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1^ Society for Appj^dAMhropotcigy
ENVIRONMENTAL
ANTHROPOLOGY
Making a Difference in the World
Applied Anthropology Internships
Environmental Anthropology internships provide students with the
opportunity to contribute to society and to develop applied skills by
using social science methods to address environmental protection
and community health problems. These public service-oriented
internships can readily serve as the practicum part of an applied anthropol-
ogy program. They enable students to work as part of collaborative teams,
develop people skills and political savvy, and confirm their sense of disciplin-
ary responsibility and ethics.
There is a critical need for apprenticeship opportunities in the applied social
sciences. Textbooks present histories, ideas, technical problems, and meth-
odological approaches, which can be explored in classroom discussions.
But classroom experiences rarely capture the intensity and complexity of
problem-solving settings, where deadlines, fiscal constraints, personality
clashes, conflicting agendas, and a myriad of other factors typically come
into play.
Internship Examples
Environmental Justice issues and the Cherokee Nation
Undergraduate Brendan Lavy worked as an environ-
mental justice intern with the Cherokee Nation Office
of Environmental Services. Working under the supervision of Director
Dwayne Beavers, Lavy provided assistance to residents of the Cherokee
reservation in Tahlequah, Oklahoma.
His internship work included researching environmental justice issues,
environmental protection mandates, and assessment strategies. Lavy's
research activities also included interviewing key informants, attending
reservation-based ceremonies and events, and providing technical assis-
tance to grassroots groups served by the Office of Environmental Services.
This project was especially successful because of the active involvement of a
faculty internship mentor/academic advisor who contacted the Environmental
Services Office of the Cherokee Nation to solicit their interest in hosting an
intern. She traveled to the Cherokee Nation to introduce the intern, attended
project planning meetings, helped develop the scope of work, and conducted
site visits during the internship period to monitor progress and provide
feedback and support.
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Photo; Ed Uabow
Tfta Cherokee Nation Department of
Environmental Services is responsible
for protecting the Nation's 14-county
historical area in northeastern
Oklahoma. The Nation hosted SfAA
Environmental Anthropology Intern
Brendan Lavy, who helped develop a
public Information guide to environmen-
tal justice issues and resources.
An ebually important factor in the success of this internship
was [that the intern worked under the direct supervision of a
project host who had specific needs and uses for the intern-
ship [product. ,
i
Outcomes: Based on the research he conducted, Lavy
developed text for the Primer Manual for Community Empow-
erment Public Participation and Environmental Justice, a
public information document written for the American Indian
community. The Primer Manual was incorporated into the
EPA's Guide on Consultation and Collaboration with Indian
Tribal Governments, .
For Additional Information on the Cherokee Nation Office of Environmen-
tal Services, see .
I
Environmental Justice and
Neighborhood Riskscapes
in Hamilton, County, Ohio
During the summer of 1997, University of South Florida student
Julie Pelle completed an internship with the Hamilton County
Environrrjenta! Priorities Project (HCEPP), in Cincinnati, Ohio.
Pelle worked with neighborhood residents and environmental and social
justice groups. S ie compiled background socioeconomic data on neigh-
borhoods and conmunities, mapped known environmental hazards (toxic
release inventory-reporting industries, SUPERFUND sites, and other
documented environmental threats) in relation to neighborhood demo-
graphics, and dopumented community perspectives on environmental
issues. She communicated her findings in reports and presentations to
HCEPP staff and advisory committee members.
Outcomes: Th s internship provided Pelle with a structured problem
and a chance to apply social science methods and tools to achieve
concrete outcomes. Since she had lived in Cincinnati before, she needed
less time to conduct background research, identify key informants, and
develop a sense'of rapport. Thus, she achieved internship goals and
completed anticipated outcomes within her established time frame. The
internship experience refined her research and analytical skills and
generated the data necessary to complete her applied anthropology
master's thesis. Her work also supported a regional environmental
planning process1 by strengthening HCEPP efforts to identify problems
relevant to affected communities. Pelle's internship work demonstrated to
HCEPP staff the [importance of considering sociocultural features in
demographic data to insure that disproportionate exposure to environ-
mental hazards i? not missed. j
! t
For additional information on Julie Pelle's internship with the
Hamilton County Environmental Priorities Project:
'.
