the magazine for environmental managers february 2018...

The Magazine for Environmental Managers February 2018

EnvironmentalEducation

University of Illinois University of Cincinnati

University of Texas Massachusetts Institute of Technology Johns Hopkins University

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em • The Magazine for Environmental Managers • A&WMA • February 2018

Columns

EPA Research Highlights: MicroTrac Tool Enhances Air Pollution Exposure Assessmentsby Michaela Burns An overview of the MicroTrac model, an important resource that can help support public health strategies to reduce overall air pollution exposure.

Departments

Message from the President: Education for Allby Chris Nelson

Last Stop: Getting to Know A&WMA’s Organizational Members

Environmental Education:Theory and Practice, 2018by Anthony J. Sadar

In this month’s EM, we focus on the current state of environmental education in the United States.

The Environmental Engineering Undergraduate Program at the University of Cincinnatiby Mingming Lu, Margaret Kupferle, and Tim Keener

Features

Green School Buildings as Catalysts for Sustainability Educationby Allison Guerette

Forum: Advanced Placement Coursework and Expanding Understanding of Environmental Scienceby Anthony J. Sadar

Table of Contents

University of Cincinnati

by Chris Nelson, P.E. » [email protected]

Educationfor All


Message from the President

My wife is an elementary school teacher, one of thosesaints who wrangle our kids throughout the school year, aiming for forward academic progress. I am an engineer andgenerally prefer books and spreadsheets to noisy groups ofchildren. Despite my preferences, I always make exceptionsfor opportunities to speak to students and young adults aboutenvironmental issues. I consider it fun and part of our duty as professionals to pass along scientific insight, policy context,and some real-world experience to the next generation ofpotential environmental leaders.

Our current issue of EM is focused on environmental education,and I hope it will spur thinking from you on how we, both asindividuals and as A&WMA members, can support educationalinitiatives. A&WMA’s Mission is “to assist in the professionaldevelopment and critical environmental decision-making ofour members to benefit society.” Our educational efforts arecore to the work of our Association and there are a numberof ways we can provide support.

Many of our employers have programs to promote STEMeducation or environmental projects. I encourage you to participate and include your A&WMA engagement as part ofyour message. Discussions of A&WMA are not only valuablefor promoting the success of our organization, but also helpstudents learn how to find and succeed in a job. As we allknow, professional networks are important for success in a complex world.

I appreciate the efforts of our student chapters, faculty advisors,and other members from academia. They form an importantlink in the chain that connects young people with an interestin environmental issues to careers in the environmental field.I mentor college students and guest lecture at my local university. Many students that I meet struggle to link theirstudies to careers, from understanding what specific jobsexist in their field to connecting with employers when theygraduate. A&WMA can be a key resource for them.

Once our student members enter the workforce, A&WMAmay play an even more significant role in their development.Most people enter our profession with some technicalgrounding, but minimal practical experience. Our environ-mental rules and regulations are complex and continue tochange. The technology we use to measure environmentalconditions, manage data and information flows, and createproducts at our industrial facilities is evolving at an evenquicker pace. Our Association can be a key educationprovider for our young professionals. Given the pace ofchange, even old professionals like me need to continuouslylearn in order to be effective.

One of my goals as A&WMA President is to create momentumto integrate our programming and member services in a waythat allows our members to more easily chart their professionaldevelopment path or dig deeper into a specific technical topic.However, I recognize that is a “how” and not a “what”. As an Association, we must maintain our focus on the “whats”: professional development programming. I will repeat my request from last month and encourage you to contributeideas, insight, or time to A&WMA programs at the local, national, or international level.

If you have expertise or a development gap and aren’t surehow to move forward, please feel free to contact me and wewill add your thoughts to the conversation. Maybe there aremany members with the same interest and we only need tomake the right connections to provide the next great confer-ence, workshop, or webinar.

Thank for your continued service to A&WMA. em


As the second half of the 2017–2018 academic school year gets underway,

this is as good a time as any to reflect on the present and future state of

U.S. environmental education.

EnvironmentalEducation

Theory and Practice, 2018

University of Illinois University of Cincinnati

University of Texas Massachusetts Institute of Technology Johns Hopkins University

Cover Story by Anthony J. Sadar



In this month’s EM, we consider environmental programswith a focus on air and waste management. We touch on thecoursework, field experiences, and internships related to suchprograms, and consider opportunities in environmental education.

In this first article, Professors Mingming Lu, MargaretKupferle, and Tim Keener describe a comprehensive under-graduate program that incorporates the theory and practiceof environmental engineering in a five-year program at theUniversity of Cincinnati. Students participate in three to five co-op work semesters where they get real-world experienceand develop valuable work relationships that can come inhandy after graduation.

The authors note that, in addition to co-op work experience,an engineering design experience capstone course sequenceprepares undergraduate students for engineering practice.The sequence is a combination of lecture/seminars and design labs. Students gain skill in preparing project proposals,engineering computation, experimental design, economicanalysis, report writing, and oral presentation with final deliverables that include a report, poster presentation, and afinal presentation to their project clients, faculty, and externalengineering judges.

Inspiration and preparation for environmental practice can be nurtured before college, as exemplified in the second article by Allison Guerette, the Campus Sustainability

U.S. News & World Report Top-Ranked Environment/Ecology/Environmental Health Engineering Programs

The top 10 U.S. undergraduate schools forenvironmental/environmental health engineer-ing, where the highest engineering degree offered is a doctorate:

1. University of California–Berkeley, Berkeley, CA#1 in Environmental/Environmental Health #21 in National Universities (tie)

2. Georgia Institute of Technology, Atlanta, GA #2 in Environmental/Environmental Health (tie) #34 in National Universities (tie)

3. Stanford University, Stanford, CA #2 in Environmental/Environmental Health (tie) #5 in National Universities (tie)

4. University of Michigan–Ann Arbor, Ann Arbor, MI #2 in Environmental/Environmental Health (tie) #28 in National Universities

5. University of Illinois–Urbana-Champaign,Champaign, IL #5 in Environmental/Environmental Health (tie) #52 in National Universities (tie)

6. University of Texas–Austin, Austin, TX #5 in Environmental/Environmental Health (tie) #56 in National Universities (tie)

7. Massachusetts Institute of Technology, Cambridge, MA #7 in Environmental/Environmental Health #5 in National Universities (tie)

8. Carnegie Mellon University, Pittsburgh, PA #8 in Environmental/Environmental Health #25 in National Universities (tie)

9. Johns Hopkins University, Baltimore, MD #9 in Environmental/Environmental Health #11 in National Universities (tie)

10.Virginia Tech, Blacksburg, VA #10 in Environmental/Environmental Health #69 in National Universities (tie)

The top 10 U.S. undergraduate schools forenvironment/ecology programs, where thehighest engineering degree offered is a doctorate:

