**Multnomah County Health Department**

**Environmental Health**

Environmental Health

**Post-Secondary Internship Program**

Environmental Health Office

3653 SE 34^th^ Ave., Portland, Oregon 97202

Phone 503.988.3400 • Fax 503.988.5844

**Table of Contents**

**Introduction**

Chapter 1

[The Evolution of your Workforce Development Program]{.underline}

-   !0 Essential Services Assessment Template

Chapter 2

[Developing A Post-secondary Internship Program]{.underline}

**1. Characteristics of a Model Host Organization**

2.  **Building Necessary Partnerships**

**3. Types of Internships**

-   Project Based

-   Observational

-   Focused Skill-Based Training

4.  **Program Staffing**

-   Internship Program Planning And Systems Development

-   Intern Supervisors/Mentors

-   Marketing Program

5.  **Program Elements For Internships**

-   Application Process

-   Screening And Matching Students To Internship Experiences

-   Scope Of Work And Work Plans

-   Internship Period

-   Intern Orientation

-   Intern Supervision And Mentorship

-   Length Of Internship

-   Evaluation Of The Internship

Chapter 3

[Internship Program Form Templates]{.underline}

-   Application

-   Student Questionnaire

-   Internship Agreement Form

-   Orientation Schedule Template

-   Internship Log Form

-   Evaluation Form

-   Sample Student Cover Letter

-   Sample Faculty Cover Letter

**Introduction**

In an effort to stave off the effects of a retiring workforce and the
impacts of limited curriculum in environmental health at the academic
level, Multnomah County Environmental Health developed strategies to
hire competent and qualified environmental health personnel. The
development of an incoming Environmental Health Specialist workforce is
a critical step to implementing quality environmental health and
protection services by assuring an incoming stream of qualified people.
The three-year CDC Capacity Building grant received in 2004 has provided
the opportunity to improve workforce development by mobilizing
educational partnerships with local academic institutions to develop
environmental health internship and training opportunities. The
internships are focused on training and educating students to peak their
interest and better prepare them for the environmental health workforce.
Collaborative activities include developing internship curriculum,
matching students to internship opportunities and evaluating student
performance. We are pleased to offer this product to other jurisdictions
in an effort to promote environmental public health as a viable career.

# Workforce Development Manual 

This manual illustrates the components necessary to develop and
implement an environmental health post-secondary internship program. You
can utilize some or all of the information and/or tools provided to
develop a program on whatever scale you desire.

# Post Secondary Internship Program 

Is an effective mechanism to prepare students for the environmental
health workforce in whatever environmental health discipline(s) desired
by the agency. The student will gain practical "on-the-job" skills and
improve their ability to apply academic theory into workplace practice.
Internships provide students with an outcome-based experience that
prepares them for available environmental health jobs. Likewise, an
internship program can provide public health agencies with an
opportunity to stock future labor pool participants with a "tool box" of
skills that will increase the likelihood they will succeed when hired
into environmental health positions.

# Workforce Development Challenges Facing Environmental Health 

-   Between 40 percent and 50 percent of the environmental health
    workforce will be eligible to retire in the next five years.

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-   More than 90 percent of the current workforce has no formal degree
    in public health or environmental health.

-   Decades of high turnover have resulted in a workforce that is
    inexperienced, inadequately trained, and in need of emerging leaders
    to fill leadership roles rapidly being vacated because of large
    numbers of retirements.

-   Extensive emergency response training is needed for emerging
    threats, including natural and human-made disasters.

-   Many environmental public health programs are severely understaffed
    and are continuously seeking competent environmental health
    practitioners.

Multnomah County Environmental Health hopes this manual is helpful as
you strive to improve the environmental health workforce in your
jurisdiction. As you use this manual, please take a few moments to fill
out and return the evaluation form, so that we can continue to improve
this tool for future users.

