Environmental impact assessment (EIA) typically refers to a process involving the systematic identification and evaluation of the potential impacts (effects) of proposed projects, plans, programs, or policies on indicators of the physical-chemical, biological (ecological), cultural, and socioeconomic components of the total environment. Resultant documentation of the EIA process, which is also referred to as the NEPA (National Environmental Policy Act) process in the United States, occurs in the form of environmental impact statements (EISs) or environmental assessments (EAs). The professional practice of EIA began in the United States in 1970; now, it is global in that it involves more than 100 countries, international development banks, and aid agencies. EIA practice has also changed over the years, with increasing attention given to public involvement, sustainable development, intra- and inter-agency collaboration, use of best practice methods and tools, consideration of social impacts on indigenous peoples, and the inclusion of follow-up mitigation and monitoring. Further, the EIA process is increasingly based on the use of scientific information and conformance with both local and regional institutional policies and requirements.

Target Audience: These practical modules are tailored for any professional who works with or manages NEPA compliance and focuses on the planning and conduction of EAs and EISs for proposed projects, plans, programs, permits, and policies.

Course Costs:
1 Course CD set of all 5 modules, 1 course manual and reference CD - $995.
Course manuals for each additional student - $65.

What’s Included:

• Video and Interactive Features: These CDs utilize full-motion video of instructors teaching, along with synchronized bullet points. Students will feel as if they are getting a one-on-one teaching seminar. They can move forward or backwards within the course, create bookmarks and repeat any or all segments. In addition, students will be able to interact with the course, answering review questions after segments.
• Training Manual and Reference CD: Each module includes a training manual which is utilized throughout the interactive CDs. The Manual includes a variety of reading materials related to the individual modules. The Basic Environmental Impact Assessment Process (NEPA) Reference CD includes fundamental guidance documents and selected information on methods and tools for addressing physical-chemical impacts, biological (ecological) impacts, cultural resources impacts, and environmental justice impacts.
• Continual Training Resource: Many EIA professionals’ work is project-based, so video segments in this course might be more applicable at different times. Even after completing the course, students can revisit sections with new projects in mind.
• Experienced Instruction: Each module was designed by Dr. Larry Canter, lead instructor and Principal of Environmental Impact Training, who has 33 years teaching experience at a graduate university. He has taught over 130 public and onsite professional-level EIA-related courses.  He wrote the textbook, Environmental Impact Assessment, that is used in Graduate courses across the US.
  

Course Modules:
• NEPA, CEQ Regulations and Agency Regulations
• Impact Study Planning and Scheduling
• Integrating a Public Scoping Program with an Agency Scoping Process
• Methodologies for Environmental Impact Assessment
• Identification and Evaluation of Alternatives.

Course Overview:
Module 1 begins with an introduction to EIA practice and general terminology. This is followed by a review of the features of NEPA, and the follow-up regulations developed by the Council on Environmental Quality (CEQ) to aid the implementation of NEPA. Of particular importance are three possible levels of analysis and documentation – categorical exclusions, EAs, and EISs. Since the definition of “significant impact” is critical in determining the appropriate level of analysis, the second segment highlights this definition with examples. Further, it also addresses impact mitigation and includes illustrations of a range of potential measures. The third segment provides summary information on draft, final, and supplemental EISs; the role of public participation; reviews of EISs; and trends in the preparation of EAs and EISs. An illustration is included on one agency’s response to NEPA compliance; this Corps of Engineers example includes referrals to regulations, guidance documents, and the agency’s environmental operating principles. In-progress modernization of the NEPA process concludes this module.