1. University of California–Berkeley, Berkeley, CA

2. Stanford University, Stanford, CA

3. Harvard University, Cambridge, MA

4. Duke University, Durham, NC

5. University of California–Davis, Davis, CA, USA

6. Yale University, New Haven, CT

7. University of Minnesota–Twin Cities, Minneapolis, MN

8. University of California–Santa Barbara, Santa Barbara, CA

9. University of Washington, Seattle, WA

10. University of Wisconsin–Madison, Madison, WI

The top 10 global schools offering environment/ecology programs:

1. University of California–Berkeley, Berkeley, CA, USA

2. Wageningen University and ResearchCenter, Wageningen, The Netherlands

3. Stanford University, Stanford, CA, USA

4. Swiss Federal Institute of Technology,Zurich, Switzerland

5. Harvard University, Cambridge, MA, USA

6. Duke University, Durham, NC, USA

7. University of California–Davis, Davis, CA, USA

8. (tie) University of Oxford, Oxford, UK

8. (tie) University of Queensland,Brisbane, Queensland, Australia

10. University of British Columbia, Vancouver, British Columbia, Canada



Coordinator at Phillips Academy in Andover, MA. The authordescribes how high-performing, green new schools and sustainable renovations promote environmental education.She explores some of the notable green school building programs, including Leadership in Energy and EnvironmentalDesign (LEED) for Schools, Collaborative of High PerformanceSchools, Living Building Challenge, and the U.S. Departmentof Education Green Ribbon Schools. These programs promotegreen building design, coupled with education. Guerette explains how green building features are used in whole-school Education for Sustainability (EfS). EfS focuses on inno-vation and design for a sustainable future with key themesthat include renewable energy, reduced water consumption,reduction and diversion of waste, and local food production.

Last, but not least, I review high-school Advanced PlacementEnvironmental Science course materials and look at somewhatatypical resources for environmental education. Specifically,does the AP coursework, available through the College Board,prepare students for college-level environmental scienceclasses and properly introduce them to real-world practice in the field? And, what are some of the resources and techniques available to expand student understanding and appreciation of the environmental profession?

So, please take your seats with EM’s February issue. Class isnow in session. em

Anthony J. Sadar, CCM, is the air pollution meteorologist and an administrator for the Allegheny County Health Department’s AirQuality Program in Pittsburgh, PA. He is also a member of EM’s Editorial Advisory Committee (EAC). The views expressed are hisown and not those of the Allegheny County Health Department.

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The MEGA Symposium is brought to you through the e�orts of four key industry players: the Air & Waste Management Association (A&WMA), Institute of Clean Air Companies (ICAC), US Environmental Protection Agency (EPA), and US Department of Energy (DOE).

An overview of the undergraduate environmental engineering program at the

University of Cincinnati, which was established in 2012.

The Environmental EngineeringUndergraduate Programat the University of Cincinnati

UC students on a field trip to a local utility.

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Undergraduate Program at the University of Cincinnati by Mingming Lu, Margaret Kupferle, and Tim Keener


In the 1880s, Cincinnati was the largest city in Ohio. It was the industrial center for metal works and meat packing,and was a transportation hub for railways and river boats.1

Meanwhile, air pollution, mainly in the form of smoke, became a byproduct of the city’s development and prosperity.The nation’s first smoke abatement office was established inCincinnati, OH.

In 1925, work at the laboratory of the U.S. Public HealthService led to the publication of public health bulletin No.146, “A Study of the Pollution and Natural Purification of theOhio River,” by H.W. Streeter and E.B. Phelps. This landmarkpaper developed and demonstrated the first physically basedmathematical model for predicting concentrations of dissolved

oxygen in natural water bodies. Many consider this seminalcontribution to mark the start of environmental engineering,and Cincinnati as the birthplace of environmental engineering.

Smoke continued to plague Cincinnati as a major health nuisance for years. This also resulted in many studies, publicawareness, and leaders in air pollution control. Charlie Gruber,who started his career as a Chief Smoke Inspector in 1938,was such an example. He became the first president of thethen–newly renamed Air Pollution Control Association(APCA; a precursor to A&WMA) in 1950. Mr. Gruber washired by the University of Cincinnati (UC) to develop the airpollution control program in 1966.2 The smoke abatementoffice then evolved into the Hamilton County Department of

Table 1. A sample EnvE curriculum.

Source: http://ceas.uc.edu/current_students/curriculum_information/environmental_engineering.html




Environmental Services (HCDOES), which is the contractor ofthe Ohio Environmental Protection Agency (EPA) in managingair and waste issues in the counties of Hamilton, Butler, Clermont,and Warren. The air quality monitoring and permitting of theHCDOES is now the Southwest Ohio Air Quality Agency.

In 1975, the U.S. Environmental Protection Agency (EPA)opened a major research laboratory adjacent to the UC campus. The primary missions of this federal laboratory areto perform pioneering work into the collection, treatment and distribution of municipal drinking water, wastewater and storm water.

The rich resources in environmental protection enabled thegrowth of the environmental engineering program at UC,which emerged from serving as a specialty area of traditionalcivil engineering to becoming one of the most well-knownenvironmental engineering graduate programs in the nation.

UC’s Environmental Engineering Undergraduate Program UC’s Environmental Engineering and Science (EES) used tobe a graduate program housed within the Department ofCivil and Environmental Engineering. It was ranked second inthe nation by the Gourman Report (1997), and was consistentlylisted among the top 20 U.S. environmental engineering programs by the U.S. News and World Report rankings until the 2010s.

As a result of college reorganization at UC in 2009, the EESprogram became separated from civil engineering. Due tothe increasing demands for environmental engineering students in the job market, as well as the national trend toward the establishment of undergraduate programs in environmental engineering, the undergraduate environmentalengineering program at UC was established in the fall of2012. This change also coincided with UC’s conversion from

Table 2. Example syllabus.

EnvE 4011 (Introduction to) Air Pollution

Brief Course Description:3hrs. In this introductory course, the formation, atmospherictransport of air pollutants, and the associated air quality issues atvarious scales will be discussed. The impacts of anthropogenicair pollutants on human health, economy and the ecosystems willalso be discussed. Pollution prevention and control technologies willbe presented. Pollutant measurement and air quality regulationswill be discussed with examples from students and a local airquality agency.

Student Learning Outcomes: After talking EnvE 4011, Introduction to Air Pollution, the students should be able to • Develop a basic understanding of the chemical and physical

properties of critical air pollutants, and the resultant impactson human health and the environment/ecosystem.

• Understand atmospheric transport of air pollutants. • Understand various air quality issues, from local to global

scales, and the causes, impact and remediation associated with these issues.

• Develop a basic understanding of technologies used to prevent or control air pollutant emissions, including processoperations, process design, and limitations

In addition, students will also develop effective written and presentation skills in finding solutions to engineering problems,develop an understanding of the evolvement of the environmentalengineering profession, and understand fundamental principlesof engineering design through various activities in this course.