**The Evolution of Your Workforce**

**Development Program**

This CD provides step-by-step instructions and templates necessary to
develop and implement a comprehensive workforce development program that
can be easily integrated into any environmental health discipline.
Multnomah County Environmental Health's workforce development program
evolved over several years in several different phases, however, the
program has provided immediate outcome-based benefits which have
increased our ability to reduce environmental public health
risk/exposure in the following ways: 1) [Reduce number of mosquitoes
that carry Eastern Equine Encephalitis and West Nile Virus]{.underline}.
A Portland State University Community Health student researched the
location of defunct mines in Multnomah County that are breeding habitats
for a newly discovered mosquito species in Multnomah County. By locating
these breeding sites, MCEH is able to conduct mosquito control efforts
in these areas to reduce the number of mosquitoes who carry and possibly
transmit these diseases to residents of Multnomah County; 2) [Educate
our local community about environmental health hazards of rats,
mosquitoes, asthma triggers, lead poisoning, and West Nile Virus to
reduce these public health risk/exposures]{.underline}. Four interns
have assisted with curriculum research and educational resource
development, providing MCEH with the capacity to conduct outreach to our
community; 3) [Lower risk of food borne illness]{.underline}. Four
interns have conducted risk rating surveys with restaurant operators
that will assist MCEH to change public policy to inspect restaurants
based on menu complexity. By changing food safety laws, MCEH will be
able to lower the incidents of food borne illness throughout the state
of Oregon.

Since inception in September 2004, MCEH has conducted 9 internships. Two
of the nine interns have been hired into open Environmental Health
Specialist and/or Vector Control position. The internship provided them
with appropriate environmental health skills, knowledge, and experience
that enabled them to get hired within the organization and transition
from student intern into permanent employees, thusly increasing our
local environmental health workforce.

All the information and tools provided in this CD can be replicated in
full or modified to develop a program of any scale. Whatever scale of
program you chose to create, your program will go through an
evolutionary process. We have described the steps that occurred as our
program evolved from an abstract concept to viable operating program. As
your own workforce development program evolves, you may have to go
through some or all of the following steps: 1) assessment; 2) building
capacity; 3) hiring and/or assigning qualified staff; 4) developing your
program; 5) re-assessment/evaluation.

**Step 1: ASSESSMENT-Agency Gap Analysis Using the 10 Essential Services
Framework**

In 2002, facing ever-increasing demand for environmental health services
in an era of government budget tightening, MCEH utilized a systems-based
approach to improve

environmental health problems, in order to maximize its limited
resources to protect the public's health. We conducted a preliminary
analysis of our service system to determine our current capacity and to
find critical gaps in our services, so the agency could strategically
make improvements in services. We examined our services in relation to
the ten essential environmental health services developed by Carl Osaki,
RS, MSPH from the University of Washington. The assessment revealed
critical gaps in our ability to conduct food and vector surveillance,
implement comprehensive community outreach, and mobilize partnerships to
identify and solve EH problems, and assure a competent environmental
workforce.

The following Essential Service table could be used as a template to
complete your own assessment to determine if your agency could benefit
from implementing a workforce development program in your jurisdiction.
Essential Service #4 and #8 specifically refer to workforce development
issues.

**10 Essential Services of Environmental Health Gap Analysis Template**

# 

# Essential Service #1

**Monitor health status to identify community EH problems**

Standard: A systematic approach to collect and analyze data on
Environmental Health hazards that puts a population at risk.

  ---------------------- ------------------------- ----------------------
  Indicator              Current Agency Capacity   Critical Gaps

  *Does the local public                           
  health system have a                             
  system in place to                               
  assess environmental                             
  health threats?*                                 

  *Does the local EH                               
  agency have a formal                             
  system in place to                               
  acquire community                                
  input?*                                          

  *Do you have the                                 
  ability to access                                
  information on health                            
  hazards and accurate                             
  assessment [of                                   
  risk?]{.underline}*                              

  *Can the EH department                           
  communicate to the                               
  community/population                             
  at risk?*                                        
  ---------------------- ------------------------- ----------------------

Essential Service #2

**Diagnosing and investigating EH hazards and problems**

Standard: There is the ability to investigate and diagnose from an
environmental cause of contribution

  ---------------------- ------------------------- ----------------------
  Indicator              Current Capacity          Critical Gaps

  *Do you have the                                 
  authority and                                    
  resources to                                     
  investigate or analyze                           
  EH problems?*                                    

  *Is 24/7 epidemiology                            
  capacity available?*                             

  *Is Lab and                                      
  communicable disease                             
  surveillance capacity                            
  available to                                     
  investigate potential                            
  problems?*                                       

  *Do you have a                                   
  memorandum of                                    
  agreement with all the                           
  agencies involved in                             
  environmental health                             
  hazards/risks?*                                  

  *Do you have a formal                            
  relationship with                                
  organizations that do                            
  similar work?                                    
  (occupational, ecology                           
  etc.*                                            
  ---------------------- ------------------------- ----------------------

