historic importance in coal mining and related fields is supported 

by only a small number of programs but serve a large number of students – threefourths of the total enrollment in energy-related programs. 

 Lack of demand in green manufacturing results in few programs, yet some offer 

programs in green installation and repair/maintenance, particularly wind and 

solar. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xii 

 Many green energy programs are non-credit or offered as electives, with few oneor two-year degree programs, possibly reflecting demand for new skills by 

incumbent workers. Many programs in energy auditing, efficiency, and 

management also are contract-related or noncredit, and aimed at increasing 

knowledge of energy conservation and rising energy prices within the existing 

management workforce. 

 Companies report that two-thirds or more of entry-level workers need improved 

basic (e.g., work ethic, punctuality) and field-specific training (technical workers). 

Gap Analysis 

For the gap analysis, the team selected those occupations in the energy sectors most 

likely to have educational requirements. The selection of 216 energy occupations was 

based on a broad view of the knowledge and skills needed across all ten energy sectors 

based on conversations the team had with educational providers and energy associations, 

review of knowledge and skills of occupations gathered from O*NET (The Occupational 

Information Network – O*NET – is the primary source of occupational information for 

the US), and occupational composition within each sector. Of the 216 occupations, 33 do 

not match any education program. 

Overall, 106 occupations are projected to have labor shortages in the near future in at 

least one ARC state. The largest gaps, or projected shortages, in labor demand are in 

specialty trade, production, and maintenance and repair type occupations (Table D). 

Shortages in the supply of graduates are projected in nearly all ARC states for carpenters, 

construction laborers, first line supervisors/managers of construction trades and 

extraction workers, operating engineers and other construction equipment operators, 

electricians, pipelayers, sheet metal workers, helpers of electricians, electrical power-line 

installers and repairers, and team assemblers. Demand for industrial, construction, and 

engineering managers is projected to be high in most states, however the estimated 

annual supply of graduates will most likely meet or exceed the demand. 

In each state, gaps differ. Therefore, each state is analyzed separately. For example, 

Pennsylvania has the most occupations with estimated labor shortages in the energy 

sector and Maryland and Mississippi have the least number of occupations in the energy 

sector expected to have workforce shortages. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xiii 

Table D. Workforce Gaps and Shortages by ARC State

ARC State Annual Surplus Annual Gap

Alabama

Engineering Managers (+323) 

Computer Systems Analyst (+178) 

Architectural and Civil Drafters (+109)

Carpenters (-295) 

Electricians (-270) 

Plumbers, Pipefitters, and Steamfitters (-234)

Georgia

Architectural and Civil Drafters (+126) 

Welders, Cutters, Solderers, and Brazers (+119) 

Machinists (+19)

Electricians (-371) 

Carpenters (-306) 

Plumbers, Pipefitters, and Steamfitters (-295)

Kentucky

Welders, Cutters, Solderers, and Brazers (+170) 

First-line Supervisors/Managers of Construction 

Trades and Extraction Workers (+136) 

Heating, Air Conditioning, and Refrigeration 

Mechanics and Installers (+62)

Operating Engineers and Other Construction 

Equipment (-68) 

Construction Laborers (-65) 

Plumbers, Pipefitters, and Steamfitters (-55)

Maryland Contruction Managers (+11)

Electricians (-49) 

Carpenters (-26) 

First-line Supervisors/Managers of Construction 

Trades and Extraction Workers (-26)

Mississippi Construction Managers (+57)

Carpenters (-45) 

Plumbers, Pipefitters, and Steamfitters (-40) 

Electricians (-37)

New York 

First-line Supervisors/Managers of Construction 

Trades and Extraction Workers (+44) 

Construction Managers (+37) 

Mechanical Engineers (+29)

Carpenters (-69) 

Electricians (-43) 

Painters, Construction and Maintenance (-26)

North Carolina

Welders, Cutters, Solderers, and Brazers (+70) 

Machinists (+19) 

Construction Managers (+12) 

Carpenters (-298) 

Electricians (-208) 

Construction Laborers (-188)

Ohio 

Construction Managers (+118) 

Heating, Air Conditioning, and Refrigeration 

Mechanics and Installers (+23) 

Electrical Engineers (+22)

Electricians (-60) 

Electrical Power-line Installers and Repairers (-45) 

First-line Supervisors/Managers of Production and 

Operating Workers (-33)

Pennsylvania 

Engineering Managers (+1258) 

Chemists (+241) 

Construction Managers (+228) 

Plumbers, Pipefitters, and Steamfitters (-256) 

Carpenters (-205) 

Construction Laborers (-194)

South Carolina

Civil Engineers (+73) 

Mechanical Engineers (+54) 

Heating, Air Conditioning, and Refrigeration 

Mechanics and Installers (+46)

Carpenters (-104) 

Plumbers, Pipefitters, and Steamfitters (-91) 

Electricians (-83)

Tennessee 

Engineering Managers (+402) 

Civil Engineers (+59) 

Architectural and Civil Drafters (+43)

Carpenters (-428) 

Electricians (-327) 

First-line Supervisors/Managers of Construction 

Trade (-259)

Virginia 

Construction Managers (+69) 

Welders, Cutters, Solderers, and Brazers (+13) 

Team Assemblers (+4) 

Carpenters (-83) 

First-line Supervisors/Managers of Construction 

Trades and Extraction Workers (-60) 

Construction Laborers (-54)

West Virginia

Civil Engineers (+58) 

Electrical Engineers (+39) 

Mechanical Engineers (+37)

Electricians (-170) 

First-line Supervisors/Managers of Construction 

Trades and Extraction Workers (-140) 

Carpenters (-107)
RTS Inc. ARC Energy Workforce Trends and Training Needs xiv 

Findings 

 Projected workforce shortfalls are greatest in occupations related to construction 

trades and extraction, maintenance and repair, and production workers. 

 While a few states have shortages in managerial occupations such as industrial 

production manager, construction manager, and engineering manager, overall the 

demand can be filled through the annual supply of graduates. 

 Many states are producing an oversupply of people trained to be construction 

managers and welders, cutters, solderers, and brazers. 

 Replacement job needs (jobs that arise not from newly created jobs but from 

worker turnover and attrition) often dominate the demand for labor in the 

nonrenewable energy sectors. 

Case Studies 

To learn more about how postsecondary education addresses the needs of the energy 

industry, the study conducted interviews that led to 14 vignettes of higher educational 

institutions. The colleges and universities profiled exhibit a number of innovative 

practices, but each approaches education and training in a slightly different way and 

develops its own ideas on how to prepare the workforce. 

Alfred State College in New York, incorporates training in green practices and 

technologies across the college, has renewable energy sources, three photovoltaic 

systems and four wind turbines on its campuses. A team of students led a four-day 

workshop at the U.S. National Arboretum on solar photovoltaic systems attended by 

homeowners, contractors, and engineers, with students installing a one-kilowatt hour 

solar array to power the irrigation system. 

Appalachian State University (ASU) in Boone, North Carolina began its green 

revolution more than thirty years ago when it first started training students to build 

more energy efficient homes and develop new ways to harness the power of the wind 

and sun. In 2008 ASU’s Research Institute for Environment, Energy, and Economics 

became an umbrella organization for the Appalachian Energy Center, Center for 

Economic Research and Policy Analysis (CERPA) and Southern Appalachian 

Environmental Research and Education Center (SAEREC). 

Calhoun Community College in Alabama offers an open enrollment seven-week, 280-

hour non-credit pre-apprentice line worker program aimed at meeting on-going needs 

of the energy industry for line workers. 

Cleveland State Community College in southeastern Tennessee is leading efforts to 

promote energy conservation in homes. Its program in energy efficient residential 

construction since 2005 has developed six courses related to energy efficiency and 

alternative energy, including one in solar photovoltaic system design and one in 

ground source heat pumps that could be taken as part of an AAS degree in 
RTS Inc. ARC Energy Workforce Trends and Training Needs xv 

construction technology, as a Zero Energy Home Certificate program, or individually 

in any program based on interests. 

Frostburg State University in western Maryland offers a not-for-credit Wind and Solar 

Energy program to install residential wind and solar system, an eight-week online 

course that includes a self-assessment test to gauge progress and an intense three-day 

workshop at the campus that includes hands-on demonstrations. At the end of the 

program, students can choose to sit for a Photovoltaic Entry Level Certificate of 

Knowledge Exam offered by the North American Board of Certified Energy 

Practitioners. 

Hocking College in Ohio has an advanced energy and fuel cell program aimed at 

developing the fuel cell industry cluster in the state, and a vibrant clean energy sector 

in its own distressed rural area. In 2003, the Hocking College Energy Institute, 

established in the 1980s to focus on gas-powered vehicles, shifted to address the 

needs of advanced energy and fuel cells and automotive hybrids. Although called a 

“fuel cell” program, graduates are prepared for technician positions to support a range 

of renewable energy sources and systems including solar, geothermal, biofuels, and 

hydroelectric. 

Kentucky Coal Academy in Kentucky is an open entry/exit workforce training program 

for the coal industry operating at four community and technical colleges: Big Sandy, 

Hazard, Madisonville, and the lead college, Southeast Kentucky, that is aimed at 

finding replacements for the declining and aging workforce of the coal industry that 

are qualified, safety-conscious, and have career pathways. 

Lanier Technical College in Georgia offers three new programs under its Electrical 

Utility Technology program that prepare students for the electrical power industry: a 

two-year Associate in Applied Science electric utility technology degree; a 90-hour 

electrical utility technology diploma; and an entry-level 42-hour electrical utility 

technician certificate. The degree program was the result of collaboration with the 

Georgia Energy and Industrial Construction Consortium. 

Mississippi State University’s Industrial Assessment Center audits energy and resource 

usage at no cost for small and mid-sized manufacturers located within 150 miles of 

the university. Audits, which are conducted by teams of undergraduate and graduate 

students and faculty evaluate energy-consuming processes, waste generation and 

handling, and production methods and report opportunities to reduce waste, save 

energy, and improve productivity. These audits have documented savings to client 

companies of about $5 million per year. 

Penn Technical College’s Marcellus Shale Education and Training Center (MSETC) in 

Pennsylvania is a cooperative venture with Cooperative Extension, began in 2008 as a 

resource for workforce development and education for communities around the 

Marcellus Shale, believed to be the country’s largest unconventional natural gas 

deposit. Penn College offers short term and customized training for new and 

incumbent workers and in 2010 began awarding dual credit to high school students to 

introduce them to the field and began preparing to offer a two-year AAS degree 

program. In July 2010, MSETC was awarded a $4.9 million grant from the US 

Department of Labor, Employment and Training Administration to create 
RTS Inc. ARC Energy Workforce Trends and Training Needs xvi 

ShaleNET.org. ShaleNET.org is a consortium between Penn Tech, Westmoreland 

County Community College (lead agency), West Virginia Northern Community 

College, Eastern Gateway Community College in Ohio, and Broome Community 

College in New York. Their mission is “to design a comprehensive recruitment, 

training, placement, and retention program” for the natural gas exploration and 

production industry. 

Tri-County Technical College in South Carolina has a welding program that prepares 

students to work in the region’s nuclear power industry for the contractors that 

provide maintenance services to nuclear plants. The program is planning an 

expansion into a new welding facility and is in the early phase of developing 

programs specific to the nuclear power industry. 

Virginia Tech University is one of three Appalachian universities offering degrees in 

mining engineering, graduating an estimated 25 percent of all U.S. graduates, plus a 

smaller number of Masters and PhDs. The university has had a 100 percent 

placement rate for mining engineers. The Virginia Center for Coal and Energy 

Research focuses on technical aspects of coal mining and assisting Virginia’s general 

energy plans. The Center for Advanced Separation Technologies, a consortium of 

five universities supported by DOE, focuses on “the production of clean solid, liquid 

and gaseous fuels from domestic energy resources in an efficient and environmentally 

acceptable manner.” 

West Virginia University’s Petroleum and Natural Gas Engineering department offers 

BS, MS, and PhD degrees with students gaining industry experience through the 

National Energy Technology Laboratory. Students not only have the ability to 

design experiments and analyze data, design a system, component or process to meet 

needs of an employer, and work on multi-disciplinary teams but will evaluate and 

understand the impact of engineering practices in a global context. 

West Virginia University’s Advanced Virtual Energy Simulation Training and Research 

Facility is a joint program of DOE’s National Energy Technology Laboratory and its 

Regional University Alliance and West Virginia University National Research Center 

for Coal and Energy’s Advanced Energy Initiative. The simulator’s installation will 

be complete by March and courses ready for enrollment by June 2011. 

Findings 

 Institutions offer a variety of programs from non-credit through post-graduate to 

respond to local and regional needs. 

 Most institutions have chosen to specialize and develop particular expertise in a 

specific area and used that to branch out into related energy sectors. 

 The most successful colleges offering programs in alterative energy were early 

adopters, gaining a foothold in renewable energy before it was popular and 

developing a reputation that now serves them well. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xvii 

 Enrollments in educational programs for the energy industry in many institutions 

are low and depend on external sources of funding. 

 Successful programs have close ties to industry partners and engage industry 

leaders in their communities in planning and developing the programs needed to 

grow their industry, offering work experience, and teaching courses. Many use 

close ties to related economic and community development organizations to 

strengthen their programs. 

 Several profiled institutions embed alternative energy approaches into their 

standard curricula rather than develop independent programs. 

 Flexible scheduling is needed to meet the needs of incumbent workers and older 

students unable to attend regular daytime classes. For many, careers and skills in 

energy fields are pursued to add new career enhancing skills in current jobs or to 

change careers. 

 The universities profiled are able to meet the large demand for qualified managers 

and engineers. 

 No institution profiled significantly emphasized entrepreneurship in energy. It 

was assumed the goal was employment, yet there are many opportunities in the 

energy sectors for new companies and self-employment. 

Policies affecting the energy industry 

Federal policy establishes the paradigm for energy development and creates the 

framework for energy development. While much of the legislation addresses regulatory 

matters, it also supports research, provides tax incentives, and funds infrastructure, such 

as America’s electric power grid, and, especially in recent years, job training for the 

energy sector. The federal legislation and regulations create a framework in which states 

develop energy policies and initiatives that can affect the growth or decline of particular 

energy sectors. 

The two recent major energy bills passed by Congress are the Energy Policy Act of 2005 

(EPAct05) and the Energy Independence Security Act (EISA) of 2007. EPAct05 

advanced energy policy designed to increase energy production, promote and support 

energy conservation and encourage investment in new energy technologies and sources. 

EISA focuses on increasing energy efficiency and the availability of renewable energy. It 

also increased federal R&D funding for solar energy, geothermal energy and marine 

hydrokinetic renewable energy technologies; expanded federal research on carbon 

sequestration technologies; and created green jobs training programs for energy 

efficiency and renewable energy workers. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xviii 

A key policy issue in many Appalachian states surrounds natural gas exploration and 

production. The states within the footprint of the Marcellus Shale deposit, particularly 

Pennsylvania, New York, Ohio and West Virginia, are developing policies that deal with 

both the opportunities for natural gas exploration and production and related job 

implications along with the environmental issues surrounding the new technologies 

needed to access this resource. New York has instituted a moratorium on 

horizontal/directional drilling, also known as hydraulic fracturing, over concerns related 

to water quality. Other states are moving forward with drilling while examining the 

environmental issues. Pennsylvania Governor Tom Corbett’s Marcellus Shale Advisory 

Commission is an example of efforts to deal with the various issues.1

Findings 

 States that emphasize particular types of renewable energy will likely see 

increased employment demand in those areas that will produce demand for 

greater education and training capacity for the emphasized energy sectors. 

 States within the Marcellus Shale deposit are grappling with policy issues 

surrounding natural gas exploration and production involving 

horizontal/directional drilling. States are attempting to balance the economic 

opportunities created by exploration and production with environmental concerns 

over new production methods. 

 Identifying and monitoring the areas and sectors of emphasis within state energy 

policies and legislative actions is an opportunity for ARC to align its support for 

new energy-related job opportunities more directly with its own member state 

priorities on a state-by-state basis. 

 Jobs are created and training programs implemented within regional economies at 

the state level, and each ARC state’s energy interests are based on their distinctive 

assets and aspirations. Therefore, what matters most concerning federal energy 

policy and legislation is how the states react to them. 

Recommendations 

Trends in the supply and demand for employment in Appalachia’s energy sectors suggest 

a number of actions for state and regional leaders and for the Appalachian Regional 

Commission. Some will require additional resources, some reallocating existing 

resources, and some simply changing practices. These recommendations are based on 

both the research conducted within this project as well as our experiences, knowledge and 

 

1

 See 

http://www.portal.state.pa.us/portal/server.pt/community/marcellus_shale_advisory_com

mission/20074 for information on the Advisory Commission. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xix 

expertise gained from previous work in innovative approaches to workforce 

development, much of it conducted for ARC. 

Institutions and Training Programs 

1. Develop specialized centers of excellence or cluster hubs in various energy 

subsectors. Specialization and centralization of expertise and experience – not 

educational programs – in a particular niche of the energy sector allows colleges 

cost efficient ways to develop high levels of expertise and knowledge and provide 

resources for sharing across the ARC region.

2. Establish regional industry councils for each subset of the energy sector. The 

councils would need to reflect multi-county effective economic and labor shed 

regions to be successful. Such councils would monitor trends, advise companies 

on new and emerging skill requirements for each of the energy fields, inform the 

educational systems, and help identify internship positions for students. The 

ShaleNET program associated with Penn Tech’s Marcellus Shale Education and 

Training Center is an example. 

3. Strengthen the contextual entrepreneurial content of educational programs 

for energy sectors. Energy efficiency and solar installation are particularly 

conducive to consulting and microenterprises, but the support system for all 

energy fields depends on microenterprises. 

4. Expand online capabilities for those courses that do not require “hands-on” 

learning to make it easier for working adults to enroll and to take specialized 

courses not offered locally. Using the Internet, students would have a wider 

array of classes and possibly exposure to different cultures. 

5. Expand the use of blended models of training that include both online 

training elements augmented by “hands-on” learning. Blended models

combine online instruction with supervision and personal interaction between 

students and faculty. 

6. Encourage more articulation agreements among secondary schools, 

community colleges and four-year institutions. This would enable students to 

pursue higher levels of education more easily and minimize dead end career 

paths.

7. Educational institutions should develop or strengthen their relationships 

with community-based and non-profit organizations. Community based 

organizations and non-profits have experience in reaching and working with 

lower-income and marginalized students, in making sure they get the support they 

need to succeed, and move them into career tracks. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xx 

8. Support the participation of Appalachian community and technical colleges 

in inter-regional and international networks to encourage sharing and crossfertilization of ideas, innovations, and curricula. This offers rural colleges and 

their faculty and students access to ideas, programs, and innovations in other parts 

of the U.S. and world.

Economic Development 

1. Recognize the employment and entrepreneurial opportunities in both 

renewable and non-renewable energy production and energy conservation. 

In the area of renewable energy, our research suggests that there are untapped 

entrepreneurial opportunities for self-employment and micro-enterprises. Within 

the non-renewable energy sectors, opportunities for economic advancement 

within Appalachia are related more to replacement employment needs, intensified 

by their aging workforces. 

2. Monitor changes in federal policy and opportunities or barriers they may 

imply for the energy sectors. Increasing or relaxing environmental constraints 

can shift the balance towards or away from non-renewable energy sources. 

Targeted training funds have influenced college programs in recent years. It’s 

important that states are aware of changes in these programs as the country deals 

with budget and economic challenges.

3. Monitor changes in international renewable and non-renewable energy 

markets including technological change, increasing and declining energy 

supply regions and impacts from events such as armed conflict, the BP Gulf 

oil spill, and the Japanese nuclear disaster. Market changes are likely to have 

both positive and negative impacts on energy-related job markets in the 

Appalachian Region and affect both demand and necessary skill sets.

Final Thoughts 

This project and its report represent a sound and practical source for information needed 

by policymakers and workforce education and skill providers. It is based on a consistent 

and robust methodology that examines a broad range of renewable and non-renewable 

energy clusters within the Appalachian states. The case studies, interviews and surveys 

and state and federal policy analysis provide a wealth of practical guidance on building 

effective policy and programs needed to support and grow these important economic 

engines. 

The data analysis provides a broad picture of energy clusters within the Appalachian 

counties of the 13 Appalachian states, detailing expected employment changes, 

workforce needs and workforce gaps in a variety of occupational categories serving the 

industries. The analysis is based on publicly available government data, so that the 

information can be easily validated and regularly updated by practitioners in the field. 

The interviews and surveys present a robust picture of the programs available to train the 
RTS Inc. ARC Energy Workforce Trends and Training Needs xxi 

workforce as well as the challenges community colleges, universities and other training 

providers face in meeting the needs of their local, regional and state economies. The case 

studies demonstrate the many innovative steps education providers have taken throughout 

Appalachia to serve the present and future needs of these industries. Finally the policy 

analysis presents a clear picture of the policy framework in which states, regions and 

service providers work. 

The reader should understand that we used a cluster approach in analyzing the energy 

economy in Appalachia. Cluster analysis is a comprehensive, holistic method of looking 

at an economy that accounts for all the industries and suppliers that contribute to the 

production of a given product or service. A cluster is a geographic concentration of 

interrelated competitive firms and institutions of sufficient scale to generate external 

economies...making the whole greater than the sum of its parts. They occur where a 

group of businesses, drawing on similar resources, exist in relationships with other 

nearby businesses and institutions that contribute to their competitiveness. Examples 

range from the high tech cluster of biotechnology in the Research Triangle of North 

Carolina to the low tech cluster of lobster fishing in Maine. Any concentration of similar 

businesses that draw on a common pool of suppliers, services, educational institutions, 

workforce skills, natural resources, or other assets that can be found in a region may be a 

cluster. Within Appalachia, the coal industry in West Virginia and Kentucky is a 

prototypical cluster. Taking the example of the coal industry, Appalachian coal mines 

have generated demand for customized transportation systems, mining technology, 

schools of engineering, mine worker training programs at community colleges and 

environmental control providers to name a few. There are also specialized organizations 

that connect, promote and research coal mining operations. 

This more comprehensive analytical framework comes with certain limitations. In 

particular: 

 Analysts examining industries using narrower sector definitions, e.g., examining 

only employment directly at coal mines, will generate lower employment 

estimates than analysts who look at the coal industry from a cluster framework. 

Sector analyses are an alternative method of examining economic conditions. 

 The large regions covered by this analysis, some including entire states, do not 

always reflect the economic reality of local and sub-regional economies within 

each of the energy clusters. There are times when those working in the field are 

going to need to dig deeper into their regional and local economies. 

 The need to use consistent methodology and data sources does not allow us to 

vary the analytical techniques and data for specific areas and specific sectors 

within clusters. Education providers may need to use ad hoc data sources, 

interviews and close relationships with the private sector that can provide more 

specific guidance for their areas and economies. 

 The government data sources that were necessary for our analysis have a built in 

time lag and cannot fully reflect recent dramatic events and rapidly changing 

economic conditions. Communities, colleges, and local policymakers may need 

to adjust to dramatic game-changing events by using more recent data and 
RTS Inc. ARC Energy Workforce Trends and Training Needs xxii 

information. The rapid pace of natural gas exploration in parts of Appalachia are 

an example of such an event. 

Training and educational providers, policymakers, and economic development specialists 

encounter a wide array of unique challenges and opportunities. It is our hope that this 

report and analysis, in combination with careful thought and a grounding in local 

conditions can lead to more economic development in the energy economy and build a 

stronger Appalachia. 
RTS Inc. ARC Energy Workforce Trends and Training Needs xxiii 

Endnote 

i There are a number of caveats within this analysis that readers should take into account. 

 Readers should be careful when comparing the employment data within this 

report to other analyses. In particular methodological issues impact the sectors 

that are included within reports on energy employment within the Appalachian 

region. The definition used here is based on a cluster analysis approach and thus 

includes more than those industries that generate or transmit energy. This 

analysis starts with the supply chain of the various energy sectors and then 

examines staffing patterns throughout the supply chain. Definitions of the supply 

chain vary widely between different studies because of methodological reasons 

and analytical goals. In addition, other analyses use different data as the basis for 

their analyses. For example, other industry studies start with the number of wells 

and use an average number of full-time-equivalent employees needed to staff 

those wells. Since estimates about the number of wells expected to be drilled in 

the future vary quite widely, employment estimates based on those projections 

will vary considerably as well. These varying definitions, methodologies and data 

will produce different results. 

 The economic and workforce estimates that drive the results in this and other 

reports on emerging renewable energy sectors are based on a number of 

assumptions about state, national and international policies, rates of technological 

change and adoption in emerging energy sectors and the prices of competing nonrenewable energy sources. As a result the estimates vary substantially based on 

these assumptions. 

 The economic and workforce estimates that drive the results in this and other 

reports on new non-renewable energy sources are based on a number of 

assumptions about costs of recovery, the actual size of energy reserves and the 

environmental impacts of new methods. This is particularly relevant in this report 

with regard to the ultimate economic and workforce impacts of exploration and 

production from the Marcellus Shale deposit within Appalachia. For example, the 

US Geological Survey recently (August 23, 2011) released estimates of 

undiscovered, technically recoverable natural gas within the Marcellus Shale 

deposit that are nearly 80 percent lower than previous estimates by the US Energy 

Information Administration. The report is available here: 

http://energy.usgs.gov/Miscellaneous/Articles/tabid/98/ID/102/Assessment-ofUndiscovered-Oil-and-Gas-Resources-of-the-Devonian-Marcellus-Shale-of-theAppalachian-Basin-Province.aspx. These estimates are not reflected within this 

report. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 1 

1.  INTRODUCTION

1.1 Purpose 

Appalachia’s economy has been closely linked to energy throughout its history, from the 

early discovery and production of oil, to the mining of coal to fuel the nation’s industrial 

growth, to the development of hydropower and building of power lines to bring 

prosperity and progress to remote rural communities. But that growth has led to a 

continual depletion of reserves and degradation of the environment bringing increasing 

pressure to conserve and to shift to renewable and cleaner energy sources. 

By using its full range of energy resources and staying at the forefront of emerging 

energy technologies and practices, Appalachia has the potential to increase the supply of 

locally produced clean energy and at the same time create and retain jobs. This will help 

the region find new ways to satisfy domestic energy demand, minimize environmental 

impacts, and attract service and supplier companies and industries. Moreover, because of 

the importance of energy production and conservation to the growth and competitiveness 

of so many sectors of the economy, from agriculture to automobiles, this will help 

generate and retain wealth within the region. 

In 2006, the ARC released Energizing Appalachia: A Regional Blueprint for Economic 

and Energy Development to provide a strategic framework for the promotion of new 

energy-related job opportunities throughout the Appalachian Region. Approved by the 

governors of the 13 Appalachian states and the ARC Federal Co-Chair, the blueprint was 

developed in response to the changing environment concerning the supply and use of 

energy. The report includes three broad strategic objectives: promoting energy efficiency 

in Appalachia to enhance the region’s economic competitiveness; increasing the use of 

renewable energy resources to stimulate the growth of new jobs; and supporting the 

development of clean conventional energy resources to retain the existing economic 

infrastructure. 

All of this has huge ramifications for the region’s labor market. National research 

suggests and current Department of Labor policy and programs assume that both 

renewable energy production and conservation will produce millions of new or 

replacement jobs. Energy efficiency alone is projected to grow four times over the next 

decade and eventually employ 1.3 million workers.2 Yet fewer than one in ten of the 

nation’s community colleges have begun to develop curricula for renewable energy and 

energy efficiency career tracks.3 Another industry-sponsored study estimated that 

renewable energy and energy efficiency together accounted for nine million jobs and 

 

2

 Charles Goldman, et al, Energy Efficiency and Services Sector: Workforce and Training

Needs, Lawrence Berkeley National Laboratory, March 2010. 

3

 Powerpoint presentation to Certification Accreditation Program Accreditation meeting 

by Dr. Michelle Fox, Chief Strategist, Education and Workforce Development, Energy 

Efficiency and Renewable Energy, February 23, 2011. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 2 

more than $970 billion in revenue in 2007.4 Many of the jobs, experts contend, will 

require new skill sets but many others, such as construction and maintaining transmission 

lines to connect rural wind energy farms to cities, will require mainly conventional skills. 

Research sponsored by the Appalachian Regional Commission indicates that new 

economic opportunities in the energy sector are robust.5 For example: 

 Energy efficiency investments could create 77,000 net new jobs in Appalachia by 

2030, while cutting projected energy use by 24 percent resulting in energy savings 

of over $21 billion in the region and; 

 Approximately 70,000 new jobs are projected in the renewable energy sector in 

the 13 Appalachian states as a result of the production of 74 gigawatts (GW) of 

renewable energy nationally. 

The educational institutions throughout the ARC region have been leaders in supporting 

rural communities, industry clusters, and community and industry innovation, often 

leading to bold new initiatives. The success of responding to changing demands for 

energy conservation and production will depend heavily on the region’s educational 

institutions, from elementary through graduate schools. But perhaps the most critical 

institutions are the region's community colleges that work in partnership with local 

businesses and communities to identify and capitalize on new opportunities in the energy 

industry and the importance of conservation efforts and renewable energy.

1.2 General Approach 

This study uses the best available national data to project future supply and demand for 

occupations associated with the energy industry for each ARC state and the number of 

people enrolled in and graduating from programs in the region’s institutions of higher 

education that will be available to meet or exceed the demand. In addition, information 

from a survey of educational institutions complements the national database with more 

detailed information about skill sets and non-credit programs. Finally, brief case studies 

of 13 educational institutions, one in each ARC state, will be used to provide more 

contextual analysis. 

1.3 Reviewing the Literature 

To prepare for the analysis and learn what other sources were discovering, learning, 

and/or concluding about scale, growth and employment patterns and the skill needs of the 

 

4

 Roger Bezdek, Green Collar Jobs in the U.S. and Colorado: Economic Drivers for the 

21st Century, Boulder, Colorado: American Solar Energy Society, January 2009. 

5

 Marilyn A. Brown, et al, Energy Efficiency in Appalachia: How Much More is 

Available, and by When? Southeast Energy Efficiency Alliance, Washington, DC: 

Appalachian Regional Commission, 2009. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 3 

energy industry nationally, the team reviewed 28 recent studies and reports. Seven of the 

reports targeted Appalachia and the rest were either national or targeted other regions. 

Half of the studies addressed employment, skill issues, and/or career paths. A number of 

the studies targeted green jobs and industries and thus included non-energy specific 

sectors. 

1.3.1 Findings from the literature 

These findings are used to describe the context but also, in some cases, can be treated as 

hypotheses. The cited numbers reference the articles that led to the findings, as listed in 

the bibliography at the end of the literature review in Appendix A. 

 Fossil fuels – coal, oil, and natural gas – provided more than 85 percent of all the 

energy consumed in the United States and 84 percent of the energy consumed in 

Appalachia in 2002. Reliance on these fossil fuels is projected to increase over 

the next ten years. As aggressive federal and state energy efficiency policies take 

effect analyses indicate that the reliance on fossil fuels may stabilize or decline. 

On the other hand, increasing natural gas exploration and extraction using 

horizontal fracturing techniques is leading to employment gains in areas within 

the Marcellus Shale natural gas deposits within Appalachia. 2, 26 

 The Appalachian Region leads the nation in coal and electricity production, 

exporting its excess to other states, producing 35 percent of the nation’s coal, and 

15 percent of total electrical output. 2, 26 

 Coal remains an important source of jobs and revenue for some states in 

Appalachia. While employment is declining, the high average age of workers 

produces a continuing replacement demand. The development of new jobs in the 

coal industry will likely come from new technologies that mitigate carbon 

emissions. 2, 17, 26 

 The growth of renewable energy sources – especially solar and wind – will 

depend heavily on state-based renewable standards and incentives. Ultimately, it 

will be the response of the private sector to the new standards and incentives and 

the willingness of consumers to adopt energy-efficient practices that will 

accelerate the growth of alternate energy sources. Clean energy jobs grew in nine 

ARC states between 1998 and 2007, but only three of the Appalachian states grew 

faster than the U.S. average. 14, 25 

 The region and the U.S. are under-investing in research and development and in 

engineering education in clean and renewable energy sources. The lack of 

investment is likely to lead to U.S. production of equipment and technologies 

moving to other nations. Less than 10 percent of the U.S. Department of 

Energy’s 2011 budget $28.4 billion is for energy efficiency and renewable 

energy. The vast majority of patents between 1999 and 2008 were in batteries 

and fuel cell technology, with less than 15 percent in wind, solar, and geothermal 

combined. 3, 22 
RTS Inc. ARC Energy Workforce Trends and Training Needs 4 

 Employment growth in green industries is dominated by mid-skilled jobs 

requiring less than a baccalaureate degree. 4, 7, 8, 20, 28 

 The skilled energy workforce is most effectively developed by partnerships 

among community colleges, workforce investment boards, regional four-year 

colleges, universities, and non-profits. The pace and scale of growth will depend 

heavily on producing a workforce that is skilled in the new approaches and 

technologies. 8, 24, 28 

 A number of studies identified emerging jobs in energy and energy efficiency. 

The O*NET framework (The Occupational Information Network – O*NET – is 

the primary source of occupational information for the US) uses the following 

three categories (1) increased demand occupations; (2) enhanced skills 

occupations; and (3) new and emerging occupations. 4, 7, 13, 28 

 Much of the growth in energy jobs is likely to develop in the construction, 

manufacturing, and engineering occupational areas. Most of these jobs will not 

be new, but training curricula will have to be enhanced and modified to meet 

different skill and knowledge requirements. 1, 7, 22, 27 

1.4 Report Format 

The report begins with an analysis of employment by energy sector within the 13 

Appalachian states and the region as a whole. This, together with the projected job 

replacement needs, produces an employment gap expressed as an over or under supply. 

Next, we analyze current and future energy training programs in the region based on 

Federal data and a survey of community colleges in Appalachian states. The following 

section details the gaps in trained workers in each state by occupational category. Then a 

series of case studies of educational institutions in the region provides a more in-depth 

view of a small number of programs and that is followed by an investigation of state and 

Federal policies that impact the energy sectors. The report ends with key findings, 

recommendations and some final thoughts and comments. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 5 

2.  EMPLOYMENT BY ENERGY SECTOR IN THE

APPALACHIAN REGION

2.1 Current employment by industry 

The data used in this report were acquired from Economic Modeling Specialists, Inc. 

(EMSI), a company that provides labor market information data in a user-friendly format. 

EMSI collects information from federal and state sources including the Quarterly Census 

of Employment and Wages (QCEW), Non-Employer Statistics (NES), County Business 

Patterns (CBP), Regional Economic Information System (REIS), the Bureau of Labor 

Statistics' Occupational Employment Statistics and Employment Projections and then 

uses a proprietary algorithm to estimate suppressed job numbers and adds non-payroll 

employment that is not covered in QCEW. The final industry estimates are benchmarked 

against the REIS data. These data were used to produce the following preliminary 

quantitative analysis of employment trends in the ARC region. The complete data 

sources are listed in Appendix F, a more detailed description of the methodology used is 

available in Appendix J and a breakdown of the industries included in each energy sector 

is found in Appendix K. Endnote i

 contains a lengthy summary of methodological 

considerations in interpreting the analysis in this report. 

Unless otherwise specified all references to economic and workforce data within this 

section refer to the Appalachian region and the specific economic sectors within the 

Appalachian region only. 

2.1.1 All of Appalachia 

Total energy employment, including supply chains and related industries, in Appalachia 

in 2009 was nearly one million, with the energy efficiency sector having the largest 

employment (Table 1).ii Historically, non-renewable energy sectors have experienced the 

highest rates of growth and are expected to grow through 2013 – but only marginally as 

the U.S. begins to construct the infrastructure and develop the will needed to rely more 

on renewable energy resources. Employment growth in renewable energy sectors may be 

hampered, however, by the loss of manufacturing jobs over the 2002 to 2009 period, a 

symptom of the overall decline in manufacturing in the region. Total energy employment 

in the region grew from 2002 to 2007, then fell significantly as the recent recession took 

hold. The period between 2008 and 2009 was especially difficult for most of the energy 

sectors, resulting in the largest one-year loss of jobs than in any of the previous years in 

this analysis. These losses are, for most of the industries within energy, expected to 

continue in the near future. Employment is projected to rebound and grow by 6.6 percent 

from 2009 through 2013. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 6 

Table 1. Energy Employment By Source, All Appalachia, 2002 to 2013 

Source 2002 2007 2009 2013 2002 –

2007 

2007-

2009 

2009 - 

2013 

Biomass 44,006 42,842 37,380 35,304 -2.6% -12.8% -5.6%

Coal 107,905 120,537 122,873 125,399 11.7% 1.9% 2.1%

Efficiency 418,537 478,222 421,108 474,288 14.3% -11.9% 12.6%

Fuel cells 2,700 2,145 1,830 1,465 -20.6% -14.7% -19.9%

Gas oil 190,893 205,295 210,037 217,139 7.5% 2.3% 3.4%

Geothermal 9,803 8,003 7,014 6,261 -18.4% -12.4% -10.7%

Hydroelectric 9,032 6,864 7,161 7,015 -24.0% 4.3% -2.0%

Nuclear 24,840 25,041 25,195 26,509 0.8% 0.6% 5.2%

Solar 39,061 32,756 30,313 29,134 -16.1% -7.5% -3.9%

Wind 111,106 117,724 106,911 111,471 6.0% -9.2% 4.3%

Total 959,885 1,041,436 971,831 1,035,998 8.5% -6.7% 6.6%

Source: EMSI and Pennsylvania State University, historical complete employment (2002 

to 2009) and projected employment (2010 to 2013) 

The text and maps that follow describe the relative concentration of each sector compared 

to the nation as measured by a common measure of employment concentration called the

location quotient or LQ. The location quotient compares the size of a sector compared to 

overall employment of a region and then divides that by the size of the sector compared 

to overall employment within the nation. Any LQ above 1 indicates that, for the specific 

sector, the regional employment is more highly concentrated than for the nation as a 

whole. The formula is shown below: 

Location Quotient = (Regional Employment in Sector/Total Regional Employment) 

 (National Employment in Sector/Total National Employment) 

In the maps that follow light yellow represents counties with LQ<0.75 (low 

concentration), orange represents counties with LQ between 0.75 and 1.25 (average 

concentration), and maroon represents counties with LQ>1.25 (high concentration). 

Some of the discussion below refers to the defined sub-regions of the Appalachian 

Regional Commission area. As reference the ARC Sub-Regional map is reproduced 

below. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 7 
RTS Inc. ARC Energy Workforce Trends and Training Needs 8 

2.1.2 Gas & Oil 

In 2009 the gas and oil including those industries associated with the sector employed 

210,000 in the ARC region. While this sector appears to be the largest energy sector in 

terms of employment alone, 29.1 percent of the estimated 210,000 jobs are associated 

with the retail industries within the sector. The sector employed a significant number of 

energy-related jobs in Appalachia and the share of employment for each region is roughly 

the same as the national average. The exception is the North Central region of 

Appalachia where employment is slightly more concentrated (LQ = 1.3) than the nation 

(see map below). 

Employment in gas and oil grew by 10 percent between 2002 and 2009 with much of the 

growth occurring on the production side and likely affected by the Marcellus Shale, 

believed to be the country’s largest unconventional natural gas deposit and covering 

much of Appalachia. Businesses in the support activities for gas and oil operations had a 

combined growth of 97 percent over the seven-year period. The gas and oil drilling 
RTS Inc. ARC Energy Workforce Trends and Training Needs 9 

industry (NAICS 213111) grew by 85 percent over the same period of time. Extraction 

of crude petroleum and natural gas as well as natural gas liquid extraction also saw 

significant growth over the period. Industries related to the pipeline transportation of 

crude oil and natural gas experienced double-digit growth (11-14 percent) since 2002. 

Manufacturing in the gas and oil sector accounted for a little more than 4 percent of the 

sector. However, many of the manufacturing industries related to the sector experienced 

large job losses between 2002 and 2009, especially in petroleum refineries 

(-24 percent), petrochemical manufacturing (-43 percent), industrial gas manufacturing 

(-34 percent), and gas and oil field machinery and equipment (-44 percent). 

Between 2009 and 2013, this sector is projected to grow by 3.4 percent, an annual growth 

rate of 0.8 percent. Within the sector, the crude petroleum and natural gas extraction 

industry is expected to grow by more than 16 percent in the next few years. Other areas 

of strong growth include businesses involved in the drilling of natural gas and support 

activities for gas and oil operations. Fossil fuel electric power generation, however, is 

forecast to see a decline (-11 percent) in employment between 2009 and 2013. 

2.1.3 Coal 

Coal is the second largest energy sector in Appalachia (energy efficiency is the largest 

but not a source of energy). Total employment in the sector including industries 

associated with coal production was approximately 125,000 jobs in 2009. The largest 

industry in the coal energy sector was bituminous coal underground mining, with 22.4 

percent of the 2009 employment. Bituminous coal and lignite surface mining is 

responsible for 14.5 percent of the jobs in 2009 while electric power distribution 

businesses made up 8.5 percent of the total 2009 jobs in the ARC region. Not 

surprisingly, the central Appalachian region has five times the share of workers employed 

in the coal energy sector than employed nationally. The North Central ARC region (LQ 

= 1.7) and the Northern ARC region (LQ = 1.4) also have LQ’s that indicate a higher 

than expected concentration of employment. 

The coal energy sector has had the highest growth of all energy sectors since 2002. Its 

employment grew by nearly 14 percent between 2002 and 2009, an annual growth rate of 

1.9 percent. Within the coal sector much of that growth occurred in the mining sectors 

(NAICS 212111 & 212112). Bituminous coal underground mining had employment 

growth of over 28 percent and bituminous coal and lignite surface mining, around 4.5 

percent. Employment in support activities for coal mining more than doubled since 2002. 

As in many of the other industries, manufacturing experienced substantial job losses over 

the last seven years, mainly in industries that equip or supply mining. 

Between 2009 and 2013 coal sector employment is projected to grow another 2.1 percent 

as worldwide demand, particularly in China, India and other rapidly developing 

economies continues to be strong. Growth in this sector is likely to occur in industries 

that deal with electric bulk power transmission and control (8.3 percent) and bituminous 

coal and lignite surface mining (3.9 percent), as well as the support activities to this 
RTS Inc. ARC Energy Workforce Trends and Training Needs 10 

sector. Job declines are still projected in fossil fuel electric power generation and in 

many of the manufacturing industries that turn coal into other products. 

2.1.4 Nuclear 

Most of the nuclear sector employment is in power generation (17.7 percent) and power 

distribution (15.7 percent) industries. In total, the nuclear sector including industries 

associated with nuclear energy production employed approximately 25,000 in the ARC 

Region in 2009, with jobs slightly more concentrated in the Southern ARC region (a LQ 
RTS Inc. ARC Energy Workforce Trends and Training Needs 11 

of 1.2). Concentration in the Northern ARC region is similar to the nation while the other 

regions have relatively lower concentrations of employment. 

Sector growth between 2002 and 2009 was 1.4 percent. Total sector employment growth 

in Appalachia was strongest between 2004 and 2007 with annual growth rates equal to 3-

4 percent. Industries with the most growth between 2002 and 2009 were those dealing 

with the transmission and distribution of electricity and support industries like 

engineering services. Most job losses in the nuclear energy sector were in manufacturing 

industries. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 12 

Employment growth in the nuclear energy sector between 2009 and 2013 is forecast at 

5.2 percent. Employment in the electric transmission and distribution sectors is expected 

to see less growth, and in terms of electric power distribution, expected to decline by 5.4 

percent by 2013. Most of the recent job losses in manufacturing industries in this sector 

are expected to recover between 2009-2013. 

2.1.5 Hydroelectric 

In terms of employment, hydroelectric power is among the smaller energy sectors, 

employing about 7,000 in 2009, much it in three main industries – hydroelectric power 

generation (13.2 percent of Appalachian hydroelectric employment), electric power 

distribution (15.9 percent of Appalachian hydroelectric employment), and engineering 

services (17 percent of Appalachian hydroelectric energy employment). In 2009, 

hydroelectric energy had relatively low employment concentrations in all five ARC 

regions. Most of the region lacks the quantities of water necessary to capitalize on 

hydroelectric energy. 

Between 2002 and 2009, employment in the sector in the ARC region declined by more 

than 20 percent. The decline in this sector was most severe between 2004 and 2005 in 

those sectors responsible for generating hydroelectric power, which suffered a 36 percent 

loss in employment. The industry then was hit with large employment cuts in 2007 when 

the hydroelectric power generation industry lost more than half of its 2006 employment. 

A slight recovery occurred in 2008, but since then the industry has been in decline. 

From 2009 to 2013, the hydroelectric energy sector is projected to lose 2 percent of its 

jobs. In addition, the electronic power distribution industry is estimated to lose 

employment between 2009 and 2013, a contrast from the earlier part of the decade. 

Many of the manufacturing industries with significant job declines between 2002 and 

2009 are forecast to gain employment in the next coming years. Most of the job gains in 

the sector, however, can be attributed to those industries involved in supporting the sector 

with their consulting and engineering services. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 13 

2.1.6 Solar 

Employment in the solar sector including those in other sectors associated with the 

industry surpassed 30,300 in 2009 although overall, the sector lost jobs. Between 2002 

and 2009, employment in the solar sector declined by 22.4 percent. Much of the 

employment in the solar sector is in production, not distribution or transmission of power. 

Employment in the solar energy sector is not highly concentrated in most of the ARC 

regions, except the South Central ARC region, which has a slight specialization in solar 

energy with a LQ of 1.3. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 14 

All of the manufacturing sectors involved in solar energy lost employment between 2002 

and 2009 except sheet metal manufacturing, which increased by 7 percent. Since 2002 

there has been a slight increase in employment in the electric bulk power generation and 

electric power distribution industries. Over 20 percent of the jobs in the solar energy 

sector in Appalachia were found in the plastics material and resin manufacturing 

industry. This industry, however, has lost a great deal of jobs in the sector since 2002. 

By the end of 2009 employment losses in the industry nearly reached 30 percent of the 

2002 employment levels. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 15 

Solar sector employment is projected to drop 3.9 percent in the region between 2009 and 

2013, but at an annual rate of decline slowing to 1.0 percent. Manufacturing employment 

is projected to continue to lose employment but less than at previous levels. In terms of 

the generation of energy from solar power, electric power generation is projected to lose 

a significant amount of employment in the sector between 2009 and 2013. 

The retail portion of the sector is forecast to increase in the near future which could very 

well have an effect on future job demand. Unfortunately, any increases in demand may 

be fulfilled with manufactured products from outside of the region during the time period 

covered by this analysis. 

2.1.7 Wind energy 

Between 2002 and 2009, the wind energy sector and its associated industries lost 3.8 

percent of its total jobs in Appalachia. Most of the jobs lost since 2002 were in the 

manufacturing sector while jobs added to the wind energy support sectors helping to 

mitigate some of the manufacturing loss. Much of the employment loss occurred 

between 2008 and 2009. A closer look at the sector’s loss of jobs shows that almost all 

the industries were affected and not just a particular economic sector such as 

manufacturing or utilities, which suggests the recession had more to do with the losses 

than industrial change. 

In 2009, most of the employment in the wind energy sector was in manufacturing, which 

accounted for over 61 percent of total Appalachian wind energy employment. All other 

plastics manufacturing accounts for 14 percent of the sector employment and machine 

shops more than 15 percent of total sector employment. Total employment for the wind 

energy sector was approximately 106,000 jobs in 2009 within the Appalachian region. 

(For a discussion of how and why the numbers are different from other analyses please 

point 2 in the endnote on p. 86.) The industry with the most growth was printed circuit 

assembly manufacturing which grew by 83 percent (or 1,100 jobs). 

Between 2009 and 2013 employment is projected to grow by 4.3 percent. Much of the 

growth projected in the near future is likely to occur in three manufacturing industries – 

fabricated structural metal manufacturing, machine shops, and sheet metal work 

manufacturing – which suggest an increase in demand for wind energy infrastructure. 

Employment in the Northern and Southern ARC regions was slightly more concentrated 

than the nation. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 16 

2.1.8 Biomass 

Measuring employment in the biomass industry is more difficult than other energy 

sectors because it is based in part on agricultural employment, which is collected and 

tracked by other Federal government agencies and is not necessarily consistently 

reported. The study team believes that many of the farm goods, products, and byproducts produced by the agricultural economic sector could include employment that 

may be attributed to biomass; unfortunately the lack of comparable data available, and 

thus any estimates in this report, are most likely an undercount of jobs associated with the 

biomass sector. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 17 

Employment attributed to the biomass sector in Appalachia surpassed 37,300 jobs in 

2009. Employment tends to be slightly more concentrated in counties in the Northern 

and North Central ARC regions with both regions having an LQ of 1.4. 

As in many of the other renewable energy sectors, most of the 2009 employment in 

biomass is in manufacturing. Over 40 percent of the total sector employment in located 

in the three wood products manufacturing industries – sawmills (27.8 percent); paper 

mills, except newspaper (12 percent); and pulp mills (0.8 percent). Employment in the 

utility industries in the region is only 5.6 percent of 2009 total sector employment. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 18 

Employment in biomass lost 15 percent since 2002. Most of this can be attributed to the 

manufacturing sectors with wood products manufacturing sectors dominating the jobs 

losses. The average annual decline in employment during this period is 2.2 percent. The 

largest one-year loss in employment was between 2008 and 2009, when the sector lost 

over 10 percent of its jobs mostly due to the recession. The largest employment increase 

since 2002 has been in the air and gas compressor manufacturing industry that almost 

doubled in size, adding roughly 1,000 jobs by 2009. 

Projections of overall biomass sector employment between 2009 and 2013 are estimated 

to reduce 2009 employment levels by 5 percent. Some growth is projected to occur in 

support industries. 

2.1.9 Geothermal 

By 2009, geothermal employment including employment in related industries was down 

to just over 7,000 jobs from its 2003 high of over 9,800. The largest industry in the 

sector in total employment in 2009 was AC (air-conditioning), refrigeration, and forced 

air heating with over 62 percent of the sector employment. Geothermal energy 

employment concentration is roughly identical to the nation. 

The geothermal energy sector has been negatively affected over the last several years, 

losing more than 40 percent of its 2002 employment over the subsequent seven-year 

period. Only 3.9 percent of the 2009 employment in the geothermal energy sector can be 

attributed to the utilities industries. 

The geothermal energy sector lost 28.5 percent of employment from 2002 to 2009. Both 

the electric bulk power transmission and control and the electric power distribution 

industries grew between 2002 and 2009. Within manufacturing, the largest growth 

occurred in the metal tank, heavy gauge, manufacturing which increased employment by 

7 percent. The metal tank, heavy gauge, manufacturing industry in 2009 was 15.3 

percent of total sector employment. 

Between 2009 and 2013 the sector is projected to lose another 750 jobs (10.7 percent) 

with much of the job loss in the AC, refrigeration, and forced air heating industry. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 19 

2.1.10 Fuel Cells 

The fuel cell sector is not a source of energy but a way to convert a source of energy (or 

fuel) into energy current. The addition of fuel cells into this analysis was necessary in 

order to capture the key occupations in the category that are not captured in the other 

energy producing sectors. Also, the increase in interest of fuel cells to power 

transportation vehicles will most likely affect the skills and training needed in Appalachia 

in the near future. 

Fuel cells is the smallest sector in energy employment. In fact, employment in the fuel 

cell sector does not exist in many of the Appalachian counties and is nearly absent in the 
RTS Inc. ARC Energy Workforce Trends and Training Needs 20 

Central ARC region. Roughly 1,800 jobs were attributed to the fuel cells sector in 2009, 

66 percent of those jobs in other electronic parts merchant wholesalers. The production 

of fuel cells, which accounts for the rest of total 2009 employment in the ARC region, is 

mostly (25.7 percent) in the semiconductor and related device manufacturing industry. 

There are not any significant employment concentrations by ARC region as exhibited in 

the map below. 

Since 2002, the sector has lost close to 900 jobs, which is 32 percent of its employment. 

All of the industries in the sector lost employment over the seven-year period. This loss 

is expected to continue between 2009 and 2013, resulting in a 20 percent loss in jobs by 

2013. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 21 

2.1.11 Energy Efficiency 

While energy efficiency has the most jobs among all energy sectors, it is not an energy 

source and not comparable to energy producing sectors. It is a process that occurs across 

all industries and therefore has major implications for employment and workforce 

education. Many of the industries in this sector are involved in the construction industry 

or specialty trade contractors. Due to the use of industries within the construction sector 

for the energy efficiency definition, analysis was restricted to the employment directly 

related to energy. Thus, only a portion of the employment in these industries was used in 

our analysis. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 22 

Total employment in the energy efficiency sector in 2009 was about 421,000 jobs with 83 

percent of the 2009 employment attributed to industries related to various constructionrelated jobs. While the energy efficiency sector is large the Appalachia employment 

concentration is similar in its share of workers to that of the nation. The South Central 

ARC region, however, has an LQ of 1.2, due mainly to high concentrations in some of 

the counties in North Carolina and Tennessee. The least concentrated areas of 

employment tended to be those counties with the higher share of their employment in the 

coal sector. 

The total sector employment decreased from a 2007 high of 480,000 jobs, mostly a result 

of the housing market and credit crisis. Between 2002 and 2009, energy efficiency sector 

employment did not grow. 

Growth for the sector for the 2009 to 2013 time period is projected to be 13 percent, 

recovering most of the jobs lost between 2007 and 2009. Growth rates for the energy 

efficiency sector likely reflect increased demand for workers who can weatherize and 

provide energy efficient inspections to the existing infrastructure. In addition, tax 

incentives for energy efficiency home improvements certainly increase the demand 

within some of the construction specialty trade industries. 

2.2 Findings from the Employment Analysis 

The analysis of employment patterns for the energy sectors leads to the following general 

key findings. 

 Total energy related employment and many individual energy sectors experienced 

severe job losses during the recent recession with renewable energy sectors 

bearing most of the declines. Employment in non-renewable energy sectors was 

more stable between 2007 and 2009. 

 Most of the forecast growth in the gas and oil sector is due to drilling and 

extraction activities primarily related to the extraction of natural gas in 

Appalachia in the Marcellus Shale natural gas field areas. 

 Nuclear energy jobs are expected to see signs of growth between 2009 and 2013; 

however, this analysis is based on information and data that predates the Japanese 

earthquake and tsunami of 2011 and subsequent nuclear meltdowns that have 

sparked global debates about the safety of nuclear energy. 

 Hydroelectricity, geothermal energy, and fuel cells have very little employment 

presence in Appalachia and are likely to maintain that limited presence in 2013. 

 Although the manufacturing portion of solar energy is declining, the increased 

consumer demand for solar energy products is increasing employment in the retail 

and installation portions of the sector. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 23 

 The renewable energy sector that appears to have the most promise in Appalachia 

with regards to job creation is wind energy. Much of the forecast demand for 

labor through 2013 is in the industries related to the construction of wind energy 

infrastructure in the region. 

 Employment related to biomass produced from wood and wood products is not 

projected to rebound by 2013. 

 Energy efficiency employment was greatly affected by the recession, but is 

expected to make a full recovery before the end of the time period reviewed in 

this study. The job increases will likely occur in the specialty contractor 

industries that are retrofitting existing and new residential and non-residential 

infrastructure. 

 
RTS Inc. ARC Energy Workforce Trends and Training Needs 24 

3.  CURRENT AND FUTURE ENERGY PROGRAMS IN HIGHER

EDUCATION

3.1 Sources and methodology 

The information on current and future energy programs in higher education within the 

Appalachian Region is based on the analyses of the following two sources. 

 Federal data on higher education programs and graduation and completion rates 

from these relevant programs. 

 An online survey of community and technical colleges within the Appalachian 

region. 

3.2. Overview of Education and Training 

Opportunities in the ARC Region 

There are more than 180 public and private community colleges, career and technical 

education centers, and universities located in the ARC region and combined these 

institutions support 82 programs with education and training for the energy sector region 

that provide certificates, diplomas, or degrees from associate to doctorate. 

3.2.1 Database of Credit programs in Higher Education 

The following analysis uses a federally maintained database of credit programs at U.S. 

higher educational institutions. It catalogues the type of credit program at each 

institutions as reported to the National Center on Education Statistics (NCES) based on 

the designated classification of instructional program (CIP) codes. The CIP codes and 

their corresponding program descriptions typically are general and often they correspond 

to one or more specific majors at any given institution. Institutions that participate in 

federal aid programs are required by the Higher Education Act of 1965 and/or the Carl D. 

Perkins Career and Technical Education Improvement Act of 2006 to provide student 

data that includes number of enrollments, program completions, and graduation rates. 

In compiling this database of energy-related programs, we aggregated data available 

through the Integrated Postsecondary Education Data System (IPEDS) on completions 

(number of graduates in an academic year) over a three-year period to determine if a 

category of programs actually existed at a particular institution in the Appalachian region. 

All relevant programs listed on IPEDS were included even if they did not have any (as a 

major or minor field of study) completions over the most recent three-year period used 

(2006-2008). Completion data was used to determine that a program is currently training 

for occupations in the energy sector in the Appalachian region. The programs were 

chosen based on their ability to provide education and training related to the ten energy 

sectors examined in this report. The colleges reviewed for the database are listed in 

Appendix E and a description of each program appears in Appendix G. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 25 

Overall, colleges and universities in the region offer credit programs that focus on general 

engineering, construction, maintenance and repair, technician and other science related 

programs that can train for energy occupations. General chemistry, physics, and geology 

programs are available in each ARC state region, and most of the states have HVAC 

(Heating, Ventilation, and Air Conditioning), industrial production or manufacturing 

technology, and electrician credit programs available within the region. 

Higher education in the region offers few specialized baccalaureate degree programs. 

For example, engineering programs specifically related to geotechnical engineering and 

water resources engineering, which train specialty engineers for geothermal energy and 

hydroelectric energy, are not readily available in the region. Education programs related 

to nuclear power also were scarce in the region, and the region has no credit programs 

directly related to advanced vehicle technology maintenance and repair, although fuel cell 

technology and training in the maintenance and repair of advanced vehicles is included as 

part of some automotive service and repair curricula. 

This database of energy programs is a compilation of programs that are physically 

located in the ARC region. There also are several educational institutions in counties and 

communities adjacent to the Appalachian region of each state that may provide additional 

educational resources for energy sector workers, particularly in the state’s land grant 

institutions and of course there are many institutions with online credit and non-credit 

learning. However, incumbent workers looking to upgrade and enhance skills are more 

likely to enroll in programs and courses at educational providers within a reasonable 

commuting distance. 

Below find sample highlights of specific educational and training credit offerings. 

The University of Alabama offers programs in metallurgical engineering focusing on the 

selection, methods of production, heat treatment, and finishing of the materials involved 

in various sectors including power generation. Graduate programs in metallurgical 

engineering also are available at the University. Its Department of Metallurgical and 

Materials Engineering has laboratories for solidification processing, chemical metallurgy, 

mechanical processing, heat treating, specimen preparation, light and electron 

microscopy, X-ray diffraction, corrosion, and electrochemistry as new, specialized 

facilities for rapid and unidirectional solidification, containerless melting, chemical vapor 

deposition, sputtering of thin films, thermo gravimetric analysis, and surface studies. 

Georgia is one of two states (the other being Mississippi) that offers a credit line worker 

program in its Appalachian region. While other states have non-credit line worker 

programs, North Georgia Technical College offers a 15-credit hour program to train 

individuals for gainful employment as a utility company electrical line worker apprentice. 

The program includes operation of hydraulic and pneumatic systems and principles of 

basic electricity, conductors, insulators, voltage current and power, and identifying and 

understanding electrical utility distribution blueprints. Students are given hands-on 

training for a commercial drivers’ license on line worker vehicles and equipment. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 26 

Appalachian North Carolina is the only ARC region that offers a credit program 

explicitly for solar energy technology. Appalachian State University in North Carolina 

has a program in solar energy technology called “Appropriate Technology” aimed at 

renewable energy technologies and energy efficient solar building design and 

construction as well as waste management. The “Appropriate Technology” program also 

can be taken as a minor by students majoring in architecture or engineering. 

Hocking College in the ARC region of Ohio offers training for servicing and repairing of 

automotive hybrid vehicles, fuel cell technology principles, and other advanced fuels 

vehicles (see Appendix B). Students in this program graduate with an AAS degree 

specific to Advanced Energy and Fuel Cells with a concentration in automotive hybrids. 

They are provided with hands-on training on plug-in hybrid electric vehicles, electric 

cars, and flex fuel vehicles. 

Virginia Tech offers undergraduate and graduate programs in mining and minerals 

engineering. Students in this program learn about mining engineering, mineral 

exploration, extraction, processing and conservation. Courses are designed to introduce 

the students to the intersecting environmental and economic factors that affect resource 

development. Virginia Tech also is home to two research centers focused on coal and 

coal energy. 