Prerequisite: material balance (Ch.E. 2064 or EnvE 345) or equivalent

Breadth of Knowledge (BoK) Areas: critical thinking, knowledge integration

Textbook:“Air Pollution Control: A Design Approach by C. David Cooper,F. C. Alley”, Publication Date: September 1, 2010, ISBN-10:157766678X, ISBN-13: 978-1577666783, Edition: 4, Waveland press.

Earlier editions of the book are acceptable (such as the 3rd or2nd), but the students are responsible for finding the correcthomework assignments.

Helpful websites: www.epa.gov, the US EPA’s website andwww.hcdoes.org, the Southwest Ohio Air Agency site.

Course Materials: Blackboard will be used to post most class materials with the exception of class notes. Blackboard functions used include syllabus and course document, and learning modules (for hwk).

Course Contents:• Introduction: atmospheric composition, major air pollutants,

major sources and air pollution control program history • Air pollutant transport and dispersion• Air quality issues at various scales and locations • Control and prevention of gaseous pollutants from stationary

and mobile sources • Control and prevention of particulate matter from stationary

and mobile sources

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Table 1 shows the most recent curriculum for the program,which is posted online, and also given to each student tomanager his/her study at UC. Table 2 is an example syllabusof a course relevant to the A&WMA community: “(Introductionto) Air Pollution”. Table 3 shows the courses by ABET(Accreditation Board for Engineering and Technology Inc.)clusters, as well as connections of various courses. Continuedimprovement has been made to this curriculum from othersimilar undergraduate programs in the US to align betterwith ABET requirements.

In summary, students in EnvE will receive 42 hours of mathand basic science courses with laboratory, 56 hours of generalengineering science and design courses, and 18 hours ofgeneral education (including economics, English composition,and technical writing).

EnvE students are prepared for engineering practice by conducting a capstone design project in their senior year,which totals 6 credit hours of senior design for two semesters.Lectures are provided on practical design methods and externalspeakers provide awareness on current topics. Students self-select into groups of three or four to solve real world designproblems. They will gain experience in preparing project proposals, computation or experimental design, economicanalysis, and report writing, with a final presentation to faculty and external engineering judges.

The EnvE program offers three tracks for undergraduates:“Water Quality,” “Hydro-Systems,” and “Air Quality,” all are inthe context of “Sustainability”. Students are required to selectat least 15 credit hours of environmental electives during

an academic quarter system to a semester system. As of today,the program is housed in the Department of Chemical andEnvironmental Engineering, College of Applied Engineeringand Science (CEAS) at the University of Cincinnati(http://ceas.uc.edu/). The first class of seniors graduated inApril 2017 with Bachelors of Science in Environmental Engineering (EnvE).

Currently, there are 13 EES faculty across the specialty areas:2 in air quality, 4 in hydro- systems, and the rest in water and wastewater. The faculty members are also engaged inenergy, waste, and nanotechnology research. Unlike graduateadmission, which is determined by the program, undergraduatestudent admission is administered by the University’s Officeof Admissions with assistance from the CEAS UndergraduateEnrollment Office. The minimum criteria to enter this programinclude ACT of 23, ACT math of 24, and a GPA of 3.3. Forthe past five years, the average ACT of EnvE freshmen is around28, with ACT math at 28 and GPA around 3.6. Studentstransfer into the program from undecided engineering programs, as well as from other schools.

UC is on a trimester system, with 14-week for each semester,in order to accommodate co-op requirements. Due to the co-op requirement, the undergraduate curriculum in CEAS isdesigned for five years.3 Environmental engineering under-graduate students need to complete 128 credit hours ofcourses and 3–5 co-op semesters before graduation. Studentsstart to participate in the co-op program during their sopho-more, pre-junior, and junior years, alternating between worksemesters and on-campus academic semesters beginning inthe spring of their sophomore year.

Table 3. EnvE curriculum by ABET cluster.

Note: Terms refer to semesters and columns are grouped according to ABET categories. Both solid and dashed lines are prerequisites.



Research Experience for Undergraduates, and NSF S-STEM.The ungraduated students established their own professionalsociety, the Society of Environmental Engineers, and have organized student-faculty exchange activities for the past two years.

SummaryUC’s EnvE program just received ABET evaluation with nodeficiencies, which is a great outcome for such a new program.The EnvE undergraduate program is growing steadily from13 in the class of 2017 to 42 in the class of 2021, with morethan 50 incoming freshman in 2017/2018. The program islikely to meet the target of 40 enrollments set by the collegein the near future. em

their senior year. They should select two courses from twoout of three EnvE focus areas (e.g., Air/Hydrology, Air/ Wateror Hydrology/Water), and also one sustainability elective. Thegoal is to provide students with in depth understanding ofthe environmental engineering field.

In addition, an environmental engineering minor is also offeredto CEAS students, in Aerospace, Biomedical, Chemical, Civiland Mechanical Engineering. Students need to take 9–10credit hours of courses from the environmental engineeringprogram in order to receive the certificate. Similar to otherCEAS programs, co-op experience greatly facilitated jobplacements of undergraduate students in EnvE. The studentsalso have opportunities to participate in research throughprograms such as Women in Science and Engineering, NSF

References1. Chadwick, C. The History of Air Pollution Control in Cincinnati, Ohio, 1996; Available online at http://www.southwestohioair.org/UserFiles/Servers/Server_

3788196/File/EnvironmentalServices/AirQuality/History/Department%20History.pdf (accessed Nov. 2017).2. Keener, T.C. In memory of an air pollution control pioneer, Charles W. Gruber, 1910–2001; J. Air & Waste Manage. Assoc. 2003, 53 (10), 1170-1171.3. Bishop, P.L.; Keener, T.C.; Kukreti, A.R.; Kowel, S.T. The ACCEND program: a combined BS and MS program in environmental engineering that includes

co-operative work experience; Water Sci. Tech. 2004, 49, 73-79.

Mingming Lu, Margaret Kupferle, and Tim C. Keener are all with the Department of Chemical and Environmental Engineering,College of Engineering and Applied Science, at the University of Cincinnati, Cincinnati OH.

Many consider Cincinnati

to be the birthplace of

environmental engineering

In Next Month’s Issue…

Waste ManagementThe March and April issues will focus on the various aspectsof sustainable waste management, including waste prevention/minimization, recycling, and beneficial re-use of waste materials,energy recovery from waste, and disposal practices such asmodern landfilling.

The role of incineration in our society is becoming a more crucial component of infrastructure required at the state and national level to address catastrophic events. With 36 years of history and cumulative knowledge, IT3/HWC is the premier event in the industry focusing on state-of-the-art technical information, regulations, and public policy on thermal treatment technologies and their relationship to response planning, air emissions, greenhouse gases, and climate change.