**Essential Service #3 Informing, educating and empowering people about
EH issues**

Standard: Mechanism exists to inform and educate the community and
interested parties in Environmental Health issues and concerns

+----------------------+------------------------+---------------------+
| Indicator            | Current Capacity       | Critical Gaps       |
+----------------------+------------------------+---------------------+
| Does and EH advisory | ##                     |                     |
| group exist?         |                        |                     |
+----------------------+------------------------+---------------------+
| Do you have a system |                        | ##                  |
| for rapid            |                        |                     |
| dissemination of     |                        |                     |
| information?         |                        |                     |
+----------------------+------------------------+---------------------+
| Do you have          |                        |                     |
| connections with     |                        |                     |
| other agencies and   |                        |                     |
| staff to communicate |                        |                     |
| relevant             |                        |                     |
| information?         |                        |                     |
+----------------------+------------------------+---------------------+
| Does your staff have |                        |                     |
| the                  |                        |                     |
| skill                |                        |                     |
| s/ability/competency |                        |                     |
| to effectively       |                        |                     |
| communicate with     |                        |                     |
| different            |                        |                     |
| communities?         |                        |                     |
|                      |                        |                     |
| (ethnic groups,      |                        |                     |
| tribes, gender,      |                        |                     |
| subcultures, belief  |                        |                     |
| systems, deer        |                        |                     |
| hunters?)            |                        |                     |
+----------------------+------------------------+---------------------+

**Essential Service #4**

**Mobilizing partnerships to identify and solve EH problems**

Standard: The jurisdiction actively works with community partners to
address Environmental Health concerns and issues

+---------------------+-------------------+---------------------------+
| Indicator           | Current Capacity  | Critical Gaps             |
+---------------------+-------------------+---------------------------+
| *Are all the        |                   |                           |
| stak                |                   |                           |
| eholders/interested |                   |                           |
| parties             |                   |                           |
| identified?*        |                   |                           |
+---------------------+-------------------+---------------------------+
| Do you have a       |                   |                           |
| partnership with an |                   |                           |
| academic            |                   |                           |
| organization/EH     |                   |                           |
| school?             |                   |                           |
+---------------------+-------------------+---------------------------+
| Do you have a       |                   | ##                        |
| guide/directory of  |                   |                           |
| community partners? |                   |                           |
+---------------------+-------------------+---------------------------+
| Have the community  | ##                |                           |
| groups you've       |                   |                           |
| educated/           |                   |                           |
| informed/outreached |                   |                           |
| become partners?    |                   |                           |
+---------------------+-------------------+---------------------------+

**Essential Service #5**

**Developing policies and plans that support EH efforts**

Standard: A process exists to define an issue, explore options, select a
role for government and design a plan of action

+---------------------+-------------------+---------------------------+
| Indicator           | Current Capacity  | Critical Gaps             |
+---------------------+-------------------+---------------------------+
| Do you have a       |                   | ##                        |
| system in place to  |                   |                           |
| identify            |                   |                           |
| priorities?         |                   |                           |
+---------------------+-------------------+---------------------------+
| Do you know who EH  |                   |                           |
| policy makers are   |                   |                           |
| inside and outside  |                   |                           |
| your organization?  |                   |                           |
+---------------------+-------------------+---------------------------+
| Are there leaders,  |                   |                           |
| champions, the      |                   |                           |
| political will,     |                   |                           |
| local political     |                   |                           |
| organizations       |                   |                           |
| (local Board of     |                   |                           |
| Health) that        |                   |                           |
| support your work?  |                   |                           |
+---------------------+-------------------+---------------------------+
| Do you have access  |                   |                           |
| to policy makers?   |                   |                           |
+---------------------+-------------------+---------------------------+
| Do the              |                   |                           |
| decision-makers in  |                   |                           |
| the EH department   |                   |                           |
| receive training in |                   |                           |
| policy?             |                   |                           |
+---------------------+-------------------+---------------------------+

### Standard \# 6

**Enforcing laws and regulations that protect health and ensure safety**

Standard: Compliance with EH laws is accomplished by appropriately
qualified personnel in a fair and expedient manner

  ----------------------- -------------------- ---------------------------
  Indicator               Current Capacity     Critical Gaps

  Do you have a system in                      
  place for evaluating                         
  the effectiveness of                         
  laws, regulations,                           
  enforcement and                              
  compliance?                                  