Table 3 shows the states that offer some of the more energy industry relevant programs. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Table 3: ARC states offering selected programs in ARC regions of the states, by type of certifi

2006-2008 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

03.0509 Wood Science and Wood Products/Pulp and Paper Technology B, M L, C, A 14.0101 Engineering, General M A A, D A, M B L, A B, M14.0701 Chemical Engineering B, M, D B, M L, B, M, D L, B, M, D B, M, D B, M14.0801 Civil Engineering, General B, M, D B, M B, M L, B, M, D B, M, D B, M14.0802 Geotechnical Engineering 14.0805 Water Resources Engineering 14.0899 Civil Engineering, Other B, M, D L, A 14.1001 Electrical, Electronics, and Communications Engineering B, M, D B, M, D B, M, D B, M, D B, M, D B, M, D B, M14.1101 Engineering Mechanics M, D L, M 14.1201 Engineering Physics B B 14.1301 Engineering Science A, B, M B, M14.1801 Materials Engineering B, M, D M, D B A, B, M, D M, D B, M14.1901 Mechanical Engineering B, M, D B, M B, M, D B, M B, M, D B, M, D B, M14.2001 Metallurgical Engineering B, M 14.2101 Mining and Mineral Engineering B, M, D 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

14.2301 Nuclear Engineering L, B, M, D B, P, 14.2401 Ocean Engineering 14.2501 Petroleum Engineering B, M, D 14.2801 Textile Sciences and Engineering 14.3101 Materials Science A B, M, D 14.3501 Industrial Engineering B, M, D B, M B, M B, M B, M, D B, M, D B, M14.3601 Manufacturing Engineering A A, M 14.3901 Geological/Geophysical Engineering 14.9999 Engineering, Other B, M, D A B, M, D D L, D M, D 15.0000 Engineering Technology, General L, C, A L, C, A B A B, M A L, C, A15.0303 Electrical, Electronic, Communications Eng. Technology/Technician L, C, A, B A C, A, B L, C, A, B L, A, B L, C, A, B A A 15.0399 Electrical/ Electronic Engineering Technologies/Technicians, Other A, B A A A, B L 15.0403 

Electromechanical Technology/Electromechanical Eng. Technology 

C, A A, B L, C, A A A 

15.0404 Instrumentation Technology/Technician C A A 15.0499 Electromechanical/Instrumentation/Mainten ance Tech./Tech., Other B L, C, A L, A 15.0501 Heating, Air Conditioning and Refrigeration Technology/Technician L, C, A L, C, A A, B 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

15.0503 Energy Management and Systems Technology/Technician L A 15.0505 Solar Energy Technology/Technician B 15.0506 Water Quality/Wastewater Treatment Management/Recycling Tech. L, A L B L, C, A 15.0611 Metallurgical Technology/Technician A 15.0612 Industrial Technology/Technician B, M A A, B, M C, A B A, B L, C, A, B, M C, A, B A, 15.0613 Manufacturing Technology/Technician L, C, A, B A A, B, M A L, A, B L, C, A, B L 15.0699 Industrial Production Technologies/Technicians, Other A B C, A A A A, B L, A 15.0805 Mechanical Engineering/Mechanical Technology/Technician C, A A, B L, C, A A, B L, A, B L, A A 15.0899 Mechanical Engineering Related Technologies/Technician, Other B L, C, A L, A 15.0901 Mining Technology/Technician L A 15.0903 Petroleum Technology/Technician L 15.0999 Mining and Petroleum Technologies/Technician, Other 15.1199 Engineering-Related Technologies, Other 15.1304 Civil Drafting and Civil Engineering CAD/CADD C 15.1305 Electrical/Electronics Drafting and Electrical/Electronics CAD/CADD C 15.1306 Mechanical Drafting and Mechanical Drafting CAD/CADD C L, C, A A L, A L, A C 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

15.1401 Nuclear Engineering Technology/Technician A 40.0403 Atmospheric Physics and Dynamics 40.0501 Chemistry, General B, P, M, D B B, M B A, B, M, D B, M, D B, M B, M, D A, B, M, D B, M, D B, M40.0503 Inorganic Chemistry 40.0508 Chemical Physics 40.0601 Geology/Earth Science, General B, M, D B B, M B B, M B, M, D B B, M B, M, D B B, M40.0605 Hydrology and Water Resources Science B 40.0606 Geochemistry and Petrology 40.0607 Oceanography, Chemical and Physical L 40.0801 Physics, General B, M, D B B B A, B, M B, M B, M B, M, D A, B, M, D B, M, D B, M40.0802 Atomic/Molecular Physics 40.0804 Elementary Particle Physics 40.0806 Nuclear Physics 41.0204 Industrial Radiologic Technology/Technician L 41.0205 Nuclear/Nuclear Power Technology/Technician 41.0299 Nuclear and Industrial Radiologic Technologies/Technicians, Other 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

41.0301 Chemical Technology/Technician L, A A A A C 46.0301 Electrical and Power Transmission Installation/Installer, General C, A A L, 46.0302 Electrician L, C, A L, C L, C C, A A L, C, A C C, A, X L 46.0303 Lineworker L C 46.0403 Building/Home/Construction Inspection/Inspector L L 46.0502 Pipefitting/Pipefitter and Sprinkler Fitter C, A 46.0503 Plumbing Technology/Plumber L, C L L, C C, A 46.0504 Well Drilling/Driller 46.0505 Blasting/Blaster 47.0101 Electrical/Electronics Equipment Installation and Repair, General C, A L, C, A, X L, C47.0105 Industrial Electronics Technology/Technician L, C, A L, C, A L, C, A C, A, B L, A L, C47.0199 Electrical/Electronics Maintenance and Repair Technology, Other 47.0201 Heating, Air Conditioning, Ventilation, Refrigeration Maintenance L, C, A L, C, A L, C, A C, A C, A L, C, A C L, C, A, B L, C, A L, C47.0302 Heavy Equipment Maintenance Technology/Technician L A, X 47.0303 Industrial Mechanics and Maintenance Technology L, C, A L, C, A, X L, C, A A C, A L, C, A L, C47.0614 Alternative Fuel Vehicle Technology/Technician 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

CIP Codes CIP Program Name AL GA KY MD MS NY NC OH PA SC TN 

48.0508 Welding Technology/Welder L, C, A L, C L, C, A C, A L, C, A L, C, A, X L, C L, C48.0801 Boilermaking/Boilermaker L, C, A L Source: National Center for Education Statistics (NCES), Integrated Postsecondary Education Data System (IPEDS), 2006 – 2008 *Note: The database of programs is based on degree-seeking students and does not include those educational opportunities like workshops, seminars, and non-credit courses. A survey was conducted to address these types of instruction. 

KEY:L = Award of less than 1 academic year

C = Award of at least 1 but less than 2

academic years

A = Associate's degreeX = Award of at least 2 but less than 4

academic years

B = Bachelor's degree

P = Postbaccalaureate certificate

M = Master's degree

D = Bachelor's degree
RTS Inc. ARC Energy Workforce Trends and Training Needs 33 

3.3 Results from a survey of community and 

technical colleges 

To learn more about how community and technical colleges in the region prepare new and 

incumbent employees in the energy fields, we invited all of the community and technical 

colleges in the ARC region to complete a survey (see survey form in Appendix C). The 

questions covered production, manufacturing, maintenance, and conservation/energy efficiency 

in both renewable and non-renewable related sectors. Respondents were asked about current 

programs and plans for new programs. 

In February 2009 the survey was posted on SurveyMonkey.com, links to the survey were sent 

and resent to ARC community college presidents and later to workforce development directors 

with follow-up emails and calls made consistently to maximize the response rate. Ultimately 98 

colleges submitted usable responses.5

3.3.1 Programs in Energy 

The following paragraphs describe the programs that the colleges are presently offering as 

reflected in the survey responses to the question: “Please indicate if your college offers 

programs or courses in the following fields.” Possible categories were: Awards of less than 1 

year, 1-year certificate, 2-year AAS Degree, Elective Courses, Noncredit courses, Contract 

Training and None. Table 4 summarizes the information for each of the categories. 

Note that we use percentage responses in most of the discussion. Since the survey was 

completed by a significant subset of colleges, the percentages suggest the overall importance that 

ARC schools place on programs. The responses, e.g. 5 schools offering AAS degrees in wind 

power installation and repair, do not necessarily reflect the total number of ARC institutions 

offering programs in each educational category nor the total number of students enrolled in the 

programs. Since 98 schools completed the survey, the percentages are very similar to the actual 

numbers. For example, seven schools or 7.1 percent reported Awards of less than 1 year in coal 

mining. 

When the number of schools reporting a program is small we indicate in the text below the states 

where these programs are located. Note that the number of states may be less than the number of 

schools reporting programs if one or more states have more than one college offering the 

program. 

Coal Mining 

Less than a quarter of the colleges reported any programs related to coal and, as is expected, 

these programs were located in areas of historical production such as West Virginia, Kentucky, 

and Alabama. The most programs were in awards of less than 1 year (7 percent of colleges: AL, 

KY, MD, OH, WV), contract training (6 percent: AL, KY, MD, PA, WV) and noncredit (5 

 

5

 We began to contact colleges that had not responded in April with two rounds of emails to the 

presidents followed in May by emails to alternative workforce contacts. We began phone 

correspondence with non-responders during the last weeks of May and ended with a final email. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 34 

percent: AL, KY, MD, PA, WV). Two colleges reported AAS degrees (VA, WV). Over 2,800 

students were enrolled in various coal mining programs. 

Operation of Coal Powered Utility 

About 80 percent of colleges reported no programs. The most common program reported is a 2-

year AAS degree (7 percent: GA, OH, TN, VA, WV), followed by a few schools with contract 

training (AL, GA, PA), noncredit (AL, GA, NC) and 1-year certificate (GA, OH, WV) with 3 

percent each. 

Nuclear Power Plant Operation 

A handful of colleges (10 percent, all in areas with existing nuclear power plants), reported 

programs in plant operation. Three schools had a two-year AAS degree (PA, TN). 

Biofuels (biodiesel, algae, ethanol, etc) 

13 colleges reported programs in biofuels. The most common programs are noncredit (7 

percent: AL, MS, NC, OH, TN, VA) and elective course (5 percent: NC, OH, TN, WV). 

Solar (photovoltaic installation, repair) 

Nearly 30 percent of schools reported one or more types of training in solar repair and 

installation. Most training is in noncredit (14 percent) and awards of less than one year (12 

percent). Five schools offer two-year AAS degrees (AL, OH, TN). 

Solar (photovoltaic manufacturing) 

Only 10 percent of schools reported any type of training program for solar photovoltaic 

manufacturing. Three schools provided noncredit courses (GA, NC, VA) and two contract 

training (AL, GA). One school offers a two-year AAS degree (TN). 

Wind Power (wind turbine installation, repair) 

Seventeen schools reported programs in wind turbine installation and repair,17 percent of the 

total. The most commonly reported programs are awards of less than one year (NC, TN, VA), 

one-year certificates (MD, OH, TN, VA, WV), and noncredit (NC, OH, TN, VA, WV) all 6 

percent. Five schools offer two-year AAS degrees (OH, TN, WV).

Wind Power (wind turbine manufacturing) 

As with solar photovoltaic manufacturing, only 10 percent of schools reported any type of 

training program for wind turbine manufacturing. Noncredit (3 schools: NY, VA, WV)) and 

contract training (two schools: TN, SC) lead. One school offers a two-year AAS degree (TN).

Energy Auditor 

Energy auditor is commonly taught in the region’s schools with over one-third offering at least 

one type of training. Noncredit courses are by far the leading training offering representing 24 

schools followed by contract training (8 percent) and awards of less than one year (6 percent: 

NC, KY, OH, TN, WV)). Two schools offer a two-year AAS degree (TN). 
RTS Inc. ARC Energy Workforce Trends and Training Needs 35 

Energy Efficiency Analysis 

Like energy auditor, over one-third of schools offer training in energy efficiency. It follows the 

same pattern of training offerings led by noncredit (20 percent) contract training (8 percent) and 

awards of less than one year (6 percent: GA, KY, OH, TN, WV)). One school offers a two-year 

AAS degree (TN). 

Energy Management Systems 

Some 25 schools have offerings in energy management systems. Noncredit and contract training 

lead the way with 11 percent of schools each. One school offers a two-year AAS degree (OH). 

Weatherization 

One-third of schools have an offering in weatherization. Most offer noncredit (21 percent) and 

awards of less than one year (9 percent). One school offers a two-year AAS degree (TN). 

Other Alternative Energy (geothermal, etc) 

A fifth of the colleges have at least one program focused on alternative energy such as 

geothermal. Noncredit courses (8 percent) and awards of less than one year (5 percent: OH, 

SC, TN, VA) predominate. Two schools offer a two-year AAS degree (TN). 

Other Fossil Fuels 

Only 14 percent of colleges have programs in other fossil fuels such as natural gas. The leading 

categories of training are contract (6 percent: AL, OH, PA, TN, WV), noncredit (5 percent) and 

awards of less than one year (5 percent: AL, OH, PA, TN, WV). Four schools offer a 2-year 

AAS degree (TN, OH). It should be noted that several schools indicated interest in creating a 

natural gas track due to exploration and production in the Marcellus shale areas of Appalachia in 

the open-ended questions of the survey. 

Introduction to Energy 

Nearly 30 percent of schools offer training in the broad field of energy. Most of the programs 

are in noncredit courses (12 percent) electives (8 percent) and awards of less than one year (6 

percent: KY, MD, NC, OH, TN). Still four schools offer either a two-year AAS degree (OH, TN) 

or one-year certificate (TN).

Summaries of the data follow below in Table 4. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 36 

Table 4. Percent of ARC Colleges with Energy Program, by Level of Degree, 2009 

Programs in 

Energy 

Awards of 

less than 1 

year 

1-year 

Certificate

2-year 

AAS 

Degree

Elective 

Courses

Noncredit 

Courses 

Contract 

Training None 

Coal Mining 7.1 2.0 2.0 2.0 5.1 6.1 86.7

Operation of Coal 

Utility 1.0 3.1 7.1 0.0 3.1 3.1 79.6

Nuclear Plant 

Operation 1.0 1.0 3.1 0.0 0.0 1.0 89.8

Biofuels 2.0 2.0 1.0 5.1 7.1 2.0 86.7

Solar 

Installation/Repair 12.2 4.1 5.1 5.1 14.3 5.1 70.4

Solar Manufacturing 2.0 2.0 1.0 0.0 3.1 2.0 89.8

Wind Power 

Installation/Repair 6.1 6.1 5.1 3.1 6.1 1.0 83.7

Wind Power 

Manufacturing 1.0 1.0 1.0 0.0 3.1 2.0 89.8

Energy Auditor 6.1 1.0 2.0 1.0 24.5 8.2 65.3

Energy Efficiency 

Analysis 6.1 1.0 1.0 4.1 20.4 8.2 65.3

Energy 

Management 

Systems 3.1 0.0 1.0 3.1 11.2 11.2 76.5

Weatherization 9.2 2.0 1.0 2.0 21.4 4.1 66.3

Other Alternative 

Energy 5.1 3.1 2.0 3.1 8.2 3.1 79.6

Other Fossil Fuels 4.1 1.0 4.1 2.0 5.1 6.1 85.7

Introduction to 

Energy 6.1 1.0 3.1 8.2 12.2 4.1 70.4

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010 

3.3.2 Enrollment in Programs 

In addition to the programs available it is important to examine the level of interest in the 

programs by looking at enrollment information in credit and noncredit programs. For enrollment 

data the survey combined the various programs within an energy production area separating the 

credit and noncredit figures. For example, the respondents were asked to provide the enrollment 

figures for all programs in coal mining and coal technology within credit and noncredit areas. 

The data reflect 2009 enrollment (Table 5 and Figure 1). It should be noted that not all 

respondents who indicated that they have programs included data on enrollment. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 37 

Table 5. Energy Program Enrollment of ARC Colleges, 2009 

Energy Production Area 

Credit 

Enrollment 

Noncredit 

Enrollment 

Total 

Enrollment 

Coal mining and coal technology 2,806 5,593 8,399

Nuclear power 147 24 171

Natural gas 30 453 483

Alternative energy 203 328 531

Energy efficiency 1,200 333 1,533

Total 4,386 6,731 11,117

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010 

The data reflects the continuing historic importance of coal mining in the economy. Enrollment 

in coal related programs represents 64 percent of credit enrollment, 83 percent of noncredit 

enrollment and 76 percent of total enrollment. 

The data is also revealing in the split between credit and noncredit enrollment. While noncredit 

courses overall represent 61 percent of enrollment, the split varies dramatically between the 

energy production areas. Coal, natural gas and alternative energy enrollments are more often 

noncredit. On the other hand energy efficiency and nuclear power enrollment are dominated by 

credit enrollment. (Figure 1) 
RTS Inc. ARC Energy Workforce Trends and Training Needs 38 

Figure 1. Credit and Noncredit Enrollment by Energy Area, 2009 

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010 

3.3.3 Noncredit or Customized Training 

The survey asked respondents to indicate noncredit and customized training they provide that are 

relevant to extractive and green energy production. Table 6 details the percentage of colleges 

providing noncredit and/or customized training within each of the occupational categories. 

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Coal mining

and coal

technology

Nuclear power Natural gas Alternative

energy

Energy

efficiency

Total

Credit Enrollment Noncredit Enrollment
RTS Inc. ARC Energy Workforce Trends and Training Needs 39 

Table 6. Percent of Colleges with Noncredit and Customized Training, 2009 

Do you provide non-credit training and/or customized 

training to companies in any of the following fields? Noncredit 

Customized 

Training 

Construction 51.0 30.6

Electrical Technician 43.9 44.9

Welding 42.9 49.0

HVAC 40.8 33.7

Manufacturing 40.8 54.1

Industrial Mechanics Technician 34.7 52.0

Automotive Technician 21.4 20.4

Electrical Engineering Technician 15.3 18.4

Mechanical Engineering Technician 8.2 13.3

Architectural Engineering Technician 6.1 8.2

Chemical Engineering Technician 4.1 6.1

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010 

3.3.4 General Customized Training 

The percent of colleges offering customized training in broad-area skill areas by energy sector is 

shown below in Table 7. 

Table 7. Percent of Colleges offering Customized Training in Broad Skill Areas by 

Energy Sector, 2009 

Energy Sector 

Workplace 

skills (team 

building 

leadership) 

General soft 

skills (word 

processing, 

general 

computer) 

Foundational 

manufacturing 

skills (blueprint 

reading, 

welding) 

Field specific 

skills 

(information 

on specific 

energy 

technology) 

Did Not 

Provide 

Coal mining 11.2 10.2 8.2 8.2 64.3

Electric 

utilities 24.5 24.5 28.6 20.4 46.9

Alternative 

energy 11.2 10.2 12.2 19.4 54.1

Energy 

efficiency 13.3 12.2 18.4 20.4 49.0

Nuclear power 2.0 2.0 4.1 4.1 69.4

Natural gas 7.1 9.2 4.1 6.1 41.8

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010 
RTS Inc. ARC Energy Workforce Trends and Training Needs 40 

3.3.5 Workforce Skill Needs as Reported by Companies 

To learn about overall skill needs respondents were asked “In interactions with energy-related 

companies, what do you hear companies saying their greatest workforce or training needs are?”. 

Two-thirds of respondents noted that companies reported basic and technical skill needs in entrylevel workers. For incumbent workers those figures fell to 33 percent for basic skills and 46 

percent for technical skills. Only 18 percent reported skill needs in management and upperskilled workers. (Table 8) 

Table 8. Workforce Skill Needs Reported by Companies, 2009 

Skill Needs 

Percent 

Reporting Need 

Basic skills of entry-level workers (work ethic, punctuality, 

etc) 69.4

Technical skills of entry-level workers (field-specific 

training) 64.3

Basic skills of incumbent mid-skilled workers 32.7

Technical skills of incumbent mid-skilled workers 45.9

Skills of management or upper-skilled workers 18.4

Source: Online survey of Appalachian educational institutions conducted by RTS, Inc., 2009-

2010. 

3.3.6 Open Ended Responses 

The survey also asked respondents about broader questions of interest. 

Entrepreneurship in Energy Programs 

A small number of the colleges (17) indicated that they have programs relating to 

entrepreneurship. Most programs are broad and non-specific to energy but are still relevant. 

Programs and classes that are energy specific are all focused on green and renewable energy as 

opposed to non-renewable energy. 

Field Specific Customized Training 

Colleges offer field specific customized training in both green and non-renewable energy 

including nuclear. The offerings are broad including non-destructive testing, line worker, 

blueprint reading, safety and various construction related skills. Several are offered for 

certification and recertification. As of 2009, twenty-five colleges offered one or more programs. 

Potential New Programs 

Many colleges (68) are looking at adding programs for both green and/or non-renewable energy. 

Several focus on responding to opportunities driven by the Marcellus Shale natural gas 

formation. Within green energy and sustainability, programs are envisioned in wind, 

weatherization/green construction, biofuels, solar and various manufacturing related areas, e.g. 

turbines. Several colleges are looking at starting programs related to nuclear energy as well. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 41 

3.4 Findings on Programs in Higher Education 

The analysis of the Federal databases on educational options relevant to the region’s energy 

sections and the survey of educational providers suggest the following findings. 

 Colleges and universities provide general programs of studies related to science, 

engineering, and technology in the region while using minors, add-on degree and other 

specialization options to tailor more general degree options towards alternative energy. 

 Specialized degrees and awards tend to focus on the traditional sources of energy. For 

example, Ohio and Pennsylvania offer engineering degrees specific to the petroleum 

industry and Virginia Tech offers a degree in mining and minerals engineering specific to 

the coal energy sector. 

 While many community colleges offer certificates and degrees in programs aimed at 

specific occupations, much of their energy education is delivered as non-credit programs 

or customized training tailored to specific companies. The historic importance of coal 

mining and related fields is supported by only a few programs located in coal producing 

areas but serving a large number of students with both credit and non-credit programs 

(see Table 5 and Figure 1). They account for three-fourths of the total enrollment in 

energy-related programs, reflecting the colleges’ responses to continuing demand for coal 

workers and skill needs as well as the historic importance of the industry to the region. 

 The existing programs and interest in developing new programs for nuclear energy and 

natural gas suggest that recent developments and potential demand in these fields are 

driving colleges to re-examine their offerings. 

 The location of existing and new programs serving coal, natural gas and nuclear energy 

reflects the geography of coal production, natural gas activity and operating nuclear 

plants. As expected, few programs are found in states without proximity to production in 

these energy sources. 

 Conversely, the lack of existing economic activity and concomitant demand for workers 

in green manufacturing in the region has led to a paucity of programs and low enrollment 

levels. Still, schools are tracking this area as reflected in responses on potential new 

programs. 

 Colleges are beginning to provide programs to fill demand in green installation and 

repair/maintenance, particularly in wind and solar, although there are few programs for 

manufacturing in these sectors. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 42 

 Much of the green energy education is found in non-credit programs or as electives, with 

few in certificate or AAS degree programs. Much of this reflects the need to add new 

skills to augment skills of existing workers, for example teaching weatherization skills to 

the existing construction workforce. 

 Many of the programs in energy auditing, efficiency and management are contract-related 

and/or noncredit. This suggests a need among companies for skills and knowledge 

enhancement due to increased emphasis on energy conservation and rising energy prices, 

but not for credentials. 

 Many programs in traditional fields such as HVAC and construction have strong 

relevance to emerging energy workforce needs. Workers with skills in HVAC, 

construction and other traditional skills areas have employment opportunities in green 

construction, energy efficiency, weatherization and other emerging areas in green 

industries. Upgrading and tailoring the skills to these industries will play an important 

role in expanding employment opportunities. 

 Colleges estimate, based on discussions with local employers, that two-thirds or more of 

all entry-level workers need improved basic (e.g., work ethic, punctuality) and fieldspecific training (technical workers). Need for increased proficiency for incumbent 

workers was lower but still significant. This finding is not surprising, as manufacturers 

and other employers have long reported that basic work habits and basic technical skills 

like blueprint reading are poor among entry-level workers. This is a nationwide problem 

not specific to Appalachia. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 43 

4.  GAP ANALYSIS

4.1 Methodology 

A key and overarching goal of this analysis and report is to provide the Appalachian Regional 

Commission and the states within the ARC region information that can be used to plan for and 

address the workforce needs of the renewable and non-renewable energy sectors and energy 

efficiency industries within their purview. This section provides key information to strategically 

address these needs. In simple terms, we look at the projected supply of qualified and trained 

workers needed to meet the employment growth and replacement worker demands for the 

industries within the energy industries in Appalachia. This answers the question, “Are the 

educational institutions in Appalachia prepared to meet the demand for energy-industry workers 

and if not, where are the gaps that need to be filled?” 

The quantitative portion of the gap analysis identifies particular needs in a target region in the 

entire energy sector. Thus, a researcher can get a sense of where there might be excess demand 

for labor regardless of which energy sector is driving that demand. The methodology serves 

these different needs by using state data on occupational projections coupled with data on forcredit completions (graduations) in educational programs within the Appalachian region of each 

state. These data paint a broad picture of occupational supply and demand as well as provide 

detailed analyses of occupational surpluses and gaps. While sector specific information provides 

educational institutions with detail about which energy sectors are likely to have gaps or 

surpluses in targeted energy occupations, policy often is crafted at a more comprehensive level. 

Thus, the gap analysis was conducted by occupation for the Appalachian region of each state. 

The operating manual, found in Appendix J, includes a more detailed description of this 

methodology and full instructions for analyzing workforce needs at regional levels and by energy 

sectors. 

This methodology for calculating workforce gaps and surpluses has certain limitations. One is 

the method used for estimating supply and demand by occupation. The primary limitation is that 

the estimated allocation of completers to occupations that is part of the more detailed analysis is 

based on the overall demand for an occupation. That is, the methodology assumes that the 

completers from a given educational program will distribute themselves across occupations more 

or less in line with the demand for those occupations throughout the regional economy, not just 

within the energy sectors. In addition the methodology does not account for unemployment, 

those who go into another field, or those who drop out of the labor force. Nor does it account for 

in-migration of already-prepared workers, the retraining of dislocated workers (who may be able 

to transition quickly with on-the-job training), or for the role that other educational institutions 

located outside of the ARC region have in preparing workers for specific occupations. Lastly, it 

does not reflect the non-credit training needed for many energy-related jobs 

The analysis started with the study team selecting occupations that have an annual demand 

(annual openings) of at least 10 jobs and/or had annual replacement needs of at least 10 jobs 

during the years 2009-2013. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 44 

The team then matched each occupation to the corresponding instructional program(s) whose 

coursework has a strong relationship with the knowledge and skills needed in that occupation. 

We then compare the estimated number of completers from each program to the total projected 

demand. The difference between the two is the labor market gap or surplus for that occupation 

with respect to post-secondary educational programs. 

4.2 The States 

Overall, 106 occupations are projected to have labor shortages in at least one ARC state in the 

near future. In each ARC state the gaps are different so each state is reviewed separately. For 

example, Pennsylvania has the most occupations with estimated labor shortages in the energy 

sector and Maryland and Mississippi have the least number of occupations in the energy sector 

expected to have workforce shortages. 

There are some over-arching themes in terms of workforce gaps across all the states. Overall, 

the ARC region appears to have the most gaps or estimated shortages in labor demand in the 

specialty trade, production, and maintenance and repair type occupations. While many of the 

managerial jobs tend to require some combination of a bachelor’s degree with some on the job 

training, specialty trade, production, and other “hands-on” occupations tend to rely heavily on 

local educational institutions to fulfill the skills training and knowledge needed to be successful 

on the job. Production-type occupations also tend to be heavily dependent on on-the-job training 

with supplemental customized training and workshops usually found at career centers, technical, 

and community colleges. 

Most of the projected shortages in each state are in the construction trade, maintenance and 

repair, production, and transportation type occupations. Nearly all of the states have gaps 

(estimated shortages in the supply of graduates) in carpenters, construction laborers, first line 

supervisors/managers of construction trades and extraction workers, operating engineers and 

other construction equipment operators, electricians, pipelayers, sheet metal workers, helpers of 

electricians, electrical power-line installers and repairers, and team assemblers. It should be 

noted that our analysis does not account for in- or out-migration of workers. Some occupations 

such as engineers and perhaps oil and gas exploration workers are more willing to relocate than 

others. 

According to the O*NET Center construction laborers and sheet metal workers will also see a 

change in how training will be provided in the coming years. The impact of energy efficiency 

and greening of the economy most likely will require a “significant change” to the currently 

accepted skills, knowledge and abilities needed to be successful in those occupations. Thus, not 

only will those gaps, represented by state in Appendix I, need to be filled by increasing the 

pipeline of entrants into these occupations, many of the existing construction laborers and sheet 

metal workers working in the energy sector will require additional course work and recertifications to continue to be relevant in the changing workforce. 

Demand for industrial, construction, and engineering managers was high in most of the states; 

however, the estimated annual supply of graduates is expected to meet or exceed this demand. 

The exception is in the states of Alabama, Georgia, and Tennessee. In Tennessee, annual 
RTS Inc. ARC Energy Workforce Trends and Training Needs 45 

demand for construction managers is in excess of 220 jobs, but annual supply is only around 168 

jobs. The annual gap is expected to be around 55 jobs. Much of the demand is driven by the 

increase in new jobs over the four-year period ending in 2013. Based on research conducted for 

the O*NET Center, engineering managers and construction managers are also expected to see a 

shift in the training needs for people currently in those occupations as well as changes in training 

in education for new entrants into these occupations. Conversely, Pennsylvania appears to have a 

glut of recent graduates trained as engineering managers – 1,258 more than is needed to go into 

the energy sector – that could move to other regions in Appalachia. 

While most of the in-demand occupations continue to have projected workforce shortages when 

the supply of average graduates are distributed across the Appalachian state economies, there are 

a few occupations where there appears to be a glut of graduates, meaning there are more 

graduates than appear to be needed in the region. Construction manager occupations are forecast 

to be in great demand in the future energy sector but are also projected to have a surplus of 

graduates in ten of the thirteen ARC states. Also showing significantly more labor supply than 

demand are those jobs in the welders, cutters, solderers, and brazers occupation. Eight of the 

thirteen states have surpluses in this category with Alabama, Georgia, Kentucky and North 

Carolina projected to have the greatest surpluses. 

Selected findings for the Appalachian regions of each of the thirteen ARC states are presented in 

the following pages. Unless otherwise specified all references to economic and workforce data 

within this section refer to the specific Appalachian state and the specific economic sectors 

within the specific Appalachian state only. 

4.2.1 Alabama 

The energy sector in Alabama employed 121,400 jobs in 2009 representing a 3.8 percent 

increase from 2002. Most of the employment growth in Alabama’s energy sector occurred 

between 2002 and 2007, where the ARC region of the state had a 14.7 percent increase in new 

jobs since 2002. Then employment declined significantly from 2007 to 2009 when the sector 

shed nearly 10 percent of jobs during the recession. Jobs in the energy sector of ARC Alabama 

are projected to grow by nearly 9 percent by 2013. 

Energy efficiency had by far the greatest number of jobs in the energy sector followed by the gas 

and oil sector in both 2009 and projected for 2013. The number of jobs for each energy sector in 

Appalachian Alabama is displayed in Figure 2 below. All of the sectors are heavily dependent 

on production type jobs like team assemblers, machinists and first line supervisors of production 

lines with the exception of energy efficiency. More than half of the jobs in the energy efficiency 

sector are in construction and extraction occupations. Architecture and engineering occupations 

cover a large percentage of total employment in coal, gas and oil, hydroelectric, and nuclear 

energy sectors. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 46 

Figure 2. Employment by Energy Sector, ARC Alabama, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

Across all the energy sectors, 76 occupations will need more than 10 jobs annually. After 

examining demand for these occupations across all sectors of the economy and distributing 

completers proportionally, the study team found 62 energy occupations in Alabama with 

estimated labor shortages. Those with the largest projected labor shortages tend to be specific to 

the energy efficiency sector. The estimated workforce gaps by energy occupation for ARC 

Alabama are in Appendix I. 

There are also some workforce shortages specific to ARC Alabama or only found in a few other 

states in the ARC region. For example, it is the only state with a projected gap in environmental 

engineers, forecast to add 27 new jobs between 2009 and 2013. In addition, the replacement 

needs will be nearly 10 percent of the 2009 employment level of 183 jobs, or about 11 jobs per 

year through 2013. The demand for environmental engineers is highest in the gas and oil energy 

sector followed by the coal sector and is the result of anticipated new jobs in these sectors, 

although there are some replacement needs for existing environmental engineers. Alabama, like 

Pennsylvania, has a significant projected surplus in the number of graduates in programs that 

train for engineering managers – 323 more than needed on a yearly basis, which could 

potentially be moved into environmental engineering with some retraining and skills upgrading. 

Alabama is also the only state with a projected shortage in chemical plant and system operators 

even though this occupation appears to be shedding jobs in this region. The demand for 

chemical plant and system operators is forecast to come strictly from the need to replace existing 

workers in the gas and oil, biomass and solar energy sectors. 

 ‐  10,000 20,000 30,000 40,000 50,000 60,000 70,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geother...

Hydroele...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 47 

4.2.2 Georgia 

Employment in the energy sector in Georgia has been in flux since 2002 (Figure 3). From 2002 

to 2007 it experienced considerable growth, more than 19 percent, only to decline between 2007 

and 2009 when losses in the region surpassed 16,000 jobs. Growth from 2009 to 2013 is 

expected to rebound some with employment gains estimated to add 13,000 jobs by 2013. The 

increases in energy efficiency are not surprising or unique to the ARC region. In addition, many 

of the non-renewable energy sectors are expected to see employment growth of more than 10 

percent between 2009 and 2013 in Georgia. On the renewable energy side, wind is the most 

promising for new job creation in the near future. 

 

Figure 3. Employment by Energy Sector, ARC Georgia, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

Fifty-five energy-related occupations are projected to experience workforce shortages by the end 

of 2013. As elsewhere, the energy efficiency sector generates much of the construction and 

extraction and maintenance and repair occupational needs. A full list of the in-demand 

occupations and their projected annual surpluses and gaps can be found in Appendix I. 

Unlike many of the other ARC regions, Georgia is projected to have shortages in engineers 

mainly the result of new engineering job requirements in the non-renewable energy sectors. 

Electrical engineer and industrial engineer needs are primarily driven by replacement needs in 

Appalachian Georgia. All of the engineering occupations with projected workforce shortages 

require at least a BS degree and in some cases advanced training or a degree plus work 

experience based on the BLS’ eleven category system that reflects the most common path into an 

occupation based on data collected on the existing workforce. 

 ‐  10,000 20,000 30,000 40,000 50,000 60,000 70,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelect...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 48 

Annual surpluses in Georgia’s trained workforce exist as well, but most are less than 20 jobs. 

The average number of graduates in educational programs that train for architectural and civil 

drafters and welders, cutters, solderers, and brazers on an annual basis far exceed the demand for 

those occupations in the counties in Georgia that occupy the ARC region. An average of 147 

graduates are trained as architectural and civil drafter while only 21 jobs are needed in the region 

on an annual basis which results in an estimated annual surplus between 2009 and 2013 of 126 

jobs. For welders, cutters, solderers, and brazers the surplus is 119 jobs. 

4.2.3 Kentucky 

The energy sector in Appalachian Kentucky comprised 46,900 jobs in 2009. Since 2002 the 

sector’s employment growth has been almost 10 percent and is expected to continue creating 

2,800 additional jobs by 2013. The largest energy sector in Kentucky, based on employment, is 

coal with over 16,000 jobs in the ARC region, with expected growth of two percent of the 2009 

employment by the end of 2013. Along with West Virginia, Kentucky is one of two states with 

more employment in an energy sector other than energy efficiency. The occupational mix within 

the coal energy sector is dominated by construction and extraction, installation, maintenance, and 

repair, and transportation and material moving occupations. Together the jobs associated with 

these occupational categories account for 74 percent of the total coal workforce. Conversely, the 

renewable energy sectors in the Appalachian Kentucky have a large percentage of jobs in the 

production occupations. Figure 4 below provides a visual representation of total employment by 

energy sector for the ARC region of Kentucky. 

Kentucky has few needs in the occupations categorized under management, computer-related, 

architecture and engineering, and physical science technicians and thus the region does not have 

any projected gaps or workforce shortages. Based on the comparison of the average annual 

graduates and estimated annual demand between 2009 and 2013, Appalachian Kentucky is close 

to meeting the needs of the industries within the energy sector. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 49 

Figure 4. Employment by Energy Sector, ARC Kentucky, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

Overall, the study team found 32 in-demand occupations in the region with 26 of them having 

projected shortages by 2013. The majority of the workforce shortages are in construction and 

extraction and transportation and material moving type occupations. The five occupations with 

the largest projected workforce shortages are carpenters, construction laborers, operating 

engineers and other construction equipment operators, painters, construction and maintenance, 

plumbers, pipefitters, and steamfitters. A full list of the surpluses and gaps can be found in 

Appendix I. Kentucky is also one of only two ARC states with projected shortages in mobile 

heavy equipment mechanics. The other is West Virginia, also with a large coal energy 

workforce. 

Kentucky has a surplus of potential labor of construction managers, heating, air conditioning, 

and refrigeration mechanics and installers, industrial machinery mechanics. The state is also the 

only region that has a surplus of labor, based on training via credit programs, trained for the 

electrician occupation. Considerable oversupply of labor is, however, projected to occur in firstline supervisors/managers of construction trades and extraction workers – an occupation 

projected to have large workforce shortages in several of the other ARC state regions – and 

welders, cutters, solderers, and brazers. 

4.2.4 Maryland 

Job growth in the energy sector occurred between 2002 and 2007 with employment increasing 

from more than 9,300 jobs to over 10,000 jobs by 2007. During the recent recession, however, 

the sector began to shed jobs in the region, which resulted in a 6 percent loss of employment 

between 2007 and 2009, leaving employment totals in the region at roughly 9,500 jobs at the end 

 ‐ 5,000 10,000 15,000 20,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 50 

of 2009. Appalachian Maryland does not have a lot of energy resources and thus employment in 

all the energy sectors is rather limited. Energy efficiency, as in most ARC states, is the largest 

energy sector in the ARC region with 50 percent of energy employment. Gas and oil 

employment make up another 21 percent while coal employment is roughly 9 percent of total 

energy employment. Figure 5 displays employment for 2009 and projections for 2013. 

Figure 5. Employment by Energy Sector, ARC Maryland, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

The study team found eight in-demand occupations across the ARC Maryland energy sector, all 

of which are projected to have workforce shortages in the coming years except for construction 

managers. The shortages in the other seven occupations are a result of the lack of credit 

programs located in the Appalachian region of the Maryland. Jobs associated with the 

electrician occupation have the greatest projected annual workforce needs with 49 annual 

openings. Slightly more than half of the workforce needs in the electrician category are from 

new job creation with the rest, 22 jobs annually, due to replacement needs. Most of the demand 

is spurred by the growth in employment in the energy efficiency sector. 

4.2.5 Mississippi 

The ARC Mississippi energy sector experienced modest job growth over the last several years. 

Between 2002 and 2007 employment grew by 1.7 percent, a much smaller growth rate than 

shown in several other ARC states. Nearly 800 energy-related jobs were lost from 2007 to 2009 

resulting in a 3.9 percent decline in sector employment. Job growth is expected to rebound over 

the coming years, with a four percent expected increase between 2009 and 2013. The energy 

efficiency sector employs the most jobs based on 2009 and 2013 employment, as shown in 

Figure 6 below, and is expected to experience the most growth over the time period. 

 ‐  1,000 2,000 3,000 4,000 5,000 6,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geother...

Hydroele...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 51 

Figure 6. Employment by Energy Sector, ARC Mississippi, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

Energy sector workforce shortages are projected for nine occupations in ARC Mississippi, 

mostly in construction and extraction occupations. The projected shortages are similar to many 

of other ARC states, e.g., carpenters, construction laborers, electricians, plumbers, pipefitters, 

and steamfitters, sheet metal workers, and heating, air conditioning, and refrigeration mechanics 

and installers. Mississippi, unlike other ARC regions does not have any shortages in occupations 

in the production or transportation and materials moving occupations. 

4.2.6 New York 

Overall the Appalachian region of New York had strong employment gains in energy-related 

sectors. Between 2002 and 2007 employment in the sector grew by 6.2 percent, from 35,400 

jobs to over 37,600 jobs. While the energy sector experienced significant job losses in the 

Appalachian region of most ARC states from 2007-2009, New York was a different story. 

Employment in the energy sector suffered very little during the last recessionary period. 

Reported employment in 2007 was 37,640 jobs, just 38 jobs more than the 37,602 jobs reported 

in 2009. Growth over the next four years is projected to be six percent with total projected 

employment in 2013 of just under 40,000 jobs. 

The largest energy sectors are energy efficiency and gas and oil with 13,400 and 10,600 

respectively (Figure 7). The energy efficiency and the gas and oil sectors are projected to grow 

modestly in the next few years, while employment in the wind energy sector is forecast to 

decrease. The projected 13 percent increase in jobs in energy efficiency from 2009 and 2013 is 

primarily due to job creation in the construction and extraction trade occupations. Conversely, 

 ‐  2,000 4,000 6,000 8,000 10,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 52 

the growth in the gas and oil energy sector is primarily due to the increased demand for jobs in 

transportation and material moving occupations. Also, the gas and oil energy sector in 

Appalachian New York has significant replacement needs. 

Figure 7. Employment by Energy Sector, ARC New York, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

New York does not have any unique occupational workforce shortages, but the region does have 

17 occupations that are likely to experience some shortages before 2013. Like several of the 

other states, the demand for carpenters and electricians is expected to be greater than the supply 

from credit programs in the area. A list of all the in-demand occupations and their workforce 

surpluses and shortages are identified in Appendix I. 

4.2.7 North Carolina 

Employment in 2009 in the energy sector of Appalachian North Carolina was about 60,800 jobs, 

well below the employment high of 69,700 jobs in 2007 and below the 64,600 jobs employed in 

energy in 2002. North Carolina was hit hard during the recession, shedding nearly 13 percent of 

the jobs in energy in its ARC counties during the recession. Energy sector employment in 2013 

is likely to reach 68,000 jobs, a 12 percent increase from 2009 to 2013. 

 

The energy efficiency sector represents, by far, the largest job producing economic engine in the 

state. The largest job producers outside of energy efficiency are gas and oil and wind. Both are 

expected to grow by 6-7 percent between 2009 and 2013, however for differing reasons. Job 

growth in gas and oil will be felt by those occupations related to pump operators, both wellhead 

and other, and is driven by the need for jobs that do not exist in 2009. Job growth in the wind 

energy sector is primarily the need for replacement jobs. The primary occupations within the 

 ‐ 5,000 10,000 15,000 20,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 53 

wind sector are team assemblers and machinists. Figure 8 displays employment for 2009 and 

projections for 2013. 

Figure 8. Employment by Energy Sector, ARC North Carolina, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

While the demand for machinists is among the highest in the ARC region, the educational 

providers in the region are more than able to meet those needs. A review of average annual 

graduates in the region exceeds the annual demand by more than 19 graduates a year. Other 

occupations in the region with a projected surplus in employment in the near term are 

construction managers, heating, air conditioning, and refrigeration mechanics and installers, and 

welders, cutters, solderers, and brazers. 

Because energy efficiency is so dominant in terms of employment, most of the needs are related 

to occupations in the construction trades. The occupations with the greatest workforce shortages, 

after reviewing the number of graduates in the region, are carpenters, construction laborers, 

electricians, painters, construction and maintenance, plumbers, pipefitters, and steamfitters. 

North Carolina is one of the few states that has a shortage in the number of civil engineers in 

Appalachia though it should be noted that the state’s engineering schools are not in the NC ARC 

counties. The demand for civil engineering occupations in North Carolina is driven by the need 

for new jobs in the non-renewable energy sectors (coal, gas and oil, and nuclear). Overall, the 

energy sector in Appalachian North Carolina has 31 in-demand occupations with projected 

workforce shortages, which are detailed in Appendix I. 

 ‐  10,000 20,000 30,000 40,000 50,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 54 

4.2.8 Ohio 

Appalachian Ohio’s energy sector employed 68,600 in 2009, roughly 7,000 less than the sector 

employed in 2007. Employment growth is expected to rebound in the coming years, but 2013 

employment of almost 72,000 jobs is still shy of the employment in the years leading up to the 

recession. Employment by energy sector for 2009 and projected 2013 is displayed in Figure 9. 

Figure 9. Employment by Energy Sector, ARC Ohio, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

In 2002, the energy sector in the ARC region of Ohio was responsible for the employment of 

74,000 jobs, which grew to 75,300 in 2007. 

Appalachian Ohio produces more graduates than needed in programs related to industrial 

production management and electrical engineering. The same is true of construction managers, 

which has a projected workforce annual surplus of 118 graduates. Ohio has surpluses in five of 

the in-demand occupations found in the state’s Appalachian region, including construction 

laborer occupations where Ohio is the only ARC state not to have a projected shortage. 

Projected workforce shortages are expected to be greatest in installation, maintenance, and 

repair; production; and transportation and material moving occupations. The largest shortage is 

likely to be electricians, with an average of 60 more jobs than available graduates. However, this 

portion of the analysis does not account for those trained in non-credit and apprenticeship 

programs. 

 ‐  5,000 10,000 15,000 20,000 25,000 30,000 35,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelectric

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 55 

4.2.9 Pennsylvania 

Pennsylvania has the greatest number employed in the energy sectors in the ARC region, with 

over 234,000 in 2009. Employment declined by four percent from 2007 to 2009 and 

employment levels are lower than earlier in the decade when the Appalachian region employed 

239,000 in the various industries in energy. Forecasted growth through 2013 suggests a 

turnaround for the energy sector as a whole, with 7,300 jobs added over the four-year period, 

2009 to 2013 (Figure 10). The newly created jobs will push employment totals for the sector 

above 2002 levels, but employment in the sector is not expected to reach the 2007 high of 

244,000 jobs. 

The largest energy sector in Appalachian Pennsylvania is efficiency, but the non-renewable 

sector of gas and oil also is a large employment generator. Combined, the two sectors employ 

149,000 or roughly 64 percent of the total 2009 energy employment. Coal and wind energy each 

employ around 27,000 jobs; however, growth between 2009 and 2013 for the coal sector is 

projected to be one percent while the wind energy has a brighter employment growth outlook of 

five percent growth. 

Natural gas exploration and extraction employment in Appalachian Pennsylvania is growing 

rapidly. A recent report prepared by the Marcellus Shale Education and Training Center and 

Penn State, found at www.msetc.org/docs/NeedsAssessmentwithcoverSW.pdf, suggests 

substantial employment impacts over the next five years. If the projections of this analysis, 

based on projections of new wells drilled, are accurate employment needs in non-renewable 

energy production may be greater than estimated in our analysis. 

The ARC region of Pennsylvania is rather unique in that it has more graduates on average in 

engineering and in engineering and scientific technician programs. The large number of 

engineers produced annually suggests that Penn State, in particular, may be exporting engineers 

to other regions in the country. Regardless of what happens to the graduates of these programs 

after they complete their training, there were very few needs in the engineering and scientific 

technician related occupations in Appalachian Pennsylvania. Where there were shortages 

projected, they tend to be in relation to specialized engineering occupations, like mining and 

geological engineers (including mining safety engineers and petroleum engineers) or in electrical 

and electronics and mechanical drafters. 

Overall, the ARC region of Pennsylvania has the greatest number of occupations with projected 

workforce shortages in the ARC region. Much of the shortage is in construction and extraction 

trade occupations. For example, the top five occupations with the greatest projected workforce 

shortages are: carpenters, construction laborers, electricians, plumbers/pipefitters/steamfitters, 

and machinists. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 56 

Figure 10. Employment by Energy Sector, ARC Pennsylvania, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

The Pennsylvania ARC region has projected workforce shortages that do not show up in other 

ARC states. For example, Pennsylvania is the only region with shortages in petroleum 

engineering, despite having education directly related to the training of engineers for the 

petroleum sector. Also, the region has a projected workforce shortage in structural iron and steel 

worker, rock quarry splitters, control and valve installers and repairers, numerical tool and 

process control programmers, electromechanical equipment assemblers, crane and tower 

operators, welders, and a host of other production occupations. For a full list of the surplus and 

gaps projected for the state of Pennsylvania see Appendix I. 

4.2.10 South Carolina 

Between 2002 and 2007 employment in the energy sector in Appalachian South Carolina 

increased by nearly 10 percent from 46,500 jobs to 51,000 jobs. During the recession, 

employment decreased to 47,900. South Carolina’s energy sector is expected to make a full 

recovery by the end of 2013, with employment levels above the year 2007 high of 51,400. The 

forecast increase in employment is the result of 10-11 percent increases in jobs in the coal, 

energy efficiency and gas and oil sectors of the energy sector in the ARC region of the state 

(Figure 11). 

 ‐  20,000 40,000 60,000 80,000 100,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelect...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 57 

Figure 11. Employment by Energy Sector, ARC South Carolina, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

South Carolina has 24 occupations within the energy sector that are forecast to have more annual 

labor demand than graduates to meet the demand in the region. Much of the workforce shortages 

are likely to occur in the construction and extraction trades. The one occupation with a forecast 

shortage in workers that is unique to South Carolina is architectural and civil drafters, driven by 

the jobs created in the gas and oil, coal and nuclear sectors. This occupation is also estimated to 

have replacement needs. 

While the ARC region is projected to have a shortage of architectural and civil drafters, the 

region has a surplus in architects and civil engineers. Although not ideal for recent graduates in 

these occupations that require at least a BS degree, it could be possible for them to apply for jobs 

at a more advanced level of the architectural and civil drafting position that requires only a 

postsecondary vocational award. Other occupations in the region with projected surpluses of 

graduates are electrical engineers, construction managers, and industrial engineers. A full list of 

the projected workforce shortages and surpluses can be found in Appendix I. 

4.2.11 Tennessee 

Even with a rocky period from 2007 to 2009, the energy sector in Appalachian Tennessee has 

seen significant employment growth since 2002. Employment between 2002 and 2007 grew 

from 100,000 to 113,850, an almost 14 percent increase over the five-year period. The 

contraction of jobs during the recession reduced employment to 107,500 jobs by the end of 2009. 

Job losses were greatest in the construction trades and extraction occupations during that period. 

 ‐  5,000 10,000 15,000 20,000 25,000 30,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelectric

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 58 

Employment growth is expected to increase by more than 10 percent from 2009 to 2013, 

reaching a high of 118,000 at the end of the time period. Growth will occur in many energy 

segments, as shown in Figure 12, but energy efficiency and solar have the most pronounced 

growth forecasts. Within the energy efficiency portion, growth is projected to affect the 

construction trades and extraction and installation, repair, and maintenance occupations. 

Production occupations like team assemblers, machinist, and cutting, punching, and press 

machine setters, operators, and tenders, metal and plastic are expected to see job growth within 

the solar energy sector between 2009 and 2013. 

Figure 12. Employment by Energy Sector, ARC Tennessee, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

The projected employment needs of Tennessee’s energy efficiency and solar sectors, based on 

the analysis of labor supply and demand, influence the labor shortages through 2013. Most of 

shortages are in the same occupations – carpenters, electricians, plumbers, pipefitters, and 

steamfitters, construction laborers and managers – that are in greatest demand in the energy 

efficiency sector. The production occupations mentioned above as being in greatest demand also 

have some of the greatest shortages in all of the energy segments, some of which is due to new 

job creation in the solar energy sector and some of which is due to replacement job needs in the 

wind energy sector of ARC Tennessee. 

 ‐  10,000 20,000 30,000 40,000 50,000 60,000 70,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 59 

4.2.12 Virginia 

Energy employment in Appalachian Virginia has stayed relatively the same since 2002 

fluctuating between 31,000 and 33,000 jobs. Growth between 2002 and 2009 resulted in a four 

percent increase in jobs in the region. However there was a dip in employment of 1,000 jobs 

between 2007 and 2009. The forecast for employment in 2013 is expected to bring energy 

employment to its highest level of 33,200. 

The dominant employment sectors within energy, shown in Figure 13, are energy efficiency, gas 

and oil, and coal. Through 2013, energy efficiency and gas and oil are expected to grow 18 

percent and 12 percent respectively. However, employment in the coal sector is projected to 

decrease by nine percent from the 2009 employment level. Occupations in the coal sector have 

some significant replacement needs, but unfortunately those needs do not offset the large job 

losses in occupations like operating engineers and other construction equipment operators, 

continuous mining machine operators, shuttle car operators, and mine cutting and channeling 

machine operators. 

Thirteen occupations are expected to have annual workforce shortages in the energy sector in the 

region. The shortages in Appalachian Virginia are similar to those in other ARC region. The 

construction trades and extraction workers occupational category has the occupations – 

carpenters, electricians, etc. – with the greatest projected workforce shortages. 

Figure 13. Employment by Energy Sector, ARC Virginia, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University. 

 ‐  2,000 4,000 6,000 8,000 10,000 12,000 14,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelec...

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 60 

4.2.13 West Virginia 

Employment in the energy sector of West Virginia grew from 86,200 in 2002 to 93,800 in 2007. 

The state is dominated by gas and oil, coal, and energy efficiency. These three sectors make up 

86 percent of total 91,200 jobs in the energy sector in 2009. Figure 14 shows the employment by 

energy sector for 2009 and projected employment for 2013. 

Future job growth is minimal in the energy sector with employment expected to increase 1.5 

percent from 2009 to 2013. Employment in gas and oil is expected to remain stagnant over the 

time frame while coal is forecast to grow by just two percent of 2009 jobs. Energy efficiency 

and nuclear energy are both estimated to have employment growth of 8-9 percent. Employment 

growth in energy efficiency is projected to grow due to increased demand for new jobs. Coal is 

shedding jobs in the region but replacement needs far outweigh the loss of jobs in the region. 

The gap analysis conducted for West Virginia looks very much like that of Pennsylvania. The 

state has 54 in-demand occupations, and 44 are projected to have annual workforce shortages by 

2013. For the most part, the state has surpluses in jobs in managerial and engineering sectors of 

the economy, with the exception of mining and geological engineers, including mining and 

safety engineers, which has an average annual workforce shortage of ten jobs. However, the 

region has large shortages in most of the jobs that do not require four-year degrees, e.g., 

construction trades and extraction workers, installation, maintenance and repair, and production 

workers. 

Figure 14. Employment by Energy Sector, ARC West Virginia, 2009 & 2013 

Source: EMSI Complete Employment and Penn State University.

 ‐  5,000 10,000 15,000 20,000 25,000 30,000

Biomass

Coal

Efficiency

Fuel Cells

Gas & Oil

Geothermal

Hydroelectric

Nuclear

Solar

Wind

Number of Jobs

2009 2013
RTS Inc. ARC Energy Workforce Trends and Training Needs 61 

4.3 Findings from the Gap Analysis 

 Workforce shortages are greatest in occupations related to construction trades and 

extraction, maintenance and repair, and production workers. 

 While a few states appear to have some shortages in managerial occupations like 

industrial production manager, construction manager, and engineering manager, overall 

the labor needs for these jobs can be filled through the annual supply of graduates in each 

state ARC area. 

 Many of the state Appalachian institutions are producing a glut of people trained to be 

construction managers and welders, cutters, solderers, and brazers. 

 Replacement job needs (those jobs that arise not from newly created jobs, but from 

worker turnover and attrition) oftentimes dominate the demand for labor in the 

nonrenewable energy sectors. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 62 

5.  LEARNING FROM THE CASE STUDIES

To continue to capture the employment and economic development benefits of the energy 

sectors, Appalachia’s post-secondary institutions will have to respond and, in some places, lead 

the changes underway. To gain additional insights into the ways that higher education is doing 

that, we chose 14 higher educational institutions, one in each state and two (at one university) in 

West Virginia for more in-depth study. The following vignettes, provided in full in Appendix B, 

are based on a common protocol, which also is described in Appendix B. 

Each institution profiled exhibits certain exemplary and/or innovative practices, although each 

approaches education and training in a slightly different way and develops its own spin on how 

to prepare the workforce based on the sector it targets and the economics of its region. 

5.1 Capsulized Summaries 

Alfred State College (ASC), which is part of the State University of New York, incorporates 

training in green practices and technologies into various courses and degree programs across the 

college. For example, the approximately 90 students earning an associate’s degree in electrical 

construction and maintenance receive four weeks of coursework and hands-on lab work 

dedicated exclusively to renewable energy sources. ASC is installing renewable energy sources 

on its campus and already has three photovoltaic systems and four wind turbines on its 

Wellsville campus that were built by teams of students. One of the installed systems provides 

nearly half the energy demands of the School of Applied Technology’s library and 

administrative offices. Though the college’s renewable energy courses and training has, to date, 

focused on small-scale solar and wind systems and residential installations, several students have 

found jobs on new commercial wind farms that are starting to spring up in the upstate New York 

region as well as with firms that are looking for employees with skills in renewable energy 

source installation and maintenance. A team of students led a four-day workshop at the U.S. 

National Arboretum on the benefits, functions, design and installation of solar photovoltaic 

systems that was attended by homeowners, contractors, and engineers, culminating with the 

students installing a one kilowatt hour solar array to power the arboretum’s irrigation system. 

This is part of a five-year cooperative agreement between ASC and the arboretum. 

Appalachian State University (ASU) in Boone, North Carolina began its green revolution 

more than thirty years ago when it first started training students to build more energy efficient 

homes and develop new ways to harness the power of the wind and sun. In 2008 ASU’s 

Research Institute for Environment, Energy, and Economics became an umbrella organization 

for the Appalachian Energy Center, Center for Economic Research and Policy Analysis 

(CERPA) and Southern Appalachian Environmental Research and Education Center (SAEREC). 

The Center offers training programs for the construction industry on retrofitting buildings to 

meet new energy standards and to make new construction more energy efficient. It also works in 

renewable energy fields, operating a site on Beech Mountain, NC to test small-scale wind 

turbines and capturing gas from smaller scale landfills in rural areas. The university’s renewable 

energy program is embedded in its construction management and architectural technology and its 
RTS Inc. ARC Energy Workforce Trends and Training Needs 63 

appropriate technology program. Learning to install solar panels on a house is included in both 

programs. The programs are also hands-on. In the Renewable Energy Initiative (REI), students 

conceive, install and manage different energy-related programs at the campus, including 

installing North Carolina’s largest wind turbine and installing solar panels to power the 

university’s student union. This academic year, the college will offer its first “sustainable 

business” concentration in its MBA program. 

Calhoun Community College in Alabama has a more focused approach to training for the 

energy industry. It offers an open enrollment seven-week, 280-hour non-credit pre-apprentice 

line worker program aimed at meeting the on-going needs of the energy industry for line 

workers. Developed in collaboration with two other community colleges, the program relies on 

the private sector and existing programs such as those offered by the Tennessee Valley Authority 

and Alabama Rural Electric Coop, and the college relies on retired industry workers as 

instructors. Offered twice a year, the program attracts only about 10 students per class and only 

about 60 percent of those complete, often due to the physical demands of the work. 

Cleveland State Community College (CSCC) in southeastern Tennessee – where average 

energy consumption is among the highest and energy costs among the lowest in the U.S – is 

leading efforts to promote energy conservation in homes. Its program in energy efficient 

residential construction (EERC) began in 2005 with a Community Based Job Training Grant 

from the U.S. Department of Labor. Under the grant, CSCC developed six courses related to 

energy efficiency and alternative energy, including one in solar photovoltaic system design and 

one in ground source heat pumps that could be taken as part of an AAS degree in construction 

technology, as a Zero Energy Home Certificate program, or individually in any program based 

on interests. The college’s rationale for embedding energy efficiency courses into construction 

technology is that there are many common elements in the job descriptions for traditional 

construction jobs and energy efficiency construction and retrofitting jobs. With about two in 

three students already working in the industry, the scheduling is very flexible. Enrollments have 

risen despite a weak labor market because students viewed the training as a competitive 

advantage and had the time for the program. CSCC also educates people about the need for 

energy efficiency and the opportunities for energy savings afforded by renewable energy 

sources. The college owns a trailer equipped with a solar panel array that travels to career fairs 

and events to raise interest in the program and provide a visual representation of the idea of 

green jobs and clean energy. In addition, CSCC partners with the local workforce investment 

agency to offer EERC courses as a series of modules leading to a certificate, typically taught 

over a 15-week quarter, offered as a 40-hour, week-long class. 

Frostburg State University, a four-year university in western Maryland, offers a not-for-credit 

program to install residential wind and solar systems. The Wind and Solar Energy (WISE) 

program is offered in two stages. The first is an eight-week online course that includes a selfassessment test to gauge progress. The second is an intense three-day workshop at the campus 

that includes hands-on demonstrations. Faculty members are drawn primarily from private 

industry. At the end of the program, students can choose to sit for a Photovoltaic Entry Level 

Certificate of Knowledge Exam offered by the North American Board of Certified Energy 

Practitioners (NABCEP). Students, many of whom are contractors, tend to enroll to enter 

directly into the energy field or use the residential installation as a way to enhance their current 
RTS Inc. ARC Energy Workforce Trends and Training Needs 64 

position. Completers are able to enter the energy field with the ability to understand and install 

residential wind and solar systems. In the first two offerings, nearly 200 individuals went 

through the program, and in 2009, forty took the NABCEP test and thirty-six passed. Frostburg 

State recently received funding for a new building to house the Sustainable Energy Research 

Facility, including the WISE program. 

Hocking College in Ohio has an advanced energy and fuel cell program that has been aimed at 

developing the fuel cell industry cluster in the state, and a vibrant clean energy sector in its own 

distressed rural area. In 2003, the Hocking College Energy Institute (HCEI), established in the 

1980s to focus on gas-powered vehicles, re-oriented its curricula to address the needs of 

advanced energy and fuel cells and automotive hybrids. The new associate of applied science 

degree in advanced energy and fuel cells program was launched with three students. By the fall 

of 2009 it had 61 first-year students, double the previous year. Hocking now has an articulation 

agreement with the University of Minnesota at Crookston whereby students can complete an 

additional 45 credits in the School of Agriculture and Natural Resources and receive a B.S. in 

agricultural systems management with an emphasis in biofuels and renewable energy 

technologies. Although called a “fuel cell” program, graduates are prepared for technician 

positions to support a range of renewable energy sources and systems including solar, 

geothermal, biofuels, and hydroelectric. While focusing on fuel cells at the state level and 

working hand-in-hand with the Ohio Fuel Cell Coalition, the program targets the local 

concentration of solar and wind installation companies. As with any training initiative, there is a 

fine line between preparing students for future job opportunities in anticipation of industry 

development and training them for jobs that do not yet exist. Currently, jobs in research and 

development outnumber those in manufacturing though this is predicted to change as Ohio 

strives to be a leader in fuel cell manufacturing. To date, HCEI has had no trouble placing 

students in jobs in the fuel cell and advanced energy industries, probably due to the small size of 

the program and the fact that there are already a number of fuel cell firms in the state. HCEI 

also operates at the Logan-Hocking Industrial Park, which is owned and operated by the Hocking 

County Community Improvement Corporation (CIC), as an incubator, a business recruitment 

tool for alternative energy firms, and workforce development resource. 