IT3/HWC is the one conference where you can get the latest on technology, regulation, and crisis management—and connect with industry leaders to grow your knowledge and business.

High level keynote plenary sessions will kick o� the conference each day. Wednesday, March 7 speakers from the Texas Commission on Environmental Quality (TCEQ):

• Kelly Cook, Director, Critical Infrastructure Division• Bob Patton, Jr., Manager, Industrial Waste Permits Section• Will Wyman, Program Supervisor, Waste Permits Division

Thursday, March 8 keynote plenary will feature:

• Paul Lemieux, PhD, Associate Division Director, NHSRC/DCMD U.S. Environmental Protection Agency

• Selin Hoboy, Vice President, Legislative & Regulatory A�airs, Stericycle, Inc

• Marcel J. Blanchard, Assoc. Vice President – Utility & Fleet Operations, University of Texas Medical Branch (UTMB)

Technical sessions feature speakers from industry, government, and research on the following topics:

• Incineration Technologies • Municipal and Industrial Thermal Treatment Applications • Waste-to Energy, Renewable Energy, and Biomass Applications• Greenhouse Gas Management and Sustainability • Permitting and Regulatory Policy Issues • and Research and Development (R&D) Technical Course — Tuesday, March 6 “How to Navigate Industrial and Hazardous Waste Investigations” taught by members of the TCEQ Technical Tour — Friday, March 9University of Texas Medical Branch (UTMB) Medical Waste Incinerator

View the program and register online by February 12, 2018 to save $100 o� registration — www.awma.org/IT3.

Thanks to our sponsors: Exhibitors as of 1/17/18:

Contact Je� Schurman at [email protected] to discuss exhibit and sponsor opportunities.

www.pcc-group.com

High-performing, green new schools and sustainable renovations promote

environmental education, particularly as more school administrations embrace

Education for Sustainability (EfS). EfS focuses on innovation and design for a

sustainable future, with renewable energy, reduced water consumption, reduction

and diversion of waste, and local food production as key themes. U.S. and

international programs support and certify green school facilities that use

sustainable building features to launch or grow interdisciplinary environmental

education programs.

Green School Buildingsas Catalysts for Sustainability Education

Green School Buildings by Allison Guerette




Environmental education connects students with the natural world. Education for Sustainability (EfS) builds on this connection to address how humans might exist in the naturalworld equitably across continents and generations. EfS is formally defined by the Cloud Institute, a pioneering non-profit for sustainability education, as “a transformative learningprocess that equips students, teachers, and school systemswith the new knowledge and ways of thinking we need toachieve economic prosperity and responsible citizenshipwhile restoring the health of the living systems upon whichour lives depend.”1

EfS green schools are designed with education as a key parameter.2 Green schools improve air quality, conservewater, and minimize waste; they reduce energy use by an average 33 percent and address the indoor air quality issuethat plagues an estimated 46 percent of U.S. schools.3,4

Despite these benefits, green schools arguably serve an evengreater purpose—they enhance ecoliteracy and launch thenext generation of sustainable innovators.

Through EfS, green schools are viewed as “living laboratories,”“architecture as pedagogy,” and “green schools that teach,” inother words, spaces that will inspire and prepare students tocreate and maintain a sustainable environment. Green schoolsoffer hands-on opportunities for students, such as manipulatingrenewable energy equipment, viewing real-time end-useelectricity data, and comparing runoff on impervious andpervious pavement.5 Simply attending school in a green

building, however, does not lead to environmentaleducation.6 The green school must be combined with purposeful curricula. The following section describes fourprograms that promote green building design coupled with education.

Programs that Support Sustainable SchoolsThe Leadership in Energy and Environmental Design (LEED) ProgramEstablished in 1993, the U.S. Green Building Council’s LEEDprogram provides a framework for rating and certifying thesustainability of new buildings and major renovations, consid-ering factors, including: siting of the building; building envelope;heating, ventilation, and air conditioning (HVAC) systems;water use and rain water management; lighting and otherplug-loads; indoor air quality; materials use; and waste andwastewater management. LEED assigns credits equivalent toratings of certified, silver, gold, and platinum.

LEED offers specialized guidelines for schools, including credits for innovation around education. To receive thiscredit, a school develops a curriculum that incorporates thebuilding’s sustainability features and implements it within 10 months of LEED certification. The education programmust specifically address the relationship between the building, its occupants, and the natural world.7

The Chartwell School, in Seaside, CA, was the first school to earn LEED platinum certification in 2006. The pre-design



visioning process, which is part of LEED’s requirement for integrative design, highlighted the opportunity to use thebuilding as a teaching tool, exemplified by lessons that usereal-time data from the energy usage dashboard system.8

The Collaborative for High Performance SchoolsThe Collaborative for High Performance Schools (CHPS)began as a California program to promote energy efficiencyof schools in 1999. It now maintains a national program forself or third-party certifying of high-performing, greenschools. It has state- and regional-specific programs in California, Hawaii, Massachusetts, New York, the NortheastStates (Rhode Island, New Hampshire, Connecticut, Vermont and Maine), Texas, Virginia, and Washington. As part of itsmission, the Collaborative emphasizes that every sustainableschool should be “a building that teaches.”

Through the Massachusetts CHPS program, schools in Maynard, Newburyport, Rochester, and other towns displayeducational signage about building HVAC systems and othergreen features. The Roger L. Putnam Vocational-TechnicalAcademy teaches students to install, maintain, and repair therenewable energy and HVAC systems that serve the school.9

Other schools have solar panels, school gardens, and raingardens near playgrounds and walkways. Students participatein recycling sorting programs that move their schools towardszero waste.

The Living Building ChallengeLaunched in 2006, the Living Building Challenge is a newerframework and certification program for sustainable buildingdesign. It establishes seven performance categories, referredto as “petals,” namely place, water, energy, health and happiness, materials, equity, and beauty. Each petal has

20 imperatives, including the “inspiration and education imperative.” Performance is based on actual rather than modeled data, requiring buildings to be operational for atleast twelve months. This promotes opportunities for studentsto participate in ongoing data monitoring.

The Bertschi School Living Science Building in Seattle, WA,was one of the first to receive Living Building Challenge 2.0Certification in 2013. As part of the beauty petal, the designteam met the request of students to include a river andabundance of plants inside the building. The school’s rainwater collection system includes a pebble-lined channel runningthrough classroom floors that is used to educate about thehydrologic cycle. The greenhouse, referred to as the Ecohouse,has a wall of tropical plants that treat the building’s grey water.10

The Green Ribbon Schools ProgramIn 2011, the U.S. Department of Education Green RibbonSchools program began recognizing schools that reduce environmental impact and costs, improve health and wellnessfor occupants, and deliver environmental and sustainabilityeducation. States nominate schools that make exemplarychanges to the physical facility to improve the environmentand provide interdisciplinary education about sustainability. An example of a Green Ribbon School is provided in the fol-lowing section, which highlights green building features andhow they might be incorporated into whole-school curricula.