  Are your laws and                            
  regulations clear and                        
  understandable and                           
  interpretable? Are they                      
  reviewed regularly?                          

  Is there a process for                       
  you to bring forward to                      
  policy makers rules                          
  that are often not                           
  being complied with,                         
  etc.?                                        

  Is there a system in                         *.*
  place to get feedback                        
  from the regulated                           
  community?                                   

  Is there a system to                         
  identify                                     
  public/environmental                         
  health responsibilities                      
  in the event of health                       
  threats?                                     

  Do you have access to                        
  legal advice/resources?                      

  Do you have a way to                         
  ensure consistency and                       
  standardization?                             

  Are rules evaluated                          
  routinely for validity                       
  and due process?                             
  ----------------------- -------------------- ---------------------------

**Essential Service #7**

**Linking people to needed EH services and assuring the provision of EH
services when otherwise unavailable**

Standard: Do all citizens have equal access to environmental health
services or referral as needed?

  ----------------------- -------------------- ---------------------------
  Indicator               Current Capacity     Critical Gaps

  Are there assessed                           
  needs that are unmet                         
  identified and                               
  addressed?                                   

  Are unmet needs                              
  catalogued and reasons                       
  for needs not being met                      
  identified? (i.e.                            
  barriers such as                             
  language, culture,                           
  resources)                                   

  Does a mechanism exist                       
  to overcome unmet                            
  needs? Such as a                             
  process to mobilize                          
  community support, and                       
  engage and empower                           
  community in order to                        
  create political will.                       
  Or a process to address                      
  needs by identifying                         
  appropriate resources                        

  Is emergency contact                         
  available 24/7?                              
  ----------------------- -------------------- ---------------------------

**Essential Service #8**

**Assuring a competent EH workforce**

Standard: EH services and programs are delivered and managed by
competent staff

+----------------------+-------------------+--------------------------+
| Indicator            | Current Capacity  | Critical Gaps            |
+----------------------+-------------------+--------------------------+
| Is there a level of  |                   | ##                       |
| academic/education,  |                   |                          |
| experiential and     |                   |                          |
| testing competencies |                   |                          |
| that all staff meet  |                   |                          |
| that are appropriate |                   |                          |
| for their            |                   |                          |
| responsibilities?    |                   |                          |
+----------------------+-------------------+--------------------------+
| Is there a standard  |                   |                          |
| for required         |                   |                          |
| competencies based   |                   |                          |
| on individual        |                   |                          |
| positions?           |                   |                          |
+----------------------+-------------------+--------------------------+
| Are there training   |                   |                          |
| plans for staff to   |                   |                          |
| improve the skills,  |                   |                          |
| knowledge and        |                   |                          |
| abilities needed for |                   |                          |
| that position?       |                   |                          |
+----------------------+-------------------+--------------------------+
| Do you hire,         |                   |                          |
| recruit, retain, and |                   |                          |
| promote a workforce  |                   |                          |
| that reflects the    |                   |                          |
| community?           |                   |                          |
+----------------------+-------------------+--------------------------+

**Essential Service #9**

**Evaluating the effectiveness, accessibility and quality of EH
services**

Standard: A system exists to continuously improve program services

  ---------------------- -------------------- ---------------------------
  Indicator              Current Capacity     Critical Gaps

  Is there a process or                       
  system in place to                          
  measure/evaluate your                       
  program's                                   
  effectiveness?                              

  Do you measure                              
  outcomes/performance                        
  standards?                                  

  Is there a process for                      
  obtaining feedback                          
  from the                                    
  effected/regulated                          
  community as to how                         
  effective your program                      
  is?                                         

  Are changes made in                         
  response to the                             
  evaluations and                             
  feedback?                                   
  ---------------------- -------------------- ---------------------------

**Essential Service \# 10**

**Identification of new insights and innovative solutions to EH
problems**

Standard: There is the ability to identify and pursue emerging issues
through research or to apply innovation in the workplace

  ---------------------- -------------------- ---------------------------
  Indicator              Current Capacity     Critical Gaps

  Is there a                                  
  process/system to                           
  identify research                           
  needs?                                      

  Do you know the                             
  resources available to                      
  you and your                                
  organization to meet                        
  these needs?                                

  Is there an awards                          
  program for innovative                      
  solutions?                                  

  Do you feel you have                        
  the freedom to advance                      
  new ideas, make                             
  mistakes and admit                          
  failures?                                   

