Ohlone Professor Explains Abundance of Green Career Options
By Jill Randolph
February 18, 2011
The following is an interview transcript with Narindar Bansal, Professor of Geography/G.I.S./Environmental Studies, of Ohlone College Center for Health Sciences. Ohlone College, founded in 1965, is the flagship campus of the Ohlone Community College District. In addition to the Fremont campus, there is a satellite center in Newark, California, known as the Ohlone College Newark Center for Health Sciences and Technology. The college was named after the Ohlone Indians of the Costanoan tribe.
With Carl Sagan's question - "Who will speak for Earth?" - in mind, the Ohlone College Newark Center for Health Sciences and Technology was founded in the spring of 2008. The opening of this LEED Platinum campus reinforced the overall commitment of the Ohlone Community College District to not only provide a first rate academic environment but also to be committed to the community at large.
Jill Randolph: Recently, more attention has been being given to environmental initiatives. How has that changed from the past?
Narinder Bansal: The environmental movement grew in the 60's and 70's, decreased in the 80's, started to come back in the 90's, and now has fully returned. The green revolution has become a global movement and there are many green communities throughout the world.
For example, here at Ohlone, we are a LEED's platinum campus. LEED (Leadership in Energy and Environmental Design) gives platinum as their highest credential, which only 43 buildings worldwide have. We have solar, geothermal, passive design buildings and a biostore on campus. We practice what we preach and we work, breathe and live at a green campus.
Large corporations are also interested in greening themselves and being eco-conscious. All of this points to how the environmental consciousness of the world has come to the forefront. The internet society has globalized the effort because the web provides instant information. It is a worldwide phenomenon that has evolved from acting locally but thinking globally.
Jill Randolph: There is a lot of ambiguity surrounding the definition of certain green products. Are there any initiatives to more clearly define what makes a green product and the different levels of greenness?
Narinder Bansal: There is not a council on green affairs; most of the efforts are launched by like-minded people who get together to work on a common idea. Of course there is the EPA and other federal and state organizations, but grassroots campaigns are becoming more prevalent. As they gain popularity, they are forming regulations for members, such as not driving more than 20 miles a day.
Jill Randolph: I know that LEEDs has strict architectural requirements and the USDA has specific guidelines on how organic is defined, but other areas of the economy seem much less defined.
Narinder Bansal: That is true and there are even organizations that have their own "green" designations. It is hard to define some of these classifications such as "organic" or "free range". There are grey areas in all this; it is not simply a black or white issue. To find the truth behind the designations takes determination to get to the bottom of how that corporation defines being green.
Jill Randolph: What three things do you recommend that anyone can do to help the environment?
Narinder Bansal: People talk a great deal about solar and wind energy, but people can have an impact today by creating more energy efficient buildings. Proper insulation, weatherization, and compact fluorescent light bulbs all contribute to an energy wise building. Unplugging electronics that are not in use is also significant for energy conservation.
Jill Randolph: What degrees do you offer and how should high school students prepare to get into a program like yours?
Narinder Bansal: Ohlone's Environmental Studies Department offers two main degrees, an A.A. in environmental studies and an A.S. in environmental science. It is important for students to have a good grasp of the sciences, not only the hard sciences such as chemistry and biology, but also the soft sciences like social studies and geography.
It is imperative not only to know the science behind how something works, but also to have a grasp on the morals and ethics involved. Social sciences allow a student to relate a problem to the average person as well as answer the hard science questions. Math is also key. Full-blown calculus is not necessary, but students should understand basic algebra. For example, we teach solar and wind classes that require mathematical calculations involving kilowatts consumption.
Jill Randolph: Are there any extracurricular activities that would make a student stand out when he or she applies to your program?
Narinder Bansal: As a community college, we accept everyone, but the more well rounded students are, the better. It is helpful if they volunteer or work for local charitable organizations to gain experience. Ultimately, it is up to them. I can show students what they should learn, but they have to take the initiative to apply their knowledge to real life. Knowledge and information alone are not powerful. Students can find a great deal of information on the internet, but it is pointless if they do not know how to put it to use.