Using Green Buildings in the EfS CurriculumGreen buildings are also healthy schools; they promote physicalactivity, limit exposure to toxins and indoor air pollutants, anddeliver good nutrition. Demonstrating how a building improvesstudent and staff wellbeing builds a foundation for ecoliteracy,in particular, when coupled with design processes and features

Table 1. Sustainable building processes and features are the foundation for green schools that teach.12,13

Sustainable Building Feature Description

Integrated design Early involvement of building stakeholders and project consultants

Lifecycle framework for decision-making Consideration of ongoing costs and environmental and health impacts, in addition to upfront costs

Low-impact deconstruction Recycling of construction and demolition waste and use and construction of sustainable materials

Integration with ecosystems Connection of the building to the natural world through minimal site impact and use of native plantings, incorporation of biomimicry into design, and management of rain water that enhances hydrologic cycle

Use of passive design Building envelopes and ventilation that reduces energy demand and improves indoor air quality

Renewable energy Use of renewables such as solar and wind and early adoption of new sustainable energy source



that address additional aspects of sustainability.11 Specific features of green schools that teach are described in Table 1.

How are green building features used in whole-school EfScurriculum? Successful green schools that teach incorporatesustainable building features across the curriculum, using education strategies demonstrated to foster a deep under-standing. These include offering opportunities for comparisonof different processes and technologies; providing multipleexamples and asking students to transfer their understandingto theoretical or actual new designs; working with students toengage with the community around sustainability issues; andmaking the buildings data easily available to students.14

At the Willow School in Gladstone, NJ, kindergarteners harvest vegetables from the school garden for a community-building harvest soup, reinforcing principles of counting andmeasurement. In second grade, students keep logs andgraph outdoor air temperature and HVAC system energyuse. In fourth grade, students map the school building andgrounds with the surrounding watershed. This foundationleads to science, history, math, and writing themes that areexplored in higher grades.15 Among other awards, the Willow School was recognized as a U.S. Department of Education Green School in 2012.

Getting Started: Green Your SchoolSchools from all communities and geographic settings aregreening their physical infrastructure and incorporating sustainability into their curricula. The following high-level

steps provide an overview of how school administrators and others in the community can get started:

1. Involve students in measuring, monitoring, designing programs, and engaging the community in changes bothsmall and large to improve the school and local environment.

2. Know the financial facts about green schools. While theycost an estimated 2 percent (or about three dollars moreper square foot), the financial benefits are assumed to be20 times as large.16 Require full life-cycle decision makingand consider the health and academic achievement benefits of green schools.

3. Work with a program that supports green schools, such asLEED, the Collaborative for High Performance Schools, orthe Living Building Challenge.

4. Provide teachers with training to incorporate building featuresand sustainability themes across the curriculum. With theschool as a living lab, sustainability becomes an anchor forinterdisciplinary learning.

ConclusionThe process of designing or redesigning a school offers aunique opportunity to assess the stories that architectural, engineering, and landscaping features might tell studentsand other occupants about sustainability. To bring these stories to life and make them memorable involves engagingstakeholders in the design process, making sustainability features visible and accessible, and using the building toteach about sustainability across the curriculum. em

References1. Sobel, D.; Gentile, S.J.; Bocko, P. National Action Plan for Educating for Sustainability; The Center for Green Schools at the U.S. Green Building Council.

Houghton Mifflin Harcourt. 2014.2. Cole, L. The Green Building as a Medium for Environmental Education; Michigan Journal of Sustainability 2013, 1.3. Kats, G. Greening America’s Schools: Costs and Benefits; A Capital E Report, 2006.4. U.S. Green Building Council. LEED Schools Information Sheet: http://www.centerforgreenschools.org/ sites/default/files/resource-files/schools-info-sheet.pdf

(accessed Nov. 14, 2017).5. Stevenson, K.R. Educational Trends Shaping School Planning, Design, Construction, Funding and Operation; National Clearinghouse for Educational Facilities at

the National Institute of Building Sciences, 2010.6. Cole, 2013.7. U.S. Green Building Council. Innovation: The school as a teaching tool. LEED Building Design and New Construction v3 - LEED 2009:

https://www.usgbc.org/credits/new-construction-commercial-interiors-existing-buildings/v2009/schools-v3-idc3 (accessed Nov. 14, 2017).8. Case Study Lab, Center for Housing Innovation at the University of Oregon. In LEED Stories from Practice Case Study: Chartwell School. Prepared for U.S.

Green Building Council, 2010.9. Northeast Energy Efficiency Partnerships. High Performance Schools in Massachusetts: http://www.neep.org/initiatives/energy-efficient-buildings/high-

performance-schools/massachusetts (accessed Nov. 14, 2017).10. International Living Future Institute. Certified Living: Bertschi Living Building Science Wing: https://living-future.org/lbc/case-studies/bertschi-living-building-

science-wing/ (accessed Nov. 14, 2017).11. Sobel, 2014.12. Hales, C.S.; Holdsworth. S.E. Curriculum Change for Sustainability; Journal for Education in the Built Environment 2008, 3 (1).13. Stevenson, 2010.14. Schiller, C. “Buildings as teaching tools: A case study analysis to determine best practices that teach environmental sustainability”; Carnegie Mellon Univer-

sity; Theses, Paper 56, 2012.15. U.S. Department of Education Green Ribbon Schools. 2012 Application for The Willow School: https://www2.ed.gov/programs/green-ribbon-schools/2012-

schools/nj-willow-school.pdf (accessed Nov. 14, 2017).16. Kats, 2006.

Allison Guerette is Campus Sustainability Coordinator at Phillips Academy in Andover, MA, and President of Lexington CommunityFarm in Lexington, MA. E-mail: [email protected].

Forum by Anthony J. Sadar


and Expanding Understanding of Environmental Science

Forum invites authors to share their opinions on environmental issues with EM readers. Opinions expressed in Forum are those of the author(s), and do not reflect official A&WMA policy. EM encouragesyour participation by either responding directly to this Forum or addressing another issue of interest toyou. E-mail: [email protected].

Advanced Placement Coursework

Does the Advanced Placement (AP) environmental science coursework, available

through the College Board, prepare students for college-level environmental

science classes and properly introduce them to real-world practice in the field?

And, what are some of the resources and techniques available to expand student

understanding and appreciation of the environmental profession?


AP Environmental Science CourseworkAccording to the College Board website’s description of theAdvanced Placement (AP) Environmental Science Course:

“The goal of the AP Environmental Science course is toprovide students with the scientific principles, concepts, andmethodologies required to understand the interrelationshipsof the natural world, to identify and analyze environmentalproblems both natural and human-made, to evaluate therelative risks associated with these problems, and to examinealternative solutions for resolving and/or preventing them.”