Module 2 is related to practical considerations in planning an impact study, including scheduling issues, the various roles of a study (project) manager, and selecting and working with an interdisciplinary team. A hypothetical flood control project serves as a reference for addressing various planning considerations. The first segment highlights two planning models; one is from the United Nations Environment Program (UNEP), and the other includes a seven-phase approach developed in the USA. The second segment includes a detailed discussion of a ten-activity model which has been applied in planning both EAs and EISs. Examples of key activities are related to identifying potential impacts, describing the affected environment, accomplishing prediction of impacts and determining their significance, and developing mitigation measures. The final segment of Module 2 addresses the selection of a project manager based upon both professional qualifications and interpersonal skills. Also discussed are the functions of interdisciplinary teams, selection of team members, and overall team management related to individual responsibilities, scheduling, and compliance document preparation. .

Scoping is an important early process in planning an impact study, with its key focus related to establishing the scope of the actions, effects, and alternatives to be addressed in an EIS. The process itself includes both intra-agency activities as well as the conduction of public scoping meetings and the analyses of inputs received. The first segment of Module 3 provides background information on scoping requirements and policies, and summarizes key work to be accomplished during the agency scoping efforts. The second segment is primarily related to planning public scoping meetings and the analyses of public comments and received information. Attention is given to numerous practical topics to be addressed during comprehensive planning; examples include meeting locations, use of mailing lists to invite stakeholders, and developing an agenda and package of informational materials for distribution. Examples of the topical contents of scoping reports are then discussed. Further, the third segment summarizes a case study of continuous scoping utilized in a waterway navigation study in the USA. In addition, several overall lessons learned from scoping are highlighted. Finally, it is noted that the Course Manual includes an extensive “state-of-practice” report on integrating a public scoping program with an agency’s internal scoping process.

Module 4 highlights the types of EIA methodologies which have been, and continue to be used by EIA practitioners. Usage of such methodologies and tools demonstrate that both analysis and synthesis was accomplished, and that a “hard look” was taken in the evaluation of a proposed action and alternatives. The first segment includes summary information on 22 “types” of methods, their relative usage, and the emergence of newer tools. The second segment provides more details on two types of useful methods for impact identification; namely, interaction matrices, and questionnaire checklists. Quantitative or descriptive impact prediction techniques comprise the third segment of Module 4. Examples of such techniques are highlighted in three categories – simple techniques, indices and experimental methods, and mathematical models. Additional brief examples are provided relative to techniques for predicting impacts on air quality, surface water, groundwater, noise, biological conditions, historical and archeological resources, visual quality, and socioeconomic characteristics. Finally, practical observations about various methodologies are included.

The identification and evaluation of alternatives within the EIA process is the subject of Module 5. The first segment introduces the inclusion of alternatives within the EIA (NEPA) process, and draws comparisons with general planning processes which include the formulation of alternatives, their systematic evaluation and comparison, and the selection of the best overall choice. The identification process for “reasonable” alternatives, and the packaging of their various features for meeting identified needs, is described in the second segment. In addition, requirements for an appropriate range of alternatives are also discussed. The third segment of Module 5 is related to the evaluation of the reasonable alternatives. Summary information on the CEQ regulations is included regarding the identification of decision criteria and the conduction of trade-off analyses. Examples of techniques for developing comparison tables are addressed along with summary observations about the advantages and limitations of multi-criteria decision-making based on decision-focused checklists.

The five modules are accompanied by a Basic EIA/NEPA Process References CD and a Course Manual. The Manual includes a variety of reading materials related to the individual modules. Fundamental guidance documents and selected information on methods and tools for addressing physical-chemical impacts, biological (ecological) impacts, cultural resources impacts, and environmental justice impacts are on the References CD; they can be studied, as appropriate, by individual students of this e-learning course.

Key Benefits of E-Learning:

• Just in Time Training: The e-learning course utilizes self-paced, interactive CDs which allows students to complete the training at their convenience and at their pace.
• Cost Effective and Feasible Training: Computer-based training eliminates previous training obstacles such as travel costs and last-minute work conflicts. By bringing the training in-house, the training becomes much more feasible to complete.
  

Continuing Education Credits: This series is designed to qualify for 2 CEUs/PDHs per module. A maximum of 10 CEUs/PDHs can be counted for this series. Each state has different requirements and policies on self-directed study. Please consult your state requirements for more information.