  Do you have                                 
  discretionary funds                         
  available to research                       
  or solve problems                           
  creatively?                                 

  Do you have the                             
  capacity to seek                            
  funding, apply for                          
  grants, and identify                        
  partners for research?                      
  ---------------------- -------------------- ---------------------------

**Step 2: Building capacity to develop a comprehensive workforce
development program**

The assessment in step one will also help to identify areas where your
agency may need and/or want to build capacity to implement a workforce
development program. A workforce development program can be as extensive
as your agency wants and/or needs it to be. The program can consist of
one student and one mentor already employed within your agency or, can
involve multiple interns and multiple staff responsible for coordinating
and operating the program.

In MCEH's case, the assessment revealed that the agency desired to offer
regular and continuous internships through a stable, sustainable
program, but lacked the staffing capacity and funding to implement our
ideal workforce development program. Environmental Health Specialists
were operating at full capacity conducting inspections, and unable to
dedicate their services to developing a comprehensive workforce
development program. It was clear that MCEH needed to locate new revenue
and resources to build the capacity to address these critical gaps. In
lieu of hiring another Environmental Health Specialist, MCEH hired a
Program Development Specialist Sr. with grant writing experience to work
on building agency capacity. Over the next three years, MCEH applied and
received the following new grants and resources to address the critical
gaps identified in our assessment.

1\) CDC 3-year \$300,000 Essential Services Capacity building grant;

2\) Public Health Prevention Specialist position funded for two years by
CDC;

3\) HUD 3-year \$980,000 Healthy Home grant;

4\) 1-year \$30,000 EPA Asthma Trigger Reduction grant;

5\) 1 -- year EPHT data tracking grant;

6\) 1-year \$30,000 NACCHO Food Safety Education grant;

> 7\) In partnership with DHS Lead Poisoning Prevention program EPA Lead
> grant EHS awarded \$20,000 to conduct lead outreach to the African
> Refugee population.

With this new revenue, MCEH was able to hire staff to coordinate the
Workforce Development program and fund its operating costs. Depending
upon the complexity of the workforce development program you want to
offer, your agency may have to look for additional staffing and funding
resources in order to implement an internship and/or K-12 environmental
health educational program in your jurisdiction.

The following are some resources which may help you with your capacity
building efforts.

-   The Association of Environmental Health Academic Programs (AEHAP)

-   Environmental Public Health Leadership Institute (EPHLI)

-   Environmental Health Workforce Development Consortium

-   Capacity-Building Projects
    [www.cdc.gov/nceh/CapacityBuilding/default.html/](http://www.cdc.gov/nceh/CapacityBuilding/default.html/)

-   EHSB Information Resources

-   Uniformed Services Environmental Health Public Health Career
    Initiative.

-   National Environmental Health Association
    [www.neha.org](http://www.neha.org/)

-   National Association of County and City Health Officials

-   American Public Health Association

-   Federal grant opportunities [www.grants.gov](http://www.grants.gov/)

-   National Institute of Environmental Health Science
    [www.niehs.nih.gov](http://www.niehs.nih.gov/)

**Step 3**: **Hiring and/or assigning qualified staff**

With the addition of these new resources, especially the CDC 3-year
Essential Services Capacity Building grant, MCEH was able to hire and/or
fund two positions which were crucial to the development and
implementation of our workforce development program: 1) Program
Development Specialist Sr. position mentioned above and a full-time 2)
Health Educator. These positions provided the staffing, development, and
networking resources necessary to create and implement the program,
without compromising the environmental health regulatory services
provided by the agency.

It is important to keep in mind that if you are creating a workforce
development program on a smaller scale, you may not need new staff
positions to implement. Your workforce development program can consist
of one intern and one mentor or be as comprehensive as what we
developed. If your agency is going to utilize existing staff to
coordinate and supervise interns, the individuals selected must have the
time to coordinate the students and environmental health technical
knowledge to guide them through their practical experience. Small steps
that agencies take to improve the environmental health workforce will
collectively help the workforce of tomorrow.

**Step 4: Developing and implementing the workforce development
program**

The following pages provide step-by-step instructions on how MCEH
developed and implemented our workforce development program as a result
of the work in steps 1 -- 3 above. All of the processes, forms and
suggestions are ones that can be modeled and/or individually tailored
for your own public health agency to use in the development of your
workforce development program. If you are implementing a smaller scale
program, you can choose the processes, forms and suggestions that will
be most beneficial to your program.