An admirable goal, but is it achieved via the coursework?Looking at the course content, there are several themes that,according to the College Board, “provide a foundation for thestructure of the AP Environmental Science course.” Thethemes are specific and certainly address key aspects of theenvironmental field:

1. Science is a process.2. Energy conversions underlie all ecological processes.3. The Earth itself is one interconnected system.4. Humans alter natural systems.5. Environmental problems have a cultural and social context.6. Human survival depends on developing practices that will

achieve sustainable systems.

These foundational themes afford an anchor of objectivityand an overarching guide for the course content.

The Environmental Science outline on the AP website listsmajor subject areas and provides percentages to show “therelative emphasis that should be placed on the topics in thecourse.” All of the main topics listed below are weighted at10–15 percent, except for the topic of “Pollution,” which isgiven the strongest emphasis at 25–30 percent.

AP Environmental Science Major Subject AreasI. Earth Systems and ResourcesA. Earth Science ConceptsB. The AtmosphereC. Global Water Resources and UseD. Soil and Soil Dynamics

II. The Living WorldA. Ecosystem StructureB. Energy FlowC. Ecosystem DiversityD. Natural Ecosystem ChangeE. Natural Biogeochemical Cycles

III. PopulationA. Population Biology ConceptsB. Human Population

1. Human population dynamics2. Population size3. Impacts of population growth

IV. Land and Water UseA. Agriculture

1. Feeding a growing population2. Controlling pests

B. ForestryC. RangelandsD. Other Land Use

1. Urban land development2. Transportation infrastructure3. Public and federal lands4. Land conservation options5. Sustainable land-use strategies

E. MiningF. FishingG. Global Economics

V. Energy Resources and ConsumptionA. Energy ConceptsB. Energy Consumption

1. History2. Present global energy use3. Future energy needs

C. Fossil Fuel Resources and UseD. Nuclear EnergyE. Hydroelectric PowerF. Energy ConservationG. Renewable Energy

VI. PollutionA. Pollution Types

1. Air pollution2. Noise pollution3. Water pollution4. Solid waste

B. Impacts on the Environment and Human Health1. Hazards to human health2. Hazardous chemicals in the environment

C. Economic Impacts

VII. Global ChangeA. Stratospheric OzoneB. Global WarmingC. Loss of Biodiversity

1. Habitat loss; overuse; pollution; introduced species;endangered and extinct species2. Maintenance through conservation3. Relevant laws and treaties

The AP website provides much further details on the subjectmatter outlined above. From the website (https://apstudent.collegeboard.org/apcourse/ap-environmental-science/course-details), environmental science instructors can gain additionalinsight on essential course content.

Expanding Environmental Science Understanding and AppreciationFrom my own present and past environmental and atmosphericscience instruction to college students, beginning in the




more efficiently address environmental challenges.

Exposing students to ideas such as from Thomas and Trefilprovides them with a broader vista of the environmentalfield. Furthermore, coupling classroom lectures and textbookdescriptions with laboratory demonstrations can greatly improve student understanding and spark their interest in an environmental career.

For instance, the September 2017 issue of the Bulletin of theAmerican Meteorological Society features a cover-story articleby Lodovica Illari, John Marshall, and W.D. McKenna of theMassachusetts Institute of Technology. The article—“VirtuallyEnhanced Fluid Laboratories for Teaching Meteorology”(http://journals.ametsoc.org/doi/full/10.1175/BAMS-D-16-0075.1)—describes the “Weather in a Tank” laboratory, whichdemonstrates Hadley cells of atmospheric circulation basedon a physical and computer-generated simulation derivedfrom a circulating cylinder apparatus.

The laboratory “illustrates how fundamental principles of rotatingfluid dynamics shape the observed structure of atmosphericcirculation.” The theoretical and immensely practical pedagogicalaspects of the body of the article includes an appendix thatgives details on the construction of the virtual fluid laboratory.The “Weather in a Tank” laboratory is worthwhile to read andapply to introductory atmospheric science course instructionand the portion of environmental science courses that address weather and climate.

Additional practical teaching ideas can be found in several articles addressing the relationship between environmentalscience and instructional goals and tasks that engage studentsin the learning process (https://eponline.com/articles/2004/09/01/a-real-world-approach.aspx?admgarea=ht.industry-trends); improved methods to help students “see” invisiblephysical phenomena (https://eponline.com/articles/2005/09/01/classroom-vision.aspx?admgarea=Features), such as thedispersion of air pollutants; and edgy topics like the ethicsand benefits of covering bioterrorism in an environmentalscience classroom (https://eponline.com/articles/2003/09/01/bioterrorism-education.aspx).

The Future of the PracticeEnvironmental practitioners of tomorrow will continue to becalled upon to successfully complete complex tasks that improve environmental conditions for people and the planetas well as increase the knowledge and stature of the profes-sion. Supplementary texts that expand environmental per-spective, innovative pedagogical techniques, and the APcontent go a long way toward preparing students for a promising future, if they choose to pursue the discipline incollege and beyond. em

mid-1980s, I find the breadth and depth of topics in the APcourse of study to be quite adequate to introduce students tothe wide-ranging field of environmental science. Much of thecontent matches that of college-level textbooks in the field.

I can add that during teaching of an introductory session ofcollege environmental science, I write on the board in bigcapital letters: “PERSPECTIVE”. In general, perspective issorely missing from teaching about the environment, and, in some cases, environmental practice.

Many who teach environmental science may have quite limitedreal-world experience in the subject matter. This is not unusualfor this field since, as the wide range of AP topics above indi-cates, there is much to know about the discipline. To fill inthe knowledge gap and expand perspective a bit, instructorsmay wish to explore some useful background material.

A recent book is helpful to expanding perspective. EcologistChris D. Thomas, professor of conservation biology at theUniversity of York, UK, examines “the responses of speciesand ecosystems to human impacts over periods that rangefrom years to millennia” in Inheritors of the Earth: How NatureIs Thriving in an Age of Extinction (PublicAffairs, September2017; https://www.amazon.com/Inheritors-Earth-Nature-Thriving-Extinction/dp/1610397274). Professor Thomas embarks on “a round-the-world tour of the planet’s diversecontinents and far-flung islands, visiting locations where [his]research has taken [him] over the past several decades.”

Inheritors of the Earth is a thoroughgoing study of the vast variety of species and their evolution. The book thoughtfullychallenges traditional negative views of nature and humansinteraction with nature. The interaction isn’t necessarily allbad, and may likely be mostly good. Inheritors of the Earthprovides ample examples of how original habitats are “not so much destroyed as replaced by a new environment that still contains quite a lot of species.”

Field-tested Thomas provides plenty of much needed perspec-tive on biosphere issues, filling in missing ecological context.