Kentucky Coal Academy in Kentucky is an open entry/exit workforce training program for the 

coal industry operating at four community and technical colleges in the Kentucky Community 

and Technical College System (KCTCS): Big Sandy, Hazard, Madisonville, and the lead college, 

Southeast Kentucky, that is aimed at a declining and aging workforce. Despite an expected loss 

of half of the mining workforce in the next five to seven years, the Academy aims to find 

replacements for the coal industry that are qualified and safety-conscious and have career 

pathways. Before the Academy was formed, all four colleges had mining programs but only two 

were active. The colleges have associate degree programs, certificate programs, and – an 

innovation in Kentucky – customized non-credit courses that can be converted to credit. A New 

Miner Cohort Program at Big Sandy, offered in partnership with local coal companies, is an 

accelerated 30-week program with job training and course work. Participants are evaluated by 

area coal companies and hired at $10 per hour to work while also attending training classes. The 

Mining Technology program enrolls mostly full time employed miners seeking retraining and 

certification to upgrade to a higher paying job. Many companies will either allow time in the 

schedule of an employee or pay for them to attend courses at the Academy, and the programs 
RTS Inc. ARC Energy Workforce Trends and Training Needs 65 

have no trouble attracting students. One challenge is finding qualified instructors and 

appropriate facilities and equipment to meet the rapidly evolving technology of the coal mining 

industry. 

Lanier Technical College in Georgia offers three relatively new programs under its Electrical 

Utility Technology (EUT) program that prepare students for work in the electrical power 

industry. The three programs are a two-year Associate in Applied Science (AAS) electric utility 

technology degree, a 90-hour electrical utility technology diploma, and an entry-level 42-hour 

electrical utility technician certificate. The degree program was the result of a collaboration with 

the Georgia Energy and Industrial Construction Consortium, itself a partnership among the 

state’s electrical and natural gas utilities and utility associations, nuclear, oil and gas industries, 

industrial construction industry, and state and federal offices of workforce development, labor 

and education. The coalition formed in 2007 to engage the energy industry in a plan to address 

the workforce needs of the energy sectors across the state, and particularly the aging of line 

workers. Enrollments jumped from 25 students the second year to 38 in its third year, with three 

out of four of the students employed at least part time. Power company employees serve as 

program instructors and members of the program’s advisory board. In the near future, the 

college plans to add curricula in solar photovoltaic and solar thermal technologies through the 

Electronics Technology department of the school’s division of industrial technology, and is 

currently preparing for the accreditation process. Individuals with some knowledge of electricity 

fundamentals now can take a 40-hour course in solar installation offered through the economic 

development arm of the technical college. 

Mississippi State University’s Mississippi State Industrial Assessment Center (IAC) audits 

energy and resource usage at no cost for small and mid-sized manufacturers located within 150 

miles of the university. The audits, which are conducted by teams of undergraduate and graduate 

students and faculty, evaluate a site’s energy-consuming processes, waste generation and 

handling, and production methods and report opportunities to reduce waste, save energy, and 

improve productivity. The program has been in effect since 1994, tries to conduct 25 

assessments per year, and has documented savings to client companies of about $5 million per 

year. IAC takes on 6-7 engineering students who must commit to remaining at least three 

semesters at the IAC. Participating students, who are paid $7.50 to $9.00 per hour by IAC while 

conducting audits, can also get a certificate from the U.S. Department of Energy, which has 

supported the IAC in the past but has reduced its support. The reduction in funds meant that 

most faculty donate their time to the Center. But with the American Recovery and Reinvestment 

Act (ARRA) requiring companies to complete an audit before being considered for funds, there 

is now increased interest in the program among companies. 

Penn Technical College’s Marcellus Shale Education and Training Center (MSETC) is a 

cooperative venture with the Penn State Cooperative Extension program. The Marcellus Shale, 

believed to be the country’s largest unconventional natural gas deposit, stretches from New 

York’s Southern Tier region through Pennsylvania, Kentucky, West Virginia, Virginia and Ohio. 

The Center was launched in 2008 as a central resource for workforce development and education 

for the actors and communities involved in the burgeoning industry. Part of MSETC’s mandate 

is to act as a central coordinating body for the fast growing Marcellus Shale industry. MSETC 

convenes an annual workforce forum that brings together workforce developers, educators and 
RTS Inc. ARC Energy Workforce Trends and Training Needs 66 

oil and gas exploration, production and service company representatives to share information on 

issues and industry needs. In November 2009, Penn College offered its first classes under the 

auspices of the MSETC and since has trained 275 incumbent workers from the oil and gas 

industries and companies looking for employment in natural gas. These courses can be as short 

as one day or up to three weeks. Many are non-credit and customized for individual companies, 

and offered through the Workforce Development and Continuing Education arm of Penn College 

of Technology, a four-year college. The school also trained about 100 new unemployed, 

underemployed or displaced workers for the industry referred by the state’s one-stop career 

center system. Penn College offers a short-term pre-employment program called “Fit For Natural 

Gas”, designed to prepare workers to be roustabouts, i.e., entry-level oil field laborers. In 2010, 

Penn College received a three-year grant from the National Science Foundation to offer courses 

to high school students for college credit that introduce them to the natural gas industry, and it is 

preparing to offer a two-year AAS degree program. 

In July 2010, MSETC was awarded a $4.9 million grant from the US Department of Labor, 

Employment and Training Administration to create ShaleNET.org. ShaleNET.org is a 

consortium between Penn Tech, Westmoreland County Community College (lead agency), West 

Virginia Northern Community College, Eastern Gateway Community College in Ohio, and 

Broome Community College in New York. Their mission is “to design a comprehensive 

recruitment, training, placement, and retention program” for the natural gas exploration and 

production industry. In addition to the consortium members, MSETC has added additional key 

partners to this initiative including 15 Workforce Investment areas serving 69 counties across 

Pennsylvania, West Virginia, Ohio, and New York (if/when the moratorium is lifted), the 

Pennsylvania Independent Oil and Gas Association, the Veterans Administration and other 

education and training resources within the Marcellus Shale footprint. 

Tri-County Technical College (TCTC), which serves three counties in the upstate region of 

South Carolina, has a welding program that prepares students to work in the region’s nuclear 

power industry and for the contractors that provide maintenance services to nuclear plants. In 

the past five years the welding program has doubled in size, and day and evening sessions keep 

the program’s 35 welding stations in constant use. The program is planning an expansion into a 

new welding facility that will allow the program to double again, as well as the early phases of 

developing training specific to the nuclear power industry. Welding is housed within the 

industrial technology and maintenance program at the college. A handful of the approximately 

120 students are enrolled in two certificate programs, but the majority of students are in the 42-

credit diploma program or 67-credit associate’s degree program. The AAS degree program 

provides the closest fit to the nuclear power industry because it provides experience in tungsten 

inert gas (TIG) welding for small-diameter piping, jobs that pay upwards of $25 an hour. 

Students have traditionally found employment with Duke Energy and other contractors in the 

area, such as DZ Atlantic. Recently, some students completed work co-op rotations at Duke 

Energy while enrolled at TCTC to gain professional experience and, in some cases, academic 

credit. 

Virginia Polytechnic Institute and State University (Virginia Tech) is one of only three 

universities in the ARC region that offers degrees in mining engineering. It consistently awards 

more than 30 BS degrees in mining engineering each year, an estimated 25 percent of all U.S. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 67 

graduates, plus a smaller number of Masters and PhD degrees – almost always with a 100 

percent placement rate. While geared towards coal production, the program trains individuals 

for a variety of mining-related sectors including aggregate mining. Undergraduate students are 

given a standard introductory course in geology and courses in various aspects of coal mining, 

such as mine reclamation and environmental management, resource recovery, and underground 

mine design. In recent years the proportion of engineering students going into coal production 

has increased. Virginia Tech houses two research centers on campus that specialize in advancing 

mining technology. The Virginia Center for Coal and Energy Research, created by the 

Commonwealth of Virginia, focuses on technical aspects of coal mining and assisting Virginia’s 

general energy plans. The Center for Advanced Separation Technologies is a consortium of five 

universities supported by DOE funds, including Virginia Tech, that focuses on “the production 

of clean solid, liquid and gaseous fuels from domestic energy resources in an efficient and 

environmentally acceptable manner.” 

West Virginia University’s Petroleum and Natural Gas Engineering (PNGE) department offers 

BS, MS, and PhD degree options and is fully accredited by the Accreditation Board for 

Engineering and Technology. Students interact with industry through the U.S. Department of 

Energy’s National Energy Technology Laboratory in Morgantown, West Virginia and gain 

hands-on experience working on production sites, secondary and enhanced oil recovery projects, 

compressor stations, gas storage fields, and corporate offices. Graduates not only have the 

ability to design experiments and analyze data, design a system, component or process to meet 

needs of an employer, and work on multi-disciplinary teams but will evaluate and understand the 

impact of engineering practices in a global context. As the demand for oil continues to increase, 

interest and enrollment in the PNGE program continues to increase dramatically, and in the 

spring semester of 2011, 200 undergraduate, excluding freshman, and 43 graduate students were 

enrolled. The program is very hands-on, and graduating seniors complete a capstone course for 

which industry is consulted about establishing real-life projects for the graduates of the program 

to complete. Those members of industry participate in the development of the project and in 

determining the grade of the graduating senior. Most faculty have prior industrial experience, 

however, teaching ability and research potentiality are highly valued assets. The College of 

Mineral Resources enlists a freshman recruiter to travel to area high schools with a presentation 

of the college’s programs and career opportunities available with offered degrees. The program 

allows students within the common market states to pay in-state tuition so recruitment is not 

exclusive to the state of West Virginia. 

West Virginia University’s Advanced Virtual Energy Simulation Training and Research 

Facility (AVESTAR), is a joint program of the Department of Energy’s National Energy 

Technology Laboratory (NETL) and its Regional University Alliance and West Virginia 

University National Research Center for Coal and Energy’s (NRCCE) Advanced Energy 

Initiative. The simulator’s installation will be complete by March and courses will be ready for 

enrollment by June 2011. The Department of Energy and the energy industry are seeking ways 

to effectively meet current demand and carbon management requirements and determine whether 

or not new technologies should be implemented. The Department of Energy has studied 

integrated gasification combined cycle (IGCC) as a new clean coal technology and, as West 

Virginia and Pennsylvania are regionally marketed as the nexus for energy solutions, the 
RTS Inc. ARC Energy Workforce Trends and Training Needs 68 

organization is supporting the development of the AVESTAR program at West Virginia 

University. 

5.2 Findings from the case studies 

 Institutions offered a wide range of programs for the sector, from a few non-credit 

courses, through certificates, diplomas, concentrations in existing AAS or BS programs, 

to – among universities – post-graduate programs. 

 Most of the institutions have chosen to specialize and develop particular expertise in a 

specific area and use that to branch out into related energy sectors. These choices 

typically reflect a close connection to local and regional economic and workforce needs. 

Fuel cells, green construction, natural gas, nuclear energy, coal, and wind and solar are 

all areas in which colleges chose to specialize. A few, such as the ShaleNET.org natural 

gas consortium program, address multi-state needs. 

 The most successful colleges offering programs in alterative energy were early adopters, 

gaining a foothold in renewable energy sectors before it was popular and building a 

reputation that now serves them well. Appalachian State, Mississippi State, and Hocking 

all have at least 15 years experience. 

 Enrollments in programs for the energy industry in many institutions are low and some 

have depended recently on federal stimulus funding. As a result, programs will be forced 

to attract more students to become self-sufficient, find other sources of funding, or cut 

back. 

 Successful programs have close ties to industry partners and engage industry leaders in 

their communities in planning and developing the programs needed to grow their 

industry, offering work experience, and teaching courses. They also prepared their 

students for industry-based certifications. 

 A number of programs used close ties to related economic and community development 

organizations to strengthen their programs. 

 Several profiled institutions are embedding alternative energy approaches into their 

curricula rather than developing stand-alone programs. For example, a construction 

technology program would make sure that weatherization practices are made standard 

practice in basic classes. 

 Flexible scheduling is required to meet the needs of incumbent workers and older 

students. For many, careers and skills in energy fields are pursued to add new career 

enhancing skills in current jobs or to change careers. Thus, they may not be able to 

attend or need a full-time program. Effective programs understand this reality and design 

curricula with the flexibility to accommodate a wide range of students. For instance, 
RTS Inc. ARC Energy Workforce Trends and Training Needs 69 

Frostburg State University offers an online curriculum supplemented with a short on-site 

workshop to train individuals in the installation of residential wind and solar systems. 

 The universities profiled, especially those focused on non-renewable sectors, meet the 

large demand for qualified managers and engineers. The near 100 percent placement rate 

of mining engineers at Virginia Tech University, for instance, is a testament to the quality 

of the program and demand for its graduates. 

 No institution appears to place enough emphasis on entrepreneurship and opportunities 

for new business development or self-employment as consultants. In community colleges 

in particular, programs are driven by employment and it is generally assumed that 

completers will join an existing business. Yet the developing fields of energy efficiency 

and installation of renewable energy sources offer many opportunities for start-ups and 

self-employment. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 70 

6.  POLICIES AFFECTING THE ENERGY INDUSTRY

6.1 Federal Policy 

Federal policy helps establish the paradigm for energy development and creates the framework 

for types of energy development. To that end, RTS uses three precepts to inform its analysis of 

federal energy policy. 

First, federal legislation helps establish the emphasis and approach to energy issues. While much 

of the legislation addresses regulatory matters, it also funds research, provides tax incentives, and 

funds infrastructure, such as America’s electric power grid. The results of these functions 

promote growth in certain energy sectors, may cause new occupations to emerge, and may 

decrease jobs in other energy sectors. For example, the provision of stricter air quality standards 

for mining or burning coal may reduce the demand for jobs in the coal industry, while providing 

tax breaks or incentives might foster the construction of nuclear power plants and thus increase 

jobs in nuclear energy. In addition, it is useful to examine some of the trends in proposed 

legislation because they are a useful predictor of which energy sectors are likely to grow. An 

example is the Kerrey-Lieberman Cap-and-Trade Bill, which may pass in some form in the 

future and would affect jobs across the energy spectrum. 

Second, there are cases where federal funds have a direct effect on job training in the energy 

sector. The stimulus funds provide two examples, which we describe below. First, the USDOLETA used stimulus funds to competitively award nearly $500 million to states and local areas for 

energy workforce training, primarily at community colleges. Second, the Department of Energy 

has used stimulus dollars to provide nearly $8 billion for activities in weatherization and energy 

efficiency. This has spurred a large increase in energy efficient construction. 

Third, the federal legislation and regulations create a framework for states to develop energy 

policies and initiatives that have a direct impact on the growth or decline of particular energy 

sectors. State activity as a whole exceeds federal activity and has a more immediate impact on 

job growth and the development of new occupations. 

The two major pieces of energy legislation passed by Congress over the last six years are the 

Energy Policy Act of 2005 (EPAct05) and the Energy Independence Security Act (EISA) of 

2007. The first comprehensive energy bill in 13 years, EPAct05 advanced energy policy 

designed to increase energy production, promote and support energy conservation and encourage 

investment in new energy technologies and sources. The second omnibus energy policy law 

passed in recent years, EISA, focuses on increasing energy efficiency and the availability of 

renewable energy. According to the Congressional Research Service, the bill contained four 

major provisions. It increased Corporate Average Fuel Economy (CAFE) standards; set annual 

Renewable Fuels Standards (RFS) for blending of biofuel with gasoline and increased taxpayer 

funding for the production of biofuels; set a variety of new energy efficiency equipment 

standards for lighting and for commercial and residential appliance equipment; and repealed two 

oil and gas tax subsidies to offset the estimated cost of implementing the new CAFE provisions. 

Additionally, EISA addresses a number of other energy efficiency and renewable energy source 

areas. It increased federal R&D funding for solar energy, geothermal energy and marine 
RTS Inc. ARC Energy Workforce Trends and Training Needs 71 

hydrokinetic renewable energy technologies; expanded federal research on carbon sequestration 

technologies; created green jobs training programs for energy efficiency and renewable energy 

workers; launched new initiatives for highway, sea and railroad infrastructure and established a 

new Office of Climate Change and Environment within the Department of Transportation; 

provided for a new program to offer small business loans for energy efficiency improvements; 

and addressed the modernization of the electricity grid to improve reliability and efficiency. 

That federal legislation influences this analysis and resultant findings and recommendations in at 

least three ways. 

1. First and foremost, the impact of these laws is reflected in state actions and reactions and, 

to the extent these new policies and programs have affected energy employment demand, 

they are reflected in our energy-related employment projections. 

2. Two of the major thrust areas of EPAct05 have been reported as generating significant 

job impacts soon after the law’s enactment. According to the Senate Energy and Natural 

Resource Committee, in a report issued by the Committee, the ethanol requirement in the 

energy bill would create 234,840 jobs during its first year. With respect to nuclear 

energy the Committee reported that utility companies and consortia are in the process of 

preparing application for 25 new nuclear power plants due to EPAct05’s provisions for 

loan guarantees, production tax credits, and insurance protection against licensing delays 

and litigation. These plants would in turn create 40,000 – 45,000 construction jobs and 

10,000 new high paying jobs within these plants though the recent Japanese nuclear 

disaster is likely to impact this projection. Increases in energy employment demand in 

states such as Kentucky, South Carolina and West Virginia with programs to encourage 

ethanol application development and ethanol production or North Carolina, South 

Carolina and Pennsylvania with very strong nuclear production profiles could well be 

generated and reflected in this analysis’ employment projects due to EPAct05. 

3. The EISA’s provision to create green jobs training programs also will have a direct 

impact on energy jobs training and demand in the ARC states. It instructed the Secretary 

of Labor, in concert with the Secretary of Energy, to establish energy efficiency and 

renewable energy training programs within six months of EISA’s passage. The programs 

established under this provision include National Energy Training Partnerships Grants, 

State Labor Market Research, Information, Labor Exchange Research Program Grants, 

State Energy Training Partnership Program Grants, and the Pathways Out Of Poverty 

Demonstration Program. Energy training funding levels associated with these programs 

received a big boost through the federal stimulus package. 

6.1.1 Energy Training Funding Provided to States from The American 

Recovery and Reinvestment Act 

The Employment Training Administration of the United States Department of Labor used the 

federal stimulus funds (American Recovery and Reinvestment Act of 2009 - ARRA) to target 

specific occupations for training. This was a bold new step at the federal level because 80 

percent of Workforce Investment Act funding goes to states by formula, and the states and local 

workforce boards have the flexibility to decide on training targets. Nearly $500 million was 

focused on preparing workers for jobs in the following energy and energy efficiency fields. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 72 

Nearly $500 million was focused on preparing workers for jobs in the following energy fields: 

 The energy-efficient building construction, and retrofit industries 

 The renewable electric power industry 

 The energy efficient and advanced drive train vehicle industry 

 The biofuels industry 

 The deconstruction and materials use industries 

Each of the grants has significantly increased the training of energy workers, and has had the 

corollary effect of causing the states for the first time to reorient their training efforts, primarily 

at community colleges, for jobs in the energy field. It should be pointed out that these are the 

programs that are most explicitly geared towards enhancing employment and training in the 

energy sectors; individual grants or allotments under other programs may have assisted in energy 

training in a more limited manner. 

Table 9 shows the amount of ARRA grants made to the thirteen Appalachian Region states. The 

state level grants – Energy Sector Partnership, Labor Market Information Improvement, and 

Weatherization – are funding activities for every part of the state. The local grants – Energy 

Training Partnership, Pathways Out of Poverty, and Green Capacity Building – are directed at 

specific localities. But even if a local grant is not in an ARC county, the innovation, 

reorientation to energy training, and the development of new curriculum will change the way all 

of these institutions are conducting training, and has the potential to cause changes in the entire 

state. There is a third method for funding some of these grants, and that is in a consortium where 

several locales or several states are funded together. If any of the consortium members were in 

the Appalachian Region, that grant was included. While it is impossible to estimate the exact 

amount of increased training or job placements, the dollar amounts do point to a large increase in 

energy training activity. As shown in the Table 9, New York, Pennsylvania, North Carolina, 

Ohio, and Maryland all participated in multiple training consortium grant awards. 

A total of $1,796,783,523 has been awarded to individual ARC states through the American 

Recovery and Reinvestment Act. The figure is dominated by the state allocations from DOE’s 

Weatherization program ($1,714,272,141). The DOL-related energy training program awards 

totaled $82,511,382 in individual awards for the ARC states. 

 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Table 9. US Department of Energy and US Department of Labor Energy Grants to ARC S

Grant Alabama Georgia Kentucky Maryland Mississippi New YGreen Jobs Capacity Building Awards $70,736 $100,000 $100,000 $197,128 $200Energy Training Partnership GrantsSingle $2,80Pathways Out of Poverty Grants- Single $3,753,579 $3,71

$4,000

State Energy Sector Partnership and Training Grants 

$6,000,000 $4,740,457 $5,793,183 

State Labor Market Information Improve. Awards Individual 

$1,145,210 $1,177,975 $1,250,000 $1,11

Weatherization Formula Grants 2009 Allocations $71,800,599 $124,756,312 $70,913,750 $61,441,745 $49,421,193 $394,6Total $79,016,545 $129,787,866 $77,004,207 $67,432,056 $49,421,193 $406,5
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Table 9. US Department of Energy and US Department of Labor Energy Grants to ARC States, 

Grant Ohio Pennsylvania South Carolina Tennessee Virginia We

Virg

Green Jobs Capacity Building Awards $100,000 $199,524 $335,793 $98,Energy Training Partnership GrantsSingle $8,795,129 $1,408,601 $3,865,480 Pathways Out of Poverty Grants- Single $2,732,719 State Energy Sector Partnership and Training Grants 

$6,000,000 $6,000,000 $6,00

State Labor Market Information Improvement Awards Individual 

$1,015,700 $1,250,000 $763,175 $765,340 

Weatherization Formula Grants 2009 Allocations $266,781,409 $252,793,062 $58,892,771 $99,112,101 $94,134,276 $37,58Total $282,692,238 $264,383,906 $59,655,946 $99,877,441 $98,335,549 $43,68

Source: US Department of Labor, Employment Training Administration, 2010; US Department of Energy, Wea

Intergovernmental Program, EE-2K, Office of Energy Efficiency and Renewable Energy, 2010. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 75 

State Labor Market Information Improvement Grants: This solicitation was for state 

workforce agencies to “collect, analyze, and disseminate labor market information” and help 

individuals find employment in the energy efficiency and renewable energy sectors. The $50 

million announcement was followed up by research done by O*NET to define “Green Jobs”. 

Results were intended to help show clear career pathways in the energy sector. The information 

to be collected under the grant is to be for both state and regional levels in order to allow for 

macro and micro level data analysis. Additionally, there is a strong outreach component of the 

grant: the data collected is to be disseminated to help the public workforce system, educational 

institutions and other organizations that offer workforce development training to enable 

individuals to pursue a career in green jobs occupations. Forty-five states, the District of 

Columbia and Puerto Rico were awarded $48.8 million for this effort. A total of just over $9.4 

million was awarded to ARC states. 

State Energy Sector Partnership and Training Grants: The centerpiece of the U.S. 

Department of Labor’s energy workforce training efforts is directed specifically to state 

workforce investment boards. ARC states were awarded over $40.5 million in Energy Sector 

Partnership and Training grants and 34 states received awards between $2 million and $6 

million. Seven ARC states – Alabama, Kentucky, Maryland, North Carolina, Ohio, 

Pennsylvania and West Virginia – received between $5 and $6 million to train 9,700 participants 

over three years in renewable energy and energy efficiency.6

 

In addition, the focus on energy training will encourage community colleges to retool their 

curricula and training approaches and promote changes in their WIA- and state-funded training. 

As community colleges network and share curricula, energy training will expand in these states. 

Energy Training Partnership Grants: The DOL sought to encourage new partnerships that 

focused on training dislocated workers, youth, and unemployed individuals for jobs in the energy 

fields. Partners included labor organizations, employers in energy efficiency/renewable energy 

industry, and the workforce system. The $100 million was awarded to 25 grantees, in most cases 

to an organized labor entity. Ohio received two grants to assist the efforts of the Ohio Electrical 

Labor Management Cooperative Committee and the International Training Institute for the Sheet 

Metal and Air Conditioning Industry. The Community Housing Partners Corporation in Virginia 

received a grant to train and employ workers to weatherize homes. One result of these grants 

will be the development of new approaches to energy workforce training, with input from both 

labor and business. ARC state grant awards for this program totaled just under $16.9 million. 

Pathways Out of Poverty Grants: The U.S. Department of Labor focused this grant 

opportunity on providing individuals in high poverty areas with workforce training and 

supportive assistance for jobs in the energy field. Some $150 million was awarded to 30 local 

grantees and 8 recipients with a national scope on energy-efficient construction and retrofit, 

renewable energy, biomass, solar energy, and energy auditing/assessment. This grant targets 

dislocated workers, minorities and women for training in energy-related fields. Most of the 

training will occur at community colleges, but some will be provided by local branches of 

 

6

 ETA News Release 1/10/2010. Each grant offered estimations on numbers of individuals 

expected to be trained. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 76

national community action agencies, such as Goodwill Industries, Opportunities Industrialization 

Centers, and SER, which focus on services to the Hispanic population. ARC states were 

awarded a total of $14.2 million from this program. 

Green Capacity Building Grants: A total of $5 million was made available to active grantees 

to expand training programs to include green jobs. The grants were primarily for capacity 

building to build infrastructure to increase training and job placement activities in green jobs. 

The DOL intended that the workforce training funds would help support individuals seeking 

entry-level positions in the green industry, including energy-related occupations, which would 

lead to a career and advancement of a career in the industry. The Department funded $5.8 

million for this award and a total of 62 awards were made in 30 states and the District of 

Columbia. Awardees targeted specific populations that had been affected by the economic 

downturn such as American Indians, women, at-risk youth, and farm workers. The Green 

Capacity Building program awarded $1.5 million to ARC states. 

U.S. Department of Energy: The Department of Energy (DOE) plays a major role in shaping 

energy trends in the nation and in the states through tax incentives that stimulate private sector 

investments in specific energy sectors, such as wind and solar, energy efficiency, and alternate 

energy. It promulgates regulations to slow down the use of fossil fuel by requiring reductions in 

carbon emissions and invests in infrastructure, such as improving the power grid, which results 

in additional jobs for line workers, electrical workers, and electrical engineers. DOE’s 

Weatherization Assistance Program provides funds to each state and territory to construct or 

retrofit homes for people below the poverty line in order to increase insulation replace doors and 

windows and do everything possible to homes so that they will need less heat in winter and less 

air conditioning in summer. The funds go to the states, which fund local offices that in turn fund 

community action agencies, which then directly hire individuals to make these homes more 

energy efficient or subcontract with other groups for construction. 

The $4.7 billion in federal stimulus funds more than quadrupled the DOE funding to the states. 

Eligibility was reduced from 150 percent of the poverty level to 200 percent of the poverty level, 

which increased the eligible population by 53 percent. In addition, the amount that can be spent 

on each home was raised from $2,000 to $6,500. If the maximum is reached on each project, 

over 615,000 homes will be weatherized by June 30, 2011 generating many skilled jobs in the 

construction and electrical fields. Over $1.7 billion dollars was allotted to ARC states through 

the DOE funding formula. 

6.2 State Policy Trends 

Overall, state legislative policies are focused on promoting stable and adequate energy 

infrastructure and supplies, incentivizing particular energy sources based on a state’s energy 

assets and goals, and catalyzing energy sectors for economic development potential. 

6.2.1 Energy Efficiency and Renewable Energy 

Most recent state legislative activity related to energy has been in the realm of energy efficiency 

and renewable energy. The spike of oil prices in 2008, the recession, and concerns about both 

the environment and energy security have combined to focus on clean energy and energy 
RTS Inc. ARC Energy Workforce Trends and Training Needs 77

efficiency as routes to improving the economy, stimulating job growth and protecting the planet. 

While the ARC states have been active participants, overall they have not been at the forefront in 

terms of strength and scope of legislation passed according to national rankings. According to 

the American Council for an Energy Efficiency Economy, only three ARC states (NY, PA, MA) 

are in the top half of states in terms of strength and scope of energy efficiency measures. Five 

ARC states (NY, TN, AL, MD, VA) are in the top half of all states in terms of electricity from 

renewable energy, according to the federal government’s National Renewable Energy 

Laboratory. 

More encouragingly, according to Pew Charitable Trusts’ national rankings of clean jobs in 

2007, nine of the thirteen ARC states were in the top half of all states in terms of absolute 

numbers. Five ARC states (SC, MS, TN, NC, GA) were among the top 25 in terms of clean 

energy job growth in the previous decade. In addition, seven ARC states (NY, PA, OH, MD, 

WV, VA, and NC) have Renewable Portfolio Standards (RPS) that require electric utilities to 

include a specific minimum percent of renewable energy sources within their energy portfolio. 

These renewable sources tend to be important drivers for job growth. 

Within renewable energy a review of state legislation and programs reveals evidence that states 

emphasize different sources based on their renewable energy assets and potential. For example, 

Mississippi, South Carolina, Alabama, Georgia, Kentucky and West Virginia are supporting 

biomass, especially from wood products. Virginia, North Carolina, Maryland and New York are 

particularly emphasizing wind power. Maryland, Ohio and Virginia have preferential treatment 

for solar power in their state energy policies. South Carolina is emphasizing hydrogen and fuel 

cell development. South Carolina, Georgia, Alabama and Kentucky are focusing on biodiesel. 

The selected comparison states, California, Illinois and New Jersey, generally have made 

stronger commitments to energy efficiency in recent years than ARC states, with California also 

the national leader in promoting renewable energy. 

6.2.2 Coal, Natural Gas, Oil and Nuclear 

Kentucky, West Virginia, Ohio and Pennsylvania place emphasis on policies supporting energy 

from coal and in particular promoting the development of clean coal technologies, including 

carbon sequestration, through research and development investments and tax incentives. 

Utilizing coal bed methane is a priority in West Virginia and Pennsylvania. Mississippi, 

Kentucky, West Virginia, and New York emphasize policies for natural gas storage. Offshore 

oil and natural gas exploration has been a topic of policy debate in Virginia and North Carolina, 

and a reality for Mississippi. However, the Gulf oil spill may limit further development of these 

resources. South Carolina and North Carolina are focusing on nuclear power with South 

Carolina taking the lead. Pennsylvania is also a major nuclear power producer. Among 

comparison states, Illinois focuses heavily on nuclear and clean coal technologies and New 

Jersey is a large nuclear power producing state. 

The states within the footprint of the Marcellus Shale deposit, particularly Pennsylvania, New 

York, Ohio and West Virginia, are developing policies that deal with both the opportunities for 

natural gas exploration and production and related job implications along with the environmental 

issues surrounding the new technologies needed to access this resource. New York has instituted 

a moratorium on horizontal/directional drilling, also known as hydraulic fracturing, over 
RTS Inc. ARC Energy Workforce Trends and Training Needs 78

concerns related to water quality. Other states are moving forward with drilling while examining 

the environmental issues. Pennsylvania Governor Tom Corbett’s Marcellus Shale Advisory 

Commission is an example of efforts to deal with the various issues. 

6.2.3 Workforce Implications 

As mentioned earlier in this section, it is difficult to draw direct connections between state 

energy policies and workforce impacts. However, it is reasonable to expect that those states with 

stronger energy efficiency measures in place will see more demand for those skills, at least at the 

margin. And states that emphasize particular types of renewable energy may see more demand 

in those areas. Increased demand will likely result in additional education and training capacity 

for the emphasized energy sectors. This information needs to be weighed and balanced against 

federally supported energy policies and initiatives, company and labor market data, and other 

project data to more completely ascertain the energy workforce needs and opportunities for the 

ARC region. 

6.3 Findings on Federal and State Policy 

It would be somewhat of a reach to assert a direct connection between legislative priorities and 

significant job growth. Over time, however, state policies will affect the mix of skills the energy 

sector requires. For example: 

1. States that emphasize particular types of renewable energy will likely see increased 

employment demand in those areas that will produce demand for greater education and 

training capacity for the emphasized energy sectors. 

2. States within the Marcellus Shale deposit are grappling with policy issues surrounding 

natural gas exploration and production involving horizontal/directional drilling. States 

are attempting to balance the economic and employment opportunities created by 

exploration and production with environmental concerns over new production methods. 

3. Identifying and monitoring the areas and sectors of emphasis within state energy policies 

and legislative actions would enable the ARC to better align its support for new energyrelated job opportunities more directly with member state priorities on a state-by-state 

basis. With state budgets likely to remain tight for the foreseeable future, focused ARC 

support could help to strengthen education and training programs in areas of strong 

energy job growth and/or strategic importance to the region. The projections in this 

report can be used as an effective source for prioritizing areas where investment would be 

effective across the ARC region and its states. 

4. In terms of investing time and resources into monitoring legislation and policy changes, 

what happens at the state level, from the ARC perspective, appears to represent a higher 

priority for two reasons. First, jobs are created and training programs implemented at the 

state level. Second, each ARC state emphasizes certain energy sectors based on their 

historic assets and their aspirations. What matters most is not that federal energy policy 

and legislation is passed or changed but how the states respond to and apply it. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 79

7. KEY FINDINGS

Based on the literature review, survey, interviews and case studies, and data analyses, the 

following observations summarize what was learned about skill gaps in various Appalachian 

states and in Appalachia as a region. 

7.1 Findings related to Educational Institutions and 

Training Programs 

1. The region’s workforce has access to a wide array of programs at universities and 

four-year colleges to meet the professional needs of the workforce. 

Eight ARC states have undergraduate and graduate science and engineering programs 

that match the needs of the energy sectors. The remaining five states have access to land 

grant universities that lie outside the ARC region but serve its ARC counties. Three 

universities in the region have mining and mineral engineering programs and two have 

nuclear engineering programs. (See Table 4, pg. 36 for details) 

2. Community colleges are the primary sources of skilled labor and entrepreneurs for 

the energy sectors.

Based on the 98 colleges that responded to a survey, only a small proportion of them 

address any single energy sector. Three in four, however, have committed to developing 

new courses for other energy sectors. Recognizing the opportunities, especially in energy 

efficiency, management, and renewable energy, for self-employment and new business 

formation, about two in five colleges include an entrepreneurial component in their 

energy programs. (See Section 3.3 for details) 

3. The majority of education or training for renewable energy and energy efficiency 

are either not-for-credit or courses within other programs. 

The vast majority of “green” skills are new requirements for existing occupations, not 

entirely new occupations. Therefore, the most effective way to teach energy conservation 

and management is to integrate it into existing curricula and/or to develop modules that 

can fit into other programs such as construction, automotive, engineering, and 

agriculture. For example, a construction technology program would make sure that 

weatherization practices are made standard practice in basic classes. “Green” is a context 

in which students learn as well as a skill set. About 39 percent of industrial maintenance 

programs, 29 percent of construction programs, 32 percent of manufacturing programs, 

and 13 percent of architecture programs devote three hours or more to energy efficiency 

or management. (See Section 3.3 for details)
RTS Inc. ARC Energy Workforce Trends and Training Needs 80

4. Some of the most successful programs in renewable energy or conservation were 

early adopters. 

The programs that have gained a foothold in renewable energy sectors before it was 

popular have built a reputation that now serves them well. Appalachian State, 

Mississippi State, and Hocking all have at least 15 years experience. In addition, some 

community colleges such as Chattanooga State and Cleveland State in Tennessee and 

Zane State in Ohio have added AAS degrees in several areas. (See Section 5 for details) 

5. Close ties to industry and economic development partners enable success in 

developing effective programs. 

Successful programs engage industry leaders in their communities in planning and 

developing the programs needed to grow their industry, offering work experience, and in 

teaching courses. They also prepare their students for industry-based certifications. A 

number of programs used close relationships to economic and community development 

organizations to strengthen their programs. (See Section 5 for details) 

6. Flexible scheduling of training and coursework is required to meet the needs of 

incumbent workers and older students. 

Effective programs are those that understand the constraints of their market and design 

programs with the flexibility to accommodate a wide range of students. For many 

students, careers and skills in energy fields are pursued as add-ons to current careers or as 

basic skills enhancement. They may not be able to or need to devote a full time course of 

study. Effective programs offer flexibility with online and accelerated curricula plus 

remedial programs. (See Section 5 for details) 

7. Most institutions do not appear to place enough emphasis on entrepreneurship. 

Colleges tend to assume that students’ goal is employment yet there are many 

opportunities in energy sectors for new companies and self-employment. Most of the 

class offerings in entrepreneurship are generic and do not reflect the specific 

entrepreneurial needs within the various energy sectors, particularly green energy 

opportunities. (See Section 3.3 and Section 5 for more information) 

7.2 Findings related to Economic Development 

1. The largest employment in energy is in energy efficiency. 

Employment in energy efficiency fields accounted for about 43 percent of all energyrelated employment (renewable energy, non-renewable energy and energy efficiency) in 

2009 and is the field on which much of the federal funds for green jobs have been 

focused, although in 2013 employment still will not have returned to its 2007 

employment level. (See Section 2 for details) 
RTS Inc. ARC Energy Workforce Trends and Training Needs 81

2. Certain regions, especially in central Appalachia, are still dependent on employment 

in non-renewable energy production. 

Within the renewable and nonrenewable energy production sectors, fossil fuels and 

nuclear accounted for about two-thirds of the region’s energy employment in 2009 and 

renewable sources, about one-third. Employment in fossil fuels is expected to grow 

slightly from 2008 to 2013 while employment in renewable energy sources will decline 

about 8 percent, much of it due to the importing and outsourcing of manufacturing. 

Increasing natural gas exploration and extraction using horizontal fracturing techniques is 

leading to significant employment gains in areas within the Marcellus Shale natural gas 

deposits within Appalachia. (See Section 2 for details) 

3. The greatest workforce needs are for lower skilled jobs. 

Overall, the region appears to project the largest labor shortages in specialty trade, 

production, and maintenance and repair occupations. Nearly all of the states have gaps 

(estimated shortages in the supply of graduates) in carpenters, construction laborers, first 

line supervisors/managers of construction trades and extraction workers, operating 

engineers and other construction equipment operators, electricians, steam & pipefitters, 

sheet metal workers, helpers of electricians, electrical power-line installers and repairers, 

and team assemblers. To fulfill these skill needs, workers and employers tend to rely 

heavily on less-than baccalaureate credit programs, non-credit courses, and on-the-job 

training provided by regional career centers and community/technical colleges. (See 

Section 4 for details) 

4. There is likely to be a surplus of applicants for highly skilled jobs in the near future. 

Many of the managerial jobs require some combination of a bachelor’s degree with some 

on the job training, specialty trade, production, and other “hands-on” learning. Demand 

for industrial, construction, and engineering managers was high in most states. For 

example, nearly all of the mining engineering graduates at Virginia Tech take jobs in 

their field. However, the estimated supply of graduates is projected to meet or exceed 

this demand. These workers also tend to be mobile and are willing to move for 

employment opportunities. (See Section 4 for details) 

5. Demand for programs can be high even in occupations showing little absolute 

growth due to labor market turnover and as a result of new skill requirements in 

existing occupations. 

Many energy jobs are in sectors with a relatively aged workforce. Both coal mining and 

various manufacturing industries tend to have a large number of workers nearing 

retirement age. Demand for replacement workers due to retirement will continue to be 

strong. In addition, most energy fields are undergoing significant changes in production 

methods and technology and require retraining of existing workers to remain competitive. 

(See Section 3 and Section 4 for details) 
RTS Inc. ARC Energy Workforce Trends and Training Needs 82

6. Response by the private sector and consumer behavior will largely influence the 

growth of renewable energy development and demand for new workers and new 

skills. 

The growth of renewable energy sources – especially solar and wind – will depend 

heavily on state-based renewable standards and incentives. Ultimately, it will be the 

response of the private sector to the new standards and incentives and the willingness of 

consumers to adopt energy-efficient practices that will cause the increased development 

and growth of alternate energy production. Clean energy jobs grew in nine ARC states 

between 1998 and 2007, but only three grew at above the U.S. average. (See Section 6 

for details) 
RTS Inc. ARC Energy Workforce Trends and Training Needs 83

8. RECOMMENDATIONS

The research into trends in Appalachia’s energy sectors and in the supply and demand for 

employment in those sectors suggests a number of action items for the region and for the 

Appalachian Regional Commission. Some require additional resources, some reallocating 

existing resources, and some simply changing practices. These recommendations are based on 

both the research conducted within this project as well as our experiences, knowledge and 

expertise gained from previous work in innovative approaches to workforce development, much 

of it conducted for ARC. 

8.1 Educational Institutions and Training Programs 

1. Develop specialized centers of excellence or cluster hubs in various energy 

subsectors. 

The specialization and centralization of expertise and experience (not delivery of 

education) in a particular niche of the energy sector allows colleges to cost effectively 

develop high levels of expertise and knowledge and provide resources that can be shared 

within the ARC region. BioNetwork in North Carolina has done this very successfully 

for that state’s biotech cluster by designating six different community colleges to serve as 

centers of excellence for various aspects of biotech. The web site 

http://www.rtsinc.org/clusterhubs describes dozens of other examples in the ARC region 

and around the world. 

2. Establish regional industry councils for each subset of the energy sector. 

The councils would need to reflect multi-county effective economic and labor shed 

regions to be successful. Such councils would have responsibility for monitoring trends, 

identifying new and emerging skill requirements, coordinating the educational systems, 

and identifying internship positions for students. They would be organized similarly to 

the skills councils that are common in Europe and have been adopted successfully in the 

state of Washington. See http://www.washingtonskillscenters.org/ or 

http://www.evta.net/evta_employment_html/new_skills_for_new_jobs.html for 

examples. Within the Appalachian region the ShaleNET program associated with Penn 

Tech’s Marcellus Shale Education and Training Center is an example. 

3. Strengthen the contextual entrepreneurial content of programs for employment in 

energy sectors. 

The support system for energy fields – particularly energy efficiency and solar 

installation – is conducive to freelance consultants and microenterprises. Whereas most 

colleges and universities have strong entrepreneurial programs, very few are aimed at the 

energy fields or the specific context in which those entrepreneurs will be working. 

Entrepreneurial teaching models, such as the Institute for Virtual Enterprises, could 

provide that context. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 84

4. Expand online capabilities for those courses that do not require “hands-on” 

learning to make it easier for working adults to enroll and to take specialized 

courses not offered locally. 

Because so many students are already in the workforce and/or have family commitments, 

and because travel in the mountains can be difficult, the schools should take advantage of 

distance learning wherever feasible. Using the Internet, students would have access to a 

wider array of classes and possibly to work environments under different economic, 

political, and social conditions. 

5. Expand the use of blended models of training that include both online training 

elements augmented by “hands-on” learning. 

Blended models combine online instruction with supervision and personal interaction 

between students and faculty. This model has been shown to be more effective than 

online only training and allows for lab and other hands-on learning in a supervised 

setting. 

6. Encourage more articulation agreements among secondary schools, community 

colleges and four-year institutions. 

Articulation is a systematic, seamless student transition process from secondary to 

postsecondary education that maximizes use of resources and minimizes content 

duplication. These agreements can, for example, allow high schools students to 

simultaneously take classes in a local community college with a goal of attaining both a 

high school and community college degree in a shorter period of time. 

Articulation agreements are generally developed one by one between institutions. State 

or regional agreements would enable more students to pursue higher levels of education 

more easily and minimize dead end career paths. See 

http://www.ncpublicschools.org/docs/cte/publications/administrative/articulationagreeme

nt.pdf for an example agreement. 

7. Educational institutions should develop or strengthen their relationships with 

community-based and non-profit organizations. 

Community-based organizations and other non-profits often have the trust of, and more 

experience in reaching and working with, lower-income and marginalized students. 

These non-profits could help ensure these populations get the support they need to 

succeed and move them into career tracks. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 85

8. Support participation of Appalachian community and technical colleges in interregional and international networks to encourage sharing and cross-fertilization of 

ideas, innovations, and curricula. 

Community college faculty and administrators have few opportunities to learn from 

places outside of Appalachia. Networks offer rural colleges that are often isolated from 

ideas and innovations in other parts of the U.S. and world a chance to be connected and 

be part of the emerging energy sustainability networks. Examples include the Alliance 

for Sustainability (http://wwwccsustaiabilityalliance.com) and the Trans-Atlantic 

Technology & Training Alliance (http://www.ta3online.org). 

8.2. Economic Development 

1. Recognize the employment and entrepreneurial opportunities in both renewable 

and non-renewable energy production and energy conservation. 

In the area of renewable energy, our research suggests that there are untapped 

entrepreneurial opportunities for self-employment and micro-enterprises. Within the nonrenewable energy sectors, opportunities for economic advancement within Appalachia 

are related more to replacement employment needs, intensified by their aging workforces. 

2. Monitor changes in federal policy and opportunities or barriers they may impact 

employment levels in energy sectors.

Federal policy regulatory and financial incentives and disincentives can greatly affect 

employment in energy sectors. Increasing or relaxing environmental constraints can shift 

the balance towards or away from non-renewable energy sources. Targeted training 

funds have influenced college programs in recent years. It’s important that states are 

aware of changes in these programs as the country deals with budget and economic 

challenges.

3. Monitor changes in international renewable and non-renewable energy markets 

including technological change, increasing and declining energy supply regions and 

impacts from events such as armed conflict, the BP Gulf oil spill, and the Japanese 

nuclear disaster. 

International competition – especially in manufacturing renewable energy equipment – is 

likely to have both positive and negative effects on energy-related job markets in the 

Appalachian Region and affect both demand and necessary skill sets. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 86

9. FINAL THOUGHTS

This project and its report represent a sound and practical source for information needed by 

policymakers and workforce education and skill providers. It is based on a consistent and robust 

methodology that examines a broad range of renewable and non-renewable energy clusters 

within the Appalachian states. The case studies, interviews and surveys and state and federal 

policy analysis provide a wealth of practical guidance on building effective policy and programs 

needed to support and grow these important economic engines. 

The data analysis provides a broad picture of energy clusters within the Appalachian counties of 

the 13 Appalachian states, detailing expected employment changes, workforce needs and 

workforce gaps in a variety of occupational categories serving the industries. The analysis is 

based on publicly available government data, so that the information can be easily validated and 

regularly updated by practitioners in the field. The interviews and surveys present a robust 

picture of the programs available to train the workforce as well as the challenges community 

colleges, universities and other training providers face in meeting the needs of their local, 

regional and state economies. The case studies demonstrate the many innovative steps education 

providers have taken throughout Appalachia to serve the present and future needs of these 

industries. Finally the policy analysis presents a clear picture of the policy framework in which 

states, regions and service providers work. 

The reader should understand that we used a cluster approach in analyzing the energy economy 

in Appalachia. Cluster analysis is a comprehensive, holistic method of looking at an economy 

that accounts for all the industries and suppliers that contribute to the production of a given 

product or service. A cluster is a geographic concentration of interrelated competitive firms and 

institutions of sufficient scale to generate external economies...making the whole greater than 

the sum of its parts. They occur where a group of businesses, drawing on similar resources, exist 

in relationships with other nearby businesses and institutions that contribute to their 

competitiveness. Examples range from the high tech cluster of biotechnology in the Research 

Triangle of North Carolina to the low tech cluster of lobster fishing in Maine Any concentration 

of similar businesses that draw on a common pool of suppliers, services, educational institutions, 

workforce skills, natural resources, or other assets that can be found in a region may be a cluster. 

Within Appalachia, the coal industry in West Virginia and Kentucky is a prototypical cluster. 

Taking the example of the coal industry, Appalachian coal mines have generated demand for 

customized transportation systems, mining technology, schools of engineering, mine worker 

training programs at community colleges and environmental control providers to name a few. 

There are also specialized organizations that connect, promote and research coal mining 

operations. 

This more comprehensive analytical framework comes with certain limitations. In particular: 

 Analysts examining industries using narrower sector definitions, e.g., examining only 

employment directly at coal mines, will generate lower employment estimates than 

analysts who look at the coal industry from a cluster framework. Sector analyses are an 

alternative method of examining economic conditions. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 87

 The large regions covered by this analysis, some including entire states, do not always 

reflect the economic reality of local and sub-regional economies within each of the 

energy clusters. There are times when those working in the field are going to need to dig 

deeper into their regional and local economies. 

 The need to use consistent methodology and data sources does not allow us to vary the 

analytical techniques and data for specific areas and specific sectors within clusters. 

Education providers may need to use ad hoc data sources, interviews and close 

relationships with the private sector that can provide more specific guidance for their 

areas and economies. 

 The government data sources that were necessary for our analysis have a built in time lag 

and cannot fully reflect recent dramatic events and rapidly changing economic 

conditions. Communities, colleges, and local policymakers may need to adjust to these 

dramatic game-changing events by using more recent data and information. The rapid 

pace of natural gas exploration in parts of Appalachia are an example of such an event. 

Training and educational providers, policymakers, and economic development specialists 

encounter a wide array of unique challenges and opportunities. It is our hope that this report and 

analysis, in combination with careful thought and a grounding in local conditions can lead to 

more economic development in the energy economy and build a stronger Appalachia. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 88

Endnotes 

i

 Methodological issues

The methodology has certain limitations: 

1. The definition of each of the energy sub-sectors, as aforementioned, is based on a cluster 

analysis and thus includes more than those industries that generate or transmit energy. 

Varying definitions will produce different results. 

2. Since the data was collected at the county level some suppression still exists due to 

confidentiality issues. Thus, aggregation of the data to the regional level is likely to 

underestimate employment in certain categories. 

3. Within a given industry, job estimates may vary because it is difficult to know with 

accuracy what portion of an industry’s employment or output is dedicated to the supply 

chain or manufacture of components for another industry. For example, a composites 

manufacturer may be producing materials for wind turbines that are also used in a variety 

of other products. Estimating apportionment of its output and employment to various 

downstream products is an imperfect process. Although adjustments were made using the 

BEA Make and Use tables to help deflate industry employment numbers appropriately, 

these numbers are only broad estimations. 

Any changes to the underlying data sources, including the BEA Make and Use tables 

used for employment adjustments, will ultimately affect the employment levels reported 

in this study. 

4. The method of estimating supply and demand of graduates to occupations is based on the 

ultimate distribution demand. That is, the methodology assumes that the graduates from 

a given program will distribute themselves across occupations more or less in line with 

the demand for those occupations. It thus does not account for unemployment, those who 

go into another field, or those who drop out of the labor force. The study team feels, 

however, that labor market demand was still the best available basis of estimating how 

program graduates would be allocated, and goes much farther in attempting this 

allocation than most other labor market gap analyses. In addition, the methodology does 

not account for in-migration of already-prepared workers, the rapid relocation of 

dislocated workers (who may be able to transition quickly with on-the-job training), or 

for the role of other educational institutions in preparing workers for specific 

occupations. 

In addition there are caveats regarding the comparability of the analyses in this report with other 

analyses of the energy industries. 

1. Readers should be careful when comparing the employment data within this report to 

other analyses. In particular methodological issues, as noted above, impact the sectors 

that are included within reports on energy employment within the Appalachian region. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 89

The definition used here is based on a cluster analysis approach and thus includes more 

than those industries that generate or transmit energy. This analysis starts with the supply 

chain of the various energy sectors and then examines staffing patterns throughout the 

supply chain. Definitions of the supply chain vary widely between different studies 

because of methodological reasons and analytical goals. 

2. Definitional issues especially limit the ability to compare reports on economic and 

employment impacts for new clean renewable energy sectors. The RTS report is a 

NAICS-based analysis within a cluster and supply chain methodology for wind energy 

production, generation, services, and other elements of the cluster such as workforce 

training providers. We rely on definitions developed for the Appalachian Regional 

Commission in 2009 by Penn State researchers Susman and Glasmeir to define the wind 

energy cluster (see Appendix A of this report, pp. A-3 – A-4). 

An alternative report by the American Wind Energy Association (AWEA) that reflects 

fewer jobs is an economic impact analysis of specific projects that are likely to come 

online based on a 20% Wind Energy scenario (meaning 20% of the energy in the country 

would be generated by wind energy by 2030). (See 

http://www.awea.org/_cs_upload/learnabout/publications/5094_1.pdf). Within their 

report the AWEA uses the JEDI model developed by the US Department of Energy (see 

http://www.windpoweringamerica.gov/filter_detail.asp?itemid=707). The JEDI model 

looks at investment in construction and operating wind energy turbines, etc. (see report at 

http://www1.eere.energy.gov/windandhydro/wind_2030.html) but it does not include all 

the suppliers to the industry cluster included in the RTS method. The AWEA report 

references supply chains, but they are effectively looking at the direct, induced and 

indirect economic effects based on multipliers from the IMPLAN input-output (IO) 

model. For a comprehensive review on the issues surrounding definitional issues see the 

Brookings Institute report Sizing the Clean Economy published in 2011 and available at 

http://www.brookings.edu/reports/2011/0713_clean_economy.aspx and the US 

Department of Energy report 20% Wind Energy by 2030 published in 2008 and available 

at http://www.nrel.gov/docs/fy08osti/41869.pdf. The Brookings report details the 

differences between their results and other research sources that sometimes show 

substantial differences, with Brookings reporting up to three to five times higher 

employment estimates than other sources in one case (p. 17). 

3. In addition, other analyses use different data as the basis for their analyses. For example, 

other industry studies start with the number of wells and use an average number of fulltime-equivalent employees needed to staff those wells. Since estimates about the number 

of wells expected to be drilled in the future vary quite widely, employment estimates 

based on those projections will vary considerably as well. These varying definitions, 

methodologies and data will produce different results. 

4. The economic and workforce estimates that drive the results in this and other reports on 

emerging renewable energy sectors are based on a number of assumptions about state, 

national and international economic and environmental policies, rates of technological 

change and adoption in emerging energy sectors and the prices of competing non-
RTS Inc. ARC Energy Workforce Trends and Training Needs 90

renewable energy sources. As a result the estimates vary substantially based on these 

assumptions. 

5. Similarly, the economic and workforce estimates that drive the results in this and other 

reports on new non-renewable energy sources are based on a number of assumptions 

about costs of recovery, the actual size of energy reserves and the environmental impacts 

of new methods. This is particularly relevant in this report with regard to the ultimate 

economic and workforce impacts of exploration and production from the Marcellus Shale 

deposit within Appalachia. For example, the US Geological Survey recently (August 23, 

2011) released estimates of undiscovered, technically recoverable natural gas within the 

Marcellus Shale deposit that are nearly 80 percent lower than previous estimates by the 

US Energy Information Administration. The report is available here: 

http://energy.usgs.gov/Miscellaneous/Articles/tabid/98/ID/102/Assessment-ofUndiscovered-Oil-and-Gas-Resources-of-the-Devonian-Marcellus-Shale-of-theAppalachian-Basin-Province.aspx. These estimates are not reflected within this report. 

Lastly, Bureau of Labor Statistics projections are based on a careful and vetted methodology and 

are superior to other ad hoc methods in the vast majority of cases. Still workforce and economic 

practitioners and policy makers should use all data and analyses at their disposal. 

In cases of extreme economic change BLS estimates can be less reliable. For example, the BLS 

algorithms may be less effective in adequately reflecting the impacts of events such as Hurricane 

Katrina or the rapid rise of new oil developments in North Dakota. In these cases, careful 

analyses based on proven methodologies should be used to supplement BLS analyses, including 

the projections in this report. 

Within the Appalachian region the increasing exploration and extraction of natural gas from the 

Marcellus Shale deposit may prove to be such a game-changing event especially in states such as 

Pennsylvania with significant drilling activity. A relevant report is a very labor intensive 

analysis recently conducted by the Marcellus Shale Education and Training Center and Penn 

State examining workforce needs. The report, which can be found at 

www.msetc.org/docs/NeedsAssessmentwithcoverSW.pdf, is an important source for up-to-date 

information and projections on workforce issues in Appalachian Pennsylvania and reflects 

significant annual employment impacts from 8,753 in 2009 to 22,603 in 2013. Our report 

projects that employment impacts from the broader gas and oil cluster in Pennsylvania are 

approximately 58,000 in 2009 and 60,000 in 2013. We cannot be sure if the two analyses are 

inconsistent because we are looking at the broader cluster and some elements of the cluster are in 

decline. Those declines will offset increases within the narrower natural gas exploration and 

extraction industry. 

ii There are a number of caveats within this analysis that readers should take into account. 

 Readers should be careful when comparing the employment data within this report to 

other analyses. In particular methodological issues impact the sectors that are included 

within reports on energy employment within the Appalachian region. The definition used 

here is based on a cluster analysis approach and thus includes more than those industries 
RTS Inc. ARC Energy Workforce Trends and Training Needs 91

that generate or transmit energy. This analysis starts with the supply chain of the various 

energy sectors and then examines staffing patterns throughout the supply chain. 

Definitions of the supply chain vary widely between different studies because of 

methodological reasons and analytical goals. In addition, other analyses use different data 

as the basis for their analyses. For example, other industry studies start with the number 

of wells and use an average number of full-time-equivalent employees needed to staff 

those wells. Since estimates about the number of wells expected to be drilled in the future 

vary quite widely, employment estimates based on those projections will vary 

considerably as well. These varying definitions, methodologies and data will produce 

different results. 

 The economic and workforce estimates that drive the results in this and other reports on 

emerging renewable energy sectors are based on a number of assumptions about state, 

national and international policies, rates of technological change and adoption in 

emerging energy sectors and the prices of competing non-renewable energy sources. As 

a result the estimates vary substantially based on these assumptions. 

The economic and workforce estimates that drive the results in this and other reports on new 

non-renewable energy sources are based on a number of assumptions about costs of recovery, the 

actual size of energy reserves and the environmental impacts of new methods. This is 

particularly relevant in this report with regard to the ultimate economic and workforce impacts of 

exploration and production from the Marcellus Shale deposit within Appalachia. For example, 

the US Geological Survey recently (August 23, 2011) released estimates of undiscovered, 

technically recoverable natural gas within the Marcellus Shale deposit that are nearly 80 percent 

lower than previous estimates by the US Energy Information Administration. The report is 

available here: http://energy.usgs.gov/Miscellaneous/Articles/tabid/98/ID/102/Assessment-ofUndiscovered-Oil-and-Gas-Resources-of-the-Devonian-Marcellus-Shale-of-the-AppalachianBasin-Province.aspx. These estimates are not reflected within this report. 
List of Appendices 

Appendix A: Literature review 

Appendix B: Full Case Studies and Protocol

Appendix C: Workforce Survey Form 

Appendix D: Energy Workforce in the ARC Region 

Advisory Panel 

Appendix E: List of ARC Postsecondary Institutions 

Appendix F: Data Sources and Methodology 

Appendix G: Description of Energy Related 

Instructional Programs by Classification of 

Instructional Program (CIP) 

Appendix H: List of Occupations Used for Gap 

Analysis 

Appendix I: Workforce Gaps and Surpluses by 

State 

Appendix J: Occupational Supply and Demand 

Analysis Operating Instructions 

Appendix K: NAICS Codes by Energy Sector 
Appendix A: Literature review 

Strengthening Clean Energy Competitiveness: Opportunities for 

America Competes Reauthorization (2010) 

Rob Atkinson, et al., Breakthrough Institute, The Information Technology and Innovation 

Foundation, and The Brookings Metropolitan Policy Program 

Scope and Purpose: This report addresses the difficulties the U.S. faces in competing 

with other countries in the clean energy industry and offers suggestions for how the U.S. 

can strengthen and update its energy innovation and policy. 

Methodology: Challenges that the U.S faces in competing with other nations in the clean 

energy industry are addressed and are detailed below. Recommendations are evaluated 

along three themes: 

• Increase investment in clean energy education, innovation, and production. 

• Provide funds for programs that accelerate the pace of clean energy innovation. 

• Leverage federal investments through partnerships between existing and new 

programs in order to influence regional public-private support, to further develop 

clean energy clusters, and to accelerate technology, production, and 

commercialization. 

Findings: 

• Clean energy innovation is an environmental and economic imperative. The U.S. 

is trailing behind other countries due to its lack of an effective strategy. To 

address this, the U.S. must prioritize investments in clean energy technology. 

• The U.S. has ceded its lead in this industry over the last ten years. It is behind in 

the commercialization and manufacturing of clean energy technology, and 

therefore, is not producing jobs in manufacturing, which has the greatest need for 

workers. There is a large competitive educational gap in clean energy science and 

engineering, and there are growing trade deficits. 

• Through the AMERICA COMPETES reauthorization, Congress could strengthen 

four key areas: 

o Education in clean energy science and engineering 

o Clean Energy Research and Innovation 

o Production and Manufacturing of Clean Energy Innovation 

o Clean Energy Industry Clusters 

• Clean Energy Programs recommended include: provide additional funding for 

STEM through RE-ENERGYSE initiative; double clean energy R&D budgets for 

appropriate technology agencies, and increase budgets for research centers, The 

Advanced Research Projects Agency for Energy (ARPA-E), and energy 

innovation hubs; increase the R&D Tax Credit; create a clean energy supply chain 

initiative; offer low-cost financing for manufacturing; establish a National 

Institute on Energy Innovation; extend the 48C Advanced Energy Manufacturing 

Tax Credit; offer grants to support clean energy clusters; create a pilot program 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-1 
for research consortia funding; and create a Federal Clean Energy Innovation 

Council. 