For additional information on the Hamilton County Environmental
Priorities Project;
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Making a Difference in the World
Applied Anthropology Internships
Community Dynamics and
Environmental Protection in Chicago
Elizabeth Babcock's 1997 internship with EPA
Region V Office of Public Affairs involved assess
ing existing data and developing additional
information sources for a directory of Chicago-area
environmental organizations. Babcock used ethnographic
research methods to identify and interview representa-
tives from environmental and public health organizations
in Chicago. She worked with members of the community
and agency staff to incorporate directory information into
the Greater Chicago Initiative strategic planning process.
To develop the directory, Babcock assembled a brief
history of each organization and its programmatic goals; identified the most
pressing environmental and/or public health issues from a range of local
perspectives; developed a social network matrix describing the interconnec-
tions between environmental organizations in Chicago, noting entry points
and community contacts; and documented the sources of environmental
data used in strategic planning or programming.
Outcomes: Babcock's work produced a directory of some 200 organiza-
tions involved with environmental, community, and public health concerns
in the Chicago area. Ethnographic work with community based organiza-
tions provided data and insights that broadened public agency understand-
ing of neighborhood issues and nongovernmental organization dynamics.
In her project report, Babcock noted that community-based organizations
conceptualized environmental issues as quality of life issues, while city-wide
environmental organizations generally identified ambient contamination,
species preservation, or regional development as key issues. She also
found that a relatively small subset of environmental organizations were the
"conveners" of large projects and issues in Chicago, while local environ-
mental activists expressed resentment of the intrusion of "outside" activists
who offered suggestions and took action without understanding local
dynamics.
This internship demonstrated to project sponsors the value of in-house
social science expertise. This led to the subsequent hiring of a social
scientist for EPA's Region V office. The project also strengthened the
intern's professional resume and expanded professional contacts, leading
to subsequent consultation opportunities.
Photo: Michael Paolisso
Environmental Anthropology Intern
Mark Wamsley and Fellow Shawn
Maloney interview watermen and other
community residents affected by
Pfiesteria-related fish kills in the
Chesapeake Bay.
For additional Information on Elizabeth Babcock's internship project publica-
tion:
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ENVIRONMENTAL
ANTHROPOLOGY
Photo Rich Sloffie
Diane Austin works with Eunice Surveyor,
a Shiv\vits Palute elder, to document
cultural values and concerns associated
with resources downstream from Glen
Canyon Dam on the Colorado river
corridor.
Preparing Students for an internship
Internships provide educational opportunities at any stage of a degree
program. However, from the perspective of the internship host, useful
technical assistance can only occur if the student has had training and
experience regarding environmental issues, community structure and
values, and applied social science methods and techniques.
Environmental knowledge: Students need to acquire technical
competence and scientific literacy on environmental issues. Ideally,
preparation for an [environmental internship should include substantial
course work in fields such as ecology, environmental studies, geography,
public health, epidemiology, or environmental toxicology.
Social and cultural structure and values:
Anthropologists bring distinctive skills and knowledge to environmental
problems. These include the ability to develop
rapport, work with culturally diverse communities,
assess the sociocultural context of environmental
problems, analyze human dimension impacts,
and facilitate information flows by serving as a
"culture broker." A culture broker is someone
familiar enough with the values and practices of
two different culture groups to be able to serve
as an intermediary, or go between, as represen-
tatives from these groups seek common ground.
Other useful skills include the ability to conduct
archival research, and to communicate effec-
tively both orally and in writing.
Applied social science methods and
techniques: To participate effectively in an
internship, students should have completed
course work on anthropological research design, data collection methods
and techniques, and both qualitative and quantitative data analysis. Be-
cause environmental policy is typically based on cost-benefit analysis,
interdisciplinary training should include economic theory and methods.
Course work shou
d also treat practical problems of applied research,
including:
• guidelines for ettiical practice;
• the nature of thejwork setting of practicing anthropologists;
• strategies for ensuring the effective use of applied research;
• the role of practitioners in furthering the discipline's theory and
knowledge; and i
• the legal context of anthropological practice, especially as it relates
to environmental, impact analysis.