**Step 5: Re-assessment: Gap Analysis of 2005:**

MCEH felt is was important to revisit the Essential Service gap analysis
of 2002, to determine if their capacity building and development efforts
were successful in filing the critical gaps identified during the 2002
analysis. After your workforce development program is fully operational,
it may be beneficial to evaluate if you are meeting essential services
#4 and #8 with the program that you developed.

**Developing and Implementing**

**An Environmental Health**

**Post-Secondary Internship Program**

Characteristics of a Model Host Organization

In order for an internship program to be successful, it is imperative
that the host organization provide a strong foundation for the program
which includes the following characteristics (*Designing Environmental
Internships A Guide for Successful Experiences April 1996*):

-   Senior management in the host organization supports the concept of
    the organization offering an internship as a training opportunity
    for environmental health professions.

-   The host organization has the ability to provide hands-on experience
    and develops activities/projects where student interns can apply
    scientific principles in environmental health practice.

-   The host organization is willing and able to conduct the internship
    to complement the intern's degree program and meet academic
    institution standards.

-   The host organization has clearly defined, tangible work to be
    accomplished by the student intern including specific
    responsibilities and performance expectations.

-   The host organization is able to provide the resources for the
    internship including assigning the student to a mentor, student
    stipend or salary, supplies needed for the project/activity.

-   The host organization is willing and able to involve interns
    directly in projects.

-   The host organization is able to receive and support external works
    for short periods of time.

-   Although it is not absolutely necessary, it can be benefit the
    internship experience if the host organization is willing and able
    to provide financial support for a student intern and has support
    mechanisms in place prior to student's arrival.

-   The host organization is willing to provide intern with information
    and guidance about environmental health career opportunities.

-   The host organization has the resource and staffing capacity to
    develop and implement a solid internship infrastructure prior to
    student placement.

The following checklist will help you assess whether or not your
organization will be able to develop and sustain a comprehensive
environmental health internship program.

+-----------------------------------------------------------+----+----+
| **MODEL HOST ORGANIZATION**                               | Y  | NO |
|                                                           | ES |    |
| **CHARACTERISTIC ASSESSMENT**                             |    |    |
+-----------------------------------------------------------+----+----+
| Senior management supports the concept of the             |    |    |
| organization offering an internship as a training         |    |    |
| opportunity for environmental health professions.         |    |    |
+-----------------------------------------------------------+----+----+
| The organization has the ability to provide hands-on      |    |    |
| experience and can provide activities/projects where      |    |    |
| student interns can apply scientific principles in        |    |    |
| environmental health practice.                            |    |    |
+-----------------------------------------------------------+----+----+
| The organization is willing and able to conduct the       |    |    |
| internship to complement the intern's degree program and  |    |    |
| meet academic institution standards.                      |    |    |
+-----------------------------------------------------------+----+----+
| The host organization has clearly defined, tangible work  |    |    |
| to be accomplished by the student intern including        |    |    |
| specific responsibilities and performance expectations.   |    |    |
+-----------------------------------------------------------+----+----+
| The organization is able to provide the resources for the |    |    |
| internship including assigning the student to a mentor,   |    |    |
| student stipend or salary, supplies needed for the        |    |    |
| project/activity.                                         |    |    |
+-----------------------------------------------------------+----+----+
| The organization is willing and able to involve interns   |    |    |
| directly in projects.                                     |    |    |
+-----------------------------------------------------------+----+----+
| The organization is able to receive and support external  |    |    |
| works for short periods of time.                          |    |    |
+-----------------------------------------------------------+----+----+
| The organization is willing to provide intern with        |    |    |
| information and guidance about environmental health       |    |    |
| career opportunities.                                     |    |    |
+-----------------------------------------------------------+----+----+
| The organization has the resource and staffing capacity   |    |    |
| to develop and implement a solid internship               |    |    |
| infrastructure prior to student placement.                |    |    |
+-----------------------------------------------------------+----+----+
| HELPFUL BUT NOT REQUIRED                                  |    |    |
+-----------------------------------------------------------+----+----+
| The organization is willing and able to provide financial |    |    |
| support for a student intern and has support mechanisms   |    |    |
| in place prior to student's arrival.                      |    |    |
+-----------------------------------------------------------+----+----+