• Several recommendations were made for funding these programs including: 

eliminating existing subsidies for older technologies, such as fossil fuels; 

dedicating revenue from carbon permits and fees to clean energy technology; 

charging an electricity wires fee for the modernization energy technology; and 

using revenues from the production of oil and gas. 

Building Effective Green Energy Programs in Community 

Colleges (2010) 

Maureen R. Bozell and Cynthia D. Liston, Workforce Strategy Center 

Scope and Purpose: In this report, Workforce Strategy Center examines the response of 

community colleges offering green energy education programs to key issues facing the 

emerging green energy economy. The intent of this report is to aid community colleges 

in developing green energy training programs for low-income, low-skilled individuals so 

that they might gain family-supporting employment. 

Methodology: Community Colleges leading in green energy workforce education were 

identified through a literature review and environmental scan. Site visits and interviews 

were conducted with 11 community colleges. Eight leading colleges—all but one in New 

York and on the west coast— and one consortium of colleges were chosen to be included 

in this study. 

Key challenges facing colleges developing green energy programs are outlined and 

addressed individually. Workforce development practices are discussed as solutions to 

each of the key challenges previously addressed, including how the featured colleges are 

applying these practices. 

Findings: 

• The growth in the green economy is currently dominated by mid- and high-skilled 

jobs. In order for low-skilled individuals to benefit from the development of these 

emerging industries, an effort will have to be made to focus on offering training 

programs that will prepare students for career advancing opportunity instead of 

short-term programs for immediate job placement. 

• Community colleges attempting to offer training programs in the green energy 

industries must address labor market demand and respond with combined 

education, workforce development, and economic development resources. 

• Community colleges will be an integral part of the ability of the green economy to 

fully reach its potential. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-2 
Going Green: The Vital Role of Community Colleges in Building 

a Sustainable Future and “Green” Workforce (2009) 

Mindy Feldbaum, with Hollyce States, Academy for Educational Development and 

National Council for Workforce Development 

Scope and Purpose: This report assesses the role of community colleges in supporting 

the growing clean energy economy. Ten community colleges that have designed training 

curriculum for “Green” jobs are showcased. The community colleges listed are not in 

ARC counties, but the examples are useful for developing strategies for workforce 

training. 

Methodology: The report examines innovative strategies and practices used by 

community colleges to address climate change, environmental stewardship, and green 

workforce development. Opportunities for the growth of these programs at community 

colleges were addressed by evaluating the fastest growing sectors and jobs in the clean 

energy economy. 

Findings: 

• “Many of the jobs in the green building sector will require the reorientation of 

existing jobs. For example, a company that retrofits and updates the heating, 

cooling, and lighting systems of a building will need a construction worker with 

traditional skills who is also trained in the most recent energy efficient methods.” 

Many of the jobs for energy efficiency occupations are at the technician level 

requiring no more than an associate degree and have the potential for career 

advancement through attainment of certifications. Thus, they are very accessible 

to community college students. 

Industry Structure and Company Strategies of Major Domestic 

and Foreign Wind and Solar Energy Manufacturers: 

Opportunities for Supply Chain Development in Appalachia 

(2009) 

Gerald I. Susman and Amy K. Glasmeier, Pennsylvania State University 

Scope and Purpose: This document reports the findings of a two-phase study that 

assesses the status of solar and wind industries in the U.S., focusing on product and 

service suppliers in the Appalachian region, and addresses the challenges faced in 

preparing and competing in these rapidly emerging industries. The report did an 

excellent job of analyzing the 2005 Federal Legislation and its effect on the demand for 

wind and solar powers, as well as a state-by-state policy analysis, including Renewable 

Energy Standards Portfolio, tax abatement, location incentive, and grant and loan 

programs. 

Methodology: Phase I includes an in-depth look at both industries, including supply chain 

variables as well as demand for these industries and stimulation of demand by 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-3 
government mandates, feed-in tariffs, tax incentives, rebates, price of conventional 

energy and carbon offsets. The ARC identified solar and wind companies in the region to 

evaluate their competitive strategies and address the challenges that firms within these 

industries face now and in the future. 

Phase II of this study uses NAICS codes associated with manufacturing solar and wind 

components to identify the concentration and dispersal of businesses in the region. Those 

firms identified were surveyed to determine their characteristics, means of market entry, 

competitive context, resource needs, and involvement in international markets. Finally, 

the ARC conducted an evaluation of the policy environment and supportive programs 

that would stimulate the development of renewable energy industries in the region. 

Findings: 

• Both the solar and wind industry are going to depend on state-based renewable 

portfolio standards and incentives to spur demand. 

• Foreign companies dominate the wind industry and the solar industry is 

dominated by Non-ARC states, and vertical integration for solar power companies 

is the only effective strategy. 

• Only 20 percent of the companies that the six-digit NAICS Codes identified as 

solar or wind-power companies are actually in this business. 

• Due to the fact that many firms in the Appalachian region have the ability to 

contribute to the supply chain of both wind and solar industries, with supportive 

policy and incentives in place, there is a great deal of potential in the region for 

the growth of these industries. 

Measurement and Analysis of Employment in the Green 

Economy (2009) Workforce Information Council 

Scope and Purpose: The intent of this report is to define green jobs, identify which 

variables need to be measured, develop alternative methods of measuring these jobs as 

well as develop an appropriate action plan. This study includes guidance on constructing 

survey questionnaires, underscoring the importance of ensuring that the questions relate 

to the specific purpose of the survey, and includes definitions. 

Approach: The Workforce Information Council is a working group of state Labor 

Market Information (LMI) directors who are responsible for the collection, analysis and 

promulgation of all information on jobs, unemployment statistics, labor force 

characteristics, and occupational projections. The Council reviewed studies of green jobs 

from Washington, Michigan, Oregon, and California to provide guidance to other states 

for measuring green jobs, and for conducting surveys on the topic. 

Findings: 

• They developed a working definition that: “A green job is one in which the work 

is essential to products or services that improve energy efficiency, expand the use 

of renewable energy, or support environmental sustainability. The job involves 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-4 
work in any of the green economic activity categories.” The Proposed Green 

Economic Activity Categories, adapted from the Pew Charitable Trust 

Framework, are: 

o Renewable Energy and Alternative Fuels 

o Energy Efficiency and Conservation 

o Pollution, Waste, and Greenhouse Gas Management, Prevention and 

Reduction 

o Environmental Cleanup and Remediation and Waste Cleanup and 

Mitigation 

o Sustainable Agriculture and Natural Resource Conservation 

o Education, Regulation, Compliance, Public Awareness and Training, and 

Energy Trading 

The Impact of Coal on the Kentucky State Budget (2009) 

Melissa Fry Konty and Jason Bailey, MACED 

Scope and Purpose: Due to the dramatic changes taking place in the energy economy, it 

is essential for Kentucky to evaluate the implications of these changes on the coal 

economy in the state. Kentucky has long been reliant on coal for jobs, electricity, and 

tax revenue; however, the industry also imposes costs, such as infrastructure expenses, 

and environmental and health impacts. 

Methodology: The intent of this report is to analyze the fiscal impact of Kentucky’s coal 

industry by estimating tax revenues and expenditures associated with the industry. 

Coal revenues and expenditures are examined in three parts: industry-generated revenues 

and expenditures, revenues and expenditures attributable to direct employment by the 

industry, and revenues and expenditures related to indirect employment attributable to the 

coal industry. 

Findings: 

• Kentucky provided an estimated net subsidy of almost $115 million to the coal 

industry in 2006. 

• About $528 million dollars in state revenues and $643 million in state 

expenditures were due to the coal industry in Kentucky. 

• In 2008, only one percent of Kentucky employment was in coal mining. 

However, mining’s higher wages make it a larger share of county income. Those 

counties, with mining jobs ranging from 3 to 23 percent of employment base, are 

projected to face significant unemployment and poverty rates possibly as high as 

37 percent. 

• Easy-to-mine coal is being depleted, aging coal-fired power plants are retiring, 

and new carbon emissions laws are raising the price of coal. 

• Carbon Capture and Sequestration are new technologies embraced by the coal 

industry; however, they are expensive and have significant risk and uncertainty. 

• Recommendations include: 

o Compare investment in energy alternatives to investments in coal. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-5 
o Because coal is not a renewable resource it is important to pursue 

economic diversification. 

o Examine the taxation and subsidization of coal in Kentucky. 

The Clean Energy Economy: Repowering Jobs, Businesses and 

Investments Across America (2009) 

The Pew Charitable Trusts 

Scope and Purpose: This study describes the growth of the clean energy economy from 

1998 – 2007 by measuring the increase in the number of clean energy companies, venture 

capital, patents, and jobs. The description is national as well as state-by-state. The study 

also addresses state policy development that stimulates the growth of this sector of the 

economy. 

Methodology: This report defines the clean energy economy as, “A clean energy 

economy generates jobs, businesses and investments while expanding clean energy 

production, increasing energy efficiency, reducing greenhouse gas emissions, waste and 

pollution, and conserving water and other natural resources.” The clean energy economy 

comprises five categories: 

• Clean Energy 

• Energy Efficiency 

• Environmentally Friendly Production 

• Conservation and Pollution Migration 

• Training and Support 

Pew built its own dataset starting with companies that received venture capital, then used 

the National Establishment Time Series database based on Dun & Bradstreet data. Pew 

used website searches and interviews to validate that all the companies were in the 

definition. Using eight-digit SIC codes the Foundation projected the number of jobs by 

state for each of the five categories; Clean Energy, Energy Efficiency, Environmentally 

Friendly Production, Conservation and Pollution Migration, and Training and Support. 

The study examines state policies in three areas: regional initiatives, renewable portfolio 

standards, and energy efficiency resource standards. National policy was examined with 

respect to the potential of the Cap and Trade bill, but made no conclusions. 

Findings: 

• Nationally, jobs in the clean energy economy grew by an average of 1.9 percent 

annually from 1998 to 2007, compared to total employment growth of 0.4 

percent. 

• Venture capital investment grew from less than $1 billion in 1998 to $12.4 billion 

in 2007. 

• Most of the clean energy patents that were issued during this time frame were for 

batteries and fuel cells (72.2 percent). 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-6 
How to Prepare Jobseekers for the Green Economy (2009) 

Economic Modeling Specialists, Inc.

Scope and Purpose: This report aims to define what green jobs are and how to identify 

them. It also addresses the training that is necessary to prepare for these careers and how 

local planners, colleges, and career centers can aid in preparing the green workforce. 

Finally, it addresses the effect of this movement on the local economy. 

Methodology: Occupational data is examined in an attempt to determine the impact of 

policy, the reaction of specific industries or training programs, and which occupations 

will be most in demand. The development of the green movement is discussed in terms 

of two driving forces, governmental intervention and social and market trends. The 

purpose of reviewing occupational clusters was to understand the training requirements 

for green jobs in these sectors. 

Findings: 

• Many of the new green occupations will come from the construction, 

manufacturing, and engineering occupational sectors. Because the green 

economy is not clearly defined, it will be up to creative thinkers and entrepreneurs 

to produce functional, green products. Because of this reliance on the invention 

of new greener products, all types of training and education could be useful. 

• With appropriate market data and analysis, it is very easy to address the issue of 

training and finding workers. 

• Because much of the activity of green jobs will take place in construction, 

manufacturing, and engineering sectors, where training is already available, there 

seems to be no need to develop radically new training programs. 

• Engineering positions are the only ones that require more than an associate’s 

degree. 

• Most green jobs can be filled without the development of new programs. 

Traditional training programs, combined with short-term programs implemented 

where necessary, will suffice. 

• Because of the existence of a large labor pool for these occupations due to 

dramatic cutbacks and layoffs, the job markets may become very competitive. 

• There is not yet a clear definition of a “career pathway” for the green economy. 

Which Infrastructure Project Will Have the Best Impact? (2009) 

Economic Modeling Specialists, Inc. 

Scope and Purpose: The purpose of this report is to evaluate and provide clear 

understanding of infrastructure projects by conducting a regional cost/benefit analysis. 

Because the author concluded in a previous article that projects fostering long-term job 

creation, instead of construction or infrastructure projects, would benefit from more 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-7 
attention, this report focuses on recognizing local opportunities and how best to apply 

stimulus package funding. 

Methodology: The report uses input-output models to estimate economic and fiscal 

impact. It uses three example scenarios, state highway construction, railroads, and 

broadband, to determine which programs are considered green and what benefit they 

would provide for the local economy. 

Findings: 

• A regional cost/benefit analysis, including input-output models, economic impact, 

and fiscal impact analyses, is helpful when evaluating the benefits of 

infrastructure programs in order to provide the best outcome for the investment. 

• Many jobs considered green are associated with infrastructure programs, so that 

while an occupation might not appear to be a green job, the results from an 

investment in training for occupations associated with certain infrastructure 

programs could be green. 

Energy Efficiency in Appalachia: How Much More is Available, 

At What Cost, and By When? (2009) 

Marilyn A. Brown, et al., Appalachian Regional Commission 

Scope and Purpose: As a follow-up to the 2006 ARC report, Energizing Appalachia: A 

Regional Blueprint for Economic and Energy Development, this report is an assessment 

of the potential long-term energy efficiency gains in the Appalachian Region. The study 

addresses the question of economic impacts in Appalachia if energy efficiency policies 

were put in place. The assessment addresses the availability and size of energy efficient 

resources in the area, how quickly they could be utilized, which policies and programs 

are most effective at supporting energy savings, and what impact these policies and 

programs could have on employment and wages in the region. 

Methodology: The effect on the economy of adopting energy policies and programs is 

examined in terms of energy-efficiency in 

• Residential Buildings 

• Commercial Buildings 

• Industry 

• Transportation 

The policy inventory by local, state, regional, and federal levels was divided into twelve 

categories: Research, development, and demonstration; Financing; Financial incentives; 

Pricing; Voluntary agreements; Regulations; Information Dissemination and Training; 

Procurement; Market reforms; Market obligations; Capacity building; and Planning 

techniques. 

This project uses a variety of data, models, and energy-engineering analyses to estimate 

Appalachia’s energy-efficiency program potential. Results of past energy-efficiency 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-8 
program evaluations are the basis of estimating the administrative and implementation 

costs of each energy-efficiency policy bundle. The specific data sources and 

methodologies are summarized in each of the sector chapters and are described in greater 

detail in Appendices B through G. The results of these policy analyses are then input into 

a dynamic input-output model to evaluate the macro-economic impacts of proposed 

policies. (In addition, the project team created an Advisory Committee and Stakeholder 

group to review and guide the research.) 

Findings: 

• Over 200 policies promoting energy efficiency were identified in this study’s 

inventory. The primary finding germane to our study is that “An early program 

stimulus that drives a higher level of efficiency investments can create more than 

15,000 net new jobs each year in the first five years, rising to an average of 

60,000 net new jobs per year for the next ten years.” 

Energy Efficient Occupations (2009) 

San Francisco Bay and Greater Silicone Valley Centers of Excellence 

Scope and Purpose: Centers of Excellence at two California community colleges 

worked with research and industry partners in the Bay area to evaluate five segments of 

the clean energy sector in a 12-county region. The five segments evaluated were: 

• Utilities and energy resource management 

• Design and construction of houses and buildings 

• Energy Retro-fitting in homes 

• Retro-commissioning in buildings and facilities 

• Facility operations and management 

The goals of this study were to: estimate geographic concentration, number and size of 

existing firms; project future job growth over the next three years in energy efficient 

occupations; determine employer needs and challenges; clearly define education 

requirements for green energy occupations; recognize opportunities and methods for 

advancement in energy efficient careers; examine and compare current and future salary 

ranges for these occupations; and determine industry interest and need in community 

college training programs. 

Methodology: A survey was administered to employers in the energy sector in the Bay 

region to evaluate workforce needs and project demand for energy efficiency 

occupations. 700 employers completed the survey for eight energy efficiency 

occupations. 

Findings: 

• The survey projects the creation of thousands of jobs over the next three years for 

seven of the eight occupations included in the survey, with two emerging 

occupations, energy auditor and building performance/retrofitting specialist, 

projected to experience significant growth. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-9 
• Employers expressed interest in the development of programs at community 

colleges, as many are challenged with finding qualified employees for all eight 

occupations. Half of community colleges in the region offer energy efficiencyrelated courses. However, the findings report a need for increased availability of 

training for these eight occupations. 

Green Pathways: A Data-Driven Approach to Defining, 

Quantifying, and Harnessing the Green Economy (2009) 

Economic Modeling Specialists, Inc. 

Scope and Purpose: According to this report, decisions on investments in green jobs 

should be rooted in local data. Suggestions for a data-driven approach are offered to aid 

local planners in analyzing the potential growth of green jobs and industries. 

Methodology: To analyze the potential growth of green industries in a region, this report 

first differentiates between occupations and job titles and identifies and categorizes 

specific regional groups of green occupations. A case study of green pathways analysis 

shows how to estimate the impact of green investments, employ displaced workers into 

green occupations, and connect green occupations to green job titles. 

Findings: 

• Regional analyses of green occupations become much more accurate when 

occupation titles and groups of green occupations are identified and categorized. 

In this case, data can be reviewed to accurately estimate potential impacts of 

investments, to ease transitioned, displaced workers in an appropriate position, 

and to determine where funding might be most appropriately used. 

Which (Green) Project is Best for Your Region? (2009) 

Economic Modeling Specialists, Inc. 

Scope and Purpose: Workforce investment, economic development, and educational 

stakeholders are developing plans to compete for “stimulus package” funds, how to most 

efficiently use these funds, and how to account for the results. This report demonstrates 

how to review economic stimulus investments by addressing the following major issues: 

accountability, infrastructure vs. stimulus, and regional workforce and economic impact 

assessments. Fiscal impact modeling is a new service offered by EMSI. 

Methodology: This study uses input-output models from EMSI’s Strategic Advantage 

web-based data tool to determine which of three proposal examples given would have the 

greatest long-term job impact, and therefore would be most likely to receive funding. 

Findings: 

• Rigorous accountability is required for using funds allocated by the President’s 

stimulus package. Organizations and regions will need solid data to support 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-10 
potential projects and post-project reports. Reviewing EMSI’s economic and 

workforce data is a first step to determining which investments will have the 

greatest impacts. 

Greening of the World of Work: Implications for O*NET-SOC and 

New and Emerging Occupations (2009) 

Eric C. Dierdorff, et al., North Carolina State University and The National Center for 

O*NET Development 

Scope and Purpose: This research was undertaken in order to look at the impact of 

emerging “green” economy activities on SOC codes and to provide a starting point for 

redefining existing occupations as well as identifying new occupations. The researchers 

reviewed over 60 publications. 

Methodology: Their definition of the green economy is: “the green economy 

encompasses the economic activity related to reducing the use of fossil fuels, decreasing 

pollution and greenhouse gas emissions, increasing the efficiency of energy usage, 

recycling materials, and developing and adopting renewable sources of energy.” 

The most useful part of the research is the separation of occupations into three distinct 

categories: (1) Increased Demand Occupations; (2) Enhanced Skills Occupations; and, 

(3) New and Emerging Occupations. However, there is too little information on new and 

emerging occupations to make a complete analysis. The remainder of this report 

provides a listing of these occupations, as well as all green O*NET –SOC occupations. 

Findings: 

• 64 occupations qualified as increased demand occupations 

• 60 were found to qualify as green enhanced skills occupations 

• 45 existing occupations were found to qualify as green new & emerging 

occupations 

Green Collar Jobs in the U.S. and Colorado: Economic Drivers 

for the 21st Century (2009) 

Roger H. Bezdek, American Solar Energy Society 

Scope and Purpose: This report summarizes and updates a previous study conducted in 

2007 by American Solar Energy Society (ASES) and Management Information Services, 

Inc. (MISI) entitled, “Defining, Estimating, and Forecasting the Renewable Energy and 

Energy Efficiency Industries in the U.S. and in Colorado”. 

Methodology: Three elements of the 2007 work were updated and summarized in this 

edition. The first was a recommendation for standardizing the definition of the renewable 

energy industry and the energy efficiency industry. The second detailed the size and 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-11 
composition of these industries. Lastly, the report predicts the rate of growth for these 

two industries to 2030 under three forecast scenarios: a base case scenario, a moderate 

scenario, and an advanced scenario. The base case represents the “business as usual” 

scenario, assuming no policy change or development in Renewable Energy or Energy 

Efficiency initiatives and the continuation of trends seen over the past two decades. The 

moderate scenario studies the growth potential of the industry with moderate and 

incremental expansion of policy and federal and state initiatives. The advanced scenario 

examines the potential of industry growth and development under a long-term, aggressive 

renewable energy development program, examining all possibilities of using current 

technologies and assuming that the industries will be able to take the U.S. in a new 

direction. 

Findings: 

• The work in 2007 estimated the size and scope of renewable and energy 

efficiency industries. These organizations found that there are no existing 

standard definitions for the renewable energy industry or the energy efficiency 

industry. Therefore, only specific sub-sets of the sectors were reviewed, which 

did not permit the creation of complete, aggregated industry data. 

• This report defines jobs in the Renewable Energy (RE) industry as those within 

one of the clean energy technologies; wind, photovoltaic, solar thermal, 

hydroelectric power, geothermal, biomass, fuel cells, and hydrogen. A job in the 

Energy Efficiency (EE) industry is one within a sector that is entirely part of the 

Energy Efficiency industry and includes jobs such as working for an energy 

service company, or in the reuse, recycling, and remanufacturing sector. 

• A job in the EE industry can also be one that is within a sector in which only a 

portion of the outcome is considered energy efficient, such as HVAC systems, 

construction, and automobile manufacturing. Also included in this definition are 

jobs that involve Renewable Energy or Energy Efficiency activities in federal, 

state and local government, universities, non-profits, and other related 

organizations 

• These industries can create well-paying jobs in two categories, college-educated 

professionals and highly skilled technical workers, which do not face the threat of 

foreign outsourcing. 

• If the U.S. fails to invest in these industries, it runs the risk of losing ground to 

similar programs in other nations. The U.S. must address policy and regulatory 

barriers to the development of these industries. 

Green Industries & Jobs in California (2009) 

Evgeniya Lindstrom, California Community Colleges Center of Excellence 

Scope and Purpose: This study examines the green industries in California in order to 

match green industries with occupations and occupational groups that could provide new 

and evolving career opportunities. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-12 
Methodology: Green firms and green jobs were defined: “A Green Firm is an 

organization that provides products and/or services that are aimed at utilizing resources 

more efficiently, providing renewable sources of energy, lowering greenhouse gas 

emissions, or otherwise minimizing environmental impact.” 

“A Green Job is an occupation that 1) directly works with policies, information, 

materials, and/or technologies that contribute to minimizing environmental impact, and 2) 

requires specialized knowledge, skills, training, or experience in these areas.” The 

following six major sectors were identified: 

• Renewable Energy: Energy Generation, System Installation & Storage 

• Green Building and Energy Efficiency 

• Biofuels Production & Farming 

• Transportation & Alternative Fuels 

• Water, Wastewater & Waste Management 

• Environmental Compliance & Sustainability Planning 

Each of these sectors was then cross-walked with the relevant green industries and job 

clusters. Our study has used a similar approach for the energy definition; the seven top 

jobs were identified, and skills and competencies established. Recommendations 

addressed how community colleges could provide training for identifying these jobs and 

best practices. 

Greener Pathways: Jobs and Workforce Development in the 

Clean Energy Economy (2008) 

Sarah White and Jason Walsh, Center on Wisconsin Strategy 

Scope and Purpose: This report focuses specifically on green jobs and the skills needed 

to perform in clean energy positions and how existing industrial plants can compete in 

and move to the center of the emerging clean energy economy. 

Methodology: In order to clearly define and address the issues of key clean energy 

sectors, this report details current economic and workforce opportunities in three 

industries: energy efficiency, wind, and biofuels. 

 

Federal resources, such as programs in the Departments of Energy and Labor and the 

Green Jobs Act, are examined to determine their ability to support state green job 

initiatives. A plan of action for state policymakers is outlined, including reform 

opportunities. 

Findings: 

• The clean energy future will be comprised of middle-skill workers in traditional 

occupations. Skills required for the green energy industry are similar to the skills 

required for today’s energy industry. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-13 
• Policy innovation and the development of workforce training for the clean energy 

industry are further complicated by the need for the development of and focus on 

key clean energy sectors. 

• Three recommendations of Greener Pathways when addressing the development 

and application of green initiatives are to be smart, build partnerships, and deliver 

equity. 

• Job training alliances for the clean energy industry can aid legislators in attracting 

and retaining businesses and will put them in a position to receive benefits from 

the Green Jobs Act. 

Defining Energy Technologies and Services (2008) 

Advanced Technology Environmental and Energy Center 

Scope and Purpose: A panel of experts in energy technology, representing the 

Department of Energy, Universities, Community Colleges, and National Energy Groups, 

met to define energy technology occupations, revising a 2000 report, “Energy Services 

Careers”. 

Methodology: Specific job descriptions were defined in a spectrum of nine energy 

technician occupational categories. Job descriptions for each of the technician 

occupations can be found at www.ateec.org 

Findings: 

The nine occupational categories are: 

• Buying and Selling Energy 

• Energy Assessment 

• Energy Efficient Building Construction, Project Engineering, & Implementation 

• Exploration 

• Generation & Utility Scale Construction 

• Operations & Maintenance 

• Regulatory Affairs 

• Transmission & Distribution 

• Transportation (mobile) Services 

Partial list of emerging jobs: 

• Carbon Trading Analyst 

• Energy Portfolio Planner 

• Renewable energy site assessment tech 

• Renewable systems energy installer 

• Biofuels processing tech 

• Building systems automation tech 

• Electrical energy storage distribution tech 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-14 
A Look at “Green” Occupations (2008) 

Economic Modeling Specialists, Inc. 

Scope and Purpose: This edition of Data Spotlight attempts to determine what 

constitutes a “green investment” and what distinguishes a “green job” from other 

occupations. Clearly defining these terms will enable regions to forecast the economic 

impacts of green development and which green initiatives should be pursued. 

Methodology: Economic Modeling Specialists, Inc.’s Strategic Advantage Suite of webbased tools was used to address these issues. EMSI’s Economic Forecaster Module was 

used to analyze industries and occupations for specific regions and to run input-output 

scenarios for industries or industry clusters. Among the green investments analyzed were 

Building Retrofitting, Mass Transit, Smart Grid, Wind Power, Solar Power, and 

Cellulosic Biofuels. These “green investments” were reported in “Green Recovery,” 

produced by the Center for American Progress and Political Economy Research Institute. 

Findings: 

• The U.S. Conference of Mayors released a catalog of green projects that included 

the funding necessary for the development of infrastructure and estimated number 

of potential jobs that could be implemented in almost every city in America. 

Analyzing the input-output scenarios using EMSI’s Economic Impact Module can 

aid in the effective placement of priority on these projects. 

• A consensus among economists has designated the term “green” to refer to the 

outcome of an occupation, instead of the task associated with that occupation. 

• Green jobs cannot be categorized using the standard occupation codes. Because 

no standardization is currently in place, jobs can be defined as “green” when they 

are related to the production of green products or services. 

Green Economy Workforce Study (2008) 

Modesto Junior College Center of Excellence 

Scope and Purpose: Due to rising energy prices, new legislative requirements for 

reduction in greenhouse gas emissions, consumer demand, and reduced supply of natural 

resources and clean water, there is a push for a green economy. The California 

Community Colleges Economic and Workforce Development Program (EWD) enlisted 

the Centers of Excellence to study the impact of a greener economy on the Central 

Region. The Centers were charged with identifying which industries will likely be the 

first to experience impacts and evaluate the changing workforce demand and training 

needs of the region. 

Methodology: Secondary research was reviewed, as well as executive interviews of 

industry and regional experts. In 2008 the project surveyed 59 businesses in the region 

that had at least five employees and were in one of five impacted industries; engineering 

and environmental services, energy and utility firms, local government and public 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-15 
administration, building and design services, and agriculture firms or firms servicing 

them. 

Findings: 

• Several occupations were identified that are likely to experience growth in the 

Central Region due to the development of a green economy. Within several, such 

as utilities and renewable energy, green building and design, and engineering and 

environmental services, occupations such as energy technician, sales 

representative, cost estimator, manufacturing technician, and resource 

conservation manager are likely to increase. 

• Over 60 percent of employers identified themselves as owning a green business or 

a “somewhat” green business, which indicated to the surveyors the employers’ 

awareness of the importance of being perceived as a green business. 

• Almost two-thirds of employers surveyed agreed that the demand for lower 

energy costs is very important to the growth and development of the green 

economy and specifically, their business. 

• 49 percent of employers stated that they had some difficulty recruiting non entrylevel employees with appropriate skills and experience for the job. 22 percent of 

employers indicated that they had great difficulty finding adequately skilled 

employees to fill available positions. Over 70 percent of employers are finding 

some level of difficulty in finding trained employees in these emerging industries. 

• According to the survey, an associate degree in a specific green field of study was 

not a requirement or priority for hiring employees. These employers viewed a 

short-term certificate as more desirable. 

Green Jobs in Minnesota: Analysis and Action Plan (2008) 

GSP Consulting, Minnesota Green Jobs Task Force 

Scope and Purpose: Minnesota’s Green Jobs Task Force was charged with developing a 

statewide action plan to aid in the growth and development of the green economy by 

addressing policies previously adopted in the region including: achieving the renewable 

energy standard established by increasing the amount of energy used from a renewable 

source; developing and supporting the conservation investment program to achieve 

statewide energy savings; meeting previously defined goals of greenhouse gas emission 

reduction; addressing the “25 by 2025” initiative by expanding the use of biofuels; and 

protecting and preserving service waters to further meet the goals established by the 

Clean Water Legacy Act. 

This report includes primary industry classification and occupational and innovation 

research related to green jobs, analysis of training infrastructure and green job 

opportunities, and a comparison of Minnesota to ten other states in terms of strength of 

the green economy in Minnesota and policies and actions in place in the region. 

Methodology: Primary and secondary sources were used by GSP Consulting in order to 

create a research definition of green jobs, to understand existing levels of green activity 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-16 
in the U.S. and produce estimates for 2020, to identify NAICS codes that represent green 

industries, to use “green share” formulas to determine actual number of green 

establishments and jobs in the region, and to review innovation, research, and patenting 

activity in the green industries. This information is combined to assist in the assessment 

of Minnesota’s competitive advantage in the green marketplace compared to 10 other 

states in the nation. 

Findings: 

• Because of the environmental policies noted, Minnesota is in a good position to 

attract green jobs to the state. 

• Minnesota has an estimated 52,827 jobs that can be considered “green,” and it is 

estimated that this number will increase by more than 2000 jobs by 2020. 

• Minnesota’s Green Jobs task force believes that, with the adoption of their Action 

Plan, growth of green jobs can be accelerated above the estimated increases noted. 

• The Market Analysis revealed a growth rate for green jobs in all market sectors, 

but noted that Minnesota’s Green Jobs Task Force Action Plan should be focused 

on the Renewable Energy, Buildings Products, and Energy Conservation 

industries, as well as the Green Service sector that serves the Renewable and 

Green Products industries. 

Green Recovery: A Program to Create Good Jobs and Start 

Building a Low-Carbon Economy (2008) 

Robert Pollin, et al., Center for American Progress 

Scope and Purpose: This report outlines a green economic recovery program that aims to 

strengthen the U.S. economy over the next two years by expanding job opportunities, 

stimulating economic growth, stabilizing oil prices, and fighting global warming with the 

development and support of a green, low-carbon economy. This green economic recovery 

program is an initial step towards the 10-year policy program recommended in 2007 by 

the Center for American Progress in its “Progressive Growth” series. 

Methodology: The green economic recovery program and its funding and implementation 

are discussed in this report. How to expand job opportunities by stimulating economic 

growth, how to stabilize oil prices, how to fight global warming, and how to develop and 

support a low-carbon economy are detailed. The benefits of investing in six strategies for 

energy efficiency and renewable energy are assessed. Included is a table of jobs that 

represents some of the occupations that will be essential for the advancement of 

investments in each of the six areas discussed. 

Findings: 

• The proposed program would spend $100 billion dollars over two years in the six 

green infrastructure investment areas, outlined in the CAP report as being key 

areas to the development of a low-carbon economy and new green jobs. It is 

proposed that auctioning carbon permits under a greenhouse gas cap-and-trade 

program could fund this initiative. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-17 
• It is estimated that investing in the following six strategies would create 2 million 

jobs: 

o Improving energy efficiency by retrofitting buildings 

o Increasing mass transit and freight rail transportation 

o Constructing and installing “smart grid” transmission systems 

o Increasing use and availability of wind power 

o Increasing use and availability of solar power 

o Increasing use and availability of next-generation biofuels 

• The proposed energy stimulus would result in widespread employment gains, 

reduced unemployment rates, renewed work in the construction and 

manufacturing industries, more stable oil prices, and self-financing energy 

efficiency. 

• It proposed that, if recommendations of the report are fully implemented, the 

unemployment rate would decrease from 5.7 percent to 4.4 percent. 

2008 Washington State Green Economy Jobs (2008) 

Alan Hardcastle, Washington State University and Washington State Employment 

Security Department 

Scope and Purpose: The report identifies the number and types of jobs that can be 

defined as green and establishes a measure to track industry and job growth in the green 

economy in Washington. The report was a response to a legislative request that is now 

outlined in the Engrossed Second Substitute House Bill passed in 2008 for the provision 

of a framework to reduce greenhouse gas emissions. 

Methodology: Over 9,500 private-sector Washington State employers from a broad range 

of industries were surveyed regarding green jobs. The results were combined with other 

research to identify high-demand green industries, create new jobs in green sectors, and 

guide policy to support the growth of green industries in Washington. A thorough 

scientific survey design and sampling procedures were used and the results were 

weighted to represent the distribution of green jobs over a broader population of 

employers in the private sector. This allowed for the creation and assessment of 

statewide estimates for green jobs by industry and occupation. 

Findings: 

• A 2005 study, reporting 8,400 individuals working in green jobs at the time, was 

used as a baseline to establish a goal of 25,000 green jobs by 2020. 

• Green jobs are defined in this report as those that promote environmental 

protection and energy security and include businesses and industries engaged in 

energy efficiency, renewable energy, and the prevention, mitigation, and 

reduction of pollution. 

• 47,194 jobs exist in the private sector in four green core areas; energy efficiency, 

prevention or reduction of pollution, mitigation and cleanup of pollution, and 

renewable energy. About 13 percent of these jobs are part-time positions. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-18 
• Green jobs represent a relatively small portion of jobs in Washington as a whole, 

only 1.6 percent of all employment in the private sector. Only direct employment 

in a green industry was measured and public-sector jobs were not considered. 

• Over half of all green jobs were in the energy efficiency core area, with 70 

percent of those in construction-related industries. Professional and technical 

services, such as architecture and engineering are just behind the construction 

related industries in terms of number of green jobs. 

• The second largest core area discussed was preventing and reducing pollution and 

includes one-third of green jobs studied. Agriculture-related industries provide 

half of the jobs in this core area, followed by construction and waste management 

and remediation services. 

• Nine percent of all green jobs were in Mitigation and Cleanup of Pollution core 

area, with professional and technical services and waste management and 

remediation services accounting for two-thirds of this green core area. 

• Just over four percent of all green jobs reviewed were in the Renewable Energy 

core area, with construction-related and professional and technical services 

accounting for almost half of the jobs in this area, and the agriculture-related and 

electrical equipment manufacturing sectors followed. 

• The largest number of jobs represented by the six industry classes comes from the 

construction and agriculture-related industries. The major construction-related 

occupations account for 40 percent of all green employment. 

• Energy efficiency employment is considerably greater for urban workforce 

development areas than for rural areas. 

• Surveyed employers identified no new or unique job titles that were not already 

part of the Standard Occupation Code classification. Either traditional occupation 

titles are being retained and used for green jobs or employers find it unnecessary 

to give new titles to jobs that are similar to those in traditional sectors. 

• Secondary analysis suggests that total earnings in green jobs accounts for $2.2 

billion annually. 

• Secondary analysis suggests that modest growth is expected in green jobs with the 

largest current employment rates and that the growth rates for architects and 

several other engineering occupations are projected to exceed the statewide 

average for all occupations. 

• Recommendations include: 

o Conduct green jobs survey every two to three years to measure changes 

and progress against state goals. 

o Estimate the number of green jobs in the state by implementing a green 

jobs study of public-sector organizations. 

o Identify growth factors and project employment rates through analysis of 

green industries and create a standardization of education and skills 

required of green occupations. 

o Address anticipated labor shortages with analyses of green industries and 

occupations. 

o Estimate the impact of the emerging green industry and employment on 

the Washington economy. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-19 
Energizing Appalachia: Global Challenges and the Prospect of a 

Renewable Future (2007) 

Dr. Amy Glasmeier, et al. The Pennsylvania State University 

Scope and Purpose: This study focuses on the ability of companies to manufacture 

components for use in the biomass, solar, and wind industry. Nine out of the ten largest 

manufacturers of components for these three energy industries are global companies 

located throughout Europe and Asia. The only American company in the top ten is GE 

Wind Power. The question addressed is whether or not manufacturing companies within 

ARC have the potential and the ability to produce components for solar, wind and 

biomass energy, and what policies should be in place to promote and develop this 

manufacturing capacity in the Appalachian region. This study also explores opportunities 

for producing cellulosic ethanol. 

Methodology: Information was compiled on existing manufacturing establishments, 

employment totals, location and sector concentration. Using the six-digit NAICS Codes, 

all ARC counties and each ARC state were analyzed for similarities in manufacturing 

major components in the biomass, solar, and wind energy industries. 

Findings: 

• There are over 41,000 jobs in more than 650 establishments in Appalachia for 

manufacturing components for the solar industry. 

• There are over 89,579 jobs in 1,318 establishments in the wind industry that 

manufacture components that can be used in turbines. 

• There are almost 82,000 jobs and over 900 establishments in Appalachia that are 

manufacturing components related to those needed by the biomass industry. 

Energizing Appalachia: A Regional Blueprint for Economic and 

Energy (2006) 

Appalachian Regional Commission 

Scope and Purpose: The Appalachian Regional Commission’s energy goal is to develop 

the Region’s energy potential for increasing the supply of locally produced, clean, 

affordable energy, and to create and retain jobs. Its three strategic objectives are: promote 

energy efficiency, increase the use of renewable energy resources, and support the 

development of conventional energy resources, especially advanced clean coal. 

Methodology: Based on several initial research projects, the ARC hosted a series of three 

public roundtables in 2006—which included participation of more than 100 industry 

experts, educators, government officials, and entrepreneurs—in order to develop an 

“Energy Blueprint” for the region and assess its energy assets. The Energy Advisory 

Council (EAC), composed of high-ranking representatives from the energy offices of 

each of the thirteen Appalachian states and representatives from the local development 

districts, was formed out of these sessions to develop energy strategies for the region. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-20 
The ARC identified five key “action areas” that would aid the agency in achieving its 

objectives: Public Sector Investments, Research and Analysis, Workforce Development, 

Public Awareness and Outreach, and Supportive Policies. It also noted the importance of 

the roles of federal, state, and local governments, particularly the U.S. Department of 

Energy and state energy offices; business and industry; research and educational 

institutions; public and private utilities; and non-governmental organizations. 

Partnerships with these organizations are vital to the success of the ARC in reaching its 

energy objectives. 

Findings: 

• The Energy Policy Act of 2005 set forth supply-side policies to increase the 

availability and diversity of fuel sources, advance technologies for using fuels 

more efficiently, and develop alternative energy sources. EPACT also set forth 

demand-side policies and programs to reduce the need for energy and encourage 

more efficient use of energy. 

• Appalachia leads the nation in coal and electricity production, exporting its excess 

to other states. Appalachian mines produced 35 percent of the nation’s coal in 

2005, generating $16 billion of output. In 2004 electrical power utilities in the 

Region generated 15 percent of the nation’s total electrical output, although 

Appalachia’s population is only 8 percent of the U.S. 

• 1,079,000 people are directly employed in America’s energy industry, and 

146,300 direct energy workers are employed in Appalachia. [The challenge for 

our study is to more discretely define those energy jobs and forecast the growth of 

existing energy jobs, and determine the emergence of new occupations.] 

• Fossil fuels—coal, oil, and natural gas, currently provide more than 85 percent of 

all the energy consumed in the United States, and reliance on fossil fuels will 

increase in the next 20 years. Appalachia’s coal reserves are abundant. 

• Workforce development is a key action area necessary for ARC to achieve its 

three strategic objectives: Promote energy efficiency; Increase the use of 

renewable energy resources; and support the development of conventional energy 

resources, especially advanced clean coal. Appalachia needs a skilled workforce 

to support existing and new energy and energy-related industries. The ARC 

intends to partner with those who offer workforce training, such as community 

colleges, technical schools, and workforce investment boards, to develop 

programs for training workers in existing and emerging renewable energy sectors. 

These partnerships will identify future jobs in advanced coal and other fossil 

energy sources, and develop training for a new generation of coal miners, mining 

engineers, oil and gas workers, and propane industry workers. The partnerships 

will work with universities to train architects, scientists, and engineers to design 

energy-efficient communities and the next generation of energy industries. [This 

study will focus on the state of these partnerships; identify the training gaps; and, 

recommend methods to fill those gaps.] 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-21 
Energy Efficiency and Renewable Energy in Appalachia: Policy 

and Potential (2006) 

Marshall University 

Scope and Purpose: This report examines the promotion and development of alternative 

and renewable energy resources in the ARC states. It establishes three measures for 

“energy intensity” and attempts to explain the variation among the states in the amounts 

of energy consumed. The study includes a state-by-state policy analysis, and examples of 

specific programs that are working well, as well as a review of fourteen companies that 

have achieved energy efficiency or developed renewable energies. 

Methodology: The primary sources of information for this report were interviews with 

energy officials in each of the thirteen ARC states and the Tennessee Valley Authority. 

Secondary sources included published works generated by public bodies, research 

organizations and industry. [For purposes of the current ARC study, there are 

methodological drawbacks that make it not very useful. It had no survey protocol for the 

interviews conducted with state energy officials, broad definitions of energy not related 

to industry codes, and little discussion of jobs or skills requirements for occupations in 

the energy industry.] 

Findings: 

• The distribution of these resources varies widely across the ARC, which means 

that one single policy for all ARC states will not be useful. The southern states in 

the ARC are not as energy-efficient as the northern ARC states. 

• There is potential for wind power, biomass, biofuels and some hydroelectric 

power. There is little potential for solar power, and geothermal energy 

production. 

• The most useful part of the study is the state-by-state analysis of state policies, 

including Net Metering, Renewable Energy Portfolio Standards, Public Benefit 

Funds, Grant and Loan Programs, Tax Incentives, and Rebate Programs. 

• Less than one percent renewable sources are being generated in the ARC 

counties. 

Recommendations for Education for a Sustainable and Secure 

Future (2003) 

National Council for Science and the Environment 

Scope and Purpose: This report is a summary of key issues and recommendations 

discussed at NCSE’s third National Conference on Science, Policy, and the Environment. 

Methodology: More than 800 scientists, educators, managers, and policymakers attended 

this conference and first discussed the creation of the current era of environmental 

awareness and how it led to the development of environmental education programs. 

Intent on building upon this foundation, conference participants attended twenty-one 

sessions to offer recommendations for the development and growth of environmental and 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-22 
sustainability education, including all levels of learning from elementary school to 

professional schools, as well as community education. Participants addressed these goals 

in relation to health, diversity, research, and conservation education, as well as how to 

transfer the education into practice. 

Findings: 

• A new approach to education is essential in protecting the environment and 

providing economic and social well being, which in turn provides security. 

• The concepts of sustainability must be incorporated into all levels of learning so 

that it is a life-long lesson. 

• Sustainability is an interdisciplinary approach that is integrated across all levels of 

learning and should not be looked upon as a separate field. 

• Curricula, as well as the criteria to measure the effectiveness of training, need to 

be developed and implemented. 

• The gap between education and practice can be addressed by linking with and 

integrating sustainability concepts into use in business and daily life activities. 

A Study on the Current Economic Impacts of the Appalachian 

Coal Industry and its Future in the Region (2001) 

Eric C. Thompson, et al., Center for Business and Economic Research 

Scope and Purpose: The report examines the significance of the coal industry on the 

economy of the Appalachian region and projects a forecast of the future of the industry. 

Active coal areas are identified, as well as which local and regional economies are most 

impacted by the industry. It addresses the questions: How is the impact of the coal 

industry changing over the next ten years? How would that impact vary based on 

alternative economic scenarios or environmental regulations? Which areas in the 

Appalachian region would be most affected by these changes? 

Methodology: The study was based on 1997 data collected from 118 major coal 

producing counties in the region. Data relating to production and price was gathered 

from the Department of Energy’s Energy Information Administration, and data regarding 

employment and earnings was gathered from the Department of Commerce. 

Results are reported within three regional groups: Northern Appalachia, including 

Pennsylvania, Ohio, Maryland, and Northern West Virginia; Central Appalachia, 

including Kentucky, Virginia, and Southern West Virginia; and Southern Appalachia, 

including Alabama and Tennessee. Forecast scenarios are based on two publications 

published by the Energy Information Administration, “Annual Energy Outlook 1999” 

and “Impacts of the Kyoto Protocol on U.S. Energy Markets and Economic Activity”. 

Findings: 

• Employment in the coal industry is concentrated in the Central Appalachian 

region, where Kentucky, Virginia, and West Virginia intersect. There are small 

areas of high employment in Alabama and several counties in Pennsylvania. 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-23 
• Measured in terms of gross county product, the coal mining industry represents a 

large part of the economy in the Appalachian region. 

• Employment and earnings within the coal industry are expected to decrease over 

the next ten years, with estimates of decreases of 25 percent to 30 percent. The 

tax impact of the industry is expected to decline 20 percent, with the largest 

decline in the Southern Appalachian region. 

 

RTS Inc. ARC Energy Workforce Trends and Training Needs A-24 
 

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November 2009. Industry Structure and Company Strategies of Major Domestic and 

Foreign Wind and Solar Energy Manufacturers: Opportunities for Supply Chain 

Development in Appalachia. District of Columbia: Appalachian Regional Commission 

www.arc.gov/assets/research_reports/WindandSolarEnergy.pdf

26. Thompson, Eric C., Mark C. Berger, Steven N. Allen, et. al. March 2001. A Study on 

the Current Economic Impacts of the Appalachian Coal Industry and its Future in the 

Region. Lexington, KY: Center for Business and Economic Research University of 

Kentucky. www.arc.gov/research/researchreportdetails.asp?REPORT_ID=54

27. Workforce Information Council. October 2009. Measurement and Analysis of 

Employment in the Green Economy. District of Columbia: Workforce Information 

Council. www.workforceinfocouncil.org/.../WICGreenJobsStudyGroupReport-2009-10-

01t.pdf

28. White, Sarah and Jason Walsh. 2008. Greener Pathways: Jobs and Workforce 

Development in the Clean Energy Economy. Madison, WI: Center on Wisconsin 

Strategy. www.cows.org/pdf/rp-greenerpathways.pdf

 
RTS Inc. ARC Workforce Trends and Training Needs B-1 

Appendix B: Full Case Studies and Protocol

This appendix includes the following case studies of workforce training programs in the 

Appalachian region. 

College Type State Energy Focus Case Study Program

Alfred State 

College

University/CC 

hybrid New York Alternative

Renewable energy

Green building and 

energy efficiency

Appalachian 

State University North Carolina Alternative Building Sciences and Appropriate Technology

Calhoun 

Community 

College

Community 

College Alabama Utilities/line worker training

Pre Apprenticeship Line

worker Program

Cleveland State Community 

College Tennessee Alternative/energy efficiency

Energy Efficient 

Residential Construction 

Frostburg State University Maryland Alternative/Energy 

Efficiency

WISE (Wind and Solar 

Energy) Program

Hocking 

College

Community 

College Ohio Alternative/fuel cell

Advanced Energy and 

Fuel Cell Technology

Kentucky Coal 

Academy

Community 

Colleges Kentucky Worker training in coal mining

KCA at Southeast 

Kentucky Community & 

Technical College

Lanier 

Technical 

College

Community 

College 

partnership 

with utilities

Georgia Worker training in 

utilities

Electrical Utility 

Technology (EUT) 

program

Mississippi 

State University Mississippi Efficiency and Energy Auditing

Industrial Assessment 

Center (IAC)

Pennsylvania 

College of 

Technology

University/CC 

hybrid Pennsylvania

Worker training in 

natural gas 

production

Marcellus Shale 

Education and Training 

Center (Natural Gas)

Tri-County 

Community 

College

Community 

College

South 

Carolina

Foundational skills 

for energy

Welding for Nuclear 

Power

Virginia Tech University Virginia Coal (mining) 

engineering

Degrees in Mining 

Engineering

West Virginia University West 

Virginia Coal/Natural gas

Petroleum and Natural 

Gas Engineering degree 

programs (PNGE)

West Virginia* University West 

Virginia Energy research

Advanced Virtual Energy 

Simulation Training & 

Research Facility 

(AVESTAR)

* Vignette
RTS Inc. ARC Workforce Trends and Training Needs B-2 

Spreading Clean Energy Across the College 

Alfred State College, New York

Background: Alfred State College (ASC) is part of the State University of New York 

public education system and offers both four-year and two-year degrees. The college 

enrolls approximately 3,300 students. ASC operates two campuses, one in Alfred and 

one in nearby Wellsville. The town of Alfred is approximately 70 miles south of 

Rochester, New York. 

Alfred State College is a small college with a large green agenda. By incorporating green 

practices and technologies into different courses and degree programs spread across the college, 

and by installing renewable energy sources on the campus, ASC is playing a central role in New 

York’s efforts to become a leader in green employment and clean energy use. 

ASC is part of the State University of New York public education system, and one of its few 

technology colleges. The main campus is located in Alfred, NY, a town of nearly 6,000 people 

in the region of the state known as the Southern Tier. ASC was founded in 1908 and 

incorporated into the SUNY system in 1948. The college offers 53 associate in applied science 

and associate in occupational studies degrees and 17 bachelor’s degrees, as well as certificates 

and continuing education courses. Current full-time student enrollment is about 3,300. 

Institutional Commitment to Sustainability: ASC has made an institutional commitment to 

the idea of sustainability and renewable energy. The college is a signatory to the American 

College and University President Climate Commitment, and in 2008, ASC President John 

Anderson was one of only three college presidents to attend the Clinton Global Initiative summit, 

an annual event convened by former President Bill Clinton to bring together leaders from the 

business, governmental and non-governmental spheres to find solutions to some of the most 

pressing global issues, including energy and climate change.

But, as Glenn Brubaker, an assistant professor in the electrical construction and maintenance 

program, pointed out, vision alone does not translate into a greener college. Rather, as Brubaker 

notes, there is interest in and support for renewable energy at all levels of the college’s 

leadership. Individual faculty members with interests in renewable energy receive support for 

professional development and demonstration technologies from the school’s leadership. In turn, 

interested and capable faculty members provide the staffing for implementing special 

demonstration and training projects for which the college has leveraged resources from public 

and private funding sources, including the Appalachian Regional Commission. 

Integrating Renewable Energy into Existing Programs: Much of the activity related to 

renewable energy at ASC has been centered at the 22-acre Wellsville campus, where the School 

of Applied Technology has been located since it opened in 1968. There, energy efficiency, and 

solar, wind and other renewable energy technologies and techniques are being integrated into the 

curricula for several of the school’s Associate of Occupational Studies (AOS) degrees, most 
RTS Inc. ARC Workforce Trends and Training Needs B-3 

notably the building trades/building construction, electrical construction and maintenance 

technician, and air conditioning and heating technology programs. 

For example, the approximately 90 students earning an associate’s degree in electrical 

construction and maintenance receive four weeks of course and lab work that is dedicated 

exclusively to renewable energy sources, according to Brubaker. This integration of renewable 

energy technologies and applications into existing programs reflects the college’s commitment to 

providing students with strong foundations in the theory and application of their chosen technical 

field of study. Further, Brubaker thinks that the use of renewable energy technologies as 

demonstrated in these courses provides a more engaging way for students to learn the 

foundational theories that they must master in order to work in any electrical field, renewable or 

traditional. 

Craig Clark, Dean of the School of Applied Technology, believes that the hands-on approach 

sets ASC apart and is a reason why the school draws students from every county in New York 

and from other states. Whereas at other colleges, students may have the chance to gain 

experience in renewable energy sources through extracurricular activities and clubs, the way in 

which renewable energy has been incorporated into existing courses of study at ASC assures 

students that they will learn these theories and skills in fulfilling their degree requirements. 

A Wealth of Opportunity for Hands-On Learning: The commitment of the college to using 

renewable energy sources provides students with further opportunities for hands-on learning. 

Leading by example in its commitment to reduced environmental impact, the college has 

installed three photovoltaic systems and four wind turbines on the Wellsville campus. When it 

comes to “greening” ASC’s operations, “students do all the work,” according to Clark. 

For example, one of the installed PV systems provides nearly 50 percent of the energy demands 

of the School of Applied Technology’s library and administrative offices. Students in the 

electrical construction and maintenance technician program were involved in the four-day 

installation process, under the guidance of a program faculty member and someone from the 

local solar industry, and had a great deal of autonomy in deciding on the specifics of the 

installation. 

With the support of the Educational Foundation of Alfred, a private foundation with the mission 

of enhancing learning opportunities for students, faculty and staff, ASC students in the building 

trades, heavy machinery and electrical construction and maintenance electrician programs have 

been learning by doing, building homes from the ground up in a subdivision owned by the 

foundation. These houses, whose construction is financed by the foundation, are sold at market 

rates, upwards of $200,000. The 49th house built was constructed to Energy Star standards, and 

uses geothermal pumping. 

Construction of the 50th student-built house started in the fall of 2009. But unlike the other 

student-built houses, this one will not be put up for sale. Rather, it will serve as a showcase 

Green Home, built to meet the standards of the federal Energy Star program and the green 

building guidelines of the National Association of Home Builders. 
RTS Inc. ARC Workforce Trends and Training Needs B-4 

As such, it will serve several purposes. First, it will be a learning laboratory for students, as it 

will be constructed in such a way that energy-saving and energy–producing elements of the 

home can be observed and monitored for energy usage. Secondly, it will be open to business, 

industry and community members as a way of raising awareness and understanding of the latest 

technologies in green building. Lastly, it will house the administrative offices of the School of 

Applied Technology and include several guest rooms for visitors. 

Opportunities for hands-on learning are not confined to the ASC campuses. In 2009, a team of 

students traveled to Washington, DC under the supervision of Jeff Stevens, an instructor in the 

electrical construction and maintenance electrician program. There, they led a four-day 

workshop at the United States National Arboretum on the benefits, functions, design and 

installation of solar photovoltaic systems. The workshop was attended by homeowners, 

contractors, engineers and other interested parties, and culminated in the ASC students installing 

a 1 kilowatt hour solar array, which will power the arboretum’s irrigation system. This 

workshop and installation experience is part of a five-year cooperative agreement between ASC 

and the arboretum, initiated by the arboretum, with the goal of receiving technical assistance in 

making their operations more environmentally friendly. 

Going Commercial: Though the college’s renewable energy courses and training has, to date, 

focused on small-scale solar and wind systems and residential installations, several students have 

already found jobs on the commercial wind farms that are starting to operate in the upstate New 

York region as well as with firms that are looking for workers with skills in renewable energy 

source installation and maintenance. 

Further, the college is exploring the viability of a commercial-scale wind farm on the main 

campus in Alfred. Last year, electrical construction and maintenance students installed a 

commercial-scale meteorological tower, used for metering weather conditions and wind speeds 

in order to determine the feasibility of a commercial wind farm. President John Anderson is 

committed to developing a commercial wind farm that can offset the college’s energy use and 

thereby minimize its environmental impact—but also as a means of giving back to the greater 

Alfred community. Ideally, the wind farm would generate energy in excess of the college’s 

needs, which could then be fed into the local grid. 

Though there is not yet a roll-out date for the wind farm, the magnitude of the undertaking 

speaks volumes about ASC’s commitment to being a leader in its region, and amongst its peer 

institutions, in using education and training to strengthen the link between energy production, 

economic development and environmental stewardship. 
RTS Inc. ARC Workforce Trends and Training Needs B-5 

Leading the Green Revolution 

Appalachian State University, North Carolina

Background: Appalachian State University (ASU) is a part of the University of North 

Carolina System. ASU is located in Boone and draws students from around the state 

and the nation. Of the 17,000 students enrolled in the fall of 2009, approximately 1,500 

were from out of state. The university offers both undergraduate and graduate 

programs.

Over the past ten years, universities and community colleges around the nation have been 

frantically creating programs aimed at training their students to enter the green workforce. 

Whether these programs are created as independent programs or are modules within existing 

departments, they all tend to represent a new direction for the post-secondary institution that 

develops them. But for Appalachian State University in Boone, North Carolina, the green 

revolution started more than thirty years ago. Since the mid-1970s, ASU has been training its 

students on ways to construct homes more efficiently and develop new ways to harness the 

power of the wind and sun. In the process, the university serves as a model for institutions 

seeking to enter the fields of energy-focused green technology. 

Reaching out to the community: ASU is located in the beautiful Blue Ridge Mountains of 

North Carolina. The university enrolls 14,872 undergraduates and 2,086 graduate students.

One of the highest profile activities at ASU is the Research Institute for Environment, Energy, 

and Economics, an umbrella organization started in 2008 to oversee three main activities at the 

university: the Appalachian Energy Center, the Center for Economic Research and Policy 

Analysis (CERPA) and the Southern Appalachian Environmental Research and Education Center 

(SAEREC). The Appalachian Energy Center pursues a wide range of activities aimed at helping 

communities around the region become more energy efficient. Although there is some applied 

research, most of the work of the center is in outreach. 

“The best way to think about it is that we try to improve the energy efficiency of buildings in the 

state and beyond,” Jeff Ramsdell, who directs the Center, stated. “We do outreach to improve 

the construction techniques of builders and create standards for energy efficiency.” 

The Center offers a variety of training programs aimed at helping people involved in the 

construction industry to understand how to retrofit their buildings to meet new energy standards 

and to make new construction more energy efficient. 

Workshops offered through the center have included obvious targets such as sub-contractors, but 

they have also included realtors and financial institutions. According to Ramsdell including 

these types of actors is critical to making energy efficiency ingrained in the home buying 

process. 
RTS Inc. ARC Workforce Trends and Training Needs B-6 

“One big thing, there is a movement towards getting recognition of home energy efficiency in 

the valuation of a home,” Ramsdell said. “Right now when an appraisal is done, energy 

efficiency is not really counted for. [The Center] put together a conference to help certify raters 

to perform a diagnostic to help determine the energy efficiency of homes.” 

The Center also works closely in renewable energy fields. The Center operates a site on Beech 

Mountain to test small-scale wind turbines. Manufacturers will send their products to the Center 

for testing on the site. 

The Center also promotes the idea of capturing energy from landfills. A particular area of 

emphasis is in developing ways to capture gas from smaller scale landfills that exist in many 

small communities in the Appalachian region. The Center works with businesses and 

communities to help them harness this often untapped energy source. 

An Emphasis on Training: The heart of ASU’s efforts around energy, however, continues to 

be on the academic side of the equation. The university offers two main programs, both housed 

in its Department of Technology: building sciences, including concentrations in either 

construction management or architectural technology, and appropriate technology, which is the 

term ASU uses to describe its renewable energy program.

The building design program offers students a comprehensive program in making residences and 

buildings more energy efficient. 

“What has really differentiated our construction program is the emphasis on energy efficiency,” 

Ramsdell said. “We were doing it before it was cool.” 

Students who graduate from the program find work as project managers for construction 

companies or enter graduate programs in architecture. Despite the downturn in the construction 

economy, Ramsdell says that ASU graduates are still in demand. 

“What is great is that even with the last two years, our students are still getting jobs,” Ramsdell 

said. “They are finding work in high performance and green building. There is a huge market for 

the installation of building systems that save money.” 

The appropriate technology program, although separate from the building sciences offering, 

contains significant overlap. For instance, a student who studies how to install solar panels on a 

house will have to be well versed in the overall construction of the building. 

Students who get a degree in Appropriate Technology receive extensive training on renewable 

energy systems and find jobs with many of the renewable energy companies throughout the 

region. Dennis Scanlin who chairs the Appropriate Technology Program says that those with a 

BS in Appropriate Technology are in high demand. 

“People are in need of our graduates,” he said. “You may be able to hire an electrician but you 

need some who understands the system as a whole to make sure it is installed.” Ged Moody, a 
RTS Inc. ARC Workforce Trends and Training Needs B-7 

graduate of the program, says he was drawn to ASU in part because of its ability to teach the 

practical side of the work. 

“One thing that really appealed to me was the applied approach,” he said. “It is not an 

engineering school—it is an applied program. The other thing that led me here was that the 

university has offered the program for decades. I knew they weren’t bandwagon people.” 

In addition to the undergraduate program, the school offers an MS in Technology with a 

concentration in either appropriate technology or building sciences. The program is flourishing, 

attracting students from around the country. A planned program in building science engineering 

will add to the graduate level offerings at ASU. 

A Holistic Approach: The academic environment at ASU is enhanced by the overall 

commitment to sustainability at the university. Moody, the former student, returned to the 

college as Sustainability Director. That level of administrative commitment is also shared by the 

university’s students. Students voted overwhelmingly to raise their fees by $10 to help in 

powering the campus through renewable energy. 