Another helpful, although much older, book that challengesconventional viewpoint is Human Nature: A Blueprint forManaging the Earth—by People for People (Times Books,2004; https://www.amazon.com/Human-Nature-Blueprint-Managing-Earth/dp/0805072489) by physicist and prolificscience author James Trefil. In Human Nature, Trefil promotesa benefit-to-humans principle that the global ecosystem“should be managed to maximize the welfare, broadly conceived, of human beings.” Trefil promotes the use of themost recent advanced technology in informatics, genomics,experimental ecology, and the like, to better understand and

Anthony J. Sadar is a Certified Consulting Meteorologist specializing in air pollution meteorology and science education.

The Air & Waste Management Association would like to thank our sponsors for making the

2018 Conference & Exhibition possible.

A&WMA 111th Annual Conference & Exhibition • June 25-28, 2018 • Hartford, CT • www.awma.org/ACE2018

Show your support for the environmental industry, your Association, and gain awareness and recognition for your company. Sponsor or exhibit at this year’s ACE!

Sponsor and exhibit packages feature many online and onsite exposure opprotunities and dedicated exhibit hall hours for networking. Make your plans to be a part of the most comprehensive conference on environmental technology and regulation.

To discuss the best package for your company, please contact: Business Development Manager, Jeff Schurman at [email protected]

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ENVIRONMENT, ENERGY & HEALTH

EPA Research Highlights


of time spent in various indoor and outdoor microenvironments.Traditionally, epidemiologists have used a variety of methodsto assess exposure to air pollutants during daily activities, including questionnaires, diaries, personal monitoring devices,and by extrapolation from stationary outdoor monitoring.These methods all have limitations in studying exposures.

Questionnaires and diaries depend on study participantsrecording accurate information. Individuals may have troubleremembering, make errors in reporting, and omit data.Meanwhile, stationary outdoor monitors do not account forthe time individuals spend in various locations that couldhave different air pollutant concentrations. One city streetwith high traffic or near heavy industry, for example, mayhave higher air pollution levels than another street a few miles

We spend the majority of our time inside and outside ofmany places where we may be exposed to varying levels ofair pollution. A drive to work may expose a person to moreparticle pollution than a walk through the woods, dependingon the regional air quality that day and the time. Over thecourse of a day, we may encounter different air pollutantsbelow or above levels regarded as safe. Learning more aboutthe exposures received in so-called microenvironments suchas at home, work, school, or during a commute are importantto understanding the health impacts of air pollutants and toadvancing health studies by epidemiologists.

To help improve air pollution exposure assessment, EPA researchers developed a Microenvironment Tracker (MicroTrac)model that can be used to estimate time of day and duration

An overview of the MicroTrac model, an important resource that can help

support public health strategies to reduce overall air pollution exposure.

MicroTrac ToolEnhances Air Pollution Exposure Assessments

by Michaela Burns

GPS data loggers like this one collect information on a person's location and speed for input into MicroTrac.

EPA Research Highlights

em • The Magazine for Environmental Managers • A&WMA • January 2018

away. MicroTrac can be used to enhance exposure assessmentsby correctly identifying where people are when they are exposed to air pollution.

“MicroTrac offers a more accurate way of seeing how muchtime people spend in different locations,” says Michael Breen,a lead EPA scientist on the MicroTrac project. “This is an important contribution to air pollution exposure assessmentresearch because exposure to air pollution levels can changein different locations.”

To run MicroTrac, users need to download the MicroTracmodel from EPA’s website and then input Global PositioningSystem (GPS) data from their phone or other electronic devicesinto the model. The model then classifies this information intoeight microenvironments (indoors and outdoors at home,work, school; inside vehicles; and other locations). The use ofGPS technology and location information makes MicroTracmore accurate at tracking time spent in different locationsthan other methods used for exposure and health research.

In a pilot study in central North Carolina, researchers evaluatedthe ability of MicroTrac to estimate the time of day and thetime spent at different locations. Adult participants living insuburban areas used both the MicroTrac model and diariesto track activity and time spent at eight different microenvi-ronments. The published findings showed that MicroTracclassified the location of participants correctly 99.5 percent of

the time.1 Researchers are conducting additional evaluationsat North Carolina State University in Raleigh, NC, and HongKong University of Science and Technology.

There are multiple uses of the new exposure assessment tool.MicroTrac can empower communities to learn more aboutlocal air quality in studies by using the tool with exposuremodels or personal air pollution sensors. Researchers can linktheir activity and location of study participants to pollutantconcentrations and health effects. Public health officials alsocan use MicroTrac and exposure models to alert asthmaticsand other susceptible populations to specific locationswith compromised air quality that could affect health. Statesand communities can use MicroTrac along with personal airpollution sensors to determine a person’s exposure to air pollution in different microenvironments, which could helpprioritize efforts to reduce air pollution concentrations in specific locations.

EPA researchers developed the MicroTrac model to help fill in the gaps of air pollution exposure assessment and are refining the tool and its configurations for broader utility. Because air pollution levels can change depending on locationand time of day, using this model allows researchers andcommunities to have a more complete picture of individualexposures to air pollution. MicroTrac is an important resourcethat can help advance health studies and support publichealth strategies to reduce air pollution exposure. em

More InformationMicroTrac website (www.epa.gov/air-research/microenvironment-tracker-microtrac-model-helps-track-air-quality).

For more information on the research discussed in this column, contact Ann Brown, U.S. EnvironmentalProtection Agency (EPA), Office of Research and Development, Research Triangle Park, NC; phone: 1-919-541-7818; e-mail: [email protected].

Reference1. Breen, M.S., et al. GPS-based microenvironment tracker (MicroTrac) model to estimate time-location of individuals for air pollution exposure assessments: model

evaluation in central North Carolina; Journal of Exposure Science and Environmental Epidemiology 2014 https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=280636&simpleSearch=0&showCriteria =2&searchAll=GPS-based+microenvironment+tracker+%28MicroTrac%29+model&TIMSType=&

Michaela Burns is an Oak Ridge Associated Universities Contractor in Science Communications with the U.S. Environmental ProtectionAgency’s (EPA) Office of Research and Development.

DisclaimerThe views and opinions expressed in this article are those of the author(s) and do not represent the official views of the U.S. EnvironmentalProtection Agency (EPA).

Last Stop


On this page you will find the company profiles of a randomly selected grouping

of Organizational Members. A&WMA thanks you—and all of our current

Organization Members—for your continued support of this Association.

Novus Environmental(http://www.novusenv.com) is a proud member of A&WMA,with offices in Guelph, Ontario,

and Calgary, Alberta. Novus has refined services providing asuite of specialized consulting related to air quality, wind andclimate, and sound and vibration.

At Novus, we believe in directly connecting our clients toleading environmental experts to understand their needs, andto develop feasible, working solutions, with the goal of harmo-nizing the built and natural environments. Our consulting experts have decades of air quality, refined meteorology, and

climate modeling experience and have provided guidance onhundreds of projects throughout the world. We work closelywith our clients to provide practical advice, early consultation,advanced modeling, expert testimony and mitigation devel-opment; the highest level of deliverables.