Building Necessary Partnerships

A key component to build an effective internship program is to develop
ongoing partnerships with local academic institutions. Whether you
develop a small program with a simple structure or a program that has a
complex structure such as MCEH, your program must embrace the philosophy
that the university/college, student and public health agency are mutual
partners. A strong partnership will enable the internship program to
provide students with a health outcome-based experience that integrates
academic theory and environmental health skill practice into effective
learning. The academic institution and the public health agency need to
have an equal level of commitment in order for the internship program to
succeed and the partnership must exist at every phase of implementation
including:

-   **Preparing students for their internship experience:**

> *Academic Institution role*: Teaching the student environmental health
> or science theory in the classroom that will allow them to develop
> environmental health skills through practical application at the
> worksite. During their college experience, the school will: 1) teach
> the student how to learn; 2) massage their desire to put their
> knowledge to use in practice; and 3) nurture their commitment and
> enthusiasm that will fuel them through their internship experience.
>
> *Public Health Agency role*: It is essential for the Public Health
> Agency to collaborate with academic programs to: 1) ensure the
> college/university incorporates environmental health curriculum into
> academic programs; 2) teach students about environmental health career
> opportunities that can be explored through a structured internship
> experience so they can make informed career choices; and 3) assess
> students skills, skill gaps, experiences and career knowledge before
> internship placement to ensure their internship is beneficial and
> successful.

-   **Recruitment of students into the internship program:**

> *Academic institution role:* Academic staff including: professors,
> adjunct professors, Deans, and academic counselors need to be
> committed to informing students about public health internship
> opportunities and recruiting students into the internship program on a
> regular basis. Internship advisors should develop internship
> opportunities through contacts in research, practice and service
> activities with public health agencies. They also should assist
> students in identifying appropriate internship sites. Classroom
> professors should provide their students with internship informational
> resources that the public health agency provides.
>
> *Public Health Agency Role:* The public health agency will need to
> develop internship marketing tools such as business cards, brochures,
> fliers and application packet. The public health agency should request
> academia to post internship information on
>
> university websites, list serves, job placement boards, in career
> center offices and other recruiting venues.

-   **Mentoring/supervising students throughout their internship:**

> *Academic institution role:* The academic institution will ensure that
> the internship is complimenting the student's academic classroom work
> throughout the duration of the internship. If not, the institution
> should initiate correspondence with the public health agency to modify
> the internship accordingly. The academic advisor should meet with the
> student regularly throughout the internship period. The advisor will
> be responsible for reviewing the internship application, signing the
> learning contract (internship agreement form), discussing internship
> issues with the worksite supervisor, reviewing the student evaluation
> form with the student and discussing future career options for the
> student.
>
> *Public health agency role:* The public health agency needs to ensure
> that mentors are available who have the skills and ability to monitor
> and guide the student through the internship experience. The
> mentor/supervisor chosen must achieve a specified level of experience
> and technical competency in his or her environmental specialty that
> enables them to provide technical guidance to the student. The
> mentor/supervisor must be willing and able to

-   provide the intern with hands-on experience designed to increase
    professional competence;

-   commit designated time periods (specific number of hours per day or
    week) to work with interns;

-   demonstrate understanding of the structure, organization, goals and
    objects of the agency as well as the internship program;

-   provide feedback to the student about his or her work on a daily
    basis as well as during final evaluation.

> The mentor/supervisor will review the internship application, sign the
> internship agreement form and ensure that the contract is fulfilled.
> They will also provide an orientation for the student upon beginning
> the internship experience. They will supervise the student throughout
> the experience and confer with the student's internship advisor as
> necessary. They will complete a student evaluation form and consult
> with the academic advisor on the student's performance.

-   **Evaluation of the internship:**

> *Academic Institution role***:**
>
> At the completion of the student's internship experience, the academic
> institution will collect data from the student to evaluate if the
> internship experience provided the student with a good overall
> learning experience. Additionally, they will evaluate
>
> if the student received adequate supervision and if the student will
> recommend the internship to other students.
>
> *Public health agency role:*
>
> The public health agency will collect data from the student to
> evaluate 1) if the experience provided the student with a realistic
> view of what working in the environmental health field is like; 2) if
> the student has a better understanding of how to apply concepts,
> theories and skills learned in the classroom in work practice; and 3)
> if the experience better prepared them to enter the workforce.