Through the Renewable Energy Initiative (REI), students are conceiving, installing and 

managing different energy related programs at the campus. Projects have included installing the 

state of North Carolina’s largest wind turbine and installing solar panels to provide power to the 

university’s student union. 

Moody believes that efforts like the REI show that the entire university is embracing the idea of 

sustainability not just the Energy Center and its related programs. 

“We have this approach that everyone at ASU will leave with a holistic approach to 

sustainability,” he said. “Whether you major In English, health care, or another subject, you will 

leave understanding elements of green building and renewable energy. We believe that 

sustainability is the new paradigm. Businesses that don’t promote sustainability, I don’t think 

are going to make it.” 

An example of how sustainability is being embedded in campus is in the College of Business. 

This academic year, the school will offer its first “sustainable business” concentration for its 

MBA program. Continually imbuing the school with the idea of sustainability creates an 

institution that can stay at the forefront of promoting a green economy. 

“When you start with the value set already built into the institution, it really is a head start,” 

Moody said. 
RTS Inc. ARC Workforce Trends and Training Needs B-8 

Pre-Apprentice Line Worker Program 

Calhoun Community College, Decatur, Alabama

Background: The pre-apprentice line worker program offered at Calhoun Community 

College began with a two-year grant from the Alabama Governor’s Office of Workforce 

Development. Calhoun was one of three state community colleges receiving grants. 

The Pre-Apprentice Line Worker program offered at Calhoun Community College began with a 

two-year grant from the Alabama Governor’s Office of Workforce Development awarded to 3 

community colleges in the region; Wallace (Dothan) Community College, Central Alabama 

Community College, and Calhoun Community College. These three schools represent the 

Northern, Central, and Southern Alabama regions. 

Industry Involvement: This continuing education, open-enrollment non-credit program was 

built on input received from industry, as well as from several other public and private institutions 

offering similar training. First, the three schools met with Tennessee Valley Public Power 

Association Apprentice Program, including all utilities and municipalities in the Tennessee 

service area, as well as with Alabama Rural Electric Co-op, to present the intended curriculum 

for the program. Best practices were examined in the Georgia Technical College System, as well 

as at the Southeast Lineman Training Center in Trenton, GA. A curriculum developer was hired 

to model the program after the training observed within the Georgia Technical College System 

and later input was added to the original development from technical workbooks written by 

industry consortia. The result was a 7-week Pre-Apprentice Line Worker program that provides 

280 contact hours of training including both soft skills and technical skills, such as Line Worker 

Fitness, Safety (OSHA 10 hr), CPR/First Aid, Electrical Fundamentals, Ratios & Proportions, 

AC Theory, Line Worker Tools, Map Reading, Pole Climbing School (TVPPA Lab), 

Measurements, Line Hardware, CDL Training and Certification, and Line Worker Field 

Observations. 

The students involved in the Pre-apprentice Line Worker program benefit from their trainer’s 

previous knowledge and experience of the industry. In all three schools, the instructors of this 

program are retired industry workers that bring with them specific knowledge of industry needs 

and how training offered can best meet those needs. Calhoun Community College’s instructor 

began his career as an Apprentice line worker, became a Journeyman, was hired as a Training 

Manager for a local utility, and then retired as a General Manager. The program instructor for 

Wallace Community College retired as a senior line worker and was involved with training at a 

local utility company. Central Alabama Community College’s instructor began his career as a 

line worker, then moved on to establish his own national safety training program. 

Although the program is a non-credit program, several certifications are offered throughout the 

7-week training. TVPPA’s training division participates in the program by training and 

certifying all completers of the Pole Climbing TVPPA Lab, and Emergency Medical Services 

(EMS) offers an on-site, one-day first aid CPR Certification. A 10-hour OSHA Safety 

Certification is offered through the program, and training and road tests are offered for those 
RTS Inc. ARC Workforce Trends and Training Needs B-9 

interested in receiving a Commercial Driver’s License Certification. Upon completion of the 

program, each college presents its graduates with a Certification of Completion of the PreApprenticeship Line Worker Program. 

Building awareness: The community college system faces many challenges when offering 

technical programs, such as the Pre-Apprentice Line Worker Program, especially in the areas of 

enrollment and recruitment. The program is offered twice throughout the regular school year, 

once in the spring and once in the fall. Although, generally, each class has 10 participants, each 

school has the potential to accommodate 14 to 15 students in each session. Out of the 10 

participants, only an estimated 60% will actually complete the program. This low completion 

rate is often due to attrition because of the physical nature of the work as well as the height. 

The greatest ongoing challenge that Calhoun Community College and other technical institutions 

face in their attempt to provide the technical skills necessary for a fruitful career as a line worker 

or other technical occupation is in the area of recruitment. Recruiting individuals that are 

interested in working hard and dedicating themselves to a physical career is not an easy feat. 

However, those who are interested in becoming a line worker love the work, as they see it as a 

mission to provide their community with uninterrupted power and to service that power in times 

of inclement weather. In order to encourage local high school students, Calhoun Community 

College works with industry and the educational community in offering a recruitment video 

produced by the National Association of Manufacturers “Dream It, Do It” Campaign, a national 

campaign launched to address the shortage of skilled workers in U.S. manufacturing. 

It is an ongoing effort of these institutions to bring awareness to potential students of the careers 

available in technical fields. It is a commonly held belief that in order to have a viable, 

successful career, one must attend a four-year university program; however, according to Mr. 

Jim Swindell, Assistant Dean for Technology Education at Calhoun Community College, only 

30% of technical jobs require a four-year degree, whereas 70% of manufacturing work requires 

technical skills and training. The industry recognizes the value of technical and basic training, as 

some of the best engineers apply for a two-year technical degree before attending engineering 

school. Career coaches at all three institutions provide information on available technical 

occupations and visit area high schools to show a promotional video to juniors and seniors each 

year. The video was created using Pathways to Technology, an online resource of the National 

Science Foundation and the American Association of Community Colleges, as a guide, as well as 

video clips of interviews with faculty, industry representatives, and students. A summer camp 

for high school faculty and advisors also provides awareness of the potential of technical training 

leading to a successful career. The participants spend a half-day in each technical program 

offered, as well as attend industry tours and U.S. Economic Development Administration 

presentations that offer facts about salaries of technical occupations. 

It is the opinion of Mr. Swindell that training at a technical institution can better prepare a 

student for a higher paying entry-level position than a four-year institution. Social workers train 

for five to six years for an entry-level position that may start out paying $30,000-35,000 per year. 

A two-year technical program can prepare a student for an entry-level position offering around 

$45,000 as a base wage. Also, technicians have the opportunity to increase their yearly income 

by working overtime hours. 
RTS Inc. ARC Workforce Trends and Training Needs B-10 

Awareness must also be brought to the level of high school administrations. Oftentimes, it is the 

goal of the superintendent and administration within the high school system to enroll all of their 

students in four-year institutions upon completion of the high school program. Community 

college programs are viewed as a stepping-stone to other academic programs, a means to an end, 

rather than an end in itself. However, in the four county service area of Calhoun Community 

College, the community college has more students enrolled than any of the four-year schools. 

With a majority of post-secondary students attending community colleges, an important goal is 

to change the current mindset of administrations to see community college training as a viable 

career track. It is also common practice for high school administrations to recommend these 

programs only to problem students. It would benefit the industry to have high school 

administrators recommend these programs to all students, especially those interested in seriously 

pursuing a viable career in a technical field, instead of solely recommending these programs to 

students that high school administrators do not know where to place for continued education. 

Student body diversity: The average age of enrollers in the program at Calhoun Community 

College is 27 years old; indicating that some students are enrolled straight out of high school and 

others are adults retooling or changing careers. Many students attending this program are 

displaced workers from plant closures or lay-offs that are interested in taking advantage of state 

funding offered for up to two years of training for approved high-wage, high-demand jobs. 

Seventy-five percent of students enrolled in programs in career and technical fields are part-time 

students, usually because they are employed full-time while they are training for new skills. 

Most students entering into technical training in energy fields are entry-level, lacking previous 

industry knowledge or experience. Internships are not required, but are encouraged. The 

Technical Cooperative Program at Calhoun Community College is a joint effort of industry and 

local area businesses, the college, and its students. The student, the college, and the business 

enter into an agreement of understanding, allowing the student to gain valuable hands-on 

experience within their field of study. The company interviews and hires the students and then 

evaluates their performance. If the students receive an evaluation of 80% or higher, as well as 

maintain a minimum “B” average in school, they receive a 50 cent raise at the end of the 

evaluation period. Internships are offered for students pursuing A.A.S degrees in Aerospace 

Technology, Design Drafting, Electrical Technology, HVAC, Machine Tool Technology, 

Industrial Maintenance, or Process Technology. 

Cooperative partners include 3M, Automatic Screw Machine Products, AZ Technology, BASF, 

Brown Precision, Inc., Calpine, Defco, Delmonte Meow Mix, Dixie MetalCraft Corporation, 

Eaton Hydraulics, Electricfil Corporation, Federal Mogul, Hexcel Industries, IMS, Micor 

Industries, National Packaging Co., Nucor Steel, Pilgrim's Pride, Snap-on, Solutia, Sonoco, 

Tanksley Machine, Teledyne Brown Engineer, Toray, and United Launch Alliance. 

Future plans at Calhoun: The future of technical training programs at Calhoun Community 

College includes the development of a three-phase Technical Robotics Park, adding a dimension 

of high-tech technologies to the institution. A $3.5 million dollar grant from the Department of 

Labor will aid in the development of a green energy complex, which will enable the college to 
RTS Inc. ARC Workforce Trends and Training Needs B-11 

add green energy technologies to the curriculum. Over the past 8 years, Calhoun’s president, Dr. 

Marylin Beck, has been dedicated to expanding the technology programs offered at Calhoun with 

a Department of Labor grant for advanced manufacturing. A new Allied Health building will 

expand the capacity of the surgical technician, EMS, paramedic, dental assistant, and physical 

therapy programs. A new math and science complex has allowed for the addition of 

biotechnology programs to the campus, and an NSF-funded grant has enabled innovation and the 

restructuring of the aerospace technology program. All of these advancements enable Calhoun 

Community College to continue serving a key function in community education, not only as a 

short-term stepping-stone, but also as a valuable provider of focus training for business and 

industry. 
RTS Inc. ARC Workforce Trends and Training Needs B-12 

Energy Efficient Residential Construction

Cleveland State Community College, Tennessee

Background: Cleveland State Community College (CSCC) is located in Cleveland, 

Tennessee, in the state’s southeast corner. The school serves the five-county area of 

Bradley, Meigs, McMinn, Monroe, and Polk counties and has an enrollment of 

approximately 3,500 credit-seeking students and 1,500 non-credit students.

Cleveland State Community College (CSCC), located in southeastern Tennessee, is a community 

college at the helm of efforts to transform the way energy is used in its region. Through its 

program in energy efficient residential construction (EERC), CSCC is re-vamping its curriculum 

in construction technologies to attract students and companies who see the economic benefits of 

using energy efficiency to brand themselves in the marketplace. 

Cleveland State’s program in energy efficient residential construction began in 2005 with a 

grant of $861,840 from the U.S. Department of Labor, one of 70 Community Based Job Training 

Grants. The project that CSCC designed with the CBJTG funding incorporated concepts of 

green building, energy efficiency and sustainability into the existing construction technology 

curriculum; reached out to the local education community to raise awareness of energy-efficient 

construction; purchased equipment and technologies to support classroom learning; and offered 

continuing education to local contractors and the construction industry. 

Curriculum: With the DOL grant, CSCC created six courses in topics related to energy 

efficiency and alternative energy that could be taken as part of the A.A.S. degree in construction 

technology, as a stand-alone certificate program called the Zero Energy Home Certificate, or on 

a one-off basis with students taking only the classes that are interesting or relevant to them. The 

six courses were Renewable Energy; Solar Photovoltaic (PV) System Design and Installation; 

Energy Efficient Residential Elements; Ground Source Heat Pumps; Home Energy Rating 

System; and Service Learning. CSCC is in the process of developing an articulation agreement 

with the University of Tennessee at Chattanooga (UTC) for a bachelor’s of science degree in 

construction management. 

Greening the Construction Industry: The decision to integrate energy efficiency into existing 

curricula is considered best practice in designing industry-specific training and has been 

recommended for green job training. The rationale for embedding energy efficiency courses into 

the construction technology program is that the descriptions of traditional construction jobs and 

energy efficiency construction and retrofitting jobs are not very different1

. In fact, in response to 

the overwhelming enthusiasm over the promises of green jobs, more cautious analysts have 

warned that many green jobs are not new; they are traditional jobs using new or different inputs2. 

 

1 Center on Wisconsin Strategy. (2008). Greener Pathways: Jobs and workforce development in the clean 

energy economy. Madison: Center on Wisconsin Strategy.

2 Chapple, K. (2008). Defining the Green Economy: A primer on green economic development. Berkeley: 

Center for Community Innovation.
RTS Inc. ARC Workforce Trends and Training Needs B-13 

In the case of energy efficient construction, this is largely true. Differences between traditional 

and energy efficient construction are in materials, equipment and techniques not requiring 

different technical competencies but rather awareness and knowledge of how to apply them. For 

example, the way a house is framed has an effect on the way it can be insulated, which in turn 

influences the energy savings that can result from better insulation. The energy efficient framing 

technique does not require a different set of basic competencies for a framer, but it does mean 

that a framer needs additional or different knowledge to build an energy efficient home. 

Because energy efficiency techniques and principles are taught within the context of a 

construction curriculum, and the program has flexible enrollment options, the EERC sequence of 

course at CSCC is being used by some incumbent construction industry workers as a means of 

upgrading their skills. The average age of students in the EERC program is 28 to 29, reflecting 

the fact that students are coming to the program "from both sides", Dean of Business & 

Technology, Allan Gentry says. He estimates that approximately two-thirds of the students in 

the program are incumbent workers from the construction industry - owners and employees of 

local construction and building companies. 

Several people also noted that they thought the weak job market, combined with the buzz around 

green jobs, was helping to attract students who wanted to have some first-mover advantage in the 

energy efficient construction industry. In this sense, participation in the program is anticipatory 

of changes that are seen as inevitable in the construction industry. Some of the students are also 

enrolling with the idea of pursuing opportunities for contracting and self-employment in the 

areas of weatherization and energy auditing and rating. 

For other students, who may already be self-employed or business owners in the construction 

industry, gaining new skills related to energy efficiency is a way of expanding the scope of 

services they can offer clients. Further, building these competencies is a low-cost way of 

improving firm competitiveness—particularly important in an economic downturn. 

John Proffitt, outreach coordinator for the EERC program, noted that when the national housing 

boom was at its height, it was harder to get people to slow down enough to listen to pitches about 

the benefits of energy efficiency. Now, when the market for new construction is soft, energy 

efficiency is seen as a way of distinguishing one’s products and services from those of other 

firms. Although some of firms have disappeared as a result of the recession, Proffitt senses that 

the ones that remain are there to stay, and he sees the value in continuing to educate them about 

the importance of energy efficient construction because of the lasting influence it will have in the 

region. 

Finding the Right Mix of Alternative Energy: Summarizing the launch of the EERC 

curriculum, Allan Gentry said that the greatest challenge was figuring out how to package the 

concepts and elements of renewable energy in a way that make sense for the region in which the 

program operates. There were several layers to this challenge. 

 
RTS Inc. ARC Workforce Trends and Training Needs B-14 

The first is the culture of energy supply and demand. Tennessee is part of the East South Central 

census division, which also includes Alabama, Kentucky and Mississippi. In 2008, this census 

division had the highest average monthly energy consumption—twice that of the New 

England—and Tennessee had the highest of the group with 1,302 average monthly kilowatthours. Furthermore, even with one of the lowest average retail prices per kilowatt-hour, at 8.92 

cents, the average monthly residential electricity bill was $116.02.3

 For this reason, a large part 

of what the EERC program aims to accomplish - both in the classroom and through its outreach 

activities - is raise awareness about the concepts and benefits of energy efficiency and renewable 

energy. 

A second layer to the challenge of packaging renewable energy for the region was determining 

which energy sources should be emphasized based on their potential benefits for the region given 

its climate and local economic conditions. For example, Gentry noted that the popular image of 

renewable energy, wind turbines, is not a viable option in the Tennessee Valley because of local 

climate conditions. On the other hand, the local climate does make solar energy a viable option, 

particularly in conjunction with energy efficient construction because the solar installation can be 

downsized as a result of a building’s reduced energy demand. 

The choice to emphasize energy efficiency is obvious. As a strategy for reduced fossil fuel use 

and stimulating economic activity, energy efficiency is a “green” jobs sector that has no 

geographic constraints. Energy efficient construction and retrofitting is estimated to create 18 

times more direct and indirect jobs than the renewable energy sectors in the United States.4,5 

When combined with the trends of high-energy consumption and low energy costs in Tennessee, 

there is a clear rationale for a training program that emphasizes energy efficient construction. 

 

Cleveland State Community College as Catalyst: One of four areas of activity funded by the 

grant that launched the program, outreach has been an important emphasis by program faculty. 

Part of the DOL grant that launched the EERC program was to cover the cost of seminars and 

workshops for the local construction and utilities industries to highlight the benefits of energy 

efficient construction and negative effects of inefficient construction on energy consumption. 

EERC also educates people about the need for energy efficiency and the opportunities for energy 

savings afforded by renewable energy sources. The college owns a trailer equipped with a solar 

panel array that travels to career fairs and events to raise interest in the program and provide a 

visual representation of the idea of green jobs and clean energy. 

In early 2010, at “Save Green, Go Green,” an event at a local mall, CSCC staff described how an 

energy efficient home and changes to energy-use behavior can save homeowners and renters 

 

3 U.S. Energy Information Administration. 2010. Average monthly bill by census division and state, 2008. 

Retrieved on March 6, 2010 from http://www.eia.doe.gov/cneaf/electricity/esr/table5.html. 4

 Center on Wisconsin Strategy, 2008. 

5 Tennessee Department of Labor and Workforce Development. (2008). Growing Green: The potential 

for green job growth in Tennessee. Tennessee Department of Labor and Workforce Development, 

Employment Security Division, Labor Market Information Section.
RTS Inc. ARC Workforce Trends and Training Needs B-15 

money. They were joined by Local Workforce Investment Area 5, the agency with which CSCC 

is partnering to offer courses to displaced workers. 

CSCC responds to the needs of displaced workers by partnering with the local workforce 

investment agency to offer the EERC courses as a series of modules leading to a certificate. The 

program follows a week-on, week-off schedule that allows for the classes to be taught to two 

cohorts, at two locations, over the same 10-week time period. 

Challenges: Continued Outreach and Strengthened Links to Industry: As the EERC 

program continues to develop three issues must be addressed to strengthen the impact and value 

of the program to the region. The first is creating employment opportunities. Finding a job after 

program completion is of central concern for students who are not incumbent workers. Further, 

the degree to which technical training programs are able to develop strong ties with local 

industries—engaging them in curricular design and, in exchange, securing hiring commitments 

for their students—is often considered a metric of success for training initiatives. Enrollment in 

EERC courses has grown each year but remains quite small. In the fall of 2009, 32 students 

were enrolled in at least one EERC course. Because many students are adults working full-time, 

it can take several years to complete the sequence of courses, assuming that’s the student’s goal. 

Thus, the pool of people who have taken all or some of the EERC courses remains quite small. 

This small pool, the fact that many participants already work in the construction industry, and a 

soft job market, are ample explanations for why the program has no formal job placement service 

and why connections between program and industry remain largely informal. 

The second and third issues have to do with the skills that the EERC program teaches. The 

program’s focus is on hard skills and knowledge, the technical skills and know-how to diagnose 

residential energy use and design and implement retrofits and new construction that minimize 

energy use. However, the nature of the work that the EERC program prepares students to do 

lends itself to entrepreneurship—launching new ventures, adding new services to existing 

businesses, or seeking contract employment for home energy rating and retrofitting work 

available through government agencies (with federal money), nonprofit organizations and 

utilities. This suggests the need for CSCC to provide EERC students with parallel training and 

support in skills related to entrepreneurship and business management. 

Similarly, EERC program graduates are faced with the challenge of raising awareness of and 

demand for energy efficient construction among homeowners and renters. They do this by 

targeting different populations with the message of energy conservation and efficiency: the 

general public, through participation in fairs and other events; high school students, through 

partnerships with schools with vocational education programs in fields related to construction; 

and the construction industry, through seminars that were held as part the initial grant-funded 

project that launched the EERC program. 

However, since the outreach capacity of the EERC program is limited by the size of its faculty, 

there is an argument to be made for preparing students to be ambassadors for the program and 

for energy efficiency, in general. This would require training in soft-skills related to public 

speaking and presentation, and marketing. It would also require the creation of new venues for 
RTS Inc. ARC Workforce Trends and Training Needs B-16 

outreach activities so that EERC students can find channels for promoting their skills and the 

EERC program can reach a wider audience with its message about energy conservation. 
RTS Inc. ARC Workforce Trends and Training Needs B-17 

Banking on Wind and Solar 

Frostburg State University, Maryland

Background: Frostburg State University is a four-year institution that is part of the University of 

Maryland System. Located in Frostburg in the western part of Maryland, the school enrolls 

approximately 5,000 undergraduates and 900 graduate students. 

Not all post-secondary programs concerning energy are offered on a for-credit basis. Frostburg 

State, a four-year university in western Maryland, offers a not-for-credit program that provides 

participants with the knowledge needed to install residential wind and solar systems. 

The program, WISE (Wind and Solar Energy) is offered as a two-stage program to interested 

participants. In the first stage, students complete an eight-week, on-line course. In the second 

part of the course, students travel to Frostburg for an intense three day workshop allowing them 

hands on demonstrations of these complicated systems. At the end of the course, students can 

choose to sit for a PV Entry Level Certificate of Knowledge Exam offered by the North 

American Board of Certified Energy Practitioners (NABCEP). Students who complete the 

course are able to enter the energy field with the ability to install residential wind and solar 

systems and an understanding of how these systems work. 

The WISE program began in 2007, funded in part through a grant from the Appalachian 

Regional Commission. Initially separate modules were offered for solar and wind installation. 

However, almost all of the first attendees signed up for both modules, so Frostburg decided it 

made much more sense to offer the combined curriculum. 

From the start, the university designed the program to reach non-traditional students. The only 

pre-requisite for the class is a high school degree. 

“We have a very diverse group, which makes class challenging,” said Oguz Soysal, one of the 

program’s founders and managers. “In terms of knowledge and background we have people who 

have no background and people with electrical engineering degrees and post-docs. This makes 

our work more challenging.” 

The individuals not only come from diverse educational backgrounds, they are in diverse careers. 

Some students come into the program hoping to enter directly into the energy field, and others 

want to use the residential installation as a way to enhance their current position. The majority 

of participants are contractors but some unexpected occupations are included. For instance, 

Soysal mentions one student, a full time real estate agent, who believed that knowledge of 

residential power systems would be valuable in selling and pricing properties.

Of the 120 students that attended the first three sessions of the program, 89% came from ARC 

states of Maryland, Virginia, Pennsylvania, West Virginia, and New York. The on-site

component of the class does allow for participation from more far-flung locales, however. 
RTS Inc. ARC Workforce Trends and Training Needs B-18 

Several international students have taken the class, although they, like all students are expected 

to participate in the intensive workshop. 

Course structure: The online component of the course is divided into 8 week sessions that 

cover the basics of wind and solar power and their applications in the residential environment. 

Specifically the eight-week modules are:

• Electricity Basics 

• PV and Wind Markets and Applications 

• Solar Energy Fundamentals and PV Module Characteristics 

• Wind Energy Fundamentals and Turbine Characteristics 

• Residential Generation Types and Components 

• System Sizing and National Electric Code 

• Mechanical Design Considerations 

• Safety Basics, OSHA Requirements 

At the end of each self-guided week students are invited to take an online self-assessment “test” 

to gauge their progress. Feedback is given so students can understand what elements they need to 

work on before progressing to the next module. The classes can be accessed throughout the day, 

a necessity for participants who are not-full time students. 

The on-site workshop offers an intensive introduction to the practical world of installation. 

Students attend labs where they receive instruction for installing a small grid-connected PV 

system and given hands-on demonstrations on wind turbine characteristics. Students are also 

instructed on inspecting residential generation systems and information about regulatory 

standards for the installation. 

Faculty members for the workshops come primarily from private industry, ensuring that students 

receive real-world instruction about this technology. Also key is the university’s having 

adequate technology on site to demonstrate the installation techniques. A portion of the $850 

tuition goes to ensuring that the program has adequate facilities for instructing their students. In 

addition, Frostburg State has received funding to construct a new Sustainable Energy Research 

Facility, which among other activities, will house the WISE program. 

Program impacts: To date, nearly 200 individuals have completed the program, which has 

been offered twice yearly since the fall of 2007. Many graduates have gone directly into 

renewable energy fields while others have used the knowledge to supplement their careers or 

even to install systems in their homes or businesses. One way to measure the impact has been 

the number of students sitting for the NABCEP Certificate of Knowledge Exam, which is 

specifically geared towards solar installation. In the spring of 2009, thirty-six of forty students 

took and passed the test administered by Frostburg State.

Challenges: The program’s main challenges come from its non-traditional nature. While 

community colleges are accustomed to offering non-credit classes, such programs are more 

unusual at the university level. Consequently getting university administrators to embrace the 

program has been a challenge. Universities are accustomed to dealing with traditional students 
RTS Inc. ARC Workforce Trends and Training Needs B-19 

in the 18 to 22 year old range, a cohort that is only a partial component of the Frostburg State 

program. The success of the program, demonstrated both in terms of impact on students and its 

financial self-sufficiency, should alleviate the concerns that are brought by university 

administrators. 
RTS Inc. ARC Workforce Trends and Training Needs B-20 

Advanced Energy and Fuel Cell Technology 

Hocking College, Ohio

Background: Hocking College has lengthy experience in advanced energy technology going 

back to an innovative natural gas-powered vehicle program begun in the 1980s. Now many of 

the college’s 6,000 students prepare for skills and degrees and find employment in the fuel cell 

industry. 

Hocking College and its advanced energy and fuel cell program are a critical piece in a statewide 

strategy for fuel cell industry development and local efforts at building a vibrant clean energy 

sector to revitalize a distressed rural area. Hocking College demonstrates the integral role that 

community colleges have to play in building and anchoring clean energy firms and clusters by 

training a mid-skilled workforce that can meet industry needs. The school also illustrates how a 

community college, as a prominent local asset in a distressed rural area, can encourage the 

growth of clean energy related firms, and thus encourage local development that creates good 

jobs. 

Early innovation: Hocking College (HC) is a two-year college with its main campus in 

Nelsonville, Ohio, 60 miles southeast of Columbus. The college’s service area is Hocking, 

Athens and Perry counties, but the college enrolls students from every county in the state, 17 

other states, and 30 foreign countries. Enrollment in the winter 2010 semester was 

approximately 6,000 students. 

Hocking College offers associate of applied science degrees in advanced energy and fuel cells, 

and automotive hybrids through the Hocking College Energy Institute (HCEI), which was 

founded in 2003. A degree in regenerative sustainable agriculture, also to be offered through 

HCEI, is planned to begin in the fall of 2010. 

While the institute and its course offerings are still relatively new, the roots of HCEI and 

Hocking College’s leadership in clean energy dates back to the early 1980s when Dr. Jerry 

Hutton, who grew up on a farm in southeastern Ohio and had been a student at HC seven years 

earlier, helped start the International Energy Center, no longer in existence, focusing on natural 

gas-powered vehicles. 

In the early 2000s, Hutton was working for Quantum Technologies in California, a company 

making fuel cell systems and other advanced energy technologies. Hutton, who maintained his 

ties to southeastern Ohio and to Hocking College’s then-president, Dr. John Light, suggested 

starting a program in fuel cells. In 2002 Dr. Light asked Hutton to start such a program, and in 

2003, HCEI’s curricula in advanced energy and fuel cells and automotive hybrids were launched 

“with three students and a briefcase.” In the fall of 2009, the programs enrolled 61 first-year 

students, twice the number who had enrolled the previous year. 

Degree Program Structure: The associate of applied science degree in advanced energy and 

fuel cells requires between 102 and 107 credit hours of which approximately 60 percent are 
RTS Inc. ARC Workforce Trends and Training Needs B-21 

technical courses that cover fundamental theories and practice of energy and energy components 

for fuel cells, solar, wind and hydroelectric, and cryogenics as well as the fundamental processes 

and technologies associated with batteries, instrumentation and controls. The remaining 40 

percent of required classes are in general education and have a clear relationship to the technical 

content of the curricula and the general emphasis of community colleges on preparing students 

for the workforce. 

HCEI’s program prepares students to maintain and service installed fuel cells, or to be research 

assistants. The course of study covers the basics of fuel cell technology for residential, 

commercial, industrial, and vehicles settings, and the requirements for testing, configuring, 

assembling, and troubleshooting single and stacked FC systems. 

For students interested in continuing their education, HC has a new articulation agreement with 

the University of Minnesota, Crookston (UMC) whereby students can complete an additional 45 

credits in the School of Agriculture and Natural Resources and receive a B.S. in agricultural 

systems management with an emphasis in biofuels and renewable energy technologies. 

 

While the name of the program includes the term “fuel cells”, graduates are actually prepared for 

technician positions that support a range of renewable energy sources and systems; solar, 

geothermal, biofuels, and hydroelectric. This is an important distinction because HCEI’s 

programs relates to energy industry activity at two levels, local and the state. At the state level, 

there is a tie-in to a well-defined cluster strategy for the fuel cell industry. At the local level 

HCEI relates to a more general strategy to promote alternative energy and green companies, and 

a concentration of local solar and wind installation companies is the major provider of job 

opportunities for students. 

Supporting and Anchoring Cluster Development: Community colleges have an important role 

to play in strategies for developing new or strengthening existing clusters, as Ohio’s Fuel Cell 

Initiative does. At its most basic level, the match between community colleges and clusters is 

based on the college’s core competency in training students to fill the ranks of the mid-skilled 

labor force6,7

There is a critical need in Ohio for a larger number of workers to service fuel cells than to 

manufacture them; a need filled by HCEI graduates according to Pat Valente of the Ohio Fuel 

Cell Coalition. Further, the availability of service providers will be particularly important given 

that Ohio seeks to stimulate the demand and use for fuel cells by end-user industries within the 

state. 

Part of the rationale behind Ohio’s decision to pursue fuel cell cluster building as an economic 

development strategy is the state’s manufacturing history, particularly in the automotive 

industry. Ohio’s goal of becoming a leader in fuel cell manufacturing is also a bid to restore job 

opportunities to the workers displaced as a result of contraction of the domestic automotive 

market which hit Ohio particularly hard. The establishment of fuel cell curricula at HCEI and 

 

6

 Grubb, W. N. (1996). Working in the Middle. San Francisco: Jossey-Bass Publishers.

7 Rosenfeld, S. A. (2002). Just Clusters: Economic development strategies that reach more people and 

places. Carrboro: Regional Technology Strategies
RTS Inc. ARC Workforce Trends and Training Needs B-22 

Stark State Community College, in North Canton, is a way of preparing displaced workers for 

the emerging fuel cell industry. Accordingly, Jerry Hutton estimates that 35 percent of students 

enrolled in HCEI’s fuel cell programs are displaced adult workers; while the younger students 

represent the next generation of Ohio’s workforce. 

As with any training initiative, though, there is a fine line to walk between preparing students for 

existing job opportunities, and training them for jobs that do not yet exist. Currently, jobs in 

research and development outnumber those in manufacturing; though this is predicted to change 

as the end-goal is for Ohio to be a leader in fuel cell manufacturing.8

 To date, HCEI has not had 

trouble placing students in jobs in the fuel cell and advanced energy industries. This is probably 

due to the small size of the program so far, and the fact that there already are a number of fuel 

cell firms in the state; however, this could change if the program continues to grow at a pace 

mismatched to the growth in relevant job opportunities. 

Beyond training students for existing employment opportunities, though, HCEI is playing a 

critical role in encouraging and anchoring the growth of the fuel cell industry in Ohio. The 

existence of HCEI’s training program—and a similar one offered at Stark State—is a powerful 

signal to fuel cell companies because it demonstrates the commitment of the state to developing 

a mid-skilled workforce that will meet the needs of the nascent industry. By building a local 

supply of mid-skilled labor, Ohio is sending a clear signal to existing and new fuel cell firms that 

it is committed to encouraging and retaining fuel cell manufacturing within the state, rather than 

seeing these blue-collar opportunities shipped overseas. 

Further, Ohio is giving teeth to whatever incentives it may use in encouraging Ohio firms to 

diversify production into fuel cell components, and attracting national or international firms—

some that may already have a presence in the state—to locate their fuel cell operations in Ohio. 

By way of example is the case of the successful recruitment of Rolls Royce’s fuel cell operations 

to Ohio. Ohio Fuel Cell Coalition Executive Director, Patrick Valente, was the deputy director of 

the technology division of the Department of Development when the state entered into 

recruitment discussions with Rolls Royce. At that time, Rolls Royce had operations in Ohio, but 

none of its fuel cell work was there and they were considering two other states as locations to 

headquarter this work. Valente recounts that the president of the division said to him, “I’m not 

interested in the [financial] incentives that you have. Let’s talk about the other things I need”, 

and then listed half a dozen issues that he considered critical, including available training 

programs and providers. 

Encouraging Local Green Growth: At the local level, HCEI benefits from being located in a 

multi-county area that has embraced the movement towards clean energy as an opportunity for 

economic development and job creation. HCEI plays two roles in these efforts. The first is as an 

institutional asset that can bolster efforts to attract and retain clean energy industries by 

guaranteeing access to skilled workers. The second role that HCEI plays is as a partner in local 

 

8 Ohio Department of Development Technology Division. (2009). An Update on Ohio's Fuel Cell 

Roadmap. Columbus: Ohio Department of Development Technology Division.
RTS Inc. ARC Workforce Trends and Training Needs B-23 

efforts, working with economic development actors and firms to promote the transition to a clean 

energy economy. 

Since its inception, HCEI has operated at a satellite location, the Logan-Hocking Industrial Park 

in the town of Logan. The relationship between HCEI and the Logan-Hocking Industrial Park 

(LHIP) is indicative of how HCEI fits into a broader picture of local economic development 

strategy. The LHIP opened in 2003 and is owned and operated by the Hocking County 

Community Improvement Corporation (CIC). 

Until recently, the CIC’s approach to recruiting was to go after “any and every company”, 

according to Executive Director Bill Rinehart. In 2009, the CIC commissioned a study from the 

Voinovich School of Leadership and Public Affairs at near-by Ohio University to determine the 

feasibility of adopting a green focus for the marketing and recruitment strategy for the LHIP. 

The study confirmed the instinct that the CIC leadership had: that there was an opportunity for 

the LHIP to brand and market itself as a green industrial park because of what makes the LHIP 

unique—its relationship with HCEI. LHIP can offer companies access to a prepared workforce, 

as well as the prospect of increased visibility by virtue of proximity and informal affiliation with 

HCEI, which is attracting a lot of attention and visitors because of its unique programs and its 

new, LEED-certified building with its distinctive look that stands out in the surrounding rural 

landscape. 

The relationship between HCEI and LHIP is not just about proximity; it is much deeper than that 

of tenant and landlord. Around 2003, the Hocking County commissioners approached Bill 

Rinehart with the idea of pursuing a grant in partnership with Hocking College to have a 

workforce development facility located in the county as a tool to attract companies. Six years 

later this finally happened with $1.6 million in funding from the Economic Development 

Administration (EDA), nearly $200,000 from the Appalachian Regional Commission, and a 

matching amount from bonds issued by the CIC. 

Classes are taught in the HCEI building located on Hocking College-owned land, across the road 

from the existing LHIP building, which houses HCEI’s administrative offices as well as two 

local start-ups, both of which fit with the new green strategy. EMEGA Technologies is actually 

two research and development companies with the same owner and a shared mission of 

producing advanced, sustainable materials that can facilitate “near-zero energy use” for homes 

and buildings. 

The other tenant, Spark Production, produces a rack system used for solar installations. Patrick 

Preston, founder of the company, lived in the area, but his career in building specialized 

machinery took him out of the state. After attending a seminar offered by the state of Ohio on 

alternative energy and talking to some solar installation companies, Preston saw a need for 

racking for local solar installation. Most of the mounting equipment that was used came from 

the West Coast and was unsuited for Ohio’s winters, plus installers were having trouble getting 

timely deliveries. 

Working closely with Dovetail Solar and Wind, a solar and wind installation firm headquartered 

in Athens, Preston designed racking systems for a number of their solar installations projects. 
RTS Inc. ARC Workforce Trends and Training Needs B-24 

The collaborative process has allowed him to continually refine his product, and while each 

installation to date has been customized, Preston is hoping to move to mass production. 

Proximity to HCEI has had multiple benefits for Preston and his young company. The first has 

been assistance in building his pipeline of interested customers as Jerry Hutton brings more and 

more visitors to Preston’s offices. Preston also has used HCEI as an educational resource by 

taking a one-week, 40-hour course in solar photovoltaic energy offered at HCEI. In a nice bit of 

synergy, the participants in the course used Spark Production’s racks to install a full solar array 

on the roof of HCEI as a hands-on learning experience. 

Though EMEGA Technologies and Sparks Industries are small, they hope to provide internships 

for students soon. More importantly, though, retaining companies like EMEGA Technologies 

and Spark Production in southeast Ohio increases the opportunity to effect change in the local 

economy, provide needed employment opportunities, and help stem the tide of workers who 

commute to Columbus. 

Alternative and sustainable energy is one of the three target industries of the Athens County 

Economic Development Council (ACEDC). The focus on alternative and sustainable energy 

emerged about five years ago and reflects both the culture and assets of the county, as well as its 

needs. In addition to the asset that HCEI represents, the county is home to several companies 

involved in alternative and advanced energy, has faced chronic unemployment issues, and has 

interest and support for alternative energies and moving away from reliance on coal (Shelton, 

2010). 

There are five solar and wind installation companies in Athens County, not insignificant for a 

rural county of approximately 63,0009

 people (Shelton, 2010). The critical mass of these firms is 

important to HCEI because it ultimately will mean employment opportunities for HCEI students 

and graduates. 

 

Both CIC and ACEDC now are focusing efforts on supporting existing and aspiring local clean 

energy firms to help them grow in place. CIC had retained the services of a consulting group to 

study the feasibility of launching an incubator at LHIP. Incubation is a proactive approach on 

the part of Athens and Hocking Counties to support the growth of local firms that can contribute 

to their economic development strategies. Incubation can provide support that will fill gaps that 

may exist in firms between technological know-how and product innovation and application and 

the fundamentals of business management including access to funding and patents. 

For HCEI, county-level support to businesses is promising because it helps ensure that existing 

solar and wind companies in the area survive and continue to grow. As with Spark Production, 

the potential incubator at LHIP can use proximity to HCEI’s resources, physical plant and 

students as an extra benefit of being a tenant and HCEI’s students will continue to benefit from 

the opportunities for learning and exchange, whether formal or informal, that proximity to new 

firms can provide. Finally, the presence of an incubator provides encouragement and support for 

 

9

 U.S. Census Bureau. 2008. State and County Quick Facts: Athens County, Ohio. Retrieved March 11, 

2010 from http://quickfacts.census.gov/qfd/states/39/39009.html. 
RTS Inc. ARC Workforce Trends and Training Needs B-25 

HCEI graduates to pursue self-employment or entrepreneurship as an option once they complete 

their course of study. 

HCEI’s presence helps shape the qualitative nature of economic development in the region, 

acting as a resource and support for firms looking to establish themselves and grow in southeast 

Ohio—where, because of the region’s economic distress, there are a number of financial 

incentives from the federal government for business establishment and job creation. HCEI’s 

presence has an influence on the types of firms that are attracted to the region, which is important 

for economic development actors that are concerned with not just the quantitative measures of 

economic growth (e.g. jobs and tax revenue), but with the qualitative aspects of economic 

development such as job quality and industry environmental impact. 

Challenges: Increasing Access and Opportunity: HCEI’s associate degree programs now 

function more like a residential four-year college than most community colleges. Students come 

from a broader service area, and courses are offered during the business day. This creates 

barriers for local people who work full-time, as well as those who cannot relocate to the Hocking 

College area to seek full-time training or lack transportation from urban areas. 

Further, because the curricula is taught in a community college setting, HCEI is inadvertently 

excluding individuals that have struggled within the institutional setting of public education, and 

therefore are unlikely to seek training at a community college—minorities, high-school dropouts, 

and other disadvantaged groups. 

To date, HCEI has not had trouble with students not being able to find jobs; though Jerry Hutton 

notes that this could change, as the program has grown faster than expected. Interestingly, as the 

fuel cell industry moves toward greater maturity in Ohio, training programs like HCEI’s will 

likely need to be brought to scale to train the number of workers that are necessary to maintain 

and service fuel cells once installed. This scaling-up may call for expansion of the curricula to 

other schools, repackaging the curricula for delivery through different channels (e.g. distance 

learning), or distilling the broad fuel cell curriculum into shorter certificate-granting programs 

focused on different technologies (e.g. solid oxide fuel cell technology versus porous exchange 

membrane technology) or end-uses of fuel cells (e.g. transportation versus utilities). This 

repackaging of curricula is well within the realm of the community college’s core competencies, 

as flexibility in adopting new and adapted curricula is one way that community colleges have 

proven to be strong partners to industry. 
RTS Inc. ARC Workforce Trends and Training Needs B-26 

Replacing an Aging Workforce in Coal Mining 

The Kentucky Coal Academy, Southeast Kentucky Community and 

Technical College, Cumberland Kentucky

Background: Southeast Kentucky Community and Technical College is one of four colleges 

participating in the Kentucky Coal Academy. The academy is trying to deal with the 

employment needs in an industry with little to no growth in employment but with replacement 

needs presented by an aging workforce. 

The Kentucky Coal Academy is an open entry/exit workforce training program operating within 

four community and technical colleges in the Kentucky Community and Technical College 

System (KCTCS): Big Sandy Community and Technical College, Hazard Community and 

Technical College, Madisonville Community College, and Southeast Kentucky Community and 

Technical College. With an estimated loss of half of the mining workforce in the next five to 

seven years, Kentucky Coal Academy aims to supply the coal industry with qualified and safetyconscious workers, provide career pathways for area miners, and create and sustain jobs in the 

industry. 

The Kentucky Coal Academy partners with the Kentucky Office of Mine Safety and Licensing, 

the Mine Safety and Health Administration and other mining associations and training programs 

throughout the nation, as well as with 34 coal companies operating in the state of Kentucky, to 

develop training programs that meet current industry needs. 

Dealing with the impact of an aging workforce: The four colleges in the KCTCS system that 

house the Kentucky Coal Academy already had mining technology programs in place when the 

Academy was formed, however, only two sites were active, Southeast Kentucky Community and 

Technical College in the East and Madisonville Community College in the West. In 2005, the 

year that the Kentucky Coal Academy was formed, the coal industry was attempting to fill high 

levels of demand with an aging workforce. Because of the expected turnover, Southeast 

Kentucky Community and Technical College saw the need to expand their mining technology 

offerings. In 2005, funding under the Kentucky Coal Academy enabled the addition of mine 

simulators and facilitated the development of other areas of mining training. 

 

Educators at the Kentucky Coal Academy include former coal miners, safety inspectors, 

electricians, and mine foremen, providing their students with the benefit of prior industry 

experience. Faculty members are generally recruited by word-of-mouth through industry and 

among retired personnel. In addition to prior experience, Kentucky Coal Academy educators also 

receive instructor certification training in order to comply with regulatory agencies. Because 

most instructors have experience working in the industry, the Mining Technology includes 

instruction in all areas of the mining industry. 

Dealing with the range of skill needs: Course offerings include training in the self rescuer 

device, transportation controls, communication controls, mining conditions, mining methods, 

mining cycle, escape ways, emergency procedures, roof control, ground control, ventilation 
RTS Inc. ARC Workforce Trends and Training Needs B-27 

health hazards, clean-up and rock dusting, health and safety aspects of assigned task, mine 

gasses, explosives, compressed cylinders, electric hazards, first-aid, operator of equipment, 

electrical knowledge and troubleshooting, repairing electrical and fluid power equipment, 

maintenance of equipment, fabricating, supervising, and the engineering aspects of mining. 

Southeast Kentucky Community and Technical College offers a variety of customized and 

certificate programs including training for new miners, new electricians and mechanics, 

emergency mine technicians, and new operators, as well as annual retraining needs for regulatory 

compliance. The program primarily offers college credit for customized training courses 

designed specifically for a particular company; however, some training is offered as continuing 

education. 

A.A.S. Degrees are offered with five specialization options; Operators Option, Electricians 

Option, Supervisors Option, Mechanic Option, and Engineering Operations Option. Certificates 

are offered in the following: Underground Operator, Underground Mechanic/Electrician, 

Underground Supervisor, Surface Operator, Surface Supervisor, Surface Field Mechanic, 

Surface Technician/Greaser, Apprentice I, Apprentice II, Technician I, and Technician II. 

Certificates are offered at the completion of most individual classes and specialized training 

programs. Training courses offer modular credit that can be applied towards an associate degree 

at the college. 

The New Miner Cohort Program, offered at Big Sandy Community and Technical College, in 

partnership with area coal companies, is an accelerated 30-week training program providing on 

the job training in addition to the course work. Program participants are evaluated by area coal 

companies and are hired at $10 per hour to work while also attending training. The coal 

company then has the ability to hire the participant full-time upon completion of the certification 

program. 

Students attending the Mining Technology program through the Kentucky Coal Academy are of 

all ages and most are employed full-time. In many cases, students enrolled in the program are 

upgrading to a higher paying job and are looking for new certification or retraining opportunities. 

Many companies in the industry will either arrange the schedule of an employee or pay for them 

to attend courses at the Academy. Some state and federal workforce development organizations 

match funds for providing customized training in order to improve skill levels in the region. 

The program does not have difficulty in attracting students and has always operated at nearcapacity levels in electrical classes and annual retraining. Enrollment figures of new miner 

training courses, however, depend on industry needs. Recruitment is done through job fairs at 

area high schools, and the Kentucky Coal Academy sponsors educational events to increase 

interest in mining technology, such as annual summer youth programs. 

Challenges: qualified instructors and modern technology: The greatest challenges of the 

Kentucky Coal Academy program are finding qualified instructors and having appropriate 

facilities and equipment to meet the rapidly evolving technology of the coal mining industry. 

Grant resources are limited for funding the state-of-the art equipment necessary to keep up with 
RTS Inc. ARC Workforce Trends and Training Needs B-28 

these changes. Although the equipment is generally specialized for individual programs, 

collaboration among the curricular programs has been positive, allowing for shared facilities. 

The Kentucky Junior Coal Academy extends coal education to secondary students, providing a 

career path with a combination of academic and technical instruction. Seven components make 

up the curriculum for The Kentucky Junior Coal Academy; high-level academic courses, 

advanced technical courses, computer-based training modules in mining, simulator mining 

equipment training, pre-engineering (for students pursuing mining engineering), agriculture (for 

students pursuing a wildlife/forestry tract), and a work-based learning program. 

The first Kentucky Junior Coal Academy opened in Lawrence County Schools in Louisa, 

Kentucky in 2006. A partnership with Kentucky Tech Area Technology System in 2007 spurred 

the opening of 12 new academies, primarily in the eastern coal region. Currently, Kentucky 

Junior Coal Academies are operating in Louisa, Pineville, Belfry, Jackson, Manchester, Corbin, 

Martin, Hindman, Barbourville, Hyden, Whitesburg, Inez, Pikeville, and Greenville. 
RTS Inc. ARC Workforce Trends and Training Needs B-29 

Filling Needs in the Utility Industry 

Lanier Technical College, Lanier, Georgia

Background: Lanier Technical College, part of the Technical College System of Georgia, is a 

leader in workforce development for individuals and industries in an eight-county region of 

northeastern Georgia. Its associate degree, diploma, and certificate programs, short-term 

workshops, continuing education and customized trainings are spread out across the school’s five 

campuses. Undergraduate enrollment is approximately 3,100. 

Electrical Utility Technology Programs: Lanier Tech offers three courses of study that 

prepare students for work in the electrical power industry. Courses of study range from a 42 

credit-hour certificate program to a two-year Associate in Applied Science (A.A.S.) degree. 

The 42 credit-hour program leads to an electrical utility technician certificate. The certificate 

program is intended for incumbent workers in the electrical utility industry and is meant as a way 

for them to upgrade or enhance their academic or professional skills. Required courses include 

three in core subjects—English, algebra and trigonometry—and six in occupational subjects, 

including direct and alternating current circuits, computers and power fundamentals. The 

certificate offers incumbent workers a way to move up within their industry—for example, from 

a physically demanding or low-skill job to a mid-skilled technician job. 

The electrical utility technology diploma program is meant to prepare students for entry-level 

positions in the electrical utilities field. Along with a focus on electrical theory, the diploma 

program emphasizes basic work skills, and practical application of electrical theory as a way of 

preparing students for success in the workplace. Diploma seekers must complete 90 credit hours 

of coursework, of which one-quarter are general education requirements. The majority of the 

courses are occupation courses, which introduce the electrical utility industry and the 

fundamentals of power generation and distribution. 

The A.A.S. degree in Electrical Utility Technology requires students to complete 102 credithours. It builds on the diploma curriculum and requires students to complete general education 

courses in the natural sciences, social sciences and humanities. These courses are taught at the 

college level. Most students who choose to switch to the degree program do so during their 

second year. 

Students who graduate from the program are qualified to fill a number of positions in the 

electrical utility industry: engineering technician or representative, substation maintenance 

technician or electrician, meter technician or generator technician. 

Students in the diploma program are eligible for the state’s HOPE Grant program, which covers 

tuition and expenses, while the HOPE Scholarship program is available to students who have 

demonstrated academic excellence and want to enter the degree program. Together, these 

opportunities enable students to prepare themselves to enter the electrical utility workforce at 

virtually no cost to them. 
RTS Inc. ARC Workforce Trends and Training Needs B-30 

The EUT program has finished its second academic year. While enrollments had been steady 

over the first two years at an average of 25 students, enrollment at the beginning of the third year 

has dramatically increased to 38. According to Lee Allen, Program Director and Lead Instructor, 

approximately 75 percent of these students are employed and enrolled part time. Occupational 

courses are offered in the evenings, since many of the instructors are current utility company 

employees. 

Partnership with Industry: The A.A.S. program was born out of collaboration with the 

Georgia Energy and Industrial Construction Consortium (GEICC). The GEICC is itself a 

partnership between the State’s electrical and natural gas utilities and utility associations, 

nuclear, oil and gas industries, the industrial construction industry, and the state and federal 

offices of workforce development, labor and education. This coalition was formed in 2007 to 

engage the energy industry in a strategic, results-driven plan of action to address the workforce 

needs of the energy sectors across the state. 

At that time, one of the biggest problems utilities were facing was the aging of its line workers. 

To address this issue, the GEICC worked with three community colleges to develop a line 

worker apprentice program. Similarly the consortium entered into a partnership with Lanier 

Tech, with initial funding from the Appalachian Regional Commission, to launch the Electrical 

Utility Technology A.A.S. degree program. Courses from the line worker apprentice programs 

are accepted by the EUT program as transfer credit electives. 

Though the state of Georgia has many power companies, Georgia Power and Jackson EMC have 

been the strongest partners with Lanier Tech so far. Their employees serve as program 

instructors and members of the program’s advisory board. 

In preparation for the next two years, when the program begins graduating a larger number of 

students, the EUT program is shifting the composition of its advisory board to include workforce 

development representatives of power companies. Neil Matheson, the original Program 

Director, stated that the program’s advisory board was composed of “movers and shakers” in the 

statewide industry who saw the need for training programs and mobilized the resources to launch 

the EUT program. Now, Matheson sees the need for the people responsible for hiring to be 

closely involved with the program so they can see the quality of training that students are 

receiving and provide input to refine the training process. 

 

Directions for the Future: In the near future, Lanier Tech is planning to add curricula in solar 

photovoltaic and solar thermal technologies. These programs will be offered through the 

Electronics Technology department of the school’s division of industrial technology, and are 

currently being prepared to undergo the accreditation program. In the meantime, individuals 

with some knowledge of electricity fundamentals can take a 40-hour course in solar installation 

that is being offered through the economic development arm of the technical college. 

Matheson, who is the Director of the Electronics Technology department, is looking toward 

developing a program in smart grid technologies. 
RTS Inc. ARC Workforce Trends and Training Needs B-31 

Finally, the EUT program is ready for replication across the state. The EUT program at Lanier 

Tech was intended to be a pilot program and is now in the early stages of implementation at 

Savannah Technical College. The curricula may also expand to schools in other states that fall 

within the service area of Southern Company, the parent company of Georgia Power, which has 

been a leader in convening the GEICC. 
RTS Inc. ARC Workforce Trends and Training Needs B-32 

Reducing Waste in Manufacturing 

The Mississippi State University’s Industrial Assessment Center (IAC) 

Background: The Mississippi State Industrial Assessment Center (IAC) provides plant 

assessments at no cost to qualifying small and mid-sized manufacturers, defined as those with 

annual energy costs between $100,000 and $2 million, and is one of 26 U.S Department of 

Energy sponsored centers in the nation including four in ARC states. 

Upon request by a manufacturer, assessment teams from the Mississippi State University IAC, 

comprised of university faculty and upper-level undergraduate and graduate engineering 

students, audit a facility’s energy and resource usage by evaluating the site’s energy-consuming 

processes, waste generation and handling, and production methods and report opportunities to 

reduce waste, save energy, and improve productivity. Within 60 days of the site assessment, the 

IAC team submits a detailed analysis of energy usage, offering recommendations for reducing 

energy consumption and estimates of costs, performance and payback periods. Two to six 

months after the assessment, the IAC team will inquire on changes made to the audited facility. 

The program’s success is determined by the facility’s implementation rate. 

Assisting smaller facilities with needed expertise: In order for a business to meet IAC’s 

requirements for a free assessment it must have a Standard Industrial Classification Code (SIC) 

of 20-39, be located within 150 miles of MSU, have a maximum of $100 million per year in 

gross sales and no more than 500 employees. The business must also lack the expertise required 

to generate an assessment on its own of energy use and conservation. 

Mississippi State began its IAC program in 1994 due to industry interest, and the directors saw 

the program as an opportunity for MSU to participate in community outreach that could have an 

impact. The goal of the IAC is to complete 25 assessments per year at a rate of two assessments 

per month. 

Mississippi State engineering students gain training and practical experience through the facultymonitored hands-on evaluation of industrial processes of the sites assessed and the professional 

and timely delivery of the assessment to management. Full capacity enrollment of the IAC 

center is 6-7 students. 

Students generally are enrolled in the mechanical engineering degree program and are training to 

be energy managers; however, the program is open to students in all areas of study. Participating 

students must have a GPA of at least 3.0 to enroll in the program and must have completed 

Thermodynamics and Heat Transfer courses. Students interested in the program must also be 

committed to working for at least three semesters for the IAC as it takes at least a semester to 

properly train for performing an assessment. 

Delivering certification: The Department of Energy offers a certificate for participating in the 

IAC program and MSU provides three technical elective credit hours towards the student’s last 

semester credit requirements. Undergraduate auditors receive $7.50-$9 per hour for working at 
RTS Inc. ARC Workforce Trends and Training Needs B-33 

the IAC. The IAC administrative staff is currently working on a volunteer basis due a decrease 

in DOE funding; however, the IAC employs one degreed engineer to run operations. Typically 

the engineer is hired from IAC students entering into graduate school in mechanical engineering. 

The operations manager is paid around $48,000 per year and is offered up to two courses a 

semester at no cost, enabling them to potentially complete graduate school debt-free. 

Providing services within fiscal constraints: Adequate funding has been the greatest challenge 

to IAC’s offerings to both students and area businesses. The program runs efficiently and meets 

its assessment goals on $220,000 per year. In the past three or four years, funding has been 

reduced to $110,000, making it impossible pay administrative costs and difficult to reach the 25 

per year assessment goal. 

Although funding has been limited, interest in the IAC’s offerings has not. The American 

Recovery and Reinvestment Act (ARRA) requires a company to have completed an ASHRAE 

Level Two Audit before being considered for ARRA funds. This has increased recent interest in 

the program because IAC centers offer this type of audit to qualifying companies at no charge. 

With reported savings in 1994-2005 of $5 million annually in implemented energy, productivity, 

and waste management recommendations and an average of $92,000 per year recommended 

saving for each visited facility, the IAC not only offers great training and hands-on experience 

for a participating university’s students, but also offers a valuable service to area businesses in an 

effort to promote energy conservation. 
RTS Inc. ARC Workforce Trends and Training Needs B-34 

Preparing for a New Energy Era in Pennsylvania 

Penn Technical College and Pennsylvania Cooperative Extension’s 

Marcellus Shale Education and Training Center

Background: Appalachia has been known as the country’s leading producer of coal. In the 

future, the region could become known as a leading producer of natural gas. 

To the unfamiliar ear, the term Marcellus Shale may sound like a man’s name, but in reality, it is 

the key to Pennsylvania’s future energy prosperity. The Marcellus Shale is believed to be the 

country’s largest unconventional natural gas deposit, holding an estimated 493 trillion cubic feet 

of extractable natural gas which is valued at $1.8 trillion. It stretches south and west from New 

York’s Southern Tier region through Pennsylvania, West Virginia, Virginia and Ohio. 

While natural gas is a cleaner alternative to other fossil fuels it is a non-renewable resource, so 

its extraction is not a silver bullet for Appalachia’s energy and economic development needs. 

Nevertheless, drilling of Pennsylvania’s portion of the Marcellus Shale is already bringing 

increased employment and activity to the state as new drilling sites pop up, and the supporting 

industries that serve them are pressed into action —in this case, railroad shipping, and sand 

suppliers. 

The Marcellus Shale Education and Training Center (MSETC) is a partnership between Penn 

Technical College and Penn State Cooperative Extension that was launched in October 2008. 

The purpose of the center is to act as a central resource for workforce development and education 

for all the actors and communities involved in the burgeoning industry in the state and 

throughout the Marcellus Shale region. 

Understanding the Scale and Scope of Opportunity: The first thing that the MSETC did was 

to conduct a needs assessment, released in July 2009, that consisted of an in-depth look at the 

specific jobs that are required in the pre-drilling, drilling and extraction phases of natural gas 

production, as well as the education and experience that each job requires. The needs assessment 

team also used a per-well approach to create a picture of how many jobs will be created by the 

natural gas industry in the next five years. 

These estimates give an idea of the scale of the impacts of the natural gas industry. From 

interviews with operators of existing natural gas wells, MSETC reported that each well drilled 

involves between 20 and 30 contractors and 410 workers in 150 occupations. Once drilled, each 

well requires nearly 12 full-time equivalent jobs. Required jobs range from welders to lawyers, 

though 53 percent of the projected employment falls under the categories of general and semiskilled labor, commercial drivers and heavy equipment operators. 

The total number of jobs created and the workforce development needs of the industry will 

depend on the number of wells drilled and the pre-drilling and drilling phases that create shortterm jobs, not long-term employment. From January to September 2009, the Pennsylvania 
RTS Inc. ARC Workforce Trends and Training Needs B-35 

Department of Environmental Conservation issued 1,340 drilling permits and operators reported 

drilling 359 wells. 

Coordinating Efforts and Partnering with Industry: Because the promise of Marcellus Shale 

is so great for Pennsylvania and other affected parts of the Appalachian region, there has been a 

proliferation of efforts to prepare for and capitalize on natural gas. The danger in this excitement 

is duplication of efforts and lack of coordination between different industry players. For this 

reason, a large part of the MSETC’s mandate is to act as a central, coordinating body for the 

Marcellus Shale industry. 

Beyond the initial workforce assessment, which is meant to serve as a resource for private 

industry, educational institutions, workforce development agencies and policymakers, the 

MSETC convenes an annual workforce forum. The first forum was held in December 2009 in 

Altoona, Pennsylvania and had 170 attendees; the second forum will be held in December 2010 

and between 300 and 400 individuals are expected to attend. 

This event brings together workforce developers, educators, and oil and gas exploration, 

production and service company representatives with the goal of sharing information on issues 

and industry needs. The first annual event included presentations on myths and realities related 

to Marcellus Shale, key issues and opportunities for the industry and the secondary and higher 

education systems, and an example of a successful industry-led workforce development 

partnership in Texas. 

Strong partnership with industry and associations is critical to the MSETC’s success in playing a 

central role in promoting workforce development. To date, the center has developed relationships 

with a number of individual companies, such as Anazarko and ROC, as well as industry 

associations and advocacy organizations such as the Pennsylvania Independent Oil and Gas 

Association (PIOGA) and the Marcellus Shale Coalition. Individual companies have donated 

between $50,000 and $75,000 worth of equipment to the MSETC for use in classroom training. 

In partnership with PIOGA, the MSETC has convened Shalenet. It meets quarterly and is 

dedicated solely to workforce issues, providing a forum for each institution participating in 

Marcellus Shale workforce development to receive feedback from industry in order to shape 

their efforts. 

Educating New and Incumbent Workers: In November 2009, Penn College offered its first 

classes under the auspices of the MSETC. Since then, Penn College has trained 275 incumbent 

workers from the oil and gas industries and companies that are looking to position themselves for 

employment in the natural gas industry. 

Courses for incumbent workers can be as short as one day while other course may run up to three 

weeks. Many courses are non-credit and can be customized to meet the needs of individual 

companies. Courses are offered through the Workforce Development and Continuing Education 

arm of Penn College of Technology and cover the following topics: 

• down-hand welding; 
RTS Inc. ARC Workforce Trends and Training Needs B-36 

• commercial driver licensing; 

• industrial forklift operation and train-the-trainer options; 

• instrumentation and controls, including programmable logic controls; 

• elementary electronics; 

• natural gas measurement; 

• basic safety and land orientation; and 

• supervisory control and data acquisition (SCADA) computer systems. 