Jill Randolph: What makes a great energy development and sustainability student?
Narinder Bansal: They have to be open-minded about ideas that may not be familiar or mainstream. Actively exploring is important, and they need to participate in the investigation because education is not a spectator sport. A good education requires students to be involved, which takes passion and a notion that there are things out there to discover. A great student will seek exposure to new information, new ideas, and new people even if they do not agree with their ideas. Social engagement is fundamental. They need to know how to build a community, how to work in a community, and how to be a part of a team.
Environmental studies goes beyond regurgitating facts; our students are going to have to think. The goal is to answer some of the greatest problems our world is facing. It is impossible to be bored because the issues are too large, the stakes too high, and the potential for gains is too great. In the environmental studies field, after a problem is solved, there is always something else to figure out.
A guiding principal to remember is that those who are engaged and like what they do will never have a job. If people can find something they enjoy, they will grow and prosper because they will not have the burden of going to "work."
Jill Randolph: Do you have online programs for students who do not have local access to the progressive programs you offer?
Narinder Bansal: Yes, we have several. The environmental studies department has a web page where we post links to what people are doing and what we are offering. One online class we teach is a cross-reference of human ecology and an introduction to environmental studies. It is the foundation for policy and science. I also teach an online environmental law class that students in different parts of the country as well as the world take. Online education is a great way to bridge the gap.
Jill Randolph: Do you have any certificate programs for students who are changing careers that will allow them to segue into an environmental field quickly while earning credits toward an A.A. or A.S. degree?
Narinder Bansal: We offer a certificate of accomplishment in environmental stewardship that includes five classes: intro to environmental studies, health and the environment, environmental law, resource management, and environmental biology. We also have certificates in renewable energy and sustainable agriculture that include classes on solar and wind energy, green urbanization, and sustainable agriculture. There is also a complete certificate in landscape architecture in the works.
Jill Randolph: How has the market for green jobs changed over the past year? Have you seen any signs of improvement, and if so, in what specific areas?
Narinder Bansal: The green areas are growing because of the recession. People want to save money, print less, recycle, and cut back on their waste. It is becoming the norm versus the trend.
Times like these are when people should seek education; the recession made a big impact on the economy, but the rebound will happen, and people need to be geared up and ready to engage when it does. Barack Obama's administration is focused on solar, wind, and green buildings. We are focusing on the same areas.
By training and educating people now, when the economy does bounce back, they will be prepared. If students are highly motivated, active in the job hunt, and interview well, they have an excellent chance at finding employment.
Jill Randolph: Is there a particular job description or title that students are pursuing more than others? Which specialties in the general realm of sustainability are most in-demand now?
Narinder Bansal: Students are studying everything. Some want to go on to become teachers and others want to be engineers. There are many biology students who want to be involved with environmental science because it utilizes chemistry and biology.
Jobs in the environmental studies field are diverse. Students can be ecologists, park rangers, or conservation managers. Becoming a green architect has also become very popular.
There are jobs in economics, community planning, regional planning, education, and environmental engineering. Fields involved in energy efficiency, conservation, management, and exploration are key areas in today's market.
Jill Randolph: What are the most important things students can do to find a career in sustainability?
Narinder Bansal: They need to stay abreast of their academics. Volunteering and being involved in the community are important, as well as creating a holistic, engaging, and diversified background.
Jill Randolph: What advice do you give to your students regarding social and traditional networking?
Narinder Bansal: There is nothing wrong with being socially engaged on the internet or using technology. LinkedIn, Facebook, and Twitter are good resources, but ultimately, students are going to be dealing with human beings in the workplace. They can use the internet, but they need to keep in mind that without social skills, all the technology is useless.
This is one reason I require student presentations. I have them stand in front of the class to see what it is like to be socially engaged. I encourage them to work in groups and learn how to work with challenging fellow classmates. These are situations they will encounter in the real world when they have to work with someone they may not like.
Honing ones skills, including social networking skills, will facilitate their entry into eco-conscious careers.
