ࡱ> kmj Abjbj Dz__9% jjjjj~~~8RL~ "       $@#%+ j+ jj@ jj  ShhkV 0 s,&!&&&j,+ +  & X 0:  The Environmental Studies Internship November 2020 A good internship will provide you with learning and work experiences, personal contacts, and a view of your competencies at work in the world. Many students say that the internship is the most valuable single experience of their college careers. Each Environmental Studies major or minor must complete an internship related to environmental studies. The internship may be taken for academic credit (and used to satisfy the LEAP requirement of the Plan) or may be done as a non-credit internship (which cannot count for LEAP credit, but can still count to fulfill the Environmental Studies requirement in which case, there are other ways to get a LEAP credit). It is your responsibility to locate an internship that reflects your interests in environmental studies. The Twin Cities has a rich array of opportunities in virtually every possible area of interest. The Career Development Center and the Director of Environmental Studies have some listings for internships; these listings change on a regular basis. You should contact sites that seem interesting to you even if they do not advertise for interns. All internships used to fulfill the Environmental Studies requirement should be discussed with your advisor before you begin, so you can complete the brief descriptive, reflective, and analytic writing requirements for the internship, and so the internship can be entered on your program requirements sheet. If you are receiving credit (and LEAP credit), they must also be registered with the Career Development Center. You will need an internship academic advisor to supervise the academic component of your internship, and this will be the Director of Environmental Studies unless you have made alternate arrangements for supervision. Internships are graded Passing/Not passing by default but you can also request to get letter grades for the internship. Internship Timeline 1. Find an internship. The internship can start and end any time and does not have to fit into a single semester. 2. Review the online Internship Guide from the Career Development Center (CDC). 3. Meet with the Director of Environmental Studies to talk about the requirements, particularly your goals for the internship and the LEAP agreement. 4. Complete the online paperwork, get all signatures, and submit to the Advisor (and CDC if appropriate) before the start of the internship. 5. In consultation with the Director of Environmental Studies (or your internship academic advisor), set up a reporting strategy for your ongoing reflective writing, and submit at least a preliminary topic for your internship research paper by the end of the first quarter of your internship, to be approved by the middle of your internship. 6. Each week, write a brief reflective essay about what youve done that week and what youre looking ahead to doing the following week. This can be very brief (a paragraph!); you should send an abstract of these to your advisor (there may also be the opportunity to share these amongst the current cohort of interns). 7. You are encouraged to refine at least one of these essays into a brief public reflective piece ideally, you would write something (for example, for the Sustainability Newsletter, the Oracle, or your home paper or an online site) about your experiences toward the beginning and end of your internship these essays can be used to fulfill the requirements for a descriptive overview. 8. At the end of your internship, submit your completed research paper and descriptive overview (with at least a few illustrations of your site and you there!) to the Director of Environmental Studies (or your internship academic advisor) by the end of the term. Otherwise, arrange for an Incomplete. Requirements for all Environmental Studies Internships The academic work required for all Environmental Studies internships consists of two essays a brief description providing a one-two page description of your internship process which can be built from your weekly series of reflective essays and a 5-10 page (or appropriate for your purposes) analytic research essay. 1. Weekly Reflection Essays Weekly blog-style entries should describe and reflect on how the internship has affected you, and how you have navigated the task of setting goals and carrying them out in the context of that week in the internship. Good prompting questions include: Do you understand more clearly the nature of the work required? How were your relationships with your coworkers? Would you recommend that another student do an internship where you did yours? Would you consider a career in this area? These weekly essays should be no longer than 1-2 pages in length. They do not need to be made public, but a summary paragraph should be shared with your internship advisor and the rest of the current interns. (We are recommending that this be done via the Sustainability at field guide platform; sign up here [ HYPERLINK "http://scalar.usc.edu/" http://scalar.usc.edu/] for a Scalar account and the Sustainability office and Director of Environmental Studies will allocate you a page.) It is not required that these essays be used to set goals and create workplans for the upcoming week, but that is a recommended starting place, because regular writing is useful for assessing how well existing activities are meeting your (and your internship site) goals, and giving you (and your advisors and colleagues) tools for revising activities and plans as appropriate. At least one of these reflections should be refined into a brief public essay. It would be ideal to create three or four public posts describing the trajectory of your internship! 2. Literature and Analytic Research Paper Cannot be a paper you have already written in whole or in part. Length: 5-10 pages (not including cover or reference list) References: 12+ Topic: academic subject related to the internship, approved by the internship academic advisor (usually the Director of Environmental Studies) Citation format: APA (social science topics) or CSE Name-Year (natural science topics). Include DOI if available. This paper should involve a substantial amount of library research, resulting in at least 12 literature citations in the paper. No citations to general web pages are allowed; they should be to specific scholarly sources. The paper should delve more deeply into a topic related to your internship than the internship itself allows. The topic does not need to be closely related to your internship topic. The topic must be approved by the internship academic advisor (usually the Director of Environmental studies). Paper formatting requirements Include: Title, your name, date paper submitted, location of internship. Centered, use the same font and size as in the body. Body: pages numbered, one inch margins, 12 pt. font. In-text citations: Author-year (see attached) for both CSE and APA styles. (You are welcome to use a different citation format if appropriate for your intended audience.) Literature Cited section: as shown in attached guide below (for both APA and CSE styles). Call it 'Literature Cited,' not 'References' or 'Bibliography.' 