Some of these classes are specific to the oil and gas industry, either inherently or in the way they 

have been designed; examples include the courses in natural gas measurement and the 

commercial licensing course. Other courses teach skills and instruments that are in demand by 

the oil and gas industry, such as the instrumentation and controls course. 

Several of these classes can lead to certifications that are recognized by the industry, such as two 

levels of down-hand welding courses and the basic safety course: Welding courses meet 

standards set by the American Petroleum Institute (API)—specifically the 1104 series for 

pipeline welding—while the basic safety course follows the PEC/Premier Safety Management 

SafeLand curricula, which is a well-recognized safety orientation accepted by more than 25 oil 

and gas operators (and also in compliance with API standards). Upon completion of the safety 

course, students are entered into an online database so that their knowledge of safety principles 

can be verified by potential employers. The MSETC also serves as a testing site for API 1104 

welding certifications. 

The school also has trained approximately 100 new workers for the industry—unemployed, 

underemployed and displaced workers referred to the center by the state’s one-stop career center 

system, called CareerLink. To respond to the needs of displaced workers, Penn College offers a 

short-term pre-employment program called “Fit For Natural Gas”, which is designed to prepare 

workers for jobs as roustabouts—a term for entry-level oil field laborer. The program has three 

phases and is covered over a period of three weeks. The first focuses on soft skills, including 

communication skills and resume writing; the second, on industry safety; and the third, on 

oilfield and technical training, including the operation of heavy equipment. 

In June 2010, Penn College received a three-year grant from the National Science Foundation to 

offer courses to high school students. These courses will be offered for college credit and will 

introduce students to the natural gas industry. The natural gas industry is a promising opportunity 

for young people in many of the state’s rural areas that have recently lacked employment 

opportunities. 

Penn College is well positioned to develop degree programs related to the natural gas industry 

because of the many courses of study it already offers in related fields. The college now has 

certificate, diploma and associate’s and bachelor’s degree programs in welding, an associate’s 

degree program in electronics and computer technology, and certificate and associate’s degree 

programs in diesel and heavy equipment technology, all of which overlap with the workforce 

needs of the oil and gas industries. Even the school’s program in culinary arts is relevant, as 

increased drilling activity in the state creates a heightened need for catering services. 
RTS Inc. ARC Workforce Trends and Training Needs B-37 

After making some adjustments to these existing programs, the college is planning to launch a 

two-year associate’s degree program in natural gas measurement and automation. This program 

would prepare individuals for careers as roughnecks, a term that refers to semi-skilled workers in 

oil fields who can perform a range of duties related to handling equipment for drilling, pressure 

control, and pipe connection. Roughneck positions account for the largest share of the projected 

workforce—19 percent—according to the MSETC workforce assessment needs. 

In July 2010, MSETC was awarded a $4.9 million grant from the US Department of Labor, 

Employment and Training Administration to create ShaleNET.org. ShaleNET.org is a 

consortium between Penn Tech, Westmoreland County Community College (lead agency), West 

Virginia Northern Community College, Eastern Gateway Community College in Ohio, and 

Broome Community College in New York. Their mission is “to design a comprehensive 

recruitment, training, placement, and retention program” for the natural gas exploration and 

production industry. In addition to the consortium members, MSETC has added additional key 

partners to this initiative including 15 Workforce Investment areas serving 69 counties across 

Pennsylvania, West Virginia, Ohio, and New York (if/when the moratorium is lifted), the 

Pennsylvania Independent Oil and Gas Association, the Veterans Administration and other 

education and training resources within the Marcellus Shale footprint. 

While much remains to be learned about the actual economic impact of natural gas on the 

affected Appalachian states, the Marcellus Shale Education and Training Center and its partner 

institutions have established themselves clearly as early leaders in the shifting energy landscape 

of the Marcellus Shale region. Their responsiveness and strong partnerships will continue to 

play a role in ensuring a successful match between the regional workforce and the natural gas 

industry. 
RTS Inc. ARC Workforce Trends and Training Needs B-38 

Training for a revived nuclear industry 

Tri-County Technical College, Pendleton, South Carolina

Background: The nuclear industry in the United States may see a revival in activity as the US 

and the globe attempt to reduce greenhouse gas emissions. In addition, the nuclear industry must 

continue to maintain aging nuclear plants built in the 1960s and 1970s. 

The Tri-County Technical College (TCTC), which serves Anderson, Oconee and Pickens 

counties in the upstate region of South Carolina, offers a comprehensive welding program that 

has established itself as a strong asset in preparing workers for the region’s nuclear power 

industry and the contractors that provide maintenance services to nuclear plants. 

Welding is a profession that is in high demand across the country, but the demand is amplified in 

South Carolina with the retirement of the generation of workers who staffed the state’s nuclear 

plants when they were constructed and began operations in the 1960s and 1970s. The state is 

home to three nuclear power plants with a total of seven reactors, three of which make up Duke 

Energy’s Oconee Nuclear Station. The Oconee Nuclear Station, located on Lake Keowee in 

Oconee County, has a capacity of 2,538 megawatts, and Duke Energy is Oconee County’s 

largest employer, providing employment for 1,700 residents. 

In the past five years the welding program at TCTC has doubled in size, and day and evening 

sessions keep the program’s 35 welding stations in constant use. The program is in the planning 

phase of an expansion into a new welding facility that will allow the program to double in size 

again, as well as the early phases of developing training specific to the nuclear power industry. 

Welding Options from Certificate to Degree: The welding program is housed within TCTC’s 

industrial technology and maintenance program. In a typical semester, the program enrolls 

approximately 120 students. A handful of these students are enrolled in the program’s two 

certificate programs, but the majority of students are enrolled in the 42-credit diploma program 

and the 67-credit associate’s degree program. 

The 9-credit certificate in gas and arc welding and the 13-credit certificate in metal inert gas 

(MIG) and tungsten inert gas (TIG) welding provide students with sufficient training and a 

credential for their resume that will help them secure entry-level work in the area’s fabrication 

and repair shops—jobs that typically pay $10 to 12 an hour. 

The more popular options are the diploma and degree programs. The diploma program, which 

enrolls approximately 40 percent of all welding students, requires completion of 42 credits and is 

set up to be completed over 4 semesters, or about 16 months. Students are required to take an 

English, math, and psychology course to fulfill general education requirements, and then 12 

required courses specific to the welding program. This list of courses includes a computer 

course; two courses in blueprints; a metallurgy course; and eight welding courses that cover 

safety, gas, arc and inert welding, testing and quality, and pipefitting. 
RTS Inc. ARC Workforce Trends and Training Needs B-39 

The degree program, which accounts for approximately 60 percent of all students enrolled in the 

welding program, awards students an associate of applied science (A.A.S.) degree in general 

technology, with a major in welding. Compared to the diploma program, the associate’s degree 

requires additional general education courses in math and physics; six general electives, which 

students can use to take courses in other areas; and eight technical electives, which they can use 

to complete a minor in another technical area such as industrial electricity or maintenance. 

Degree students also take two additional welding classes: one in robotic welding, and another in 

advanced pipe welding. 

Approximately 90 percent of course time is spent doing hands-on laboratory work. Teachers 

demonstrate a welding application, and then students work independently and at their own pace 

to replicate what they have seen. Repetition is the key to learning, and teachers are available to 

provide students with feedback and troubleshooting assistance as they continue to refine and 

eventually master a skill. Each course includes a number of milestones that students must meet, 

as a way of keeping them on track throughout the course of the semester. 

Professional Certifications and Opportunities: The welding program has two certified 

welding inspectors on staff, and students in the degree and diploma programs are required to 

complete a number of professional certifications as part of the fulfillment of the requirements for 

their programs. The certifications are recognized by the American Welding Society. Diploma 

students complete certifications in structural plate testing and basic pipe, or stick, welding and 

degree students earn a third certificate in stainless steel, small diameter pipe welding. 

The A.A.S. degree program provides the closest fit with what the nuclear power industry is 

looking for in its hiring because it gives students experience using TIG welding to create smalldiameter piping. These jobs can pay upwards of $25 an hour. Though Duke Energy does not 

have a formal recruiting program at TCTC, students have traditionally found employment there 

and with other contractors in the area, such as DZ Atlantic. Recently, some students have 

completed work/co-op rotations at Duke Energy while enrolled at TCTC as a way of gaining 

professional experience and, in some cases, academic credit. 

Duke Energy and other local energy-related companies maintain a presence in the welding 

program by virtue of an advisory committee that convenes biannually. As a result of the 

relationship between the welding program and the industry’s interest, the college is in the early 

stages of developing training offerings that would be specific to nuclear power such as more indepth training in TIG welding for small-diameter piping, and working with different alloys and 

welding for heavy wall pipes. This coursework would also provide more instruction in the 

documentation and inspection processes that are specific to nuclear plants. This would give 

students the advantage of entering the nuclear workforce at a higher level than is currently 

possible with the general welding degree. 
RTS Inc. ARC Workforce Trends and Training Needs B-40 

Advanced degrees in mining engineering 

Virginia Tech University, Blacksburg, Virginia

Background: Virginia Tech University is one of only three universities in the region offering 

degrees in mining engineering. The school consistently graduates more than 30 students with 

bachelor’s degrees in mining engineering. Virginia Tech also offers Masters and Doctorate 

programs in the field. 

A focus on career placement: As one of the few universities focused on undergraduate and 

graduate degrees in mining engineering, the university places a special emphasis on providing 

high rates of placement for its graduates in the mining industry. The university boasts a hundred 

percent placement rate of its students. Indeed of all the mining engineers in the nation, an 

estimated 25 percent are graduates of Virginia Tech University. 

Although the mining engineering program began as a program almost exclusively geared 

towards coal production, it now trains individuals for a variety of mining-related sectors. 

Twenty-two percent of mining engineering graduates pursue careers in coal related fields with 

the highest percentage going into aggregate mining. 

Interestingly, the past few years has seen a marked increase in coal’s share of graduate 

placements. With the downturn in the construction industry, the need for aggregate mining has 

dropped dramatically. In the last two graduating classes, nearly 40 percent pursued coal related 

fields. 

The university’s high rate of placement comes in part because the university’s Mining and 

Minerals Engineering department is in charge of career placement. While other programs might 

yield control of the placement program, the mining department operates it completely. Each 

spring and fall the university hosts recruiters from around the country, many of whom have 

operations in Appalachia. Not only are students recruited into full time employment but 

companies offer valuable internships, helping students choose which sector and career within the 

mining industry to pursue. 

The role of research: One unique aspect of the university’s engineering program is the housing 

of two research centers on campus, both of which specialize in advancing mining technology. 

The Virginia Center for Coal and Energy Research was created by an act of the Commonwealth 

of Virginia. As the center’s name suggests, research focuses on different technical aspects of 

coal mining as well as assisting Virginia’s general energy plans. The Center for Advanced 

Separation Technologies is a consortium of five universities, including Virginia Tech, that 

focuses on “the production of clean solid, liquid and gaseous fuels from domestic energy 

resources in an efficient and environmentally acceptable manner.”10 The Center has received 

more than $475 million in research funding from the Department of Energy. 

 

10 Virginia Tech University, http://www.cast.mining.vt.edu/
RTS Inc. ARC Workforce Trends and Training Needs B-41 

Even with the impressive research efforts of the university, the focus of the program remains 

firmly on educating the mining professionals of tomorrow. At the undergraduate level, students 

are given an introduction into the full range of mining engineering. In addition to standard 

introduction to geology, undergrads take courses in aspects of coal mining such as mine 

reclamation and environmental management, resource recovery and underground mine design. 

The university’s emphasis on the latter is evidenced by the remarkable success of undergraduates 

at a competition for new engineers. A student team won the Society for Mining, Metallurgy and 

Exploration (SME) / National Stone, Sand, and Gravel Association (NSSGA) Student Design 

Competition. In the competition students must design a mine based on specifications given from 

actual mining companies. 

What is clear is that for Virginia Tech graduates there are plenty of good career opportunities. 

“The whole mining industry is worried about losing experienced people to retirement,” says Dr. 

Gregory Adel, the Department Chair. “Companies are trying to get young engineers in the door 

so they can learn from experienced people. We can tell students thinking about mining: ‘The 

path is open for you if you learn the profession, you can climb up the ladder'” 
RTS Inc. ARC Workforce Trends and Training Needs B-42 

Providing an array of engineering skills and research 

West Virginia University, Morgantown

Background: The Petroleum and Natural Gas Engineering Degree (PNGE) at West Virginia 

University offers training in the fundamentals of science and engineering, along with drilling 

engineering, production engineering, reservoir engineering, and project design. 

West Virginia University PNGE department offers B.S., M.S., and Ph.D. degree options and is 

fully accredited by the Accreditation Board for Engineering and Technology (ABET, Inc.). 

Students benefit from local industry interaction through the U.S. Department of Energy’s 

National Energy Technology Laboratory in Morgantown, West Virginia, and gain hands-on 

experience working on production sites, secondary and enhanced oil recovery projects, 

compressor stations, gas storage fields, and corporate offices. 

Upon completion of the undergraduate degree, graduates of the program will not only have the 

ability to design experiments and analyze data, design a system, component or process to meet 

needs of an employer, and work on multi-disciplinary teams, but will also receive the broad 

education required to evaluate and understand the impact of engineering practices in a global 

context. 

Focus on theory and problem solving: The coursework for the Petroleum and Natural Gas 

Engineering undergraduate degree combines lessons on theory, application through researching 

case studies, and project design. This encourages the student to recognize the value of a sound 

theoretical foundation, experimentation, and engineering judgment when solving petroleum and 

natural gas engineering problems. Freshman accepted into the College of Mineral Resources are 

admitted into one of two tracks, Engineering or General Engineering, based on their GPA and 

ACT and SAT test scores. First year students must complete 6 core courses before choosing a 

specific discipline. This first year of engineering fundamentals allows the student a full scope of 

all engineering majors so that they can make a more informed decision when selecting their 

specific field of study. 

Graduating seniors complete a capstone course that combines training from all previous courses. 

Members of industry in the area are consulted about establishing real-life projects for the 

students to complete. Those members of industry participating in the development of the project 

then determine the grade of the graduating senior. 

In fall of 2010, 185 undergraduates, excluding freshman, enrolled in the Petroleum and Natural 

Gas Engineering program. Forty students attended the graduate program, nine of which were at 

the PhD level. In the spring semester of 2011, 200 undergraduate, excluding freshman, and 43 

graduate students were enrolled. As the demand for oil continues to increase, interest and 

enrollment in the PNGE program continues to increase dramatically. Although enrollment has 

increased, the resources are not growing at the same rate. It remains a challenge of the 

department to maintain the high level of academic offerings to accommodate a larger population 

of students. The PNGE program has very high retention and graduation rates, in part, due to the 
RTS Inc. ARC Workforce Trends and Training Needs B-43 

tutors in the department that ensure students are doing well in their Physics, Calculus, Chemistry, 

and Engineering courses and to the study labs held 5 days a week in all freshman math and 

science courses. 

The University recruits students at area high schools as well as nationally and internationally 

through various channels. The College of Mineral Resources enlists a freshman recruiter to 

travel to area high schools with a presentation of the College’s programs and career opportunities 

available with offered degrees. The program allows students within the common market states to 

pay in-state tuition to attend the program, so recruitment is not exclusive to the state of West 

Virginia. Because many alumni have worked in the oil and natural gas industry in other 

countries, students are recruited outside of the U.S. as well and the program has many 

international students enrolled. Saudi Aramco, a fully integrated global petroleum enterprise 

with the largest oil reserves in the world, sponsored 41 of its employees to attend the PNGE 

program at WVU. 

Due to the expertise of its faculty and their diverse educational background, The Petroleum and 

Natural Gas Engineering Department at WVU is a leader in fluid flow through porous media, 

reservoir characterization and stimulation by computational intelligence, natural gas storage, 

multi-phasic flow in pipes, drilling & production engineering, and environmental remediation. 

Full-time faculty members are attracted through national and international advertising in oil and 

natural gas magazines 

Faculty with industry experience and an industry focus: Most of the faculty has prior 

industrial experience; however, teaching ability and research potentiality are the highest valued 

assets of potential faculty members. Instructors must show excellence in teaching, have the 

ability and drive to market their ideas in research proposals, and participate in the oil and natural 

gas community. Adjunct faculty members are part-time professors that typically have many 

years of industrial experience and are hired to teach individual courses and workshops. A 

Visiting Committee, comprised of representatives of the energy industry, meets annually with 

faculty, administrators and students to provide feedback on program offerings and to ensure 

curricula provides proper training to produce skilled and marketable graduates. 

The College of Engineering and Mineral Resources works in collaboration with many companies 

in the area who hire students for summer jobs and for permanent positions. Companies in the 

industry work with the department’s Cooperative Education program, a nationally accredited 

statewide initiative to support students in their effort to gain meaningful employment. Students 

apply the knowledge they have received through their coursework in an alternating schedule of 6 

months of full-time study and 6 months of paid full-time employment. With the many 

scholarships available, the summer work and cooperative education opportunities, and the instate tuition offering for Academic Common Market states, a graduate of the College of 

Engineering and Mineral Resources has the potential to graduate debt-free. 

The Petroleum and Natural Gas Engineering Department aims to effectively produce 

more fuel from fewer wells, encouraging environmental stewardship among its students. 

The future initiatives of the program include continued research that promotes easier, 

more efficient natural gas production in a manner consistent with rules and regulations in 
RTS Inc. ARC Workforce Trends and Training Needs B-44 

place in relation to the natural environment. As Samuel Ameri, Professor and Chair of 

Petroleum & Natural Gas Engineering Department at West Virginia University, states, 

the main goal of the program is to “maintain and strengthen our leadership in the 

development of new extraction technologies and to produce outstanding graduates to 

manage the oil and gas industry of West Virginia, the nation, and the world.”
RTS Inc. ARC Workforce Trends and Training Needs B-45 

A focus on simulation 

West Virginia University

Background: The Advanced Virtual Energy Simulation Training and Research Facility 

(AVESTAR), is a joint program of the Department of Energy’s National Energy Technology 

Laboratory (NETL) and its Regional University Alliance and West Virginia University National 

Research Center for Coal and Energy’s (NRCCE) Advanced Energy Initiative. The simulator’s 

installation will be complete by March and courses will be ready for enrollment by June of 2011. 

A focus on simulation: Simulation-based training and research can shorten the time it takes to 

vet a technology before deploying it. As such, the Department of Energy has teamed with WVU 

to offer simulation-based training and facilities for research and development of advanced energy 

systems, such as Integrated Gasification Combined Cycle (IGCC) power generation with Carbon 

Capture. AVESTAR, Advanced Virtual Energy Simulation Training and Research Facility, is a 

joint program of the Department of Energy’s National Energy Technology Laboratory (NETL) 

and its Regional University Alliance and West Virginia University National Research Center for 

Coal and Energy’s (NRCCE) Advanced Energy Initiative. An experienced team of energy 

innovators, including members of NETL, NRCCE, Invensys Operations Management, Fossil 

Consulting Services, and The Electric Power Research Institute, developed the program. 

Due to the aging coal fleet, utilities have been forced to address carbon management and the 

efficiency of the current plant model. Plants that use coal as utilities are typically designed to 

operate for 30 years. A large percentage of pulverized coal plants are now approaching 50 years 

in operation. The Department of Energy and the energy industry are facing the question of how 

to most effectively meet current demand and carbon management requirements and whether or 

not new technologies should be implemented. The Department of Energy has studied IGCC as a 

new clean coal technology and, as West Virginia and Pennsylvania are regionally marketed as 

the nexus for energy solutions, the organization is supporting the development of the AVESTAR 

program at West Virginia University. 

The facilities feature Dynamic Simulator/Operating Training System (OTS) areas with eight 

workstations including 16 flat-screened monitors, two instructor workstations, two engineering 

workstations, and two simulator server computers. The facilities also house two Immersive 

Training System (ITS) workstations for virtual engines, one operator 3-D visor with head 

tracking, and projector(s)/screen(s) with 3-D glasses for multiple operators. 

Simulator-based training at two facilities, one at NETL Morgantown and the other at WVU 

NRCCE, will begin in the fall of 2011 and will include programs on Integrated Gasification 

Combined Cycle (IGCC) Orientation for Engineers and Managers, Introduction to IGCC 

Operations, IGCC Operator Course, Combined Cycle Operations, Gasification Process 

Operations, and Principles of IGCC Design and Operation for Engineers. 

Building on the support of National Alternative Fuels training consortium (NAFTC) at WVU 

and the 20 years of experience of the NRECE in providing training for energy professionals, the 
RTS Inc. ARC Workforce Trends and Training Needs B-46 

AVESTAR program will soon be offering IGCC training. The curriculum has been written and 

the program designers are in the process of beta testing the courses. The simulator’s installation 

will be complete by March and courses will be ready for enrollment by June of 2011. 
Appendix C: Workforce Survey Form 

RTS Inc. ARC Workforce Trends and Training Needs C-1 
RTS Inc. ARC Workforce Trends and Training Needs C-2 
RTS Inc. ARC Workforce Trends and Training Needs C-3 
RTS Inc. ARC Workforce Trends and Training Needs C-4 
RTS Inc. ARC Workforce Trends and Training Needs C-5 
RTS Inc. ARC Workforce Trends and Training Needs C-6 
RTS Inc. ARC Workforce Trends and Training Needs C-7 
RTS Inc. ARC Workforce Trends and Training Needs C-8 
Appendix D: Energy Workforce in the ARC Region 

Advisory Panel

John Carrese 

Center Director 

Bay Region Center of Excellence 

City College of San Francisco 

1400 Evans Avenue 

San Francisco, CA 94124 

Phone: (415) 550-4418 

Email: jcarrese@ccsf.edu 

Dr. Amy Glasmeier 

Head of Department of Urban Studies 

and Planning 

Professor of Geography and Regional 

Planning 

Massachusetts Institute of Technology 

77 Massachusetts Ave, Room 7-346 

Cambridge, MA 02139 

Office: (617) 324-6565 

Cell: (814) 777-2184 

Email: amyglas@mit.edu 

Dr. Michael Karmis, 

Stonie Barker Professor, Department of 

Mining and Minerals Engineering & 

Director, Virginia Center for Coal and 

Energy Research (VCCER) 

Virginia Tech 

Mail code 0411 

Blacksburg, VA 24061 

Office: 540-231-5273/4078 

Cell: 540-239-7057 

Email: mkarmis@vt.edu 

Dr. Calvin Kent 

Vice President of Business and 

Economic Research 

Center for Business and Economic 

Research 

Marshall University 

One John Marshall Drive 

Huntington, WV 25755 

Office: 304/696-2313 

Email: kentc@marshall.edu 

James F. McKenney 

Vice President for Economic 

Development 

American Association of Community 

Colleges 

One Dupont Circle, NW, Suite 410, 

Washington, DC 20036 

Phone: 202-728-0200 x226 

Email: jmckenney@aacc.nche.edu 

RTS Inc. ARC Workforce Trends and Training Needs D-1 
Appendix E: List of ARC Postsecondary Institutions 

Community Colleges by Region

Northern ARC Region

Allegany College of Maryland   Hagerstown Community College  

Allegany County, Maryland Washington County, Maryland

Average Enrollment: 4,615 Average Enrollment: 5,348

Belmont Technical College Jamestown Community College

Belmont County, Ohio Chatauqua County, New York

Average Enrollment: 2,624 Average Enrollment: 5,867

Broome Community College Jefferson Community College

Broome County, New York Jefferson County, Ohio

Average Enrollment: 8,683 Average Enrollment: 2,650

Butler County Community College Luzerne County Community College

Butler County, Pennsylvania Luzerne County, Pennsylvania

Average Enrollment: 5,598 Average Enrollment: 9,478

Columbiana County Vocational School Pennsylvania Highlands Community College

Columbiana County, Ohio Cambria County, Pennsylvania

Average Enrollment: 977 Average Enrollment: 3,462

Community College of Allegheny County Tompkins‐Cortland Community College

Allegheny County, Pennsylvania Tompkins County, New York

Average Enrollment: 28,302 Average Enrollment: 7,148

Community College of Beaver County Westmoreland County Community College

Beaver County, Pennsylvania Westmoreland County, Pennsylvania

Average Enrollment: 3,399 Average Enrollment: 9,772

Corning Community College West Virginia Northern Community College

Steuben County, New York Ohio County, West Virginia

Average Enrollment: 7,079 Average Enrollment: 4,715

Garrett College Zane State College

Garrett County, Maryland Muskingum County, Ohio

Average Enrollment: 939 Average Enrollment: 3,506

RTS Inc. ARC Workforce Trends and Training Needs E-1 
North Central ARC Region

Ben Franklin Career Center Mountwest Community and Technical College

Kanawha County, West Virginia Cabell / Wayne, WV

Average Enrollment: 434 Average Enrollment: 3,197

Blue Ridge Community and Technical College New River Community and Technical College

Berkeley County, West Virginia Raleigh County, West Virginia

Average Enrollment: 2,707 Average Enrollment: 2,799

Carver Career Center O C Collins Career Center

Kanawha County, West Virginia Lawrence County, Ohio

Average Enrollment: 235 Average Enrollment: 425

Community and Technical College at West

Virginia University Institute of Technology Pierpont Community and Technical College

Fayette County, West Virginia Marion County, West Virginia

Average Enrollment: 890 Average Enrollment: 3,469

Eastern West Virginia Community and Technical College Potomac State College of West Virginia University  

Hardy County, West Virginia Mineral County, West Virginia

Average Enrollment: 927 Average Enrollment: 1,735

Garnet Career Center Southern State Community College

Kanawha County, West Virginia Highland County, Ohio

Average Enrollment: 175 Average Enrollment: 3,345

Hocking College   Washington State Community College

Athens County, Ohio Washington County, Ohio

Average Enrollment: 8,516 Average Enrollment: 3,958

Mercer County Technical Education Center   West Virginia State Community and Technical College

Mercer County, West Virginia Kanawha County, West Virginia

Average Enrollment: 79 Average Enrollment: 2,118

RTS Inc. ARC Workforce Trends and Training Needs E-2 
South Central ARC Region

Asheville‐Buncombe Technical Community College Southwestern Community College

Buncombe County, North Carolina Jackson County, North Carolina

Average Enrollment: 9,154 Average Enrollment: 2,662

Blue Ridge Community College Surry Community College

Surry County, North Carolina Surry County, North Carolina

Average Enrollment: 2,830 Average Enrollment: 4,166

Caldwell Community College and Technical Institute   Tennessee Technology Center at Athens

Caldwell County, North Carolina McMinn County, Tennessee

Average Enrollment: 5,258 Average Enrollment: 582

Central ARC Region

Ashland Community and Technical College Southern West Virginia Community and Technical College

Boyd County, Kentucky Logan County, West Virginia

Average Enrollment: 5,582 Average Enrollment: 3,314

Big Sandy Community and Technical College Southwest Virginia Community College

Floyd County, Kentucky Tazewell County, Virginia

Average Enrollment: 6,688 Average Enrollment: 5,887

Hazard Community and Technical College Tennessee Technology Center at Jacksboro

Perry County, Kentucky Campbell County, Tennessee

Average Enrollment: 5,662 Average Enrollment: 342

Mountain Empire Community College Tennessee Technology Center at Livingston

Wise County, Virginia Overton County, Tennessee

Average Enrollment: 4,302 Average Enrollment: 1,134

Somerset Community College Tennessee Technology Center at Oneida‐Huntsville

Pulaski County, Kentucky Scott County, Tennessee

Average Enrollment: 8,722 Average Enrollment: 401

Southeast Kentucky Community and Technical College

Harlan County, Kentucky

Average Enrollment: 6,721

RTS Inc. ARC Workforce Trends and Training Needs E-3 
Chattanooga State Technical Community College Tennessee Technology Center at Crossville

Hamilton County, Tennessee Cumberland County, Tennessee

Average Enrollment: 10,764 Average Enrollment: 971

Cleveland State Community College Tennessee Technology Center at Elizabethton

Bradley County, Tennessee Carter County, Tennessee

Average Enrollment: 4,007 Average Enrollment: 890

Dabney S. Lancaster Community College Tennessee Technology Center at Harriman

Alleghany County, Virginia Roane County, Tennessee

Average Enrollment: 2,006 Average Enrollment: 378

Forsyth Technical Community College Tennessee Technology Center at Hohenwald

Forsyth County, North Carolina Lewis County, Tennessee

Average Enrollment: 9,976 Average Enrollment: 757

Haywood Community College Tennessee Technology Center at Knoxville

Haywood County, North Carolina Knox County, Tennessee

Average Enrollment: 3,829 Average Enrollment: 1,131

Isothermal Community College Tennessee Technology Center at McMinnville

Rutherford County, North Carolina Warren County, Tennessee

Average Enrollment: 3,180 Average Enrollment: 320

Mayland Community College Tennessee Technology Center at Morristown

Mitchell County, North Carolina Hamblen County, Tennessee

Average Enrollment: 2,048 Average Enrollment: 1,666

McDowell Technical Community College Tri‐County Community College  

McDowell County, North Carolina Cherokee County, North Carolina

Average Enrollment: 1,668 Average Enrollment: 1,600

Motlow State Community College Virginia Highlands Community College

Coffee County, Tennessee Washington County, Virginia

Average Enrollment: 5,056 Average Enrollment: 3,427

New River Community College Walters State Community College

Pulaski County, Virginia Hamblen County, Tennessee

Average Enrollment: 6,558 Average Enrollment: 7,786

RTS Inc. ARC Workforce Trends and Training Needs E-4 
Northeast State Technical Community College Western Piedmont Community College

Sullivan County, Tennessee Burke County, North Carolina

Average Enrollment: 6,829 Average Enrollment: 3,876

Patrick Henry Community College   Wilkes Community College

Martinsville County, Virginia Wilkes County, North Carolina

Average Enrollment: 4,303 Average Enrollment: 3,551

Pellissippi State Technical Community College Wytheville Community College

Knox County, Tennessee Wythe County, Virginia

Average Enrollment: 11,991 Average Enrollment: 4,023

Roane State Community College

Roane County, Tennessee

Average Enrollment: 6,217

Southern ARC Region

Appalachian Technical College Lanier Technical College

Pickens County, Georgia Hall County, Georgia

Average Enrollment: 1,748 Average Enrollment: 5,240

Bevill State Community College

Lawson State Community College‐Birmingham

Campus

Walker County, Alabama Jefferson County, Alabama

Average Enrollment: 5,685 Average Enrollment: 5,066

Central Alabama Community College Marion Military Institute

Tallapoosa County, Alabama Marion County, Alabama

Average Enrollment: 3,058 Average Enrollment: 361

East Mississippi Community College North Georgia Technical College

Kemper County, Mississippi Habersham County, Georgia

Average Enrollment: 5,656 Average Enrollment: 3,150

Gadsden State Community College Northeast Alabama Community College

Etowah County, Alabama De Kalb County, Alabama

Average Enrollment: 8,049 Average Enrollment: 3,295

 

RTS Inc. ARC Workforce Trends and Training Needs E-5 
George C Wallace State Community College‐

Hanceville   Northeast Mississippi Community College

Cullman County, Alabama Prentiss County, Mississippi

Average Enrollment: 7,307 Average Enrollment: 4,044

Georgia Highlands College

Northwest Shoals Community College‐Muscle

Shoals  

Floyd County, Georgia Colbert County, Alabama

Average Enrollment: 6,547 Average Enrollment: 5,185

Greenville Technical College Northwestern Technical College

Greenville County, South Carolina Walker County, Georgia

Average Enrollment: 19,346 Average Enrollment: 3,652

Itawamba Community College Shelton State Community College

Itawamba County, Mississippi Tuscaloosa County, Alabama

Average Enrollment: 6,706 Average Enrollment: 9,400

Gwinnett Technical College Snead State Community College

Gwinnett County, Georgia Marshall County, Alabama

Average Enrollment: 7,221 Average Enrollment: 2,999

J F Drake State Technical College Southern Union State Community College

Madison County, Alabama Randolph County, Alabama

Average Enrollment: 1,072 Average Enrollment: 6,658

J F Ingram State Technical College Spartanburg Community College

Elmore County, Alabama Spartanburg County, South Carolina

Average Enrollment: 1,287 Average Enrollment: 6,149

Jefferson State Community College Tri‐County Technical College

Jefferson County, Alabama Anderson County, South Carolina

Average Enrollment: 11,911 Average Enrollment: 6,872

John C Calhoun State Community College West Central Technical College

Limestone County, Alabama Haralson County, Georgia

Average Enrollment: 13,053 Average Enrollment: 5,307

   

RTS Inc. ARC Workforce Trends and Training Needs E-6 
Universities and 4‐Year Colleges by Region

Northern ARC Region

Bloomsburg University of Pennsylvania Pennsylvania State University‐Penn State Schuylkill

Columbia County, Pennsylvania Schuylkill County, Pennsylvania

Average Enrollment: All           10,253 Average Enrollment: All             1,055

Average Enrollment: Undergraduate             8,945 Average Enrollment: Undergraduate             1,008

Average Enrollment: Graduate             1,307 Average Enrollment: Graduate                  47

California University of Pennsylvania Pennsylvania State University‐Penn State Shenango

Washington County, Pennsylvania Mercer County, Pennsylvania

Average Enrollment: All           11,930 Average Enrollment: All             1,084

Average Enrollment: Undergraduate             9,682 Average Enrollment: Undergraduate             1,078

Average Enrollment: Graduate             2,248 Average Enrollment: Graduate                  18

Clarion University of Pennsylvania Pennsylvania State University‐Penn State Worthington Scranton

Clarion County, Pennsylvania Lackawanna County, Pennsylvania

Average Enrollment: All             7,713 Average Enrollment: All             1,668

Average Enrollment: Undergraduate             6,548 Average Enrollment: Undergraduate             1,638

Average Enrollment: Graduate             1,166 Average Enrollment: Graduate                  30

East Stroudsburg University of Pennsylvania Slippery Rock University of Pennsylvania

Monroe County, Pennsylvania Butler County, Pennsylvania

Average Enrollment: All             8,685 Average Enrollment: All             9,508

Average Enrollment: Undergraduate             6,571 Average Enrollment: Undergraduate             8,523

Average Enrollment: Graduate             2,114 Average Enrollment: Graduate                984

Edinboro University of Pennsylvania SUNY at Binghamton

Erie County, Pennsylvania Broome County, New York

Average Enrollment: All             8,945 Average Enrollment: All           15,722

Average Enrollment: Undergraduate             7,320 Average Enrollment: Undergraduate           12,440

Average Enrollment: Graduate             1,625 Average Enrollment: Graduate             3,282

Frostburg State University SUNY at Fredonia

Allegany County, Maryland Chautauqua County, New York

Average Enrollment: All             5,730 Average Enrollment: All             6,000

Average Enrollment: Undergraduate             4,770 Average Enrollment: Undergraduate             5,428

Average Enrollment: Graduate                960 Average Enrollment: Graduate                572

 

RTS Inc. ARC Workforce Trends and Training Needs E-7 
Indiana University of Pennsylvania‐Main Campus SUNY College at Cortland

Indiana County, Pennsylvania Cortland County, New York

Average Enrollment: All           16,319 Average Enrollment: All             8,222

Average Enrollment: Undergraduate           13,071 Average Enrollment: Undergraduate             6,518

Average Enrollment: Graduate             3,249 Average Enrollment: Graduate             1,704

Lock Haven University SUNY College at Oneonta

Clinton County, Pennsylvania Otsego County, New York

Average Enrollment: All             6,003 Average Enrollment: All             6,702

Average Enrollment: Undergraduate             5,546 Average Enrollment: Undergraduate             6,432

Average Enrollment: Graduate                456 Average Enrollment: Graduate                270

Mansfield University of Pennsylvania SUNY College of Agriculture and Technology at Cobleskill

Tioga County, Pennsylvania Schoharie County, New York

Average Enrollment: All             4,066 Average Enrollment: All             2,863

Average Enrollment: Undergraduate             3,394 Average Enrollment: Undergraduate             2,863

Average Enrollment: Graduate                671 Average Enrollment: Graduate ‐

Pennsylvania College of Technology SUNY College of Technology at Alfred

Lycoming County, Pennsylvania Allegany County, New York

Average Enrollment: All             7,677 Average Enrollment: All             3,608

Average Enrollment: Undergraduate             7,677 Average Enrollment: Undergraduate             3,608

Average Enrollment: Graduate                   ‐    Average Enrollment: Graduate ‐

Pennsylvania State University‐Main Campus SUNY College of Technology at Delhi

Centre County, Pennsylvania Delaware County, New York

Average Enrollment: All           46,322 Average Enrollment: All             2,949

Average Enrollment: Undergraduate           38,796 Average Enrollment: Undergraduate             2,949

Average Enrollment: Graduate             7,527 Average Enrollment: Graduate ‐

Pennsylvania State University‐Penn State Altoona University of Pittsburgh‐Bradford

Blair County, Pennsylvania Bradford County, Pennsylvania

Average Enrollment: All             4,219 Average Enrollment: All             1,571

Average Enrollment: Undergraduate             4,211 Average Enrollment: Undergraduate             1,571

Average Enrollment: Graduate                    8 Average Enrollment: Graduate ‐

Pennsylvania State University‐Penn State Beaver University of Pittsburgh‐Greensburg

Beaver County, Pennsylvania Westmoreland County, Pennsylvania

Average Enrollment: All                910 Average Enrollment: All             1,894

Average Enrollment: Undergraduate                879 Average Enrollment: Undergraduate             1,894

Average Enrollment: Graduate                  31 Average Enrollment: Graduate ‐

 

RTS Inc. ARC Workforce Trends and Training Needs E-8 
Pennsylvania State University‐Penn State Dubois University of Pittsburgh‐Johnstown

Jefferson County, Pennsylvania Cambria County, Pennsylvania

Average Enrollment: All             1,097 Average Enrollment: All             3,345

Average Enrollment: Undergraduate             1,087 Average Enrollment: Undergraduate             3,345

Average Enrollment: Graduate                  10 Average Enrollment: Graduate ‐

Pennsylvania State University‐Penn State Erie‐Behrend College University of Pittsburgh‐Pittsburgh Campus

Erie County, Pennsylvania Allegheny County, Pennsylvania

Average Enrollment: All             4,179 Average Enrollment: All           32,716

Average Enrollment: Undergraduate             3,982 Average Enrollment: Undergraduate           21,467

Average Enrollment: Graduate                197 Average Enrollment: Graduate           11,249

Pennsylvania State University‐Penn State Fayette‐ Eberly Campus University of Pittsburgh‐Titusville  

Fayette County, Pennsylvania Crawford County, Pennsylvania

Average Enrollment: All             1,343 Average Enrollment: All                603

Average Enrollment: Undergraduate             1,338 Average Enrollment: Undergraduate                603

Average Enrollment: Graduate                    8 Average Enrollment: Graduate ‐

Pennsylvania State University‐Penn State Greater Allegheny West Liberty State College

Allegheny County, Pennsylvania Brooke County, West Virginia

Average Enrollment: All                952 Average Enrollment: All             2,638

Average Enrollment: Undergraduate                952 Average Enrollment: Undergraduate             2,608

Average Enrollment: Graduate ‐ Average Enrollment: Graduate                  30

Pennsylvania State University‐Penn State Hazleton Youngstown State University

Luzerne County, Pennsylvania Mahoning County, Ohio

Average Enrollment: All             1,242 Average Enrollment: All           16,273

Average Enrollment: Undergraduate             1,236 Average Enrollment: Undergraduate           14,171

Average Enrollment: Graduate                    6 Average Enrollment: Graduate             2,101

Pennsylvania State University‐Penn State New Kensington

Westmoreland County, Pennsylvania

Average Enrollment: All             1,148

Average Enrollment: Undergraduate             1,102

Average Enrollment: Graduate                  45

RTS Inc. ARC Workforce Trends and Training Needs E-9 
North Central ARC Region

Bluefield State College Shepherd University

Mercer County, West Virginia Jefferson County, West Virginia  

Average Enrollment: All 2,255 Average Enrollment: All 4,674

Average Enrollment: Undergraduate 2,255 Average Enrollment: Undergraduate 4,498

Average Enrollment: Graduate ‐ Average Enrollment: Graduate                176

Concord University University of Cincinnati‐Clermont College

Mercer County, West Virginia Clermont County, Ohio

Average Enrollment: All 3,482 Average Enrollment: All 4,049

Average Enrollment:  Undergraduate 3,235 Average Enrollment: Undergraduate 4,045

Average Enrollment: Graduate 247 Average Enrollment: Graduate 11

Fairmont State University West Virginia State University

Marion County, West Virginia Kanawha County, West Virginia

Average Enrollment: All 5,121 Average Enrollment: All 4,281

Average Enrollment: Undergraduate 4,687 Average Enrollment: Undergraduate 4,232

Average Enrollment: Graduate 434 Average Enrollment: Graduate 49

Glenville State College West Virginia University

Gilmer County, West Virginia Monongalia County, West Virginia  

Average Enrollment: All 1,526 Average Enrollment: All 31,346

Average Enrollment: Undergraduate 1,526 Average Enrollment: Undergraduate 21,829

Average Enrollment: Graduate ‐ Average Enrollment: Graduate             9,518

Marshall University West Virginia University at Parkersburg

Cabell / Wayne, WV     Wood County, West Virginia

Average Enrollment: All 17,559 Average Enrollment: All 4,968

Average Enrollment: Undergraduate 11,106 Average Enrollment: Undergraduate 4,968

Average Enrollment: Graduate 6,453 Average Enrollment: Graduate -

Ohio University‐Main Campus West Virginia University Institute of Technology

Athens County, Ohio Fayette / Kanawha, WV    

Average Enrollment: All 23,368 Average Enrollment: All 1,808

Average Enrollment: Undergraduate 18,383 Average Enrollment: Undergraduate 1,796

Average Enrollment: Graduate 4,985 Average Enrollment: Graduate 12

Shawnee State University

Scioto County, Ohio

Average Enrollment: All 4,654

Average Enrollment: Undergraduate 4,643

Average Enrollment: Graduate 17

RTS Inc. ARC Workforce Trends and Training Needs E-10 
Central ARC Region

Eastern Kentucky University The University of Virginiaʹs College at Wise

Madison County, Kentucky Wise County, Virginia

Average Enrollment: All 19,148 Average Enrollment: All 2,368

Average Enrollment: Undergraduate 16,034 Average Enrollment: Undergraduate 2,368

Average Enrollment: Graduate 3,114 Average Enrollment: Graduate ‐

Morehead State University

Rowan County, Kentucky

Average Enrollment: All 11,164

Average Enrollment: Undergraduate 8,711

Average Enrollment: Graduate 2,453

South Central ARC Region

Appalachian State University University of North Carolina at Asheville

Watauga County, North Carolina Buncombe County, North Carolina  

Average Enrollment: All           17,030 Average Enrollment: All             4,252

Average Enrollment: Undergraduate           14,854 Average Enrollment: Undergraduate             4,207

Average Enrollment: Graduate             2,176 Average Enrollment: Graduate                  45

East Tennessee State University University of North Carolina School of the Arts

Washington County, Tennessee   Forsyth County, North Carolina

Average Enrollment: All           14,873 Average Enrollment: All                878

Average Enrollment: Undergraduate           11,865 Average Enrollment: Undergraduate                762

Average Enrollment: Graduate             3,007 Average Enrollment: Graduate                117

Radford University Western Carolina University

Radford County, Virginia Jackson County, North Carolina

Average Enrollment: All           10,262 Average Enrollment: All           10,750

Average Enrollment: Undergraduate             8,737 Average Enrollment: Undergraduate             8,180

Average Enrollment: Graduate             1,525 Average Enrollment: Graduate             2,569

 

RTS Inc. ARC Workforce Trends and Training Needs E-11 
Tennessee Technological University Winston‐Salem State University

Putnam County, Tennessee Forsyth County, North Carolina

Average Enrollment: All           11,228 Average Enrollment: All             6,699

Average Enrollment: Undergraduate             8,423 Average Enrollment: Undergraduate             6,279

Average Enrollment: Graduate             2,805 Average Enrollment: Graduate                419

The University of Tennessee Virginia Military Institute

Knox County, Tennessee Rockbridge County, Virginia  

Average Enrollment: All           32,517 Average Enrollment: All             1,504

Average Enrollment: Undergraduate           22,990 Average Enrollment: Undergraduate             1,504

Average Enrollment: Graduate             9,527 Average Enrollment: Graduate ‐

The University of Tennessee at Chattanooga Virginia Polytechnic Institute and State University

Hamilton County, Tennessee Montgomery County, Virginia  

Average Enrollment: All           10,596 Average Enrollment: All           30,846

Average Enrollment: Undergraduate             8,752 Average Enrollment: Undergraduate           23,098

Average Enrollment: Graduate             1,843 Average Enrollment: Graduate             7,749

Southern ARC Region

Alabama A & M University North Georgia College & State University

Madison County, Alabama Lumpkin County, Georgia

Average Enrollment: All 6,814 Average Enrollment: All 5,982

Average Enrollment: Undergraduate 5,419 Average Enrollment: Undergraduate 4,981

Average Enrollment: Graduate 1,395 Average Enrollment: Graduate 1,000

Athens State University The University of Alabama

Limestone County, Alabama Tuscaloosa County, Alabama

Average Enrollment: All 4,124 Average Enrollment: All 26,874

Average Enrollment: Undergraduate 4,124 Average Enrollment: Undergraduate 21,477

Average Enrollment: Graduate ‐ Average Enrollment: Graduate             5,396

Clemson University University of Alabama at Birmingham

Pickens County, South Carolina Jefferson County, Alabama

Average Enrollment: All 19,654 Average Enrollment: All 19,900

Average Enrollment: Undergraduate 15,299 Average Enrollment: Undergraduate 13,391

Average Enrollment: Graduate 4,356 Average Enrollment: Graduate 6,508

RTS Inc. ARC Workforce Trends and Training Needs E-12 
RTS Inc. ARC Workforce Trends and Training Needs E-13 

Dalton State College University of Alabama at Huntsville

Whitfield County, Georgia Madison County, Alabama

Average Enrollment: All 5,644 Average Enrollment: All 8,506

Average Enrollment: Undergraduate 5,644 Average Enrollment: Undergraduate 6,740

Average Enrollment: Graduate ‐ Average Enrollment: Graduate             1,766

Gainesville State College University of Montevallo

Hall County, Georgia Shelby County, Alabama

Average Enrollment: All 10,350 Average Enrollment: All 3,442

Average Enrollment: Undergraduate 10,350 Average Enrollment: Undergraduate 2,811

Average Enrollment: Graduate ‐ Average Enrollment: Graduate                631

Georgia Gwinnett College University of North Alabama

Gwinnett County, Georgia Lauderdale County, Alabama

Average Enrollment: All 1,022 Average Enrollment: All 8,854

Average Enrollment: Undergraduate 1,022 Average Enrollment: Undergraduate 7,093

Average Enrollment: Graduate ‐ Average Enrollment: Graduate 1,760

Jacksonville State University University of South Carolina‐Upstate

Calhoun County, Alabama Spartanburg County, South Carolina  

Average Enrollment: All 10,942 Average Enrollment: All 5,615

Average Enrollment: Undergraduate 8,620 Average enrollment: Undergraduate 5,389

Average Enrollment: Graduate 2,322 Average Enrollment: Graduate 226

Mississippi State University University of West Georgia

Oktibbeha County, Mississippi   Carroll County, Georgia

Average Enrollment: All 19,157 Average Enrollment: All 12,441

Average Enrollment: Undergraduate 14,519 Average Enrollment: Undergraduate 9,928

Average Enrollment: Graduate 4,638 Average Enrollment: Graduate 2,513

Mississippi University for Women

Lowndes County, Mississippi

Average Enrollment: All 2,971

Average Enrollment: Undergraduate 2,749

Average Enrollment: Graduate 222
Appendix F. Data sources and methodology 

Identification and analysis of the workforce needs of any region must start with understanding the 

labor demands of businesses operating in industries within the geographical sector. The demand for 

labor describes the demand for certain skills and people who have the necessary knowledge and skill 

sets - either through education, training, and/or experience – to successfully perform a job. 

Energy sectors in this report were designed to capture the jobs associated with the production and 

distribution of energy in the Appalachian Region in an effort to get a full picture of the occupations 

needed for the energy workforce. 

Defining the Industry 

The energy sector definition used in this report consists of non-renewable energy typically made 

from fossil fuel sources (coal, oil, and natural gas), nuclear power and renewable energy—those 

sectors with energy sources that are naturally and/or quickly replenished such as solar, wind, 

hydroelectric power, geothermal energy, and biomass. In addition, the study reviews industries that 

are most often associated with promoting energy efficiency. Finally, it includes the fuel cells sector, 

a rapidly emerging energy source. 

Inherent in the methodology are the energy sectors, and their definitions. The definitions evolved 

from reviewing relevant literature, engaging in conversations with industry and academics, and 

examining government definitions. The NAICS codes included in the wind and solar sectors 

definitions were obtained from the ARC report, “Industry Structure and Company Strategies of 

Major Domestic and Foreign Wind and Solar Energy Manufacturers: Opportunities for Supply Chain 

Development in Appalachia.”1

 The sector definitions by the Renewable Energy Policy Project, a 

policy research organization, were the foundation for the remaining renewable energy sectors in this 

study. Traditional energy definitions from Economic Modeling Specialist, Inc. (EMSI) informed the 

non-renewable sector definitions. The energy subsector definitions were compared to state targeted 

cluster definitions (Washington, Colorado, and North Carolina), the Energy Industry Administration 

(EIA), and industry interviews to confirm and amend the definitions where necessary. Nevertheless 

we point out that in defining the clean energy economy there is no generally accepted definition. 

See for example, the Brookings Institution report Sizing the Clean Economy: A National and 

Regional Green Jobs Assessment at 

http://www.brookings.edu/reports/2011/0713_clean_economy.aspx. 

Energy sectors and their associated industries are developed as a means to determine the staffing 

pattern or occupational mix needed to supply the labor and skills set need to produce goods and 

services. It is the collection of staffing patterns that will ultimately provide you with the 

occupational demand information needed to begin analysis of the amount and types of gaps (or 

surpluses) in your workforce. The study team, however, understands that some regions may (1) 

define their energy sectors differently and thus result in a vastly different occupational mix, and (2) 

 

1

 Susman, Gerald I. and Amy K. Glasmeier. Pennsylvania State University. November 2009.

Industry Structure and Company Strategies of Major Domestic and Foreign Wind and Solar Energy 

Manufacturers: Opportunities for Supply Chain Development in Appalachia. District of Columbia: 

Appalachian Regional Commission www.arc.gov/assets/research_reports/WindandSolarEnergy.pdf

RTS Inc. ARC Energy Workforce Trends and Training Needs F-1 
over time these definitions may change as buyer-supplier relationships change or as the taxonomy 

used to classify industries within a sector evolves. Located in Addendum 2 at the end of this 

operating manual are steps and resources to help an individual go about identifying a targeted energy 

sector. 

Data for each of the energy subsectors is defined by the North American Industry Classification 

System (NAICS) taxonomy. 

Employment Data: 

The data (past and projected employment) used in this report is from EMSI’s subscription-based tool 

that provides labor market information data in a user-friendly application. The data within the 

system is largely collected and reported by the Bureau of Labor Statistics (BLS). BLS “is the 

principal Federal agency responsible for measuring labor market activity, working conditions, and 

price changes in the economy. Its mission is to collect, analyze, and disseminate essential economic 

information to support public and private decision-making. As an independent statistical agency, 

BLS serves its diverse user communities by providing products and services that are objective, 

timely, accurate, and relevant.” 

EMSI collects information from federal and state sources including the Quarterly Census of 

Employment and Wages (QCEW), Non-Employer Statistics (NES), County Business Patterns 

(CBP), Regional Economic Information System (REIS), and BLS’s Occupational Employment 

Statistics and Employment Projections. EMSI uses a proprietary algorithm to estimate the 

suppressed job numbers (undisclosed by the government to maintain employer privacy) as well as 

non-payroll employment (not covered in QCEW). The final industry estimates are then benchmarked 

to the REIS data. Although EMSI uses an algorithm to estimate jobs for all workers using data from 

BLS, the U.S. Bureau of Economic Analysis, and the U.S. Census Bureau, some of the data is still 

applicable to the confidentiality rules. 

For the purposes of this study and in accordance with ARC reporting guidelines, EMSI data was 

collected at the county level and aggregated to the various regions within Appalachia. To control 

data suppression, any employment counts reported as less than ten were changed to five. This 

estimated mean resulted in some individual NAICS code counts being over estimated and some 

being underestimated at the county level. Regional levels of employment counts resulted in minimal 

variation due to the suppressed data control technique employed in this study. 

Adjustments to the Employment Data: 

The energy subsectors are composed of industries that serve more than one energy subsector and, 

most often for the newer renewable energy subsectors, may serve industry sectors other than energy 

related industries. For example, within many of the energy subsectors are businesses that fall into the 

engineering services industry, but not all the engineering services businesses are providing advice 

and/or designing structures in the energy subsectors. 

To correct the employment counts to include only those employees that were producing products 

used for energy production and distribution, the industry data was adjusted. The proportion of 

intermediate demand in each industry for energy production was calculated from the 2002 Bureau of 

Economic Analysis (BEA) Make and Use tables. The employment counts for each industry in the 

RTS Inc. ARC Energy Workforce Trends and Training Needs F-2 
energy subsectors were multiplied by its proportion of intermediate demand. For NAICS codes that 

were used in multiple energy subsectors, a ratio of BTUs produced according to the U.S. Department 

of Energy report of energy usage was also used to make conservative employment estimates. The 

corrections removed duplication and over counting of employment in the NAICS sectors that are 

used for other production outcomes. 

Next, staffing patterns were determined for each of the NAICS codes used in this report. These 

staffing counts were converted to staffing pattern ratios. The corrected employment count by NAICS 

code in each energy subsector for each county was multiplied by the staffing pattern ratios to 

calculate the number of occupations. The ratio of employment for the staffing pattern was calculated 

by dividing each entry by the total employment for that NAICS code. 

corrected employment count = numberin occupationx in staffing pattern for NAICSy

total employment in occupations for NAICSy

X number employed in county in NAICSy

Employment Projections 

The team used EMSI projections as a foundation for the employment projections used in this report. 

EMSI’s basic methodology is to create a projection for the most current year from past QCEW data. 

To account for the time lag (QCEW data usually lags the publications date by six to nine months) 

annual percent changes from the most recent CES data is used to bridge the gap between the QCEW 

data and the present. All data are turned into seasonally adjusted annual averages. Where CES lacks 

geographic and industry detail, EMSI employs standard disaggregation techniques to distribute jobs 

at higher-level and industries to lower-level geographies. 

EMSI also creates long-term, ten-year industry projections starting from the current year using 

recent industry trends based on data from local sources, national industry projections produced by 

the BLS, and state and sub-state regional projections produced by individual states.2 

EMSI then goes through a series of controls and adjustments to other data sources. The first of these 

is an adjustment to the BLS staffing patterns. The EMSI projected national growth rates is changed 

to match the growth rate of the BLS numbers, which acts as a guide to see how the EMSI projections 

match BLS numbers. Then county and state-level projections are adjusted to state-produced state 

and sub-state regional projections. County values are controlled to the regional data and state 

projections, which are controlled to reported state data. Once this is completed, the final state-level 

numbers are aggregated to determine final national projections. Thus, EMSI data matches state 

projections very closely but can stray from the national projections. 

 

2 EMSI’s first step in the process is to track recent local trends using a linear regression function. 

Taking into account the previous base data from 15, 10, and 5 years prior to the base year, a line is 

plotted as a function of year and employment. This line is dampened (flattened) to curb any wild 

growth or decline and smooth out the effects of any volatility. Once this is done, state and local 

government industries (as well as Postal Service) are projected based on the growth or decline of 

local economies rather than projected through linear regression. Federal government and military, 

however, are projected through linear regression at the national level and their growth rate is then 

applied to the states and counties. Then projections for each county are adjusted so that they sum to 

state- and national-level numbers. 

RTS Inc. ARC Energy Workforce Trends and Training Needs F-3 
Caveats 

The methodology has certain limitations: 

1. The definition of each of the energy sub-sectors, as aforementioned, is based on a cluster 

analysis and thus includes more than those industries that generate or transmit energy. 

Varying definitions will produce different results. 

2. Since the data was collected at the county level some suppression still exists due to 

confidentiality issues. Thus, aggregation of the data to the regional level is likely to 

underestimate employment in certain categories. 

3. Within a given industry, job estimates may vary because it is difficult to know with accuracy 

what portion of an industry’s employment or output is dedicated to the supply chain or 

manufacture of components for another industry. For example, a composites manufacturer 

may be producing materials for wind turbines that are also used in a variety of other 

products. Estimating apportionment of its output and employment to various downstream 

products is an imperfect process. Although adjustments were made using the BEA Make and 

Use tables to help deflate industry employment numbers appropriately, these numbers are 

only broad estimations. 

Any changes to the underlying data sources, including the BEA Make and Use tables used 

for employment adjustments, will ultimately affect the employment levels reported in this 

study. 

4. The method of estimating supply and demand of graduates to occupations is based on the 

ultimate distribution demand. That is, the methodology assumes that the graduates from a 

given program will distribute themselves across occupations more or less in line with the 

demand for those occupations. It thus does not account for unemployment, those who go into 

another field, or those who drop out of the labor force. The study team feels, however, that 

labor market demand was still the best available basis of estimating how program graduates 

would be allocated, and goes much farther in attempting this allocation than most other labor 

market gap analyses. In addition, the methodology does not account for in-migration of 

already-prepared workers, the rapid relocation of dislocated workers (who may be able to 

transition quickly with on-the-job training), or for the role of other educational institutions in 

preparing workers for specific occupations. 

In addition there are caveats regarding the comparability of the analyses in this report with other 

analyses of the energy industries. 

1. Readers should be careful when comparing the employment data within this report to other 

analyses. In particular methodological issues, as noted above, impact the sectors that are 

included within reports on energy employment within the Appalachian region. The 

definition used here is based on a cluster analysis approach and thus includes more than those 

industries that generate or transmit energy. This analysis starts with the supply chain of the 

various energy sectors and then examines staffing patterns throughout the supply chain. 

Definitions of the supply chain vary widely between different studies because of 

RTS Inc. ARC Energy Workforce Trends and Training Needs F-4 
methodological reasons and analytical goals. 

2. Definitional issues especially limit the ability to compare reports on economic and 

employment impacts for new clean renewable energy sectors. The RTS report is a NAICSbased analysis within a cluster and supply chain methodology for wind energy production, 

generation, services, and other elements of the cluster such as workforce training providers. 

We rely on definitions developed for the Appalachian Regional Commission in 2009 by Penn 

State researchers Susman and Glasmeir to define the wind energy cluster (see Appendix A of 

this report, pp. A-3 – A-4). 

An alternative report by the American Wind Energy Association (AWEA) that reflects fewer 

jobs is an economic impact analysis of specific projects that are likely to come online based 

on a 20% Wind Energy scenario (meaning 20% of the energy in the country would be 

generated by wind energy by 2030). (See 

http://www.awea.org/_cs_upload/learnabout/publications/5094_1.pdf). Within their report 

the AWEA uses the JEDI model developed by the US Department of Energy (see 

http://www.windpoweringamerica.gov/filter_detail.asp?itemid=707). The JEDI model looks 

at investment in construction and operating wind energy turbines, etc. (see report at 

http://www1.eere.energy.gov/windandhydro/wind_2030.html) but it does not include all the 

suppliers to the industry cluster included in the RTS method. The AWEA report references 

supply chains, but they are effectively looking at the direct, induced and indirect economic 

effects based on multipliers from the IMPLAN input-output (IO) model. For a 

comprehensive review on the issues surrounding definitional issues see the Brookings 

Institute report Sizing the Clean Economy published in 2011 and available at 

http://www.brookings.edu/reports/2011/0713_clean_economy.aspx and the US Department 

of Energy report 20% Wind Energy by 2030 published in 2008 and available at 

http://www.nrel.gov/docs/fy08osti/41869.pdf. The Brookings report details the differences 

between their results and other research sources that sometimes show substantial differences, 

with Brookings reporting up to three to five times higher employment estimates than other 

sources in one case (p. 17). 

3. In addition, other analyses use different data as the basis for their analyses. For example, 

other industry studies start with the number of wells and use an average number of full-timeequivalent employees needed to staff those wells. Since estimates about the number of wells 

expected to be drilled in the future vary quite widely, employment estimates based on those 

projections will vary considerably as well. These varying definitions, methodologies and data 

will produce different results. 

4. The economic and workforce estimates that drive the results in this and other reports on 

emerging renewable energy sectors are based on a number of assumptions about state, 

national and international economic and environmental policies, rates of technological 

change and adoption in emerging energy sectors and the prices of competing non-renewable 

energy sources. As a result the estimates vary substantially based on these assumptions. 

5. Similarly, the economic and workforce estimates that drive the results in this and other 

reports on new non-renewable energy sources are based on a number of assumptions about 

RTS Inc. ARC Energy Workforce Trends and Training Needs F-5 
RTS Inc. ARC Energy Workforce Trends and Training Needs F-6 

costs of recovery, the actual size of energy reserves and the environmental impacts of new 

methods. This is particularly relevant in this report with regard to the ultimate economic and 

workforce impacts of exploration and production from the Marcellus Shale deposit within 

Appalachia. For example, the US Geological Survey recently (August 23, 2011) released 

estimates of undiscovered, technically recoverable natural gas within the Marcellus Shale 

deposit that are nearly 80 percent lower than previous estimates by the US Energy 

Information Administration. The report is available here: 

http://energy.usgs.gov/Miscellaneous/Articles/tabid/98/ID/102/Assessment-of-UndiscoveredOil-and-Gas-Resources-of-the-Devonian-Marcellus-Shale-of-the-Appalachian-BasinProvince.aspx. These estimates are not reflected within this report. 