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Making a Difference in the World
Applied Anthropology Internships
Developing Environmental
Anthropology Internships
To serve as an applied anthropology practicum, internship projects
must be problem-focused, involve a specific set of activities that apply
social science methods and techniques to the problem, and reflect
the professional responsibilities and obligations of the discipline. The key
components to developing a successful internship program are described
briefly below.
Internship project goals: Goals should reflect the convergence of
professional interests and organizational needs. Internship projects should
be structured with activities and expectations that meet both the educational
and employment training needs of the intern, and the project-specific
technical needs of the sponsoring organization. Incorporating collaborative
work with community members, agency personnel, and persons from other
disciplines is especially valuable, since this reflects the reality of applied
social science work.
Negotiating the internship work contract: The scope of work
contract should be negotiated by the intern, with the involvement of the
academic advisor and internship sponsor, before the start of the internship.
Internship work contracts should reflect the ethical concerns of the disci-
pline, and discuss project activities with reference to human subject
requirements.
The contract should specify internship goals, responsibilities, activities,
timelines, reporting requirements, obligations of the project host toward
the intern, and anticipated outcomes. It should also demonstrate project
feasibility within a given timeframe, with clear reference to compensation
agreements, academic course credit, and program requirements.
Finally, the contract should outline strategies for revising the internship work
plan as conditions change or new information or needs become apparent.
Changes to the internship project scope of work should be agreed to by the
intern, project host, and faculty advisor.
Internship host and faculty advisors: Successful internships typi-
cally involve the active participation of internship hosts and faculty advisors
in project planning, internship work, and project reporting. These mentors
provide information, resources and advice; monitor the progress of intern-
ship activities; and critically review project reports. It is useful for the faculty
advisor to be in contact with both the intern and the project host. The advisor
can then act as both mentor and advocate for the student, and ensure that
contract obligations are met by both parties. Providing evaluative feedback
is an important role for internship sponsors and advisors. Interns need to
receive oral and written evaluations of their work during and following their
internships.
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ENVIRONMENTAL
ANTHROPOLOGY
Documenting internship activities: An applied anthropology
practicum should inplude systematic efforts to document and interpret the
internship experience. Interns should keep a journal with a daily record of
activities, notes from formal and informal interviews, and related observa-
tions and thoughts. !This daily record provides the means to prepare intern-
ship project reports ias well as subsequent papers or presentations, and
forms the basis of future research opportunities. <
Professional responsibilities and ethics: Internship projects should
be structured and conducted with attention to obligations and responsibilities
articulated in the ethics statements of professional membership organiza-
tions. The Society for Applied Anthropology Ethics Statement guides the
professional behavior of its members—regardless of the specific circum-
stances of employment—and should provide the standard by which the
internship is developed, negotiated, implemented, and reported. Many
interns and practitioners include a copy of the SfAA Ethics Statement with
their work contracts. The SfAA Ethics Statement is posted at
.
Where to get Additional Information on
Environmental Internships
Finding appropriate internship placements can be as simple as
responding to advertised position announcements. Internship
opportunities are typically posted on bulletin boards at university
internship program bffices, career centers, and various environmental and
social science departments. Increasingly, internship opportunities are also
advertised on the Internet. Web sites for the Environmental Protection
Agency (EPA), the Department of Energy, the National Park Service, the
National Oceanic and Atmospheric Administration (NOAA) and the U.S.
Forest Service all contain information on student internship and post-
graduate fellowship! programs. Many state and local agencies also offer paid
and unpaid internship opportunities, as do nonprofit environmental organiza-
tions, with positions advertised on web pages and telephone job hotlines.
Students and faculty can also contact community-based organizations and
public agencies, and identify problems of mutual interest that an intern's
work might address,.
Further resources for internship opportunities in environmental
anthropology:
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The Center for Environmental Citizenship is a national non-partisan
501(c)(3) organization dedicated to educating, training, and organizing a
diverse, national network of young leaders to protect the environment. It
provides a searchable database for environmental internship and job oppor-
tunities in nongovernmental organizations,
i
The Institute for Global Communications lists employment openings,
internships, and volunteer positions for a wide variety of nongovernmental
organizations. Hit the econet web link, and then the jobs/internship link for
current listings,
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Making a Difference in the World
Applied Anthropology Internships
The Environmental Careers Organization lists nationwide environmental
internship opportunities offered through a partnership between EPA and the
Environmental Careers Organization (ECO). Interns must be U.S. citizens
and, depending upon the position, can be a currently enrolled student or a
recent college graduate,
Summer jobs with U.S. government land-management agencies such
as the National Park Service, the U.S. Forest Service, and the Bureau of
Land Management can be a rich source of jobs and internships in environ-
mental fields, including forestry, fisheries, wildlife management, and cultural
resource management. Check listings under "summer employment" at
NOAA/Sea Grant fellowships provide opportunities for students enrolled in
a graduate or professional degree program in a marine or aquatic-related
field at a U.S. accredited institution of higher education to participate in the
Consortium Research Fellows Program. One Sea Grant fellow per state is
awarded each year.