3. Descriptive Paper, including 1-2 digital photos of you at your internship Length: 1-3 pages References: if needed Topic: Items such as those listed under professional and personal goals on the CDC forms The descriptive provides an overview of the internship, and a guide to future students, community members, or researchers about the structure of your internship and the state of the work you were engaged in at the time of the internship. How did you find and arrange the internship? What were the key tasks and important skills used during the internship? What activities, relationships, and learning had the most impact on you, and on the community you were interning with? It may also be worthwhile including some reflective elements here, but in general these are more useful if they are integrated in your weekly reflections: Do you understand more clearly the nature of the work required? How were your relationships with your coworkers? Would you recommend that another student do an internship where you did yours? Would you consider a career in this area? Submit to the Director of Environmental Studies. Identify all people in the photos (if there are people in addition to you, please secure their permission to post this photo publicly). Include a caption (with your name and the location of the internship at a minimum) in the descriptive essay, where you embed these. CITING LITERATURE What do you need to support with references? Your paper may contain three types of information. First, the data you collect; its your information and we assume that you collected it. "Common knowledge" includes information that your audience would be expected to know. Your audience will be junior-senior Environmental Studies majors, and/or people you would like practice writing to in fields where you would like to work. This type of information does not need to be supported by reference material, although you are welcome to include citations if appropriate. For example, your audience knows that humans have a heart, and probably knows a little about its structure and function. Therefore, you can discuss these facts without supporting references. "Specific knowledge" includes information that is not familiar to your audience. This type of information needs to be supported by reference material. Citation styles You may use either the APA style (for social science papers), the CSE author- year style (for natural science papers), or a different citation format if more appropriate for an audience you are trying to reach. Both styles are extensively discussed online and examples for the CSE style are provided below. If you use a citation manager (Refworks, Endnote, Zotero) you can specify the CSE style by choosing the scientific journal Ecology. Note that journal is not Journal of Ecology. Locating literature: A practical strategy When you prepare a presentation or a written paper, you must cite only valid sources: academic books and papers, and certain government documents. But there's a lot of other information out there that can be very useful to you as you prepare your final product. Students are often in a bind -- you are asked to use sources that are difficult to understand and you're not allowed to use sources that you can understand! We suggest the following approach. Use a two-step process: first learn enough about your topic to understand the theory and science involved, then find the references that are suitable to use in your paper or presentation. You'll spend considerable time looking at information that can't be used directly in your paper or presentation; that's very normal. So start with number one and work your way up to numbers 4-6. Think of 1-3 as the foundation of a building; nobody ever sees it but if its missing Learn from, but don't cite: 1. Your textbook. Start here. It's a reliable resource and contains much of the background information you might need. You cant cite it in your presentation/paper. 2. Wikipedia and general web pages. Use these resources to learn more about a topic. But keep in mind the possibility that these people are incorrect. 3. Popular magazines will contain more detail and are generally reliable (but not suitable to use as references in most cases). Appropriate to cite: 4. Advanced textbooks and academic books. 5. Government documents. 6. Journal articles. Note that you should not cite any book chapter or paper that you havent personally seen in its entirety. Search engines. The best way to find valid journal articles is to use search engines that are available on the Bush library webpage. Probably the biggest mistake you can make is to think you can sit at a computer and do all of your literature search. Get to the library, locate the books that are there and browse the other literature nearby. You might even need to go to the University of Minnesota libraries to examine their books and journals. Citing sources in the text (both styles) Author last names and year, no punctuation required between author and year: "Buffalo require approximately 1.2 ha/day grazing area (Smith and Wesson 1955).", or... "Smith and Wesson (1955) demonstrated that buffalo require approximately 1.2 ha/day grazing area..." (pay attention to the differences between the previous two citations) Use et al. (Latin for and others ) for citations with three or more authors: Jones et al. (2010) not Jones, Badstone, and Uruk (2010) If you cite two or more sources at the same time, separate them with a comma: (Mith et al. 2010, Jones and Johnson 2012) IncorrectCorrect(J.C. Jones 2011)(Jones 2011)Dogs hate cats. (Booth 2000).Dogs hate cats (Booth 2000). CSE Literature Cited Format: Rules and Examples This refers to the CSE style only. APA information is available online. Include a DOI if available. NO WEB URLs. Formatted Examples for Literature Cited All journal names spelled out Initials only, no first or middle names for authors No bold or italics needed except for genus/species and for the word in when you have an edited book All punctuation, capitalization exactly as shown below. Indent as shown. Put the references in alphabetical order, double-spaced Conservation Biology 20:821-832 (from the Kuntz and Larson reference below): Conservation Biology is the name of the journal 20 is the volume number. You can omit any issue number 821-832 are the page numbers Include a DOI if available. Journal articles One author: Baker, B. 1999. Controversy over use of rock-climbing anchors may be missing the mark. Bioscience 49:529. Two authors: Kuntz, K. L., and D. W. Larson. 2006. Influences of microhabitat constraints and rock-climbing disturbance on cliff-face vegetation communities. Conservation Biology 20:821-832. Three or more authors: Larson, D. W., J. A. G. U. Matthes-Sears, J.M. Gerrath, J.C. Nekola, G.L. Walker, S. Porembski, A. Charlton, and N.M.K. Larson. 1999. The global occurrence of ancient forests on cliffs. Nature 398:382-383. Government Report Frest, T. J. 1986. Final report, Iowa Pleistocene snail survey, 1985. Iowa State Conservation Commission, Des Moines, IA. Book Larson, D. W., U. Matthes, and P. E. Kelly. 2000. Cliff ecology: pattern and process in cliff ecosystems. Cambridge University Press, New York. Chapter in an edited book Raichle, M. E., and T. Hornbein. 2001. The high altitude brain. Pages 377-423 in T. Hornbein and R. B. Schoene, editors. High Altitude: An Exploration of Human Adaptation. Marcel Dekker, New York.     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