6. Lastly, Bureau of Labor Statistics projections are based on a careful and vetted methodology 

and are superior to other ad hoc methods in the vast majority of cases. Still workforce and 

economic practitioners and policy makers should use all data and analyses at their disposal. 

In cases of extreme economic change BLS estimates can be less reliable. For example, the 

BLS algorithms may be less effective in adequately reflecting the impacts of events such as 

Hurricane Katrina or the rapid rise of new oil developments in North Dakota. In these cases, 

careful analyses based on proven methodologies should be used to supplement BLS analyses, 

including the projections in this report. 

Within the Appalachian region the increasing exploration and extraction of natural gas from 

the Marcellus Shale deposit may prove to be such a game-changing event especially in states 

such as Pennsylvania with significant drilling activity. A relevant report is a very labor 

intensive analysis recently conducted by the Marcellus Shale Education and Training Center 

and Penn State examining workforce needs. The report, which can be found at 

www.msetc.org/docs/NeedsAssessmentwithcoverSW.pdf, is an important source for up-todate information and projections on workforce issues in Appalachian Pennsylvania and 

reflects significant annual employment impacts from 8,753 in 2009 to 22,603 in 2013. Our 

report projects that employment impacts from the broader gas and oil cluster in Pennsylvania 

are approximately 58,000 in 2009 and 60,000 in 2013. We cannot be sure if the two analyses 

are inconsistent because we are looking at the broader cluster and some elements of the 

cluster are in decline. Those declines will offset increases within the narrower natural gas 

exploration and extraction. 
Appendix G: Description of Energy Related 

Instructional Programs by Classification of 

Instructional Program (CIP) 

NATURAL RESOURCES AND CONSERVATION 

03.0509 - Wood Science and Wood Products/Pulp and Paper Technology. A program that 

focuses on the application of chemical, physical, and engineering principles to the analysis of the 

properties and behavior of wood and wood products and the development of processes for 

converting wood into paper and other products. Program includes instruction in wood 

classification and testing, product development, manufacturing and processing technologies, and 

the design and development of related equipment and systems. 

ENGINEERING 

14.0101 - Engineering, General. A program that prepares individuals to apply mathematical 

and scientific principles to solve a wide variety of practical problems in industry, social 

organization, public works, and commerce. 

14.0701 - Chemical Engineering. A program that prepares individuals to apply mathematical 

and scientific principles to the design, development and operational evaluation of systems 

employing chemical processes, such as chemical reactors, kinetic systems, electrochemical 

systems, energy conservation processes, heat and mass transfer systems, and separation 

processes; and the applied analysis of chemical problems such as corrosion, particle abrasion, 

energy loss, pollution, and fluid mechanics. 

14.0801 - Civil Engineering, General. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

structural, load-bearing, material moving, transportation, water resource, and material control 

systems; and environmental safety measures. 

14.0802 - Geotechnical Engineering. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

systems for manipulating and controlling surface and subsurface features at/or incorporated into 

structural sites, including earth and rock moving and stabilization, landfills, structural use and 

environmental stabilization of wastes and by-products, underground construction, and 

groundwater and hazardous material containment. 

14.0805 - Water Resources Engineering. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-1 
systems for collecting, storing, moving, conserving and controlling surface and groundwater, 

including water quality control, water cycle management, management of human and industrial 

water requirements, water delivery, and flood control. 

14.0899 - Civil Engineering, Other. Any instructional program in civil engineering not listed 

above. 

14.1001 - Electrical, Electronics and Communications Engineering. A program that 

prepares individuals to apply mathematical and scientific principles to the design, development 

and operational evaluation of electrical, electronic and related communications systems and their 

components, including electrical power generation systems; and the analysis of problems such as 

superconductor, wave propagation, energy storage and retrieval, and reception and amplification. 

14.1101 - Engineering Mechanics. A program with a general focus on the application of the 

mathematical and scientific principles of classical mechanics to the analysis and evaluation of 

the behavior of structures, forces and materials in engineering problems. Includes instruction in 

statics, kinetics, dynamics, kinematics, celestial mechanics, stress and failure, and 

electromagnetism. 

14.1201 - Engineering Physics. A program with a focus on the general application of 

mathematical and scientific principles of physics to the analysis and evaluation of engineering 

problems. Includes instruction in high and low-temperature phenomena, computational physics, 

superconductivity, applied thermodynamics, molecular and particle physics applications, and 

space science research. 

14.1301 - Engineering Science. A program with a general focus on the application of various 

combinations of mathematical and scientific principles to the analysis and evaluation of 

engineering problems, including applied research in human behavior, statistics, biology, 

chemistry, the earth and planetary sciences, atmospherics and meteorology, and computer 

applications. 

14.1801 - Materials Engineering. A program that prepares individuals to apply mathematical 

and materials science principles to the design, development and operational evaluation of 

materials and related processes used in manufacturing in a wide variety of settings; the synthesis 

of new industrial materials, including marrying and bonding composites; analysis of materials 

requirements and specifications; and related problems of system design dependent on materials 

factors. 

14.1901 - Mechanical Engineering. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

physical systems used in manufacturing and end-product systems used for specific uses, 

including machine tools, jigs and other manufacturing equipment; stationary power units and 

appliances; engines; self-propelled vehicles; housings and containers; hydraulic and electric 

systems for controlling movement; and the integration of computers and remote control with 

operating systems. 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-2 
14.2001 - Metallurgical Engineering. A program that prepares individuals to apply 

mathematical and metallurgical principles to the design, development and operational evaluation 

of metal components of structural, load-bearing, power, transmission, and moving systems; and 

the analysis of engineering problems such as stress, creep, failure, alloy behavior, environmental 

fluctuations, stability, electromagnetic and thermodynamic characteristics, optimal 

manufacturing processes, and related design considerations. 

14.2101 - Mining and Mineral Engineering. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

mineral extraction, processing and refining systems, including open pit and shaft mines, 

prospecting and site analysis equipment and instruments, environmental and safety systems, 

mine equipment and facilities, mineral processing and refining methods and systems, and 

logistics and communications systems. 

14.2301 - Nuclear Engineering. A program that prepares individuals to apply mathematical 

and scientific principles to the design, development and operational evaluation of systems for 

controlling and manipulating nuclear energy, including nuclear power plant design, fission 

reactor design, fusion reactor design, reactor control and safety systems design, power transfer 

systems, containment vessels and structures design; and the analysis of related engineering 

problems such as fission and fusion processes, human and environmental factors, construction, 

and operational considerations. 

14.2401 - Ocean Engineering. A program that prepares individuals to apply mathematical and 

scientific principles to the design, development and operational evaluation of systems to monitor, 

control, manipulate and operate within coastal or ocean environments, such as underwater 

platforms, flood control systems, dikes, hydroelectric power systems, tide and current control 

and warning systems, and communications equipment; the planning and design of total systems 

for working and functioning in water or underwater environments; and the analysis of related 

engineering problems such as the action of water properties and behavior on physical systems 

and people, tidal forces, current movements, and wave motion. 

14.2501 - Petroleum Engineering. A program that prepares individuals to apply mathematical 

and scientific principles to the design, development and operational evaluation of systems for 

locating, extracting, processing and refining crude petroleum and natural gas, including 

prospecting instruments and equipment, mining and drilling systems, processing and refining 

systems and facilities, storage facilities, transportation systems, and related environmental and 

safety systems. 

14.2801 - Textile Sciences and Engineering. A program that prepares individuals to apply 

mathematical and scientific principles to the design, development and operational evaluation of 

systems to test and manufacture fibers and fiber products, both synthetic and natural; to develop 

new and improved fibers, textiles and their uses; and to the analysis of related engineering

problems such as structural factors, molecular synthesis, chemical manufacturing, weaves,

strength and stress, useful life, dyes, and applications to composite systems.

RTS Inc. ARC Energy Workforce Trends and Training Needs G-3 
14.3101 - Materials Science. A program that focuses on the general application of 

mathematical and scientific principles to the analysis and evaluation of the characteristics and 

behavior of solids, including internal structure, chemical properties, transport and energy flow 

properties, thermodynamics of solids, stress and failure factors, chemical transformation states 

and processes, compound materials, and research on industrial applications of specific materials. 

14.3501 - Industrial Engineering. A program that prepares individuals to apply scientific and 

mathematical principles to the design, improvement, and installation of integrated systems of 

people, material, information, and energy. Includes instruction in applied mathematics, physical 

sciences, the social sciences, engineering analysis, systems design, computer applications, and 

forecasting and evaluation methodology. 

14.3601 - Manufacturing Engineering. A program that prepares individuals to apply scientific 

and mathematical principles to the design, development, and implementation of manufacturing 

systems. Includes instruction in materials science and engineering, manufacturing processes, 

process engineering, assembly and product engineering, manufacturing systems design, and 

manufacturing competitiveness. 

14.3901 - Geological/Geophysical Engineering. A program that prepares individuals to apply 

mathematical and geological principles to the analysis and evaluation of engineering problems, 

including the geological evaluation of construction sites, the analysis of geological forces acting 

on structures and systems, the analysis of potential natural resource recovery sites, and applied 

research on geological phenomena. 

14.9999 - Engineering, Other. Any instructional program in engineering not listed above. 

ENGINEERING TECHNOLOGIES/TECHNICIANS 

15.0000 - Engineering Technology, General. A program that prepares individuals to apply 

basic engineering principles and technical skills in support of engineers engaged in a wide 

variety of projects. Includes instruction in various engineering support functions for research, 

production, and operations, and applications to specific engineering specialties. (Moved from 

15.1101) 

15.0303 - Electrical, Electronic and Communications Engineering Technology/Technician.

 A program that prepares individuals to apply basic engineering principles and technical skills in 

support of electrical, electronics and communication engineers. Includes instruction in electrical 

circuitry, prototype development and testing; systems analysis and testing, systems maintenance, 

instrument calibration, and report preparation. 

15.0399 - Electrical and Electronic Engineering Technologies/Technicians, Other. Any 

instructional program in electrical and electronic engineering-related technologies not listed 

above. 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-4 
15.0403 - Electromechanical Technology/Electromechanical Engineering Technology. A 

program that prepares individuals to apply basic engineering principles and technical skills in 

support of engineers engaged in developing and testing automated, servo-mechanical, and other 

electromechanical systems. Includes instruction in prototype testing, manufacturing and 

operational testing, systems analysis and maintenance procedures, and report preparation. 

15.0404 - Instrumentation Technology/Technician. A program that prepares individuals to 

apply basic engineering principles and technical skills in support of engineers engaged in 

developing control and measurement systems and procedures. Includes instruction in 

instrumentation design and maintenance, calibration, design and production testing and 

scheduling, automated equipment functions, applications to specific industrial tasks, and report 

preparation. (Moved from 47.0401) 

15.0499 - Electromechanical and Instrumentation and Maintenance 

Technologies/Technicians, Other. Any instructional program in electromechanical 

instrumentation and maintenance technologies not listed above. 

15.0501 - Heating, Air Conditioning and Refrigeration Technology/Technician 

(ACH/ACR/ACHR/HRAC/HVAC/AC Technology). A program that prepares individuals to 

apply basic engineering principles and technical skills in support of engineers and other 

professionals engaged in developing and using air conditioning, refrigeration, and heating 

systems. Includes instruction in principles of heating and cooling technology, design and 

operational testing, inspection and maintenance procedures, installation and operation 

procedures, and report preparation. 

15.0503 - Energy Management and Systems Technology/Technician. A program that 

prepares individuals to apply basic engineering principles and technical skills in support of 

engineers and other professionals engaged in developing energy-efficient systems or monitoring 

energy use. Includes instruction in principles of energy conservation, instrumentation calibration, 

monitoring systems and test procedures, energy loss inspection procedures, energy conservation 

techniques, and report preparation. 

15.0505 - Solar Energy Technology/Technician. A program that prepares individuals to apply 

basic engineering principles and technical skills in support of engineers and other professionals 

engaged in developing solar-powered energy systems. Includes instruction in solar energy 

principles, energy storage and transfer technologies, testing and inspection procedures, system 

maintenance procedures, and report preparation. 

15.0506 - Water Quality and Wastewater Treatment Management and Recycling 

Technology/Technician. A program that prepares individuals to apply basic engineering 

principles and technical skills in support of engineers and other professionals engaged in 

developing and using water storage, waterpower, and wastewater treatment systems. Includes 

instruction in water storage, power and/or treatment systems and equipment; testing and 

inspection procedures; system maintenance procedures; and report preparation. 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-5 
15.0611 - Metallurgical Technology/Technician. A program that prepares individuals to apply 

basic engineering principles and technical skills in support of engineers and metallurgists 

engaged in developing and using industrial metals and manufacturing processes. Includes 

instruction in principles of metallurgy, related manufacturing systems, laboratory techniques, 

testing and inspection procedures, instrument calibration, system and equipment maintenance 

and repair, applications to specific processes, and report preparation. 

15.0612 - Industrial Technology/Technician. A program that prepares individuals to apply 

basic engineering principles and technical skills in support of industrial engineers and managers. 

Includes instruction in optimization theory, human factors, organizational behavior, industrial 

processes, industrial planning procedures, computer applications, and report and presentation 

preparation. 

15.0613 - Manufacturing Technology/Technician. A program that prepares individuals to 

apply basic engineering principles and technical skills to the identification and resolution of 

production problems in the manufacture of products. Includes instruction in machine operations, 

production line operations, engineering analysis, systems analysis, instrumentation, physical 

controls, automation, computer-aided manufacturing (CAM), manufacturing planning, quality 

control, and informational infrastructure. 

15.0699 - Industrial Production Technologies/Technicians, Other. Any instructional 

program in industrial production technologies not listed above. 

15.0805 - Mechanical Engineering/Mechanical Technology/Technician. A program that 

prepares individuals to apply basic engineering principles and technical skills in support of 

engineers engaged in the design and development phases of a wide variety of projects involving 

mechanical systems. Includes instruction in principles of mechanics, applications to specific 

engineering systems, design testing procedures, prototype and operational testing and inspection 

procedures, manufacturing system-testing procedures, test equipment operation and 

maintenance, and report preparation. 

15.0899 - Mechanical Engineering Related Technologies/Technicians, Other. Any 

instructional program in mechanical engineering-related technologies not listed above. 

15.0901 - Mining Technology/Technician. A program that prepares individuals to apply basic 

engineering principles and technical skills in support of engineers and other professionals 

engaged in the development and operation of mines and related mineral processing facilities. 

Includes instruction in principles of mineral extraction and related geology, mineral field 

mapping and site analysis, testing and sampling methods, instrument calibration, assay analysis, 

test equipment operation and maintenance, mine environment and safety monitoring procedures, 

mine inspection procedures, and report preparation. 

15.0903 - Petroleum Technology/Technician. A program that prepares individuals to apply 

basic engineering principles and technical skills in support of engineers and other professionals 

engaged in the development and operation of oil and natural gas extraction and processing 

facilities. Includes instruction in principles of petroleum extraction and related geology,

RTS Inc. ARC Energy Workforce Trends and Training Needs G-6 
petroleum field mapping and site analysis, testing and sampling methods, instrument calibration, 

laboratory analysis, test equipment operation and maintenance, environment and safety 

monitoring procedures for oil/gas fields and facilities, facility inspection procedures, and report 

preparation. 

15.0999 - Mining and Petroleum Technologies/Technicians, Other. Any instructional 

program in mining and petroleum engineering technologies not listed above. 

15.1103 - Hydraulics and Fluid Power Technology/Technician. A program that prepares 

individuals to apply basic engineering principles and technical skills in support of engineers and 

other professionals engaged in developing and using fluid power and transportation systems. 

Includes instruction in fluid mechanics and hydraulics principles, fluid power systems, pipeline 

and pumping systems, design and operational testing, inspection and maintenance procedures, 

related instrumentation, and report preparation. 

15.1199 - Engineering-Related Technologies, Other. Any programs in engineering-related 

technologies and technicians not listed above. 

15.1304 - Civil Drafting and Civil Engineering CAD/CADD. A program that prepares 

individuals to apply technical knowledge and skills to develop working drawing and electronic 

simulations in support of civil engineers, geological engineers, and related professionals. 

Includes instruction in basic civil engineering principles, geological and seismographic mapping, 

machine drafting, computer-aided drafting (CAD), pipe drafting, survey interpretation, and 

blueprint reading. (Moved from 48.0103) 

15.1305 - Electrical/Electronics Drafting and Electrical/Electronics CAD/CADD. A 

program that prepares individuals to apply technical knowledge and skills to develop working 

schematics and representations in support of electrical/electronic engineers, computer engineers, 

and related professionals. Includes instruction in basic electronics, electrical systems and 

computer layouts; electrode-mechanical drafting; manufacturing circuitry; computer-aided 

drafting (CAD); and electrical systems specification interpretation. (Moved from 48.0104) 

15.1306 - Mechanical Drafting and Mechanical Drafting CAD/CADD. A program that 

prepares individuals to apply technical knowledge and skills to develop working drawings and 

electronic simulations in support of mechanical and industrial engineers, and related 

professionals. Includes instruction in manufacturing materials and processes, mechanical 

drafting, electrode-mechanical drafting, basic metallurgy, geometric dimensioning and 

tolerancing, blueprint reading and technical communication. (Moved from 48.0105) 

15.1401 - Nuclear Engineering Technology/Technician. A program that prepares individuals 

to apply basic engineering, knowledge and technical skills in support of engineer and other 

professionals operating nuclear facilities and engaged in nuclear applications and safety 

procedures. Includes instruction in physics, nuclear science, nuclear systems, nuclear plant and 

systems design, radiological safety, radiological applications, and applicable law and

regulations.

RTS Inc. ARC Energy Workforce Trends and Training Needs G-7 
PHYSICAL SCIENCES 

40.0403 - Atmospheric Physics and Dynamics. A program that focuses on the scientific study 

of the processes governing the interactions, movement, and behavioral of atmospheric 

phenomena and related terrestrial and solar phenomena. Includes instruction in cloud and 

precipitation physics, solar radiation transfer, active and passive remote sensing, atmospheric 

electricity and acoustics, atmospheric wave phenomena, turbulence and boundary layers, solar 

wind, geomagnetic storms, coupling, natural plasma, and energization. 

40.0501 - Chemistry, General. A general program that focuses on the scientific study of the 

composition and behavior of matter, including its micro- and macro-structure, the processes of 

chemical change, and the theoretical description and laboratory simulation of these phenomena. 

40.0503 - Inorganic Chemistry. A program that focuses on the scientific study of the elements 

and their compounds, other than the hydrocarbons and their derivatives. Includes instruction in 

the characterization and synthesis of non-carbon molecules, including their structure and their 

bonding, conductivity, and reactive properties; research techniques such as spectroscopy, X-ray 

diffraction, and photoelectron analysis; and the study of specific compounds, such as transition 

metals, and compounds composed of inorganic and organic molecules. 

40.0508 - Chemical Physics. A program that focuses on the scientific study of structural 

phenomena combining the disciplines of physical chemistry and atomic/molecular physics. 

Includes instruction in heterogeneous structures, alignment and surface phenomena, quantum 

theory, mathematical physics, statistical and classical mechanics, chemical kinetics, liquid 

crystals and membranes, molecular synthesis and design, and laser physics. 

40.0601 - Geology/Earth Science, General. A program that focuses on the scientific study of 

the earth; the forces acting upon it; and the behavior of the solids, liquids and gases comprising 

it. Includes instruction in historical geology, geomorphology, and sedimentology, the chemistry 

of rocks and soils, stratigraphy, mineralogy, petrology, geostatistics, volcanology, glaciology, 

geophysical principles, and applications to research and industrial problems. 

40.0605 - Hydrology and Water Resources Science. A program that focuses on the scientific 

of study of the occurrence, circulation, distribution, chemical and physical properties, and 

environmental interaction of surface and subsurface waters, including groundwater. Includes 

instruction in geophysics, thermodynamics, fluid mechanics, chemical physics, geomorphology, 

mathematical modeling, hydrologic analysis, continental water processes, global water balance, 

and environmental science. 

40.0606 - Geochemistry and Petrology. A program that focuses on the scientific study of the 

igneous, metamorphic, and hydrothermal processes within the earth and the mineral, fluid, rock, 

and ore deposits resulting from them. Includes instruction in mineralogy, crystallography, 

petrology, volcanology, economic geology, meteoritics, geochemical reactions, deposition,

RTS Inc. ARC Energy Workforce Trends and Training Needs G-8 
compound transformation, core studies, theoretical geochemistry, computer applications, and 

laboratory studies. 

40.0607 - Oceanography, Chemical and Physical. A program that focuses on the scientific 

study of the chemical components, mechanisms, structure, and movement of ocean waters and 

their interaction with terrestrial and atmospheric phenomena. Includes instruction in material 

inputs and outputs, chemical and biochemical transformations in marine systems, equilibria 

studies, inorganic and organic ocean chemistry, oceanographic processes, sediment transport, 

zone processes, circulation, mixing, tidal movements, wave properties, and seawater properties. 

(Moved from 40.0702) 

40.0801 - Physics, General. A general program that focuses on the scientific study of matter 

and energy, and the formulation and testing of the laws governing the behavior of the matterenergy continuum. Includes instruction in classical and modern physics, electricity and 

magnetism, thermodynamics, mechanics, wave properties, nuclear processes, relativity and 

quantum theory, quantitative methods, and laboratory methods. 

40.0802 - Atomic/Molecular Physics. A program that focuses on the scientific study of the 

behavior of matter-energy phenomena at the level of atoms and molecules. Includes instruction 

in chemical physics, atomic forces and structure, fission reactions, molecular orbital theory, 

magnetic resonance, molecular bonding, phase equilibria, quantum theory of solids, and 

applications to the study of specific elements and higher compounds. 

40.0804 - Elementary Particle Physics. A program that focuses on the scientific study of the 

basic constituents of sub-atomic matter and energy, and the forces governing fundamental 

processes. Includes instruction in quantum theory, field theory, single-particle systems, 

perturbation and scattering theory, matter-radiation interaction, symmetry, quarks, capture, 

Schroedinger mechanics, methods for detecting particle emission and absorption, and research 

equipment operation and maintenance. 

40.0806 - Nuclear Physics. A program that focuses on the scientific study of the properties and 

behavior of atomic nuclei instruction in nuclear reaction theory, quantum mechanics, energy 

conservation, nuclear fission and fusion, strong and weak atomic forces, nuclear modeling, 

nuclear decay, nucleon scattering, pairing, photon and electron reactions, statistical methods, and 

research equipment operation and maintenance. 

SCIENCE TECHNOLOGIES/TECHNICIANS 

41.0204 - Industrial Radiologic Technology/Technician. A program that prepares individuals 

to apply scientific principles and technical skills to the operation of industrial and research 

testing equipment using radioisotopes. Includes instruction in x-ray analysis of materials, 

nondestructive testing and inspection of materials, and continuous measurement of paper or 

metal thickness. 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-9 
41.0205 - Nuclear/Nuclear Power Technology/Technician. A program that prepares 

individuals to apply scientific principles and technical skills in support of research scientists and 

operating engineers engaged in the running of nuclear reactors, and in nuclear materials 

processing and disposal. Includes instruction in basic nuclear physics and nuclear engineering, 

monitoring and safety procedures, radioactive materials handling and disposal, equipment 

maintenance and operation, and record keeping. 

41.0299 - Nuclear and Industrial Radiologic Technologies/Technicians, Other. Any 

instructional program in nuclear and industrial radiologic technologies not listed above. 

41.0301 - Chemical Technology/Technician. A program that prepares individuals to apply 

scientific principles and technical skills in support of chemical and biochemical research and 

industrial operations. Includes instruction in principles of chemistry and biochemistry, technical 

mathematics, computer applications, radiochemistry, industrial biochemistry, chemical 

instrumentation, physical chemistry, laboratory research methods, industrial processing methods 

and equipment, and test equipment operation and maintenance. 

CONSTRUCTION TRADES 

46.0301 - Electrical and Power Transmission Installation/Installer, General. A program 

that generally prepares individuals to apply technical knowledge and skills to install indoor and 

outdoor residential, commercial, and industrial electrical systems, and associated power 

transmission lines. Includes instruction in electricity, safety procedures, wiring, insulation and 

grounding, schematic blueprint interpretation, equipment operation and maintenance, and 

applicable codes and standards. 

46.0302 - Electrician. A program that prepares individuals to apply technical knowledge and 

skills to install, operate, maintain, and repair electric apparatus and systems such as residential, 

commercial, and industrial electric-power wiring; and DC and AC motors, controls, and 

electrical distribution panels. Includes instruction in the principles of electronics and electrical 

systems, wiring, power transmission, safety, industrial and household appliances, job estimation, 

electrical testing and inspection, and applicable codes and standards. 

46.0303 - Lineworker. A program that prepares individuals to apply technical knowledge and 

skills to install, operate, maintain and repair local, long-distance, and rural electric power cables 

and communication lines; erect and construct pole and tower lines; and install underground lines 

and cables. Includes instruction in cable installation and repair, fibre-optic technology, trenching, 

mobile equipment and crane operation, high-voltage installations, maintenance and inspection, 

safety, remote communications, and applicable codes and standards. 

46.0403 - Building/Home/Construction Inspection/Inspector. A program that prepares 

individuals to apply industrial, labor, and governmental standards and laws to the oversight of 

construction projects and the maintenance of completed buildings and other structures. Includes 

instruction in construction processes and techniques, materials analysis, occupational safety and

RTS Inc. ARC Energy Workforce Trends and Training Needs G-10 
health, industry standards, building codes and specifications, blueprint interpretation, testing 

equipment and procedures, communication skills, accident investigation, and documentation. 

46.0502 - Pipefitting/Pipefitter and Sprinkler Fitter. A program that prepares individuals to 

design, install, and test industrial and commercial piping systems and automatic fire and 

exposure protection systems. Includes instruction in water systems, steam systems, heating and 

cooling systems, lubricating systems, piping materials, installation tools operation and 

maintenance, valve installation and repair, technical mathematics, blueprint interpretation, and 

applicable codes and standards. 

46.0503 - Plumbing Technology/Plumber. A program that prepares individuals to practice as 

licensed plumbers by applying technical knowledge and skills to lay out, assemble, install, and 

maintain piping fixtures and systems for steam, natural gas, oil, hot water, heating, cooling, 

drainage, lubricating, sprinkling, and industrial processing systems in home and business 

environments. Includes instruction in source determination, water distribution, waster removal, 

pressure adjustment, basic physics, technical mathematics, blueprint reading, pipe installation, 

pumps, welding and soldering, plumbing inspection, and applicable codes and standards. 

46.0504 - Well Drilling/Driller. A program that prepares individuals to apply technical 

knowledge and skills to set up, maintain, repair, and operate well drilling equipment; locate, 

drill, construct, and develop water, gas, and oil wells; and test and monitor wells to ensure 

adequate flow. Includes applications to home, business, and industrial uses. 

46.0505 - Blasting/Blaster. A program that prepares individuals to apply technical knowledge 

and skills in using a variety of explosive materials to aid in the construction process. Includes 

instruction in safety procedures for storing, handling, placement, charge power determination, 

drilling, pounding building demolition preparing rocky surfaces for build foundations and 

demolition of explosives. 

MECHANIC AND REPAIR TECHNOLOGIES/TECHNICIANS

47.0101 Electrical/Electronics Equipment Installation and Repair, General. A program that 

generally prepares individuals to apply technical knowledge and skills to operate, maintain, and 

repair electrical and electronic equipment. Includes instruction in electrical circuitry, simple 

gearing, linkages and lubrication of machines and appliances, and the use of testing equipment. 

47.0105 - Industrial Electronics Technology/Technician. A program that prepares 

individuals to apply technical knowledge and skills to assemble, install, operate, maintain, and 

repair electrical/electronic equipment used in industry and manufacturing. Includes instruction in 

installing, maintaining and testing various types of equipment. 

47.0199 - Electrical/Electronics Maintenance and Repair Technology, Other. Any 

instructional program in electrical and electronics equipment installation and repair not listed 

above. 

RTS Inc. ARC Energy Workforce Trends and Training Needs G-11 
RTS Inc. ARC Energy Workforce Trends and Training Needs G-12 

47.0201 - Heating, Air Conditioning, Ventilation and Refrigeration Maintenance 

Technology/Technician (HAC, HACR, HVAC, HVACR). A program that prepares 

individuals to apply technical knowledge and skills to repair, install, service and maintain the 

operating condition of heating, air conditioning, and refrigeration systems. Includes instruction in 

diagnostic techniques, the use of testing equipment and the principles of mechanics, electricity, 

and electronics as they relate to the repair of heating, air conditioning and refrigeration systems. 

47.0302 - Heavy Equipment Maintenance Technology/Technician. A program that prepares 

individuals to apply technical knowledge and skills in the field maintenance and repair of heavy 

equipment, and in the general maintenance and overhaul of such equipment. Includes instruction 

in inspection, maintenance, and repair of tracks, wheels, brakes, operating controls, pneumatic 

and hydraulic systems, electrical circuitry, engines and in techniques of welding and brazing. 

47.0303 - Industrial Mechanics and Maintenance Technology. A program that prepares 

individuals to apply technical knowledge and skills to repair and maintain industrial machinery 

and equipment such as cranes, pumps, engines and motors, pneumatic tools, conveyor systems, 

production machinery, marine deck machinery, and steam propulsion, refinery, and pipelinedistribution systems. 

47.0614 - Alternative Fuel Vehicle Technology/Technician. A program that prepares 

individuals to apply technical knowledge and skills to the maintenance of alternative fuel 

vehicles and the conversion of standard vehicles to AFV status. Includes instruction in electrical 

vehicles, liquefied petroleum gas (LPG) vehicles, compressed natural gas, (CNG) vehicles, 

hybrid fuel technology, electrical and electronic systems, engine performance, diagnosis and 

repair, and conversion/installation. 

PRECISION PRODUCTION 

48.0508 - Welding Technology/Welder. A program that prepares individuals to apply 

technical knowledge and skills to join or cut metal surfaces. Includes instruction in arc welding, 

resistance welding, brazing and soldering, cutting, high-energy beam welding and cutting, solid 

state welding, ferrous and non-ferrous materials, oxidation-reduction reactions, welding 

metallurgy, welding processes and heat treating, structural design, safety, and applicable codes 

and standards. 

48.0801 - Boilermaking/Boilermaker. A program that prepares individuals to apply technical 

knowledge and skills to fabricate and repair steam boiler components. Includes instruction in 

principles of steam power, material selection, welding, riveting, sealing materials, pressure 

testing, pipefitting, and applicable codes and standards. 
Appendix H: List of Occupations Used for Gap 

Analysis 

SOC 

Code Description 

11-3051 Industrial production managers 

11-9021 Construction managers 

11-9041 Engineering managers 

11-9121 Natural sciences managers 

15-1011 Computer and information scientists, research 

15-1021 Computer programmers 

15-1031 Computer software engineers, applications 

15-1032 Computer software engineers, systems software 

15-1041 Computer support specialists 

15-1051 Computer systems analysts 

15-1061 Database administrators 

15-1071 Network and computer systems administrators 

15-1081 Network systems and data communications analysts 

15-1099 Computer specialists, all other 

17-1011 Architects, except landscape and naval 

17-1021 Cartographers and photogrammetrists 

17-1022 Surveyors 

17-2011 Aerospace engineers 

17-2021 Agricultural engineers 

17-2041 Chemical engineers 

17-2051 Civil engineers 

17-2061 Computer hardware engineers 

17-2071 Electrical engineers 

17-2072 Electronics engineers, except computer 

17-2081 Environmental engineers 

17-2111 Health and safety engineers, except mining safety engineers and inspectors 

17-2112 Industrial engineers 

17-2121 Marine engineers and naval architects 

17-2131 Materials engineers 

17-2141 Mechanical engineers 

17-2151 Mining and geological engineers, including mining safety engineers 

17-2161 Nuclear engineers 

17-2171 Petroleum engineers 

17-2199 Engineers, all other 

17-3011 Architectural and civil drafters 

RTS Inc. ARC Energy Workforce Trends and Training Needs H-1
SOC Description Code 

17-3012 Electrical and electronics drafters 

17-3013 Mechanical drafters 

17-3019 Drafters, all other 

17-3021 Aerospace engineering and operations technicians 

17-3022 Civil engineering technicians 

17-3023 Electrical and electronic engineering technicians 

17-3024 Electro-mechanical technicians 

17-3025 Environmental engineering technicians 

17-3026 Industrial engineering technicians 

17-3027 Mechanical engineering technicians 

17-3029 Engineering technicians, except drafters, all other 

17-3031 Surveying and mapping technicians 

19-1011 Animal scientists 

19-1012 Food scientists and technologists 

19-1013 Soil and plant Scientists 

19-1021 Biochemists and biophysicists 

19-1031 Conservation scientists 

19-2012 Physicists 

19-2021 Atmospheric and space scientists 

19-2031 Chemists 

19-2032 Materials scientists 

19-2041 Environmental scientists and specialists, including health 

19-2042 Geoscientists, except hydrologists and geographers 

19-2043 Hydrologists 

19-2099 Physical scientists, all other 

19-4021 Biological technicians 

19-4031 Chemical technicians 

19-4041 Geological and petroleum technicians 

19-4051 Nuclear technicians 

19-4091 Environmental science and protection technicians, including health 

19-4093 Forest and conservation technicians 

27-1021 Commercial and industrial designers 

43-5041 Meter readers, utilities 

43-9011 Computer operators 

47-1011 First-line supervisors/managers of construction trades and extraction workers 

47-2011 Boilermakers 

47-2021 Brickmasons and blockmasons 

47-2022 Stonemasons 

47-2031 Carpenters 

RTS Inc. ARC Energy Workforce Trends and Training Needs H-2
SOC Description Code 

47-2041 Carpet installers 

47-2042 Floor layers, except carpet, wood, and hard tiles 

47-2043 Floor sanders and finishers 

47-2044 Tile and marble setters 

47-2051 Cement masons and concrete finishers 

47-2053 Terrazzo workers and finishers 

47-2061 Construction laborers 

47-2071 Paving, surfacing, and tamping equipment operators 

47-2072 Pile-driver operators 

47-2073 Operating engineers and other construction equipment operators 

47-2081 Drywall and ceiling tile installers 

47-2082 Tapers 

47-2111 Electricians 

47-2121 Glaziers 

47-2131 Insulation workers, floor, ceiling, and wall 

47-2132 Insulation workers, mechanical 

47-2141 Painters, construction and maintenance 

47-2142 Paperhangers 

47-2151 Pipelayers 

47-2152 Plumbers, pipefitters, and steamfitters 

47-2161 Plasterers and stucco masons 

47-2171 Reinforcing iron and rebar workers 

47-2181 Roofers 

47-2211 Sheet metal workers 

47-2221 Structural iron and steel workers 

47-3011 Helpers, brickmasons, blockmasons, stonemasons, and tile and marble setters 

47-3012 Helpers, carpenters 

47-3013 Helpers, electricians 

47-3014 Helpers, painters, paperhangers, plasterers, and stucco masons 

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 

47-3016 Helpers, roofers 

47-3019 Helpers, construction trades, all other 

47-4011 Construction and building inspectors 

47-4021 Elevator installers and repairers 

47-4041 Hazardous materials removal workers 

47-4099 Construction and related workers, all other 

47-5011 Derrick operators, oil and gas 

47-5012 Rotary drill operators, oil and gas 

47-5013 Service unit operators, oil, gas, and mining 

RTS Inc. ARC Energy Workforce Trends and Training Needs H-3
SOC Description Code 

47-5021 Earth drillers, except oil and gas 

47-5031 Explosives workers, ordnance handling experts, and blasters 

47-5041 Continuous mining machine operators 

47-5042 Mine cutting and channeling machine operators 

47-5049 Mining machine operators, all other 

47-5051 Rock splitters, quarry 

47-5061 Roof bolters, mining 

47-5071 Roustabouts, oil and gas 

47-5081 Helpers, extraction workers 

47-5099 Extraction workers, all other 

49-1011 First-line supervisors/managers of mechanics, installers, and repairers 

49-2092 Electric motor, power tool, and related repairers 

49-2093 Electrical and electronics installers and repairers, transportation equipment 

49-2094 Electrical and electronics repairers, commercial and industrial equipment 

49-2095 Electrical and electronics repairers, powerhouse, substation, and relay 

49-3042 Mobile heavy equipment mechanics, except engines 

49-9012 Control and valve installers and repairers, except mechanical door 

49-9021 Heating, air conditioning, and refrigeration mechanics and installers 

49-9041 Industrial machinery mechanics 

49-9042 Maintenance and repair workers, general 

49-9043 Maintenance workers, machinery 

49-9044 Millwrights 

49-9045 Refractory materials repairers, except brickmasons 

49-9051 Electrical power-line installers and repairers 

49-9069 Precision instrument and equipment repairers, all other 

49-9092 Commercial divers 

49-9095 Manufactured building and mobile home installers 

49-9096 Riggers 

49-9098 Helpers--Installation, maintenance, and repair workers 

49-9099 Installation, maintenance, and repair workers, all other 

51-1011 First-line supervisors/managers of production and operating workers 

51-2011 Aircraft structure, surfaces, rigging, and systems assemblers 

51-2022 Electrical and electronic equipment assemblers 

51-2023 Electromechanical equipment assemblers 

51-2031 Engine and other machine assemblers 

51-2041 Structural metal fabricators and fitters 

51-2091 Fiberglass laminators and fabricators 

51-2092 Team assemblers 

51-2093 Timing device assemblers, adjusters, and calibrators 

RTS Inc. ARC Energy Workforce Trends and Training Needs H-4
SOC Description Code 

51-2099 Assemblers and fabricators, all other 

51-4011 Computer-controlled machine tool operators, metal and plastic 

51-4012 Numerical tool and process control programmers 

51-4021 Extruding and drawing machine setters, operators, and tenders, metal and plastic 

51-4022 Forging machine setters, operators, and tenders, metal and plastic 

51-4023 Rolling machine setters, operators, and tenders, metal and plastic 

51-4031 Cutting, punching, and press machine setters, operators, and tenders, metal and plastic 

51-4032 Drilling and boring machine tool setters, operators, and tenders, metal and plastic 

51-4033 Grinding, lapping, polishing, and buffing machine tool setters, operators, and tenders, metal and 

plastic 

51-4034 Lathe and turning machine tool setters, operators, and tenders, metal and plastic 

51-4035 Milling and planing machine setters, operators, and tenders, metal and plastic 

51-4041 Machinists 

51-4051 Metal-refining furnace operators and tenders 

51-4052 Pourers and casters, metal 

51-4061 Model makers, metal and plastic 

51-4062 Patternmakers, metal and plastic 

51-4071 Foundry mold and coremakers 

51-4072 Molding, coremaking, and casting machine setters, operators, and tenders, metal and plastic 

51-4081 Multiple machine tool setters, operators, and tenders, metal and plastic 

51-4111 Tool and die makers 

51-4121 Welders, cutters, solderers, and brazers 

51-4122 Welding, soldering, and brazing machine setters, operators, and tenders 

51-4191 Heat treating equipment setters, operators, and tenders, metal and plastic 

51-4192 Lay-out workers, metal and plastic 

51-4193 Plating and coating machine setters, operators, and tenders, metal and plastic 

51-4194 Tool grinders, filers, and sharpeners 

51-4199 Metal workers and plastic workers, all other 

51-6063 Textile knitting and weaving machine setters, operators, and tenders 

51-6064 Textile winding, twisting, and drawing out machine setters, operators, and tenders 

51-6091 Extruding and forming machine setters, operators, and tenders, synthetic and glass fibers 

51-8011 Nuclear power reactor operators 

51-8012 Power distributors and dispatchers 

51-8013 Power plant operators 

51-8021 Stationary engineers and boiler operators 

51-8031 Water and liquid waste treatment plant and system operators 

51-8091 Chemical plant and system operators 

51-8092 Gas plant operators 

51-8093 Petroleum pump system operators, refinery operators, and gaugers 

51-8099 Plant and system operators, all other 

RTS Inc. ARC Energy Workforce Trends and Training Needs H-5
RTS Inc. ARC Energy Workforce Trends and Training Needs H-6

SOC 

Code Description 

51-9011 Chemical equipment operators and tenders 

51-9012 Separating, filtering, clarifying, precipitating, and still machine setters, operators, and tenders 

51-9021 Crushing, grinding, and polishing machine setters, operators, and tenders 

51-9041 Extruding, forming, pressing, and compacting machine setters, operators, and tenders 

51-9051 Furnace, kiln, oven, drier, and kettle operators and tenders 

51-9061 Inspectors, testers, sorters, samplers, and weighers 

51-9141 Semiconductor processors 

51-9198 Helpers--Production workers 

51-9199 Production workers, all other 

53-1021 First-line supervisors/managers of helpers, laborers, and material movers, hand 

53-1031 First-line supervisors/managers of transportation and material-moving machine and vehicle 

operators 

53-6041 Traffic technicians 

53-7011 Conveyor operators and tenders 

53-7021 Crane and tower operators 

53-7031 Dredge operators 

53-7032 Excavating and loading machine and dragline operators 

53-7033 Loading machine operators, underground mining 

53-7041 Hoist and winch operators 

53-7051 Industrial truck and tractor operators 

53-7071 Gas compressor and gas pumping station operators 

53-7072 Pump operators, except wellhead pumpers 

53-7073 Wellhead pumpers 

53-7081 Refuse and recyclable material collectors 

53-7111 Shuttle car operators 

53-7199 Material moving workers, all other 
Appendix I: Workforce Gaps and Surpluses by State 

Gap Analysis for ARC Alabama, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-3051 Industrial production managers 11 -2 13 0 (11)

11-9021 Construction managers 188 126 62 30 (158)

11-9041 Engineering managers 29 14 15 185 156 

15-1051 Computer systems analysts 14 7 6 352 339 

17-1011 Architects, except landscape and naval 46 27 18 192 146 

17-1022 Surveyors 28 14 14 0 (28)

17-2051 Civil engineers 77 47 30 0 (77)

17-2071 Electrical engineers 42 16 26 89 48 

17-2072 Electronics engineers, except computer 12 4 7 90 78 

17-2081 Environmental engineers 11 7 5 43 32 

17-2112 Industrial engineers 15 3 12 2 (14)

17-2141 Mechanical engineers 47 21 26 22 (25)

17-2199 Engineers, all other 24 12 11 86 62 

17-3011 Architectural and civil drafters 42 24 19 80 38 

17-3012 Electrical and electronics drafters 15 6 9 151 136 

17-3013 Mechanical drafters 21 10 11 0 (21)

17-3022 Civil engineering technicians 21 13 8 0 (21)

17-3023 Electrical and electronic engineering technicians 15 4 10 19 4 

17-3027 Mechanical engineering technicians 11 5 6 50 39 

17-3031 Surveying and mapping technicians 32 18 14 6 (26)

43-5041 Meter readers, utilities 10 -6 16 3 (7)

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 257 141 116 0 (257)

47-2021 Brickmasons and blockmasons 18 9 9 119 101 

47-2022 Stonemasons 15 8 7 2 (13)

47-2031 Carpenters 331 205 126 1 (330)

47-2041 Carpet installers 12 6 6 36 25 

47-2042 Floor layers, except carpet, wood, and hard tiles 11 6 5 0 (11)

47-2043 Floor sanders and finishers 12 6 5 0 (12)

47-2044 Tile and marble setters 17 8 8 0 (17)

47-2051 Cement masons and concrete finishers 15 8 7 2 (14)

47-2061 Construction laborers 210 146 64 0 (210)

47-2072 Pile-driver operators 10 6 4 0 (10)

47-2073 Operating engineers and other construction equipment 

operators 50 16 34 0 (50)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-1
SOC Description Annual 

Openings 

Annual 

New 

Average Annual Gap or Annual Replacement Surplus Completers 

47-2081 Drywall and ceiling tile installers 49 28 21 3 (46)

47-2082 Tapers 19 11 7 0 (19)

47-2111 Electricians 302 109 193 0 (302)

47-2121 Glaziers 15 7 8 32 17 

47-2131 Insulation workers, floor, ceiling, and wall 19 8 11 0 (19)

47-2132 Insulation workers, mechanical 16 5 12 0 (16)

47-2141 Painters, construction and maintenance 110 63 46 0 (110)

47-2151 Pipelayers 29 17 12 0 (29)

47-2152 Plumbers, pipefitters, and steamfitters 237 144 94 2 (236)

47-2161 Plasterers and stucco masons 12 6 6 4 (8)

47-2181 Roofers 26 14 12 0 (26)

47-2211 Sheet metal workers 92 49 42 0 (92)

47-3012 Helpers, carpenters 17 9 8 0 (17)

47-3013 Helpers, electricians 68 26 43 3 (65)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 52 32 20 8 (44)

47-4011 Construction and building inspectors 24 15 9 1 (23)

47-4021 Elevator installers and repairers 6 -5 12 0 (6)

49-1011 First-line supervisors/managers of mechanics, installers, and 

repairers 30 5 26 1 (29)

49-2095 Electrical and electronics repairers, powerhouse, substation, 

and relay 7 -6 12 0 (7)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 156 103 54 0 (156)

49-9041 Industrial machinery mechanics 6 -10 16 111 105 

49-9042 Maintenance and repair workers, general 20 -2 22 28 8 

49-9051 Electrical power-line installers and repairers 37 -20 56 0 (37)

49-9098 Helpers--Installation, maintenance, and repair workers 30 10 20 0 (30)

51-1011 First-line supervisors/managers of production and operating 

workers 29 -9 38 15 (14)

51-2022 Electrical and electronic equipment assemblers 5 -5 10 0 (5)

51-2041 Structural metal fabricators and fitters 28 9 19 81 53 

51-2092 Team assemblers 44 -9 53 3 (41)

51-4011 Computer-controlled machine tool operators, metal and plastic 10 -2 12 0 (10)

51-4021 Extruding and drawing machine setters, operators, and tenders, 

metal and plastic 12 2 10 3 (9)

51-4031 Cutting, punching, and press machine setters, operators, and 

tenders, metal and plastic 28 4 24 0 (28)

51-4033 Grinding, lapping, polishing, and buffing machine tool setters, 

operators, and tenders, metal and plastic 11 -1 12 0 (11)

51-4041 Machinists 27 -9 36 2 (25)

51-4072 Molding, coremaking, and casting machine setters, operators, 

and tenders, metal and plastic 18 1 17 9 (10)

51-4081 Multiple machine tool setters, operators, and tenders, metal 

and plastic 10 -1 11 0 (10)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-2
SOC Description Annual 

Openings 

Annual 

New 

Average Annual Gap or Annual Replacement Surplus Completers 

51-4121 Welders, cutters, solderers, and brazers 53 6 47 3 (50)

51-8013 Power plant operators 21 -7 28 104 83 

51-8091 Chemical plant and system operators 8 -2 10 0 (8)

51-8092 Gas plant operators 5 -5 10 0 (4)

51-9061 Inspectors, testers, sorters, samplers, and weighers 21 -1 22 0 (21)

51-9198 Helpers--Production workers 14 -5 19 0 (14)

53-7032 Excavating and loading machine and dragline operators 14 3 11 0 (14)

53-7051 Industrial truck and tractor operators 38 9 29 1 (37)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-3
Gap Analysis for ARC Georgia, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 200 138 62 0 (200)

11-9041 Engineering managers 16 9 7 110 94 

17-1011 Architects, except landscape and naval 22 15 7 0 (22)

17-1022 Surveyors 13 8 5 0 (13)

17-2051 Civil engineers 39 27 12 0 (39)

17-2071 Electrical engineers 21 9 12 0 (21)

17-2112 Industrial engineers 11 4 7 0 (11)

17-2141 Mechanical engineers 27 15 12 0 (27)

17-2199 Engineers, all other 12 7 5 0 (12)

17-3011 Architectural and civil drafters 21 14 7 0 (21)

17-3012 Electrical and electronics drafters 11 6 5 147 136 

17-3013 Mechanical drafters 14 8 6 0 (14)

17-3022 Civil engineering technicians 10 7 3 0 (10)

17-3031 Surveying and mapping technicians 16 10 5 4 (12)

47-1011 First-line supervisors/managers of construction 

trades and extraction workers 277 168 109 0 (277)

47-2021 Brickmasons and blockmasons 18 9 9 113 95 

47-2022 Stonemasons 16 8 8 0 (16)

47-2031 Carpenters 350 218 132 0 (350)

47-2041 Carpet installers 12 6 6 44 32 

47-2042 Floor layers, except carpet, wood, and hard tiles 11 6 5 0 (11)

47-2043 Floor sanders and finishers 12 7 6 0 (12)

47-2044 Tile and marble setters 16 8 8 0 (16)

47-2051 Cement masons and concrete finishers 15 8 7 0 (15)

47-2061 Construction laborers 222 158 64 0 (222)

47-2072 Pile-driver operators 10 6 4 0 (10)

47-2073 Operating engineers and other construction 

equipment operators 43 25 17 0 (43)

47-2081 Drywall and ceiling tile installers 40 22 19 0 (40)

47-2082 Tapers 18 10 7 0 (18)

47-2111 Electricians 387 200 187 0 (387)

47-2121 Glaziers 11 3 8 16 5 

47-2131 Insulation workers, floor, ceiling, and wall 16 6 10 0 (16)

47-2132 Insulation workers, mechanical 15 6 10 0 (15)

47-2141 Painters, construction and maintenance 115 67 47 0 (115)

47-2151 Pipelayers 31 19 12 0 (31)

47-2152 Plumbers, pipefitters, and steamfitters 296 204 92 0 (296)

47-2161 Plasterers and stucco masons 10 5 5 1 (9)

47-2181 Roofers 29 16 13 0 (29)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-4
Annual Annual Annual Average Annual Gap or SOC Description Openings New Replacement Completers Surplus 

47-2211 Sheet metal workers 110 70 39 0 (110)

47-3012 Helpers, carpenters 19 10 9 0 (19)

47-3013 Helpers, electricians 93 48 44 2 (91)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and 

steamfitters 65 45 20 4 (62)

47-4011 Construction and building inspectors 13 9 4 0 (13)

49-1011 First-line supervisors/managers of mechanics, 

installers, and repairers 33 17 16 2 (31)

49-9021 Heating, air conditioning, and refrigeration 

mechanics and installers 199 145 53 32 (167)

49-9042 Maintenance and repair workers, general 27 15 12 207 180 

49-9051 Electrical power-line installers and repairers 38 3 35 0 (38)

49-9098 Helpers--Installation, maintenance, and repair 

workers 31 15 16 5 (26)

51-1011 First-line supervisors/managers of production and 

operating workers 30 10 20 10 (20)

51-2022 Electrical and electronic equipment assemblers 18 2 16 39 21 

51-2041 Structural metal fabricators and fitters 27 14 12 0 (26)

51-2092 Team assemblers 62 22 41 28 (34)

51-4011 Computer-controlled machine tool operators, metal 

and plastic 11 4 7 0 (11)

51-4021 Extruding and drawing machine setters, operators, 

and tenders, metal and plastic 13 4 10 11 (2)

51-4031 Cutting, punching, and press machine setters, 

operators, and tenders, metal and plastic 23 8 15 0 (23)

51-4041 Machinists 28 10 19 0 (28)

51-4072 Molding, coremaking, and casting machine setters, 

operators, and tenders, metal and plastic 13 5 8 47 34 

51-4121 Welders, cutters, solderers, and brazers 51 22 29 0 (51)

51-8013 Power plant operators 13 0 14 169 156 

51-9061 Inspectors, testers, sorters, samplers, and weighers 20 8 12 0 (20)

51-9198 Helpers--Production workers 16 7 9 0 (16)

53-7032 Excavating and loading machine and dragline 

operators 10 5 5 0 (10)

53-7051 Industrial truck and tractor operators 27 6 21 0 (27)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-5
Gap Analysis for ARC Kentucky, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 54 40 15 0 (54)

47-1011 First-line supervisors/managers of construction trades 

and extraction workers 113 57 56 77 (36)

47-2031 Carpenters 92 60 33 249 156 

47-2061 Construction laborers 65 47 18 62 (3)

47-2073 Operating engineers and other construction equipment 

operators 77 19 59 0 (77)

47-2081 Drywall and ceiling tile installers 16 11 5 9 (7)

47-2111 Electricians 114 52 62 0 (114)

47-2141 Painters, construction and maintenance 32 21 11 147 115 

47-2152 Plumbers, pipefitters, and steamfitters 55 37 18 0 (55)

47-2211 Sheet metal workers 20 13 7 0 (20)

47-3013 Helpers, electricians 20 12 8 0 (20)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and 

steamfitters 12 8 4 6 (6)

47-5013 Service unit operators, oil, gas, and mining 10 4 6 0 (10)

47-5041 Continuous mining machine operators 32 4 28 1 (31)

47-5042 Mine cutting and channeling machine operators 26 4 22 3 (23)

47-5061 Roof bolters, mining 28 5 22 1 (26)

47-5071 Roustabouts, oil and gas 10 4 6 0 (10)

47-5081 Helpers, extraction workers 29 6 23 0 (29)

49-1011 First-line supervisors/managers of mechanics, 

installers, and repairers 14 2 11 0 (14)

49-3042 Mobile heavy equipment mechanics, except engines 16 3 13 0 (16)

49-9021 Heating, air conditioning, and refrigeration mechanics 

and installers 38 27 11 0 (38)

49-9041 Industrial machinery mechanics 13 -1 14 99 87 

49-9042 Maintenance and repair workers, general 15 1 14 66 51 

49-9051 Electrical power-line installers and repairers 11 -3 14 0 (11)

51-1011 First-line supervisors/managers of production and 

operating workers 8 -4 12 0 (8)

51-2092 Team assemblers 9 -3 12 0 (9)

51-4121 Welders, cutters, solderers, and brazers 21 6 15 0 (21)

53-7032 Excavating and loading machine and dragline 

operators 28 5 23 191 163 

53-7071 Gas compressor and gas pumping station operators 12 5 8 1 (11)

53-7072 Pump operators, except wellhead pumpers 14 6 8 0 (14)

53-7073 Wellhead pumpers 20 8 11 0 (20)

53-7111 Shuttle car operators 24 2 22 0 (24)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-6
Gap Analysis for ARC Maryland, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 15 10 5 0 (15)

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 27 16 11 27 (0)

47-2031 Carpenters 26 15 11 0 (26)

47-2061 Construction laborers 16 11 5 0 (16)

47-2111 Electricians 49 27 22 0 (48)

47-2152 Plumbers, pipefitters, and steamfitters 19 12 7 0 (19)

47-3013 Helpers, electricians 13 7 5 0 (13)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 13 9 4 0 (13)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-7
Gap Analysis for ARC Mississippi, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 24 14 11 0 (24)

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 38 18 20 82 44 

47-2031 Carpenters 45 22 23 32 (13)

47-2061 Construction laborers 27 16 11 0 (27)

47-2111 Electricians 52 22 30 0 (52)

47-2141 Painters, construction and maintenance 15 7 8 15 1 

47-2152 Plumbers, pipefitters, and steamfitters 40 25 16 0 (40)

47-2211 Sheet metal workers 15 8 7 0 (15)

47-3013 Helpers, electricians 12 6 7 0 (12)

49-9021 Heating, air conditioning, and refrigeration mechanics 

and installers 27 17 9 2 (25)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-8
Gap Analysis for ARC New York, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 44 28 15 0 (44)

17-2141 Mechanical engineers 10 1 9 0 (10)

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 79 45 34 81 2 

47-2031 Carpenters 85 51 34 39 (46)

47-2061 Construction laborers 53 36 17 123 69 

47-2073 Operating engineers and other construction equipment operators 12 7 6 16 4 

47-2111 Electricians 53 12 41 33 (20)

47-2141 Painters, construction and maintenance 26 15 12 0 (26)

47-2152 Plumbers, pipefitters, and steamfitters 45 25 21 10 (35)

47-2211 Sheet metal workers 18 8 10 0 (18)

47-3013 Helpers, electricians 11 2 9 29 18 

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 28 15 13 0 (28)

49-9051 Electrical power-line installers and repairers 7 -11 19 0 (7)

51-1011 First-line supervisors/managers of production and operating 

workers 9 -4 13 8 (1)

51-2022 Electrical and electronic equipment assemblers 12 -1 14 4 (8)

51-2092 Team assemblers 17 -9 26 0 (17)

51-4041 Machinists 9 -5 15 6 (4)

51-4121 Welders, cutters, solderers, and brazers 15 -1 16 0 (15)

53-7071 Gas compressor and gas pumping station operators 13 8 5 11 (2)

53-7072 Pump operators, except wellhead pumpers 15 9 6 0 (15)

53-7073 Wellhead pumpers 21 13 8 0 (21)

Note: Numbers may not add or subtract exactly due to rounding. 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-9
Gap Analysis for ARC North Carolina, 2009 - 2013

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 158 114 43 0 (158)

17-2051 Civil engineers 11 7 4 169 159 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 213 137 77 4 (209)

47-2021 Brickmasons and blockmasons 15 8 7 179 164 

47-2022 Stonemasons 13 7 6 7 (6)

47-2031 Carpenters 312 212 100 4 (308)

47-2044 Tile and marble setters 13 7 6 13 0 

47-2051 Cement masons and concrete finishers 12 7 5 4 (9)

47-2061 Construction laborers 188 142 47 0 (188)

47-2073 Operating engineers and other construction equipment operators 32 21 11 0 (32)

47-2081 Drywall and ceiling tile installers 30 18 12 0 (30)

47-2082 Tapers 13 8 5 0 (13)

47-2111 Electricians 233 123 110 0 (233)

47-2131 Insulation workers, floor, ceiling, and wall 10 4 6 25 15 

47-2141 Painters, construction and maintenance 92 58 33 0 (92)

47-2151 Pipelayers 22 14 8 0 (22)

47-2152 Plumbers, pipefitters, and steamfitters 149 97 52 1 (148)

47-2181 Roofers 22 13 9 9 (13)

47-2211 Sheet metal workers 53 30 22 0 (53)

47-3012 Helpers, carpenters 21 13 8 0 (21)

47-3013 Helpers, electricians 54 29 25 1 (53)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 32 21 11 9 (23)

49-1011 First-line supervisors/managers of mechanics, installers, and 

repairers 15 6 9 1 (14)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 100 69 32 2 (98)

49-9042 Maintenance and repair workers, general 13 4 9 102 89 

49-9051 Electrical power-line installers and repairers 9 -2 11 0 (9)

49-9098 Helpers--Installation, maintenance, and repair workers 15 7 9 0 (15)

51-1011 First-line supervisors/managers of production and operating 

workers 11 -3 14 0 (11)

51-2022 Electrical and electronic equipment assemblers 8 -13 21 3 (5)

51-2092 Team assemblers 24 -17 42 0 (24)

51-4031 Cutting, punching, and press machine setters, operators, and 

tenders, metal and plastic 8 -2 10 0 (8)

51-4041 Machinists 17 3 14 0 (17)

51-4121 Welders, cutters, solderers, and brazers 24 6 18 36 12 

51-9061 Inspectors, testers, sorters, samplers, and weighers 8 -2 10 94 86 

53-7051 Industrial truck and tractor operators 15 0 15 0 (15)

Note: Numbers may not add or subtract exactly due to rounding. 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-10
Gap Analysis for ARC Ohio, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-3051 Industrial production managers 10 3 7 0 (10)

11-9021 Construction managers -6 -43 37 22 28 

17-2071 Electrical engineers 11 2 9 112 101 

43-5041 Meter readers, utilities 13 4 10 33 20 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 30 -56 85 0 (30)

47-2031 Carpenters 13 -66 78 2 (10)

47-2061 Construction laborers -11 -52 41 0 11 

47-2073 Operating engineers and other construction equipment 

operators 12 -10 22 0 (12)

47-2081 Drywall and ceiling tile installers -1 -12 11 0 1 

47-2111 Electricians 61 -41 102 0 (61)

47-2141 Painters, construction and maintenance 6 -23 29 2 (5)

47-2152 Plumbers, pipefitters, and steamfitters 15 -38 53 0 (15)

47-2211 Sheet metal workers 10 -13 22 0 (10)

47-3013 Helpers, electricians 11 -10 22 0 (11)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 3 -8 11 0 (3)

49-1011 First-line supervisors/managers of mechanics, installers, and 

repairers 17 3 14 0 (17)

49-2095 Electrical and electronics repairers, powerhouse, substation, 

and relay 16 8 8 0 (16)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 2 -28 31 0 (2)

49-9041 Industrial machinery mechanics 18 9 9 26 8 

49-9042 Maintenance and repair workers, general 20 7 13 2 (18)

49-9051 Electrical power-line installers and repairers 45 12 33 0 (45)

49-9098 Helpers--Installation, maintenance, and repair workers 10 -2 11 0 (10)

51-1011 First-line supervisors/managers of production and operating 

workers 33 13 19 0 (33)

51-2092 Team assemblers 28 4 24 0 (28)

51-4021 Extruding and drawing machine setters, operators, and 

tenders, metal and plastic 21 13 8 0 (21)

51-4031 Cutting, punching, and press machine setters, operators, and 

tenders, metal and plastic 17 5 11 1 (16)

51-4041 Machinists 21 6 15 2 (19)

51-4072 Molding, coremaking, and casting machine setters, operators, 

and tenders, metal and plastic 13 4 9 1 (12)