In addition to air quality and climate studies, Novus specializesin all atmospheric sciences: urban wind flow and design, snowdrifting, and acoustics, noise, and vibration. Novus’ broadspectrum of clients includes industries of all shape and size,governmental offices from municipal to international, developers, architects, and other engineers.

Boeing (http://www.boeing.com) is theworld’s largest aerospace

company and leading manufacturer of commercial jetlinersand defense, space, and security systems. A top U.S. exporter,the company supports airlines and U.S. and allied governmentcustomers in 150 countries. Boeing products and tailoredservices include commercial and military aircraft, satellites,weapons, electronic and defense systems, launch systems, advanced information and communication systems, and performance-based logistics and training.

We’ve made a firm commitment to lead the aerospace industry into an environmentally progressive and sustainablefuture. Our strategy and actions reflect goals and priorities thataddress the most critical environmental challenges facing ourcompany, customers and industry. Innovations that improveefficiency across our product lines and throughout our opera-

tions drive reductions in emissions and mitigate impacts onclimate change.

We’re reducing waste and water use in our facilities, even aswe see our business growing. In addition, we’re finding alternatives to chemicals and hazardous materials in ourproducts and operations, and we’re leading the global devel-opment of sustainable aviation fuels. Meeting climate changeand other challenges head-on requires a global approach.Boeing works closely with government agencies, customers,stakeholders, and research facilities worldwide to develop solutions that help protect the environment.

Our commitment to a cleaner, more sustainable future drivesaction at every level of the company. Every day, thousands ofBoeing employees lead activities and projects that advanceprogress in reducing emissions and conserving water and resources.

The views expressed are those of the individual organizations and do not necessarily represent an official position of the Association. A&WMA does not endorseany company, product, or service appearing on this page.

Last Stop Continued


The Salt River Project(SRP) (https://www.srp-net.com/default.aspx) is a

community-based, not-for-profit public power utility and thelargest provider of electricity in the greater Phoenix metropol-itan area, serving more than 1 million customers. SRP is alsothe metropolitan area’s largest supplier of water, deliveringabout 800,000 acre-feet annually to municipal, urban andagricultural water users.

SRP recently strengthened our commitment to our customersand our employees to embrace environmental stewardshipby implementing long-term sustainability goals to 2035. SRPis the first utility in the nation to develop and implement sustainability goals packaged into a broad-based representativeframework across operations. The framework focuses on fivemain pillars: carbon emissions reductions, water resiliency,supply chain and waste reduction, grid modernization, andcommunity and employee engagement.

Send Us Your InformationIf you are a current Organizational Member and would like your company profile to be included in a future issue of EM, pleasecontact Lisa Bucher, Managing Editor at [email protected].

Consider Upgrading to Organizational MembershipOrganizational Membership is the perfect solution for companies and organizations with six or more environmental professionals on staff who want to reduce membership costs and increase their participation in A&WMA. Formore information, go to www.awma.org/join. em

The views expressed are those of the individual organizations and do not necessarily represent an official position of the Association. A&WMA does not endorseany company, product, or service appearing on this page.

Principal authors include: • John Evans, N.C. Department of Environmental Quality• Eric Hiser, Jorden Hiser & Joy• Gale Ho�nagle, TRC• David Jordan, ERM• Gary McCutchen, RTP Environmental Associates, Inc.• Ken Weiss, ERM

Published online in an interactive, hyperlinked and searchable format, the 300-page Manual is a living document and will be revised as updates become available.

Order online at www.awma.org/NSRmanual.

The long-awaited new manual on this critical topic is based on over 25 years of rules, changes, lessons learned and solutions developed by renowned experts. The New NSR Manual is based on the 2002 Reform Rule and focuses on collecting and explaining existing policy and decisions.

Chapters cover: PSD Applicability • Best Available Control Technology • Air Quality Analysis • Impact Analysis • Nonattainment AreaRequirements • Permit Writing • and Appeals andEnforcement with a section on the history and developmentof the rules.

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A&WMA HeadquartersStephanie M. GlyptisExecutive DirectorAir & Waste Management AssociationOne Gateway Center, 3rd Floor420 Fort Duquesne Blvd.Pittsburgh, PA 15222-14351-412-232-3444; 412-232-3450 (fax)[email protected]

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EditorialLisa BucherManaging [email protected]

Editorial Advisory CommitteeJohn D. Kinsman, ChairEdison Electric InstituteTerm Ends: 2019

Teresa Raine, Vice ChairERMTerm Ends: 2020

Robert BaslEHS Technology GroupTerm Ends: 2019

Leiran BitonU.S. Environmental Protection AgencyTerm Ends: 2019

Gary Bramble, P.E.AESTerm Ends: 2018

Bryan ComerInternational Council on Clean TransportationTerm Ends: 2020

Prakash Doraiswamy, Ph.D.RTI InternationalTerm Ends: 2020

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EM, a publication of the Air & Waste Management Association, is published monthly with editorial and executive offices at OneGateway Center, 3rd Floor, 420 Fort Duquesne Blvd., Pittsburgh, PA 15222-1435, USA. ©2018 Air & Waste Management Asso-ciation (www.awma.org). All rights reserved. Materials may not be reproduced, redistributed, or translated in any form withoutprior written permission of the Editor. A&WMA assumes no responsibility for statements and opinions advanced by contributorsto this publication. Views expressed in editorials are those of the author and do not necessarily represent an official position ofthe Association. A&WMA does not endorse any company, product, or service appearing in third-party advertising.

EM Magazine (Online) ISSN 2470-4741 » EM Magazine (Print) ISSN 1088-9981

Staff and ContributorsAli FarnoudRamboll EnvironTerm Ends: 2020

Steven P. Frysinger, Ph.D.James Madison UniversityTerm Ends: 2018

Keith GaydoshAffinity ConsultantsTerm Ends: 2018

C. Arthur Gray, IIIAmazon.com Inc.Term Ends: 2019

Jennifer K. KelleyGeneral ElectricTerm Ends: 2020

Mingming LuUniversity of CincinnatiTerm Ends: 2019

David H. Minott, QEP, CCMArc5 Environmental ConsultingTerm Ends: 2020

Brian Noel, P.E.Trinity ConsultantsTerm Ends: 2020

Anthony J. Sadar, CCMAllegheny County Health DepartmentTerm Ends: 2018

Golam SarwarU.S. Environmental Protection AgencyTerm Ends: 2019

Anthony J. Schroeder, CCM, CMTrinity ConsultantsTerm Ends: 2019

Susan S.G. WiermanMid-Atlantic Regional Air Management AssociationTerm Ends: 2018

James J. Winebrake, Ph.D.Rochester Institute of TechnologyTerm Ends: 2018

The Magazine for Environmental Managers

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