Learning the way to a clean energy economy: the role of community colleges in green economic development

The transition to a clean energy economy is rich with promises for a country suffering the consequences of a deep economic recession and several decades' worth of change in the national and global economies. The manufacture of clean energy technologies and equipment offer the country a chance to reestablish its competitiveness in goods-producing sectors, thereby rescuing the country's emaciated manufacturing sector and its displaced workers. Further, the fields of energy efficiency and weatherization have been heralded for their ability to put thousands of low-income individuals to work in the service of lowering household energy expenditures. Jobs in clean energy fields are often referred to as green-collar jobs for their ability to provide individuals with high-quality, career track jobs that provide a family-supporting wage. The choice of the term "green-collar" is a clear reference to the "blue-collar" jobs of earlier decades-skilled and semi-skilled jobs in homegrown industries that offered long-term job security and decent wages. Blue-collar jobs, which built the country's middle class in the decades following World War II, have largely disappeared as a result of global economic restructuring-a disruptive set of processes that have included technological change, the globalization of markets, shortened production cycles and competition from foreign companies and labor markets. This paper presents case studies of Cleveland State Community College and Hocking College, two community colleges that are positioning themselves as leaders in the transition to a green economy by offering unique and innovative training programs focused on preparing students to work in green-collar jobs in both traditional sectors and industries and newer, green industries. The purpose of offering these two studies is to draw out the way in which local circumstances affect the approach of the community college to preparing workers for green industries and occupations. The similarities between the two institutions-and the resulting similarities in how they have structured their programs-offer promising practices for community colleges in rural and distressed areas that are seeking to undertake green economic development. The differences between the two highlight ways in which the programs are adapted to their unique circumstances-and what prospects this offers for each program to play a role in furthering appropriate green economic development: that is, the pursuit of economic recovery and growth through the promotion and support of clean energy sectors and industries.Master of City and Regional Plannin