51-4121 Welders, cutters, solderers, and brazers 24 2 22 0 (24)

51-8013 Power plant operators 24 8 17 35 10 

51-9061 Inspectors, testers, sorters, samplers, and weighers 18 7 11 0 (18)

51-9198 Helpers--Production workers 17 8 9 0 (17)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-11
Average Annual Annual Annual Gap or SOC Description Annual Openings New Replacement Surplus Completers 

53-7051 Industrial truck and tractor operators 20 4 16 0 (20)

53-7071 Gas compressor and gas pumping station operators 7 -5 12 0 (7)

53-7072 Pump operators, except wellhead pumpers 8 -6 14 0 (8)

53-7073 Wellhead pumpers 11 -8 19 0 (11)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-12
Gap Analysis for ARC Pennsylvania, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-3051 Industrial production managers 26 -2 28 0 (26)

11-9021 Construction managers 168 62 106 0 (168)

11-9041 Engineering managers 23 2 21 83 60 

15-1021 Computer programmers 10 3 8 396 386 

15-1041 Computer support specialists 13 3 10 1281 1268 

15-1051 Computer systems analysts 14 4 10 188 174 

17-1011 Architects, except landscape and naval 21 2 19 22 1 

17-1022 Surveyors 16 1 15 118 102 

17-2051 Civil engineers 37 5 33 26 (11)

17-2071 Electrical engineers 30 -4 34 11 (19)

17-2072 Electronics engineers, except computer 12 -1 12 265 253 

17-2112 Industrial engineers 27 1 26 147 121 

17-2141 Mechanical engineers 42 3 39 160 118 

17-2151 Mining and geological engineers, including mining safety 

engineers 18 10 9 183 165 

17-2171 Petroleum engineers 17 10 7 163 146 

17-2199 Engineers, all other 22 5 17 3 (19)

17-3011 Architectural and civil drafters 21 2 19 5 (16)

17-3012 Electrical and electronics drafters 11 -1 12 115 103 

17-3013 Mechanical drafters 19 3 16 78 59 

17-3022 Civil engineering technicians 11 2 10 0 (11)

17-3023 Electrical and electronic engineering technicians 16 -2 18 16 0 

17-3027 Mechanical engineering technicians 11 1 9 77 66 

17-3031 Surveying and mapping technicians 17 1 16 194 177 

19-2031 Chemists 11 1 10 140 129 

19-2041 Environmental scientists and specialists, including health 22 10 12 8 (14)

19-2042 Geoscientists, except hydrologists and geographers 23 12 12 252 229 

19-2043 Hydrologists 15 7 7 29 14 

19-4031 Chemical technicians 16 0 16 126 110 

43-5041 Meter readers, utilities 16 -10 27 51 34 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 339 110 230 27 (312)

47-2021 Brickmasons and blockmasons 21 5 16 0 (21)

47-2022 Stonemasons 17 4 13 236 219 

47-2031 Carpenters 316 92 224 3 (313)

47-2041 Carpet installers 13 4 10 1 (13)

47-2042 Floor layers, except carpet, wood, and hard tiles 13 3 9 111 98 

47-2043 Floor sanders and finishers 13 3 10 0 (13)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-13
Average Annual Annual Annual Gap or SOC Description Annual Openings New Replacement Surplus Completers 

47-2044 Tile and marble setters 19 4 15 0 (19)

47-2051 Cement masons and concrete finishers 20 6 14 0 (20)

47-2061 Construction laborers 194 79 115 1 (194)

47-2072 Pile-driver operators 11 3 8 0 (11)

47-2073 Operating engineers and other construction equipment 

operators 89 23 66 1 (89)

47-2081 Drywall and ceiling tile installers 51 19 32 0 (51)

47-2082 Tapers 19 7 12 0 (19)

47-2111 Electricians 239 -62 301 0 (239)

47-2121 Glaziers 20 5 15 0 (20)

47-2131 Insulation workers, floor, ceiling, and wall 22 5 17 62 40 

47-2132 Insulation workers, mechanical 22 4 18 0 (22)

47-2141 Painters, construction and maintenance 114 33 81 0 (114)

47-2151 Pipelayers 31 10 21 0 (31)

47-2152 Plumbers, pipefitters, and steamfitters 268 107 161 0 (268)

47-2161 Plasterers and stucco masons 13 4 9 3 (10)

47-2181 Roofers 29 7 22 12 (17)

47-2211 Sheet metal workers 107 38 69 0 (107)

47-2221 Structural iron and steel workers 11 3 8 0 (11)

47-3012 Helpers, carpenters 16 1 15 10 (6)

47-3013 Helpers, electricians 45 -20 65 0 (45)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and 

steamfitters 59 24 34 6 (53)

47-4011 Construction and building inspectors 14 3 12 5 (9)

47-4021 Elevator installers and repairers 15 -3 18 2 (13)

47-5011 Derrick operators, oil and gas 17 9 8 2 (15)

47-5012 Rotary drill operators, oil and gas 37 19 18 1 (36)

47-5013 Service unit operators, oil, gas, and mining 35 19 17 0 (35)

47-5021 Earth drillers, except oil and gas 12 4 8 0 (12)

47-5041 Continuous mining machine operators 16 1 15 8 (7)

47-5042 Mine cutting and channeling machine operators 13 1 12 0 (13)

47-5051 Rock splitters, quarry 12 7 5 0 (12)

47-5061 Roof bolters, mining 24 8 16 0 (24)

47-5071 Roustabouts, oil and gas 41 22 19 0 (41)

47-5081 Helpers, extraction workers 38 15 23 0 (38)

47-5099 Extraction workers, all other 16 9 8 0 (16)

49-1011 First-line supervisors/managers of mechanics, installers, 

and repairers 39 -2 41 0 (39)

49-2095 Electrical and electronics repairers, powerhouse, 

substation, and relay 6 -9 15 0 (6)

49-3042 Mobile heavy equipment mechanics, except engines 16 4 12 0 (16)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-14
Average Annual Annual Annual Gap or SOC Description Annual Openings New Replacement Surplus Completers 

49-9012 Control and valve installers and repairers, except 

mechanical door 8 -9 17 0 (8)

49-9021 Heating, air conditioning, and refrigeration mechanics 

and installers 166 73 93 31 (135)

49-9041 Industrial machinery mechanics 26 -5 30 0 (26)

49-9042 Maintenance and repair workers, general 40 -3 43 95 55 

49-9044 Millwrights 12 -1 13 5 (7)

49-9051 Electrical power-line installers and repairers 45 -28 73 1 (44)

49-9098 Helpers--Installation, maintenance, and repair workers 40 6 34 1 (39)

51-1011 First-line supervisors/managers of production and 

operating workers 67 -7 74 5 (62)

51-2022 Electrical and electronic equipment assemblers 31 -17 48 2 (29)

51-2023 Electromechanical equipment assemblers 7 -4 11 1 (7)

51-2041 Structural metal fabricators and fitters 41 9 31 2 (39)

51-2092 Team assemblers 99 -26 125 5 (94)

51-2099 Assemblers and fabricators, all other 14 0 14 2 (12)

51-4011 Computer-controlled machine tool operators, metal and 

plastic 46 12 33 0 (46)

51-4012 Numerical tool and process control programmers 12 3 9 0 (12)

51-4021 Extruding and drawing machine setters, operators, and 

tenders, metal and plastic 15 -16 31 2 (13)

51-4023 Rolling machine setters, operators, and tenders, metal and 

plastic 10 -1 11 2 (9)

51-4031 Cutting, punching, and press machine setters, operators, 

and tenders, metal and plastic 46 -2 48 1 (46)

51-4032 Drilling and boring machine tool setters, operators, and 

tenders, metal and plastic 11 1 10 7 (4)

51-4033 Grinding, lapping, polishing, and buffing machine tool 

setters, operators, and tenders, metal and plastic 23 3 19 29 6 

51-4034 Lathe and turning machine tool setters, operators, and 

tenders, metal and plastic 23 3 19 0 (23)

51-4035 Milling and planing machine setters, operators, and 

tenders, metal and plastic 12 3 9 2 (10)

51-4041 Machinists 140 52 88 0 (139)

51-4072 Molding, coremaking, and casting machine setters, 

operators, and tenders, metal and plastic 24 -12 37 0 (24)

51-4081 Multiple machine tool setters, operators, and tenders, 

metal and plastic 21 -1 22 8 (13)

51-4121 Welders, cutters, solderers, and brazers 120 24 96 0 (120)

51-4122 Welding, soldering, and brazing machine setters, 

operators, and tenders 18 2 16 2 (16)

51-8011 Nuclear power reactor operators 8 -3 11 50 42 

51-8013 Power plant operators 19 -13 32 6 (14)

51-8091 Chemical plant and system operators 0 -13 12 0 0 

51-8092 Gas plant operators 23 -3 26 0 (23)

51-8093 Petroleum pump system operators, refinery operators, 

and gaugers 17 1 16 0 (17)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-15
Average Annual Annual Annual Gap or SOC Description Annual Openings New Replacement Surplus Completers 

51-9061 Inspectors, testers, sorters, samplers, and weighers 52 1 51 0 (52)

51-9198 Helpers--Production workers 35 -1 36 0 (35)

51-9199 Production workers, all other 10 -2 12 9 (1)

53-1031 First-line supervisors/managers of transportation and 

material-moving machine and vehicle operators 12 2 9 0 (12)

53-7021 Crane and tower operators 11 2 9 0 (11)

53-7032 Excavating and loading machine and dragline operators 26 5 21 0 (26)

53-7051 Industrial truck and tractor operators 57 4 53 0 (57)

53-7071 Gas compressor and gas pumping station operators 52 24 27 0 (52)

53-7072 Pump operators, except wellhead pumpers 53 26 27 0 (53)

53-7073 Wellhead pumpers 75 38 37 0 (75)

53-7111 Shuttle car operators 12 0 11 0 (12)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-16
Gap Analysis for ARC South Carolina, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 59 34 25 0 (59)

17-1011 Architects, except landscape and naval 13 8 5 99 86 

17-2051 Civil engineers 23 14 9 45 22 

17-2071 Electrical engineers 15 5 10 96 81 

17-2141 Mechanical engineers 19 8 11 56 37 

17-3011 Architectural and civil drafters 13 7 6 73 60 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 84 39 45 4 (80)

47-2031 Carpenters 111 59 52 10 (101)

47-2061 Construction laborers 69 43 26 7 (63)

47-2073 Operating engineers and other construction equipment 

operators 16 9 7 0 (16)

47-2081 Drywall and ceiling tile installers 12 5 7 0 (12)

47-2111 Electricians 84 -4 88 0 (84)

47-2141 Painters, construction and maintenance 36 17 19 1 (34)

47-2152 Plumbers, pipefitters, and steamfitters 91 51 40 0 (91)

47-2211 Sheet metal workers 35 18 17 0 (35)

47-3013 Helpers, electricians 18 -3 21 0 (18)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 20 11 9 0 (20)

49-1011 First-line supervisors/managers of mechanics, installers, 

and repairers 13 3 10 0 (13)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 57 35 23 3 (55)

49-9042 Maintenance and repair workers, general 12 4 8 103 91 

49-9051 Electrical power-line installers and repairers 20 3 17 0 (20)

49-9098 Helpers--Installation, maintenance, and repair workers 12 3 9 0 (12)

51-1011 First-line supervisors/managers of production and 

operating workers 18 3 15 4 (14)

51-2022 Electrical and electronic equipment assemblers 19 6 14 4 (15)

51-2041 Structural metal fabricators and fitters 12 6 6 39 26 

51-2092 Team assemblers 46 8 38 0 (46)

51-4031 Cutting, punching, and press machine setters, operators, 

and tenders, metal and plastic 12 2 9 0 (12)

51-4041 Machinists 17 0 17 9 (8)

51-4121 Welders, cutters, solderers, and brazers 23 6 16 10 (13)

51-8013 Power plant operators 10 1 9 65 54 

51-9061 Inspectors, testers, sorters, samplers, and weighers 12 2 10 0 (12)

53-7051 Industrial truck and tractor operators 17 6 11 5 (12)

Note: Numbers may not add or subtract exactly due to rounding. 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-17
Gap Analysis for ARC Tennessee, 2009 - 2013 

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-3051 Industrial production managers 11 2 9 0 (11)

11-9021 Construction managers 222 148 75 21 (201)

11-9041 Engineering managers 14 6 9 168 153 

17-1011 Architects, except landscape and naval 21 11 10 417 396 

17-1022 Surveyors 13 6 7 29 17 

17-2051 Civil engineers 37 21 16 6 (31)

17-2071 Electrical engineers 18 6 13 96 78 

17-2112 Industrial engineers 13 3 10 56 43 

17-2141 Mechanical engineers 26 9 17 34 8 

17-2199 Engineers, all other 11 4 7 51 40 

17-3011 Architectural and civil drafters 20 10 10 39 19 

17-3012 Electrical and electronics drafters 11 5 6 63 52 

17-3013 Mechanical drafters 13 6 7 0 (13)

17-3031 Surveying and mapping technicians 14 7 7 14 0 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 306 174 132 18 (289)

47-2021 Brickmasons and blockmasons 21 10 11 48 26 

47-2022 Stonemasons 19 9 9 1 (17)

47-2031 Carpenters 428 259 169 1 (427)

47-2041 Carpet installers 14 7 7 0 (14)

47-2042 Floor layers, except carpet, wood, and hard tiles 13 7 6 0 (13)

47-2043 Floor sanders and finishers 15 8 7 0 (15)

47-2044 Tile and marble setters 19 9 10 0 (19)

47-2051 Cement masons and concrete finishers 19 10 9 1 (18)

47-2061 Construction laborers 259 180 79 0 (259)

47-2072 Pile-driver operators 12 7 5 6 (6)

47-2073 Operating engineers and other construction equipment 

operators 51 31 20 0 (51)

47-2081 Drywall and ceiling tile installers 45 22 23 0 (45)

47-2082 Tapers 19 11 9 0 (19)

47-2111 Electricians 351 173 178 0 (351)

47-2121 Glaziers 13 4 9 25 11 

47-2131 Insulation workers, floor, ceiling, and wall 17 5 12 0 (17)

47-2132 Insulation workers, mechanical 16 4 12 0 (16)

47-2141 Painters, construction and maintenance 132 75 57 0 (132)

47-2151 Pipelayers 32 19 13 0 (32)

47-2152 Plumbers, pipefitters, and steamfitters 216 130 85 0 (216)

47-2161 Plasterers and stucco masons 11 5 6 0 (11)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-18
Average Annual Annual Annual Gap or SOC Description Annual Openings New Replacement Surplus Completers 

47-2181 Roofers 33 17 16 0 (33)

47-2211 Sheet metal workers 83 46 38 0 (83)

47-3012 Helpers, carpenters 26 14 13 0 (26)

47-3013 Helpers, electricians 81 40 40 0 (81)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 46 28 18 4 (42)

47-4011 Construction and building inspectors 13 7 6 0 (13)

47-4021 Elevator installers and repairers 11 -2 13 0 (11)

49-1011 First-line supervisors/managers of mechanics, installers, and 

repairers 24 10 14 15 (9)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 146 96 50 0 (146)

49-9042 Maintenance and repair workers, general 26 11 15 70 44 

49-9051 Electrical power-line installers and repairers 17 2 15 0 (17)

49-9098 Helpers--Installation, maintenance, and repair workers 24 10 15 0 (24)

51-1011 First-line supervisors/managers of production and operating 

workers 32 9 23 27 (5)

51-2022 Electrical and electronic equipment assemblers 25 7 18 0 (25)

51-2041 Structural metal fabricators and fitters 27 13 14 17 (10)

51-2092 Team assemblers 92 31 61 15 (77)

51-2099 Assemblers and fabricators, all other 14 6 8 0 (14)

51-4011 Computer-controlled machine tool operators, metal and 

plastic 16 7 9 0 (16)

51-4021 Extruding and drawing machine setters, operators, and 

tenders, metal and plastic 15 4 10 15 0 

51-4031 Cutting, punching, and press machine setters, operators, and 

tenders, metal and plastic 28 9 19 1 (27)

51-4041 Machinists 36 15 21 5 (31)

51-4072 Molding, coremaking, and casting machine setters, 

operators, and tenders, metal and plastic 11 -1 12 50 39 

51-4081 Multiple machine tool setters, operators, and tenders, metal 

and plastic 11 3 9 0 (11)

51-4121 Welders, cutters, solderers, and brazers 57 22 36 20 (37)

51-4122 Welding, soldering, and brazing machine setters, operators, 

and tenders 12 5 7 89 77 

51-9061 Inspectors, testers, sorters, samplers, and weighers 24 7 17 19 (4)

51-9198 Helpers--Production workers 16 3 13 1 (15)

53-7032 Excavating and loading machine and dragline operators 12 6 6 0 (12)

53-7051 Industrial truck and tractor operators 33 9 24 0 (33)

53-7073 Wellhead pumpers 12 7 5 0 (12)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-19
Gap Analysis for ARC Virginia, 2009 - 2013

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-9021 Construction managers 44 31 13 112 69 

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 71 35 36 10 (60)

47-2031 Carpenters 83 54 30 0 (83)

47-2061 Construction laborers 54 39 15 0 (54)

47-2073 Operating engineers and other construction equipment 

operators 9 -10 19 0 (9)

47-2111 Electricians 53 19 34 5 (48)

47-2141 Painters, construction and maintenance 26 16 10 0 (26)

47-2152 Plumbers, pipefitters, and steamfitters 39 23 16 0 (39)

47-2211 Sheet metal workers 12 4 8 0 (12)

47-3013 Helpers, electricians 11 5 6 1 (10)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 25 15 10 17 (8)

51-2022 Electrical and electronic equipment assemblers 14 -1 15 12 (2)

51-2092 Team assemblers -4 -28 24 0 4 

51-4121 Welders, cutters, solderers, and brazers 3 -13 15 16 13 

53-7072 Pump operators, except wellhead pumpers 10 5 6 0 (10)

53-7073 Wellhead pumpers 14 7 8 0 (14)

Note: Numbers may not add or subtract exactly due to rounding. 

 

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-20
Gap Analysis for ARC West Virginia, 2009 - 2013

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

11-3051 Industrial production managers 7 -6 12 29 22 

11-9021 Construction managers 57 26 31 86 29 

17-2051 Civil engineers 15 8 7 73 58 

17-2071 Electrical engineers 10 0 10 49 39 

17-2141 Mechanical engineers 10 2 8 47 37 

17-2151 Mining and geological engineers, including mining safety 

engineers 15 6 9 5 (10)

17-2171 Petroleum engineers 11 5 6 13 2 

19-2041 Environmental scientists and specialists, including health 11 4 6 22 11 

19-2042 Geoscientists, except hydrologists and geographers 14 6 8 22 8 

43-5041 Meter readers, utilities 7 -6 12 0 (7)

47-1011 First-line supervisors/managers of construction trades and 

extraction workers 165 57 109 25 (140)

47-2031 Carpenters 107 38 69 0 (107)

47-2061 Construction laborers 64 28 36 0 (64)

47-2073 Operating engineers and other construction equipment operators 89 11 77 0 (89)

47-2081 Drywall and ceiling tile installers 14 5 9 0 (14)

47-2111 Electricians 177 58 119 7 (170)

47-2141 Painters, construction and maintenance 35 12 23 0 (35)

47-2152 Plumbers, pipefitters, and steamfitters 87 37 50 1 (86)

47-2211 Sheet metal workers 33 13 20 0 (33)

47-3013 Helpers, electricians 34 15 19 0 (34)

47-3015 Helpers, pipelayers, plumbers, pipefitters, and steamfitters 19 8 10 0 (19)

47-5011 Derrick operators, oil and gas 12 4 7 0 (12)

47-5012 Rotary drill operators, oil and gas 24 8 16 0 (24)

47-5013 Service unit operators, oil, gas, and mining 23 9 15 2 (21)

47-5021 Earth drillers, except oil and gas 11 3 8 0 (11)

47-5041 Continuous mining machine operators 39 4 35 0 (39)

47-5042 Mine cutting and channeling machine operators 32 5 28 0 (32)

47-5061 Roof bolters, mining 38 8 30 0 (38)

47-5071 Roustabouts, oil and gas 25 9 16 3 (22)

47-5081 Helpers, extraction workers 45 10 35 0 (45)

47-5099 Extraction workers, all other 15 5 9 0 (15)

49-1011 First-line supervisors/managers of mechanics, installers, and 

repairers 19 -4 23 3 (16)

49-3042 Mobile heavy equipment mechanics, except engines 20 3 17 8 (12)

49-9021 Heating, air conditioning, and refrigeration mechanics and 

installers 55 28 27 33 (22)

49-9041 Industrial machinery mechanics 11 -13 23 10 (0)

RTS, Inc. ARC Energy Workforce Trends and Training Needs I-21
RTS, Inc. ARC Energy Workforce Trends and Training Needs I-22

SOC Description Annual 

Openings 

Annual 

New 

Annual 

Replacement 

Average 

Annual 

Completers 

Gap or 

Surplus 

49-9042 Maintenance and repair workers, general 12 -12 24 0 (12)

49-9051 Electrical power-line installers and repairers 28 -10 37 5 (22)

49-9098 Helpers--Installation, maintenance, and repair workers 15 2 13 0 (15)

51-1011 First-line supervisors/managers of production and operating 

workers 3 -23 27 3 (1)

51-2092 Team assemblers 11 -9 20 0 (11)

51-4041 Machinists 1 -18 19 6 5 

51-4121 Welders, cutters, solderers, and brazers 27 -3 30 24 (3)

51-8013 Power plant operators 13 -6 18 0 (13)

51-8091 Chemical plant and system operators -9 -26 17 1 10 

51-8092 Gas plant operators 8 -8 16 0 (8)

51-8093 Petroleum pump system operators, refinery operators, and 

gaugers 

6 -4 10 0 (6)

51-9061 Inspectors, testers, sorters, samplers, and weighers 7 -8 14 0 (7)

51-9198 Helpers--Production workers 4 -8 12 0 (4)

53-7032 Excavating and loading machine and dragline operators 33 4 29 0 (33)

53-7051 Industrial truck and tractor operators 8 -7 16 0 (8)

53-7071 Gas compressor and gas pumping station operators 30 6 24 0 (30)

53-7072 Pump operators, except wellhead pumpers 34 12 22 0 (34)

53-7073 Wellhead pumpers 50 20 30 0 (50)

53-7111 Shuttle car operators 29 2 28 0 (29)

Note: Numbers may not add or subtract exactly due to rounding. 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-1 

Appendix J: Occupational Supply and Demand 

Analysis Operating Instructions 

A Methodology Technical Manual prepared for the Appalachian Regional 

Commission

Operating Instructions

This guide serves as a companion piece to the workforce analysis conducted by Regional 

Technology Strategies (RTS) to determine occupational gaps—an assessment of how projected 

labor demand compares to projected labor supply, and where there may be “gaps” between the 

two. The purpose is to help guide the states’ colleges and universities as they prepare workers 

for future opportunities. This type of analysis enables schools and other educational providers to 

orient programs and training toward in-demand fields, thus providing future employment 

opportunities for individuals while also responding to the labor needs of employers in the 

Appalachian region. 

As the conversation about energy continues to shift it is a good idea for colleges and universities 

to be prepared with tools that can help them to understand workforce supply and demand issues 

as the economy changes. A critical part of RTS’ deliverable, therefore, is this manual that lays 

out the methodology that RTS developed for this gap analysis and explains how university and 

college personnel can replicate the analysis in the future. It expands the report from an analysis 

into a capacity-building tool. 

The purpose of this tool is to explain the steps that the RTS team took to collect, analyze, and 

interpret the data in order to produce the workforce gap analysis presented in the main body of 

the report. It includes explanations of what approaches are used, what purpose they serve, what 

data are used, and how the data are manipulated and analyzed in order to produce desired 

information. The goal of the Operating Instructions is to enable educational providers to create 

ongoing gap analyses of their own—not merely to repeat the calculations involved, but to 

understand the data and information used, recreate the contextual understanding of the analyses, 

and perform meaningful reassessments of local, regional, and statewide workforce gaps in years 

to come. 

Overview of the methodology 

The study team developed a methodology for this analysis to serve two functions: (1) to provide 

college and universities detailed and nuanced data on the relationship between educational 

offerings and labor demand and (2) to serve as a clear, reproducible deliverable in itself that 

individuals in the ARC region could implement without extensive training. In addition, the 

manual provides information and analysis that can be used to understand not only the numerical 

data of the labor market, but the context for these data and the specific roles that educational 

institutions play in supplying that labor market. 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-2 

The study methodology serves these different needs by using regional data on occupational 

projections, regional data on credit enrollments and completions in educational programs, and 

industry training, surveys of high-level college administration, and interviews with regional 

employers and industry intermediaries. These data are analyzed to produce a broad economywide picture by sector of occupational supply and demand, as well as more detailed analyses of 

the supply and demand forecast and context of specific energy sectors at the regional level. 

Inherent in this methodology are the energy sectors, and their definitions, used in the 

accompanying ARC Energy Workforce Study. Energy sectors and their associated industries are 

developed as a means to determine the staffing pattern or occupational mix needed to supply the 

labor and skills set need to produce goods and services. It is the collection of staffing patterns 

that will ultimately provide you with the occupational demand information needed to begin 

analysis of the amount and types of gaps (or surpluses) in your workforce. The study team, 

however, understands that some regions may (1) define their energy sectors differently and thus 

result in a vastly different occupational mix, and (2) over time these definitions may change as 

buyer-supplier relationships change or as the taxonomy used to classify industries within a sector 

evolves. Located in Addendum 2 at the end of this operating manual are steps and resources to 

help an individual go about identifying a targeted energy sector. 

Note on limitations 

The methodology has certain limitations; the first concerns the method of estimating supply and 

demand. The primary element of this limitation is that the estimated allocation of graduates to 

occupations is based on the ultimate distribution demand. That is, the methodology assumes that 

the graduates from a given program will distribute themselves across occupations more or less in 

line with the demand for those occupations. 

It thus does not account for unemployment, those who go into another field, or those who drop 

out of the labor force. The study team feels, however, that labor market demand was still the best 

available basis of estimating how program graduates would be allocated, and goes much farther 

in attempting this allocation than most other labor market gap analyses. In addition, the 

methodology does not account for in-migration of already-prepared workers, the rapid relocation 

of dislocated workers (who may be able to transition quickly with on-the-job training), nor for 

the role of other educational institutions in preparing workers for specific occupations. 

Note on data sources 

The most resource-effective way the study team found to obtain the data needed for this 

methodology was through an economic modeling system called EMSI (Economic Modeling 

Specialists, Inc.), a proprietary database. In order to account for the possibility that an ARC 

region or community may not have access to EMSI we provide notes on other available sources 

for the data that we secured through EMSI (see Addendum 1). 

Regional Gap Analyses

For this part of the analysis, the methodology aims to demonstrate the relationship between the 

industry demand for workers in energy occupations and the supply of people prepared by 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-3 

educational providers in the region to meet that demand. The analysis includes the energy 

occupations, regardless of energy sector, in a region and includes supply and demand from one 

of the ARC regions—at this level the analysis yields a broad-sweep picture of the relationship 

between supply and demand, emphasizing breadth over depth of detail. 

Why this is important 

The primary utility of the broad-sweep regional analysis that includes the top energy occupations 

in a given region is that it can be used to identify particular areas of need in the target region in 

the whole energy sector. Thus, a researcher can get a sense of where there might be excessive 

demand for labor regardless of which energy sector is driving that demand. 

The detailed sector-based analysis described below is the one that the study team envisions being 

used more regularly by local areas that want to plan how to serve the specific sectors that are 

important in a service area. If that detailed cluster-based analysis were used exclusively, 

however, researcher would miss changing in-demand energy occupations outside those core 

sectors. A useful way to combine them would be to conduct the broad-sweep regional analysis 

in order to check for any “surprises” in the data, and then use the more detailed analysis to drill 

down in the sectors that appear to be worthy of consideration. 

What it doesn’t tell us 

Because it includes only high demand energy occupations in the various ARC regions, and 

because demand for these occupations is total economy-wide demand rather than demand within 

a particular industry sector, this approach does not focus on providing contextually useful 

information about specific industry sectors. It rather provides raw data with which to start 

comparing occupational demand and supply. Also, because the approach used in the RTS study 

focused on top energy related occupations it misses demand on certain occupations outside the 

energy sectors, unlike the sector-based approach described below can. For instance, demand 

cannot be distributed across educational programs, and thus a true gap (or surplus) cannot be 

calculated.1

 Rather, supply and demand can be compared to get a sense of which occupations 

and industries may require further analysis. 

Steps for creating the Regional Gap Analyses 

The goal of the regional gap analysis is to compare the demand and supply side of a large labor 

market area. A comparison is made between average annual demand and average annual 

 

1

 Because the study team’s mandate was to create a methodology that could be easily learned and used by 

practitioners at the local district development level, we kept it as a guideline that the steps must be doable by 

reasonably computer-literate staff putting in a reasonable amount of time. The level of detail offered in the sectorbased picture is not included in the regional picture, not because it is technically impossible, but because it would 

involve many days of data analyzing to produce information that we see as being more useful at the target cluster 

level. It would be possible for a programmer to use Microsoft Access or any SQL-based database instrument to 

automate the process we describe here rendering it possible to do the more detailed analysis on any number of 

occupations, and this option is certainly open to ARC or individual regions. We do not include it here, however, in 

keeping with our mandate to provide a methodology usable by computer-literate laypeople rather than information 

technology professionals.
RTS Inc. ARC Energy Workforce Trends and Training Needs J-4 

program completers to determine a potential labor pool. The steps involved in assessing training 

gaps at the larger regional level begin with the demand side of the equation. 

The first step is to select the occupations expected to have the highest impact in the economy 

based on a set of predetermined criteria. The report focused on energy-related occupations 

projected to have the highest average annual demand (new and replacement jobs) over the 2009 

to 2013 time period. For instance, within the ARC Central Region demand for heating, air 

conditioning, and refrigeration mechanics and installers is expected to grow 23% percent (or 117 

jobs) between 2009 and 2013. In addition, the heating, air conditioning, and refrigeration 

mechanics and installers occupation is expected to replace 56 jobs over the same time period 

with an average of 43 new and replacement jobs needed on an annual basis. 

Example 1.1: Selecting an occupation and calculating average annual demand 

SOC Occupation

# New and 

Replacement Jobs 

(2009-2013)

Avg. Annual # 

New and 

Replacement Jobs

Educational 

Level

47-9021

Heating, air 

conditioning, and 

refrigeration mechanics 

and installers

173 43 Long-term 

OTJ

Each occupation is then matched, using its Standard Occupational Classification (SOC code), to 

an instructional program(s) whose coursework has a strong relationship with the knowledge and 

skills needed in that occupation. The SOC to Classification of Instructional Program (CIP) 

crosswalk table (available at the National Crosswalk Service Center’s website 

(http://www.xwalkcenter.org/index.html) outlines the relationship between occupations and 

instructional programs. 

The crosswalk is a comprehensive list of programs available at educational institutions 

throughout the country; some of the programs may not apply to the specific educational level or 

region chosen for analysis. Of the programs that feed the heating, air conditioning, and 

refrigeration mechanics and installers occupation,2

 only the Heating, Air Conditioning, 

Ventilation and Refrigeration Maintenance Technology/Technician (HAC, HACR, HVAC, 

HVACR) program was found in the region. Heating, Air Conditioning and Refrigeration 

Technology/Technician (ACH/ACR/ACHR/HRAC/HVAC/AC Technology) and Solar Energy 

Technology/Technician programs are not in the region and were dropped from further analysis. 

 

2

	The	scenarios	in	this	document	should	be	used	as	examples	only,	as	they	do	not	reflect	actual	data	given	to	RTS,	

Inc.
RTS Inc. ARC Energy Workforce Trends and Training Needs J-5 

Example 1.2: Matching instructional programs to the selected occupation 

SOC Occupation

Avg. Annual # 

New and 

Replacement 

Jobs CIP Program Title

15.0501

Heating, Air Conditioning and 

Refrigeration Technology/Technician 

(ACH/ACR/ACHR/HRAC/HVAC/AC 

Technology)*

15.0501

Heating, Air Conditioning and 

Refrigeration Technology/Technician 

(ACH/ACR/ACHR/HRAC/HVAC/AC 

Technology)*

15.0505 Solar Energy Technology/Technician*

49-9021

Heating, air 

conditioning, and 

refrigeration 

mechanics & 

installers

43

47.0201

Heating, Air Conditioning, Ventilation

and Refrigeration Maintenance 

Technology/Technician (HAC, 

HACR, HVAC, HVACR)

*Instructional programs without enrollment or completers. 

The next step focuses on the supply side of the equation, which deals with the potential pipeline 

of students based on skills taught at the post-secondary level. This step sums the total number of 

program enrollees to determine the potential number of people enrolled in programs related to 

the selected occupations. This yields a potential pipeline of students seeking skills related to 

occupations in high demand. Unfortunately, there is no way of knowing whether these students 

will complete their current field of study, work in the selected occupation, or if a particular 

program is teaching the skills needed to adequately prepare students for heating, air conditioning 

and refrigeration mechanics and installers jobs in the Central ARC Region. 

Example 1.3: Comparing average annual demand to a potential labor pool

SOC Occupation

Avg. Annual # 

New and 

Replacement 

Jobs CIP Program Title

Avg. 

Completers

49-9021

Heating, air 

conditioning, 

and 

refrigeration 

mechanics & 

installers

43 47.0201

Heating, Air 

Conditioning, 

Ventilation and 

Refrigeration 

Maintenance 

Technology/Technic

ian (HAC, HACR, 

HVAC, HVACR)

118
RTS Inc. ARC Energy Workforce Trends and Training Needs J-6 

The regional approach provides a framework for more in-depth analysis. The example above 

does not suggest a gap, but further quantitative and qualitative information should be gathered to 

determine true workforce needs and whether the lack of a Heating, Air Conditioning and 

Refrigeration Technology/Technician (ACH/ACR/ACHR/HRAC/HVAC/AC Technology) 

program or a Solar Energy Technology/Technician results in a lack of available skills in the 

region. 

Note that the above example uses a three-year average for program completions. Using an 

average of multiple time periods allows for a more complete picture of the number of 

completions. The average number of completers in a program over a number of consecutive time 

periods diminishes fluctuations due to short-term economic and policy changes that can affect 

people’s educational attainment goals. 

In summary, the steps for conducting a regional analysis are: 

• Compile a list of all the energy sector occupations in a region. 

• Assess the projected new and replacement jobs estimated to be created for each 

occupation by end of projected time period. 

• Match each of the occupations with the post-secondary programs that could potentially 

prepare a worker for that occupation. 

• Total the completions in all of those programs. 

• Compare the completions in the potential feeder programs to the projected needed 

number of annual new and replacement jobs. 

Energy Sector-Based Picture

A picture like the one described above is most useful for gaining a broad perspective on indemand occupations in the region and the potential for meeting that demand. Most institutions 

of higher learning and communities already have a sense for which industries and industry 

sectors are significant in their regions, and thus require a more detailed understanding of how 

their own offerings and activities relate to probable demand within these significant sectors. 

This part of the methodology provides educational institutions and communities with a way to 

develop that more detailed understanding. 

For the sector-based picture, occupational demand estimates do not show demand from all 

industries economy-wide, but only from the industries that make up a particular energy sector. 

This is one of two primary differences between the sector-based picture and the regional picture. 

The other is that at this more detailed level, it is possible to distribute demand across postsecondary programs to develop a much more direct comparison between projected supply and 

projected demand. 

Why this is important 

Having a sector-specific context for occupational analysis will give the ARC communities and 

educational institutions a more useful knowledge about the probable future needs of its major 

private sector stakeholders. In addition, examining supply and demand at a more focused and 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-7 

detailed level allows for a more intricate analysis in which demand can be distributed across 

programs, allowing for a more direct calculation of gaps and surpluses. 

What it doesn’t tell us 

As detailed and contextual as this analysis is, it cannot answer the question of why certain 

occupations appear to be showing gaps or surpluses. Neither can it show specifically what 

employers need and want, beyond the simple numbers of workers they are projected to require. 

For instance, it makes no reference to skills or other qualities that employers value, and it doesn’t 

account for in-migration of new workers or the out-migration of students who find jobs outside 

an ARC region. 

Steps for creating the Sector-Based Picture 

As with the regional analysis, the team compiled a list of all the occupations in the region within 

a given sector and then filtered that by the level of education and training required. For this 

example, the gas and oil sector in the ARC Southern region was explored and the civil engineer3

occupation was chosen. The top occupations were selected based on their projected employment 

impacts in 2013. Average annual new and replacement4 jobs were used to estimate annual 

demand. The team, again, determined which educational programs are feeding the selected 

occupation(s) and totaled the completions in each program. 

Example 2.1: Selecting the occupation and determining demand 

SOC Occupation

# New and 

Replacement Jobs 

(2009-2013)

Avg. Annual 

Demand

Educational 

Level

17-2051 Civil Engineers 237 59 Bachelor’s 

Degree

Example 2.2: Matching instructional programs to the selected occupation

SOC Occupation

Avg. 

Annual 

Demand CIP Program Title

14.0801 Civil Engineering, General 17-2051 Civil Engineers* 59 14.0899 Civil Engineering, Other

*Civil Engineers matches to 4 instructional programs. For the purposes of this example only two programs were chosen. 

Since programs often feed more than one occupation, the study team developed an estimate of 

the percentage of completers in every program that could enter a given occupation. In this 

example, the 105 completers of the two programs could go into the three different occupations, 

as shown below: Engineering Manager, Civil Engineer, or Engineering Teacher, postsecondary. 

The regional demand for each occupation represents the average annual new and replacement 

jobs needed in the region for all industries, not just the industries that make up a specific sector. 

 

3

 The information presented in this example does not represent actual employment and completer numbers. 

4

 For the cluster-level analysis, replacement jobs were estimated using the rate of replacement jobs in an occupation 

industry-wide (within the region of analysis) multiplied by the number of jobs in the base year (2006).
RTS Inc. ARC Energy Workforce Trends and Training Needs J-8 

Example 2.3-a: Determining industry-wide regional demand for program completers 

CIP Program Title

Avg. # 

Completers SOC Occupation

Regional 

Demand

11-9041 Engineering Manager 162 14.0801

Civil 

Engineering, 

General

55

17-2051 Civil Engineers 144

Example 2.3-b: Determining industry-wide regional demand for program completers 

CIP Program Title

Avg. # 

Completers SOC Occupation

Regional 

Demand

11-9041 Engineering Manager 162

17-2051 Civil Engineers 144 14.0899

Civil 

Engineering, 

Other

50

25-1032 Engineering Teachers, 

Postsecondary 56

As mentioned above, the team estimated the portion of graduates supplied by a program based on 

the occupation’s percentage of total regional demand - in this example, the general civil 

engineering program for engineering managers and civil engineering. Within the southern 

region, 162 civil engineers are needed on an annual basis (including the 59 needed in the gas and 

oil sector example). Since the general civil engineering program trains for both the engineering 

manger occupation and the civil engineering occupation, only 47.1 percent (26 completers) of 

the program’s completers are available to become a civil engineer, as shown below. 

Example 2.4-a: Distributing demand for the Civil Engineering, General Program 

SOC Occupation Regional Demand

Portion of 

Total 

Demand

Portion of 

Total Demand 

(Completers)

11-9041 Engineering Manager 162 52.9% 29

17-2051 Civil Engineer 144 47.1% 26

The “civil engineering, other” program trains for engineering mangers, civil engineers, and 

postsecondary engineering teachers. Average annual demand for the completers of this program 

is 50 jobs; however, engineering managers demands almost 45 percent of the completers of the 

“civil engineering, other program”. This leaves 39.8 percent of the 50 completers (or 20 

completers) available to become civil engineers. 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-9 

Example 2.4-b: Distributing demand for the Civil Engineering, Other Program

SOC Occupation

Regional 

Demand

Portion of 

Total 

Demand

Portion of 

Total Demand 

(Completers)

11-9041 Engineering Manager 162 44.8% 22

17-2051 Civil Engineers 144 39.8% 20

25-1032 Engineering Teachers, 

Postsecondary 56 15.5% 8

The final step is to total the estimated completers from each program that would enter a given 

occupation, and compare this sum to the total projected demand. The difference between the two 

is the labor market gap or surplus for that occupation with respect to post-secondary programs. 

In the example presented above, two programs feed the occupation selected, the result being a 

gap of 13 people to fill the projected job demand. 

Example 2.5: Calculating the Gap 

SOC Occupation Annual Demand Completers Allocated Difference

17-2051 Civil Engineers 59 46 -13

In summary, the cluster-based approach steps are: 

• Define the sector(s) for analysis. 

• Select top occupations within the selected sector(s). 

• Assess the projected new and replacement jobs estimated to be created for each 

occupation by end of projected time period. 

• Match each of the occupations with the post-secondary programs that could potentially 

prepare a worker for that occupation. 

• Allocate educational completers. 

• Calculate the gap. 

This methodology could also be used with enrollment numbers to get an idea of a potential 

pipeline of future students. Unfortunately, enrollment does not present as clear a picture at the 

sector level since the intentions of people who enroll in a curriculum program may not be to 

obtain an award (certificate, associate, bachelor’s, etc). 

Continuing Education/Industry Training

The continuing education and industry training data pushes the gap analysis methodology 

beyond traditional supply-demand comparisons by including an examination of the more specific 

non-credit training that educational institutions offer to individuals and companies. These data, 

however, while they are quantitative and can be analyzed quantitatively, cannot be combined 

with the other quantitative data, due to the lack of corresponding industry codes and occupational 

groupings—they must be analyzed separately and either viewed as a separate quantitative 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-10 

analysis or incorporated into the analysis as qualitative information that provides part of the 

context for the quantitative findings. 

Non-credit data is, unfortunately, collected in different ways by the various educational systems 

in the ARC region. Due to the vast number of colleges and universities in Appalachia, 

performing this analysis for this study was time and cost prohibitive; however, RTS has 

performed gap analyses for individual educational systems and has provided the steps below. 

Why this is important 

Much of what educational institutions provide for their industry stakeholders falls into the 

categories of continuing education and industry-specific training, especially on the two-year 

college level. An analysis that does not include some examination of these activities risks 

underestimating the level of post-secondary focus on and service to specific key economic 

sectors. Also, these activities often represent more up-to-date responses by educational 

providers. It can take a considerable amount of time to create and gain approval for new credit 

programs, but colleges and universities can respond to industry needs comparatively quickly 

with continuing education or industry-specific training programs. Non-credit data can be used to 

provide a big picture of which clusters and program areas have the most enrollments and which 

have the fewest. These data also give a broad-sweep understanding of the types of companies 

and type of training non-credit and industry training provides, as well as what types of students 

are benefiting. 

What it doesn’t tell us 

The data in continuing education and industry training programs are generally not tracked at a 

specific enough level of detail to allow for extensive sector-specific analyses. Neither do they 

connect to occupational codes in a way that allows for a direct relation between noncredit 

training and occupational demand. Even if there were, much of non-credit training is geared 

toward enhancing the skills of people already in the workforce—meaning that the numbers of 

people trained could not be used to indicate the numbers that are ready to fill new jobs. 

Steps to create the analysis of continuing education/industry training 

• The following continuing education and industry training data is needed: 

o At least one year of gender and race/ethnicity information, by college, for workforce 

continuing education enrollments, industry training provided, and self-supporting 

continuing education courses 

o At least one year of enrollments in workforce continuing education courses by 

college and by type of training based on the master course list – usually provided at 

the system office level 

o At least one year of customized industry training projects (with NAICS code, if 

available). Data should include the number of trainees, expenditures per project, 

instructional hours and location, if available 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-11 

 Analysis steps: 

• Race/gender/ethnicity:

o Combine the data for all program areas and develop percentage breakouts by 

gender and race/ethnicity 

o Compare the percentages in each category to the proportion of residents in the 

region fitting those same categories in order to see what segments were over 

or under-represented compared to state population levels. (Population 

information available from the US Census Bureau at www.census.gov.) 

• Workforce Continuing Education: 

o Add a column to the data provided by the system office that lists each 

educational provider’s current ARC regional designation. 

o Use spreadsheet filter functions to examine the continuing education classes 

by region and by program area. 

o Use this information to inform the sector and regional analyses. For the 

regional level analysis, for example, combined type of training data into broad 

categories using the educational system’s rubric in order to present a high 

level picture of the program offerings by enrollment. While these data cannot 

be “crosswalked” as the credit program data can be, it is possible to visually 

compare the types of training being carried out to occupational demand 

projections in order to identify matches and mismatches. 

• Industry Training: 

o While the study recommends that NAICS codes be included in all customized 

industry training projects, we realize that this is information is not always 

available. NAICS codes can sometimes be found online by searching a 

company’s line of business on the NAICS taxonomy. Try 

http://www.census.gov/eos/www/naics/ or http://www.naics.com/search.htm . 

o In a spreadsheet, categorize the projects by sector, based on the NAICS codes. 

In most cases, 2-digit codes can be used to classify companies in order to keep 

the number of sectors from being onerously high. 

o Sort the projects by number of trainees to identify sectors served by the 

programs, from highest to lowest. 

o When doing an analysis on a geographically broad area (ex. the total ARC 

region), organize projects by region as well as sector, in the same manner as 

for continuing education courses. This will reveal whether there has been 

customized industry training in the region that is relevant to a particular 

sector. 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-12 

Qualitative contextual analysis

The study team included several interviews with private sector members of the various energy 

sectors (these could be conducted over the phone, one-on-one or in small focus-group size 

meetings). Public-private, nonprofit, or public sector intermediaries, such as economic 

development authorities, Chambers of Commerce, or industry associations, can also provide 

important qualitative information. 

Why this is important 

The qualitative information served two roles in the analysis: (1) to provide insight into skills 

needs, not just occupational needs, for each sector; and (2) to shed light on the specific role of 

the educational providers in meeting the particular sector’s needs and providing opportunities for 

students to prepare for in-demand jobs. The qualitative elements of the analysis provide a reality 

check and explanatory backup for the results of the quantitative analysis. The quantitative 

analysis provides an answer to the question of what will be happening to occupational supply 

and demand in a given sector; the qualitative analysis speaks to why these changes are taking 

place and how they will come about. 

What it doesn’t tell us 

Qualitative information will be richest and most valuable in the context of substantive, longstanding relationships between colleges/universities and their private sector stakeholders. This 

means, however, that if the qualitative piece of the analysis were conducted on its own, without 

being informed by the quantitative analysis, it might not uncover new or surprising information 

about projected changes in the target industry sectors. The quantitative piece is needed to 

prompt what questions should be asked of industry, or in some cases even to prompt an 

educational institution to develop new connections with industries that formerly had not been on 

its radar screen. 

Creating the qualitative analysis 

• Interviews with regional and state-level employers and industry representatives. The 

main step to creating the qualitative analysis is to conduct several interviews with employers 

or other industry stakeholders in the target region who can shed light on the sector 

occupational and skills needs in the region, and on the ways in which the region’s community 

college help to meet those needs. These interviews can be conducted one-on-one or in focus 

group-style meetings. The kind of information to be gleaned includes: 

 What is the overall industrial makeup of X sector in this region? I.e., what segments are 

most important here? 

o Is this sector characterized in this region by small businesses, large businesses, 

branch plants, entrepreneurs, or other? 

o In this region, is this sector declining, expanding, or maintaining? Where do you 

see it going over the next X years? 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-13 

o What are this sector‘s most important workforce needs in this region? Which 

kinds of workers are most important to its competitiveness? Which kinds of 

workers are hardest to find and keep? 

o In a typical establishment in this sector in your region, what specific occupations 

are in greatest demand? What skills are in greatest demand? 

o Which of these occupations require at least some training beyond high school? 

Which require a two-year degree? Which require an advanced degree, etc? 

o Have you hired workers who have gone to nearby schools? If so, how would you 

rate their quality in terms of having the skills needed to be successful in your 

company? Are educational programs up-to-date in terms of what they’re 

teaching? [This question should be more general if interviewing an association.] 

o How do employers in this sector generally find workers? To what extent do 

employers in this industry work closely with the local colleges and universities or 

other workforce institutions to develop their workforce? In particular, do you see 

skills upgrading for current workers being provided by educational institutions in 

the area? What, if any, gaps in the type of continuing education courses offered 

by educational providers do you see? 

o If community colleges/universities do not play much of a role in preparing your 

workforce, why is that? What could community colleges/universities do to be 

more relevant to your workforce needs? 

o How do you see the industry changing in the next five years? (Prompts: for 

example, new markets, technology changes, aging baby boomers leaving 

workforce, off-shoring) How do you think this will affect the industry’s 

workforce needs here in this region? What do you think educational providers 

should do to prepare for these changes? 

These basic questions are included to show the range of information that one would need to elicit 

from industry stakeholders during this process. If you are entering the interview process without 

already being familiar with some of this information, it would make the process more effective to 

do some background research first so that you have a preliminary understanding with which to

begin the discussion.
RTS Inc. ARC Energy Workforce Trends and Training Needs J-14 

Addendum 1: Data Sources

The report is based on data obtained from Economic Modeling Specialists, Inc (EMSI). EMSI is 

a subscription, web-based data company specializing in labor and economic data. The data 

provided by EMSI in this report comprises quarterly census employment and wage (QCEW) data 

augmented with data on self-employment, proprietors, and other members of region’s workforce 

not typically covered under the unemployment insurance law. Thus, the data presents a more 

complete picture of a region’s workforce. Although the report utilizes the data services of EMSI, 

the methodology can still be applied to free federal and state data sources. 

Employment Data 

Once the relevant sectors have been identified and the industries within those sectors defined, 

employment projections can be found at either a particular state’s Employment Security 

Commission or the US Department of Labor, Bureau of Labor Statistics5

 (BLS). Both agencies 

provide data on covered employment only. Some data may be suppressed due to policies 

regarding establishment confidentiality. As a supplement to the QCEW data, Non-employer data 

may be obtained free of charge from the US Census Bureau, Economic Planning and 

Coordination Division’s Non-employer Statistics database. 

(http://www.census.gov/epcd/nonemployer/). 

For each of the chosen industries within a cluster, staffing patterns can be determined based on 

the National Industry-Occupation Employment Matrix on the Bureau of Labor Statistics website 

(http://data.bls.gov/oep/nioem/empiohm.jsp). Detailed files on occupations by industry can be 

accessed through (http://www.bls.gov/emp/empoils.htm). The staffing patterns will give an 

occupation’s percentage of industry employment, which can then be applied to the total industry 

employment to determine a region’s industry needs. 

A clearer picture of demand includes not only occupational growth within a cluster but also 

addresses the need to fill existing jobs. The inclusion of replacement jobs6 allows for a truer 

picture of the demand for labor faced by employers on an annual basis. The BLS compiles data 

on the annual average number of replacement jobs and publishes it through their Occupational 

Employment, Training, and Earnings program7 (http://data.bls.gov/oep/noeted/empoptd.jsp). To 

estimate minimum annual average demand for an occupation, use the Job Openings due to 

growth and net replacements as a percent of the base year’s total employment. This percentage 

should be applied to the base year of employment at the selected regional level to get an estimate 

of total demand in the target area. 

Crosswalk 

A relationship between standard occupational classifications (SOC) and classification of 

instructional programs (CIP) has been established and is available through the National 

Crosswalk Service Center, a depository of occupational/educational resources. The most recent 

 

5

 BLS data does not allow for the selection of data by economic development or workforce board region. However, county and metropolitan 

statistical area data is available and can be used to estimate regional employment.

6

 Replacement jobs exist due to workers leaving their jobs to work in another occupation, leaving the labor force because of retirement or other 

reasons, or death.

7

 The data used in determining replacement jobs is from the total and net separations data gathered through the Current Population Survey.
RTS Inc. ARC Energy Workforce Trends and Training Needs J-15 

SOC to CIP crosswalk can be accessed through the National Crosswalk Service Center. For more 

information regarding the CIP taxonomy visit the National Center for Education Statistics site 

regarding CIP resources (http://nces.ed.gov/pubs2002/cip2000/). 
RTS Inc. ARC Energy Workforce Trends and Training Needs J-16 

Addendum 2: Identifying Energy Sectors

Developing a sector definition is important in understanding the relevant industries in particular 

energy sectors as well as the occupational needs within those industry sectors. Before a staffing 

pattern can be developed, a complete definition of each target energy sector must be created. 

Should the energy sectors or how they are defined in the accompanying study not fit your need, 

we offer the following advice in identifying the appropriate sector(s) to begin your gap analysis. 

Identify target sectors. This is a step that can be undertaken in a number of ways. Because any 

quantitative method can be used to different effect in different types of regions and economic 

contexts, and because it would be impractical to suggest that every college or university wishing 

to conduct an occupational gap analysis first undertake a comprehensive regional sector study, 

the study team does not prescribe a specific method for selecting the industry sectors. Instead, 

we offer the following guidelines for selecting clusters: 

• Base the selection on existing relationships within the regional economy. As noted 

elsewhere, the richest and best source of data is the ongoing relationships between a 

community’s educational providers and the industry stakeholders. Ideally, an analysis 

such as this one would be the occasion for eliciting specific information from these 

stakeholders, not for establishing connections with them. If educational providers are in 

regular communication with employers, these communications will provide a solid 

understanding of industry trends that will reveal which of the industries in a service area 

are most critical to the regional economy. 

• Make use of economic and cluster studies. Studies conducted at the state, regional, and 

even county and local level can all shed light on changing industry trends. These are 

useful as a supplement to information gleaned from existing industry connections, as 

these existing connections may not serve to inform colleges of new economic 

development such as emerging clusters. The Economic Development Administration 

maintains excellent regional data and industry cluster mapping tools at: 

http://www.clustermapping.us/index.html and http://www.statsamerica.org/innovation/

• Consult with local/regional/state-level economic development authorities and 

industry representatives. Connections with these stakeholders can be an effective way 

to bolster your understanding of new and emerging clusters, to establish contacts in an 

industry not currently connected to the college, and to get a broader view of a particular 

cluster or set of industries than the individual members of it can provide. 

• Consult regional sources of data. When there is staff capacity to do so, examining 

direct sources of data can be a good way of looking for clues about changing trends in a 

local or regional economy. The Bureau of Labor Statistics, County Business Patterns, 

Employment Security Commission data, and Dun and Bradstreet are all sources of data 

that can be used to create targeted economic information. This can be time-consuming, 

and easily misleading if data are not interpreted with a great deal of care; for this reason, 

and because quantitative information is rarely sufficient on its own to fully explain any 

economic trend or phenomenon, we recommend extreme caution when attempting to 

analyze economic data in order to understand a local economy and identify target sectors. 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Appendix K: NAICS CODES BY ENERGY SECTOR 

Subsector

NAICS Description Coal Nuclear Gas & Oil Hydroelectric Wind Solar Geotherm

211111 Crude petroleum and natural gas extraction x211112 Natural gas liquid extraction x212111 Bituminous coal and lignite surface mining x212112 Bituminous coal underground mining x212291 Uranium‐radium‐vanadium ore mining x213111 Drilling oil and gas wells x213112 Support activities for oil and gas operations x213113 Support activities for coal mining x213114 Support activities for metal mining x221111 Hydroelectric power generation x221112 Fossil fuel electric power generation x x221113 Nuclear electric power generation x221119 Other electric power generation x x x 221121 Electric bulk power transmission and control x x x x x x221122 Electric power distribution x x x x x x 221210 Natural gas distribution x221330 Steam and air‐conditioning supply x236115 New Single‐Family Housing Construction (except Operative Builders) 236116 New Multifamily Housing Construction (except Operative Builders) 236118 Residential Remodelers 237110 Water and sewer system construction x x237120 Oil and gas pipeline construction x237130 Power and communication system construction x x x x x 237990 Other heavy construction x x238210 Electrical Contractors and Other Wiring Installation Contractors 238220 Plumbing, Heating, and Air‐Conditioning Contractors 238290 Other Building Equipment Contractors 238310 Drywall & insulation contractors 238390 Other Building Finishing Contractors 238990 All Other Specialty Trade Contractors 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Subsector

NAICS Description Coal Nuclear Gas & Oil Hydroelectric Wind Solar Geotherm

314992 Tire Cord and Tire Fabric Mills 321113 Sawmills 322110 Pulp mills 322121 Paper mills 322299 All Other Converted Paper Product Mfg. 324110 Petroleum refineries x324199 All other petroleum and coal products mfg. x x325110 Petrochemical manufacturing x325120 Industrial gas manufacturing x325191 Gum and wood chemical manufacturing 325193 Ethyl alcohol manufacturing 325199 All Other Basic Organic Chemical Manufacturing 325211 Plastics Material and Resin Manufacturing x325510 Paint and Coating Manufacturing x326113 Unlaminated Plastics Film and Sheet (except Packaging) Manufacturing x326199 All Other Plastics Product Manufacturing x327211 Flat Glass Manufacturing x327993 Mineral Wool Manufacturing x x 331210 Iron and Steel Pipe and Tube Manufacturing from Purchased Steel x 331422 Copper Wire (except Mechanical) Drawing x331511 Iron Foundries x332312 Fabricated Structural Metal Manufacturing x332322 Sheet Metal Work Manufacturing x x332410 Power boiler and heat exchanger manufacturing x332420 Metal tank, heavy gauge, manufacturing x332710 Machine Shops x332911 Industrial Valve Manufacturing x x x x x 332991 Ball and Roller Bearing Manufacturing x333120 Construction Machinery Manufacturing x 333131 Mining machinery and equipment manufacturing x x333132 Oil and gas field machinery and equipment x333295 Semiconductor Machinery Manufacturing x333411 Air Purification Equipment Manufacturing ?
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Subsector

NAICS Description Coal Nuclear Gas & Oil Hydroelectric Wind Solar Geotherm

333412 Industrial and Commercial fans and blowers x333414 Heating equipment, except warm air furnaces x333415

Air‐conditioning and Warm Air Heating Equipment and

Commericial and Industrial Refrigeration Equipment

Manufacturing

x

333611 Turbine and turbine generator set units mfg. x333612 Speed Changer, Industrial High‐Speed Drive, and Gear Manufacturing x333613 Power Transmission Equipment Manufacturing x333911 Pump and Pumping Equipment Manufacturing x 333912 Air and Gas Compressor Manufacturing x 333922 Conveyor and Conveying Equipment 333923 Overhead Traveling Crane, Hoist, and Monorail System Manufacturing x 333995 Fluid Power Cylinder and Actuator Manufacturing 333999 All Other Miscellaneous General Purpose Machinery Manufacturing x 334413 Semiconductors and related device mfg. x 334418 Printed Circuits and Electronics Assemblies x334513

Instruments and Related Products Manufacturing for

Measuring, Displaying, and Controlling Industrial Process

Variables

x x x

334515 Instrument Manufacturing for Measuring and Testing Electrictiy and Electrical Signals x x x x x x 334517 Irradiation Apparatus Manufacturing x334519 Other measuring and controlling device mfg. x335311 Electric power and specialty transformer mfg. x x x 335312 Motor and generator manufacturing x335313 Switchgear and switchboard apparatus mfg. x335314 Relay and industrial control manufacturing x x x335911 Storage battery manufacturing x335912 Primary battery manufacturing 335929 Other communication and energy wire mfg. x x x335931 Current‐carrying wiring device manufacturing x x x x x x 335991 Carbon and graphite product manufacturing x x335999 Miscellaneous electrical equipment mfg. x x x x x x 336412 Aircraft Engine and Engine Parts Manufacturing x
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Subsector

NAICS Description Coal Nuclear Gas & Oil Hydroelectric Wind Solar Geotherm

339113 Surgical Appliance and Supplies Manufacturing x423490 Other Professional Equipment ans Supplies Merchant Wholesalers x x423510 Metal Service Centers and Other Metal Merchant Wholesalers x423520 Coal and other mineral merchant wholesalers x x423610 Elec. equip. and wiring merchant wholesalers x x x x x423620 Electrical and Electronic Appliance, Television, and Radio Set Merchant Wholesalers 423690 Other electronic parts merchant wholesalers 423720 Plumbing equip. merchant wholesalers 424710 Petroleum bulk stations and terminals x424720 Other petroleum merchant wholesalers x444110 Home Centers 444190 Other Building Material Dealers 447110 Gasoline stations with convenience stores x447190 Other gasoline stations x453998 All Other Miscellaneous Store Retailers (except Tobacco Stores) x x454311 Heating oil dealers x454312 Liquefied petroleum gas, bottled gas, dealers x454319 Other fuel dealers x 486110 Pipeline transportation of crude oil x486210 Pipeline transportation of natural gas x486910 Refined petroleum product pipeline transport. x486990 All other pipeline transportation x488999 All Other Support Activities for Transportation x517919 All Other Telecommunications x x523910 Miscellaneous intermediation x x x x x x x 523999 Miscellaneous financial investment activities x x x x x x x 532412 Other heavy machinery rental and leasing x x x x x x x 533110 Lessors of nonfinancial intangible assets x x x x x x x 541330 Engineering services x x x x x x x 541360 Geophysical surveying and mapping services x x x x x541380 Testing laboratories x x x x x x x 541611 Administrative Management and General Management x x x x x x x 
RTS Inc. ARC Energy Workforce Trends and Training Needs 

Subsector

NAICS Description Coal Nuclear Gas & Oil Hydroelectric Wind Solar Geotherm

Consulting Services

541620 Environmental consulting services x x x x x 541690 Other technical consulting services x x x x x x x 541710 Physical, engineering and biological research x x x x x x x 541712 Research and Development in physical, engineering, & life sciences (except biotechnology) x x x x x x x 541990 All Other Professional, Scientific, and Technical Services x x x x x x x 561110 Office Administrative Services x x561990 All Other Support Services x x