Presentation on theme: "Studies In addition to the core you must focus on a particular set of issues Sustainability, Community, And Biocultural Diversity The Southwest Environment."— Presentation transcript:
Studies In addition to the core you must focus on a particular set of issues Sustainability, Community, And Biocultural Diversity The Southwest Environment Globalization And Environmental Change Within each focus you must take three courses each from natural sciences/engineering (A), social sciences (B), and humanities (C) Sciences In addition to the core you must complete an emphasis in a particular discipline Administration and Policy (POS) Applied Geology (GLG) Biology Communications Environmental Chemistry (CHM) Environmental Management (FOR, GGR, PRM) Environmental Math & Stats (MAT, STA)
Core courses in both environmental sciences and studies Core courses for just Environmental sciences Core courses just for Environmental studies ENV 230ENV 280ENV 181 ENV 408/485ENV 385WENV 301W ENV 490CENV 326(can use ENV 326 in any focus) POS 359STA 270 or 275COM 150 (ENV 181 recommended not required for Sciences,) CHM 151 & 151LHUM 175 ENV 326 can use in any focus in studies CHM 152 & 152LPHI 331 If you can’t decide, take ENV 181, 230, 326 and POS 359, then decide
Most core courses are not offered every semester (exceptions include ENV 490C, ENV 408/485, COM 150) Core courses in the sciences follow this sequence, which requires 4 or 5 semesters to complete: ENV 230 (fall) ENV 326 (spring) ENV 280 (fall) ENV 385W (spring) ENV 440 (fall)
We’re here to help, you do not need to do this on your own Most students find it to be the best part of the program
408 Internship: practical experience with a state, tribal, or federal agency, NGO or private consulting firm 485 research project, designed together with, and carried out under the direction of a NAU faculty member Can be ENV, BIO, CENE, CHM, COM, FOR, GLG, HUM, PHI, POS, SOC faculty www.research.nau.edu/undergraduate/index.as px
theoretical/work experience in a non-academic setting (off-campus or on-campus) in an appropriate agency or organization. Supervision provided for the student at the place of assignment by a designated on-site supervisor. Designed to be supervised fieldwork for those considering the job market and not grad school immediately after graduation The goal is to prepare you to enter a professional field and assist you in developing your professional skills. Serves as a guide in choosing a direction after graduation. may teach you that you want a career in another capacity or field We expect that you will receive the broadest possible experience with the organization. fieldwork should occur after sophomore year and early enough for you to take classes relevant for a comprehensive education appropriate for your internship field.
Apply accepted research techniques to answer a proposed hypothesis or question Supervised by a university professor, researcher or professional in the field. Original research you conduct under the supervision of a researcher in your field. You may plan a research project with a faculty member who is not in SESES The goal is to introduce you to the planning, implementation and interpretation of original research The project should assist you in refining your focus on a particular study area We expect that you will receive the broadest possible experience with the cooperating faculty research supervisor we do recognize that the very nature of research is focused and specialized. research should be original. work must be able to stand alone with a hypothesis to be tested your supervisor may plan to use your data and your work may contribute to their larger research agenda. However, YOU MAY NOT simply be a lab technician.
Talk with faculty teaching your favorite subjects Gather information from around NAU Office of Sustainability home.nau.edu/sustain/ home.nau.edu/sustain/ Green NAU: green.nau.edu/students/index.html Ecological Restoration Institute: www.eri.nau.edu/en/undergraduate www.eri.nau.edu/en/undergraduate CEFNS internships and scholarships: Graylynn.Hudson@nau.edu Graylynn.Hudson@nau.edu www.cefns.nau.edu/CurrentStudents/CareerCenter.php
Nationwide resources greenjobs.net jobs.oriongrassroots.org/ www.thesca.org/conservation_careers/ Ecolog: for jobs, graduate study and internships: https://listserv.umd.edu/archives/ecolog-l.html http://eco.org Regional resources City of Flagstaff National Park Service, Flagstaff Area Parks US Forest Service US Geological Survey, SW Biological Science Center International field experiences (envi studies students only) ciee.org/program_resources.aspx http://www.fieldstudies.org/
Career/Employment Offices and Career fairs College of Engineering, Forestry & Natural Sciences Graylynn.Hudson@nau.edu Graylynn.Hudson@nau.edu Coconino Career Center Janetta Beaumont, Program Coordinator, 522-7900 or 1-877-358- 6714, firstname.lastname@example.org, http://email@example.com Networking: let your professors, friends, family, or other professional staff know you are looking for an internship Engineers without borders (not just for engineers) www.cefns.nau.edu/Groups/EWB/ Internet Searches Company websites Internship websites Professional Organization websites (American Society of Civil Engineers)
Get ENV 408/485 Syllabus/Policies from the website: www.cefns.nau.edu/Academic/EnvSci/ENV485408requirements.shtml Schedule meeting with the Internship coordinator (Rod) to develop project framework and contact supervisor. Prior approval is required. For 485, identify a faculty member or researcher willing to supervise the Research Project. For 408, ID your supervisor Complete the internship contract, and obtain signatures Register for academic credit, get permission # from ENV office or Rod # of credits is based on a minimum of 50 hours of work for 1 credit: a minimum of 150 hours is required for the 3 credit minimum
Environmental Education at Kenai Fjords National Park EPA San Diego Border Office and its Work with Native American Tribes Environmental Internship with the City of Tempe Soil Bioremediation of Sheep Dip Vats on the Navajo Nation Renewable Energy Resources on Tribal Lands: Recommendations to the Air Pollution Prevention Forum The Relationship between Mist Frequency and Reproductive Success in Scaphyglottis Acostaei City of Flagstaff Household Hazardous Wastes Disposal Program The Arizona Hydrological Society Internship: Hydrological Research from the Academic and Federal Agency Perspectives A New tool for protecting our Communities at the Wildland-Urban Interface, the Forest Health Councils Off-road vehicle Impact Surveys for the High Country Citizens’ Alliance
Small-Scale Renewable Energy Systems Design and Implementation Structure and Effectiveness of Student Internships in Non-Governmental Environmental Organizations in Japan A Large Carnivore Monitoring Program in Guadalupe National Park Dispersed Campsite Monitoring in Dixie National Forest National Park Service Resource Management and the USGS/NPS Vegetation Mapping Project at Zion National Park Monitoring Endangered, Threatened and Species of Concern in Coronado National Forest Long-Term Fire Histories in San Bernadino Mountains National Forest Exotic Crayfish Populations in Fossil Creek, Arizona: Potential Impacts on Dam Removal and Native Species Atmospheric CO2 Influences on Mycorrhizal Symbioses
Employment of environmental professionals is expected to increase by 25 percent between 2006 and 2016, much fasterthan the average for all occupations. US Bureau of Labor Statisticsthan the average for all occupations. job growth results from need to monitor the quality of the environment, to interpret the impact of human actions on terrestrial and aquatic ecosystems, and to develop strategies for restoring ecosystems Consulting firms: evolving from investigations to creating remediation and engineering solutions Non-governmental organizations: lobbying and environmental education State and federal regulatory and research agencies