The Office of Personnel Management's Presidential Management Intern
Program offers environmental internships with a range of federal agencies.
Students are nominated by the appropriate dean, director, or chairperson of
their graduate academic program,
The National Network for Environmental Management Studies (NNEMS)
is a comprehensive fellowship program managed by EPA's Office of Environ-
mental Education that supports student and postgraduate internship and
fellowships in the EPA. Research fellowships include a stipend and are
available in environmental policy, regulation, and law; environmental man-
agement and administration; environmental science; public relations and
communications; and computer programming and development. Fellowships
are offered to undergraduate and graduate students who meet certain
eligibility criteria. Complete application information can be obtained in the
Career Service Center (or equivalent) of participating universities and the
NNEMS website.
EPA's National Center for Environmental Research and Quality
Assurance (NCERQA) operates several programs which seek to improve
educational opportunities for students interested in environmental careers.
In fiscal year 2001, student programs offered through NCERQA include
Science To Achieve Results (STAR) Graduate-Fellowship awards for
masters and doctoral level students in environmentally related fields of study.
The STAR Program offers Minority Academic Institutions Undergraduate
Fellowships for bachelor level students in environmentally related fields of
study. In fiscal year 2001, this program offered 25 new fellowships to under-
graduate level students for support during their final two years of under-
graduate study and a Summer Internship at an EPA facility between their
junior and senior years,
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Environmental Anthropology Projects focused on community-based
approaches to environmental protection throughout the U.S.
Environmental anthropologists analyze and resolve human
I
and ecological problems posed by energy extraction and
use; agriculture, forestry, fisheries, mining, and other
resource development; pesticide exposure, toxic waste
disposal, and other environmental health issues; \
environmental restoration; tourism, public lands, ,
and cultural resource management; the protection
of traditional knowledge, values, and resource right§;
and environmental education
The Society for Applied Anthropology
The Society for Applied Anthropology
was incorporated in 1941, with the mission
of promoting the scientific investigation of
"the principles controlling the relations of human
beings to one another" and the wide application of
those principles to practical problems."
In 1996 the Society established the Environmental
Anthropology Project, funded through a five-year
cooperative agreement with the U.S. Environmen-
tal Protection Agency. The aims of the project
were to provide technical support for community-
based approaches to environmental protection
and to improve the understanding of how cultural
values and social behavior affect environmental
management decisions.
Theresa Trainor served as EPA's project officer
from the project's inception. Barbara Rose
Johnston directed the project for its first four
years; Robert Winthrop served as director for the
final year of the project. The Review series was
produced by Barbara Rose Johnston, and
Gabrielle O'Malley and Edward Liebow of the
Environmental Health and Social Policy Center.
The Reviews solely reflect the views of their
authors, not those of the Environmental Protection
Agency. Society officers (including Jean Schensul,
John Young, Linda Bennett, and Noel Chrisman)
and a project advisory group provided oversight
during the course of the agreement. Many Society
members served as mentors for the project's
interns and fellows, and as reviewers for its
reports and publications. '-
The Society for Applied Anthropology is grateful
for the financial support and professional coopera-
tion of the Environmental Protection Agency and
its staff. For more information on the Society and
the Environmental Anthropology Project,
please see our web site: www.sfaa.net.
Society for Applied Anthropology
PO Box 2436
Oklahoma City, OK 73101-2436
Non Profit Organization
US Postage
PAID
Oklahoma City, OK
Permit No. 1010
© 2001 Society for Applied Anthropology. This Review has been prepared by the Society for Applied Anthropology, and does not imply any
official EPA endorsement of or responsibility for the opinions, ideas, data or products presented in the Review.
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