-   **Marketing the internship program for sustainability**

> *Academic Institution role:* As curriculum and degree programs are
> assessed through the accreditation process, academic advisors will
> need to advocate that 1) internship programs enhances: student
> learning, the community, future workforce and accreditation status.
> The institution must be committed to market the internship program on
> their websites, list serves, job placement boards, in career offices
> and in the classroom.
>
> *Public Health Agency Role:* The public health agency will need to
> develop and implement an ongoing marketing plan to increase the
> visibility of the internship program locally as well as across the
> nation.
>
> **Local Partnership Sources:**
>
> **Public/private universities with the following degree programs:**
>
> Community Health
>
> Environmental Health
>
> Environmental Science
>
> General Science
>
> Life Science
>
> Community Health Nursing
>
> Master of Public Health
>
> Master of Public Administration
>
> Liberal Arts
>
> **Local Community Colleges**

**Types of Internships**

**POST SECONDARY INTERNSHIPS**

> The post secondary internship provides students who are attending
> undergraduate, graduate and/or vocational/community college post high
> school with an outcome-based experience that integrates academic
> theory and environmental health skill practice into effective
> learning. The internship is tailored to the student's existing skills,
> skill gaps, experience, and career aspirations. There are three basic
> types of post secondary internships, which can be tailored to the
> individual student's academic and career needs: project-based
> internship, observational internship, focused skill-based training.
> The public health agency can pick and chose the type of internship
> they would like to offer.
>
> **[Project-based Internship]{.underline}**: A project-based internship
> is an interactive experience that allows the student to observe,
> practice and use the academic theory learned in the classroom on real
> work projects. Ideally this type of internship is most successful if
> the internship is 1 -- 3 months in length because it allows enough
> time for the student to become oriented to the worksite, learn about
> the project he/she will work on, produce tangible project outcomes and
> outputs, and receive project feedback. Some of general concepts the
> student will learn and practice are:

  -----------------------------------------------------------------------
  **General Internship Concepts (student will participate in a project(s)
  that will teach them):**

  Communication skills to effectively work with the general public,
  governmental agencies, community-based organizations, businesses, and
  other job related contacts.

  Problem solving skills to learn how to apply ideas and academic theory
  to meet desired outcomes.

  Analytical skills to learn how environmental health services are
  developed and implemented based on relevant, measurable data.

  Organizational skills necessary to work on multiple tasks and ideas
  simultaneously so that deadlines are met.

  Interpersonal skills to work collaboratively with fellow employees and
  management.

  Academic environmental health theories to increase understanding of how
  such concepts apply to real life situations.

  **Specific Environmental Health Concepts:**

  Environmental Health and vector health risks and how MCEH works to
  minimize risks and protect public health.

  Ability to describe the role of environmental public health.

  Understand the role of regulation in a social justice environment
  (social justice environment is comprised of people, community, culture,
  prevention and intervention).

  An individualized internship will be designed to expose the student to
  office work and field work that will fulfill their interest, help
  support their career aspirations, and supplement the general internship
  concepts learned above.
  -----------------------------------------------------------------------

> The mentor/supervisor will have a critical role in ensuring the
> student achieves the end products which are desired from the project.
>
> **[Observational Internship]{.underline}**: An observational
> internship is one in which the student shadows workers in the worksite
> and absorbs information by listening and watching what occurs. In an
> observational internship, the student does not produce tangible
> products (outputs) from their experience. The duration of an
> observational internship can be for be any length of time, but
> typically they are the most successful if they are kept to 1-5 days
> because the student and the intern tend to become disinterested if the
> observational internship is longer than 5 days.
>
> **[Focused skill-based training]{.underline}:** The sole purpose of a
> focused, skill-based training internship is to teach a desired skill
> in 1-2 days. MCEH offered these types of internships to colleagues
> from partnering agencies instead of college students. During this type
> of internship, the intern is exposed to a much narrower scope of
> environmental health information. Once the skill is learned, the
> internship is concluded. Some examples of skill-based training
> internships are:

-   Teaching an intern to use vector surveillance microscope

-   Teaching an intern how to perform a rat inspection

-   Teaching an intern how to trap mosquitoes

> The public health agency will need to determine which of the three
> types of internships (project-based, observational or focused
> skill-based training) the agency will be able to support with
> appropriate staffing and skill expertise.

**Program Staffing:**

In order to develop and implement an effective internship program, the
public health agency will need staffing resources to support: 1) program
planning and systems development; 2) mentoring/supervising of interns;
and 3) marketing the internship program. It will be up to the agency to
determine if some or all of these functions can be performed by one or
multiple people within the agency.

**1) Program Planning and Systems Development:**

Developing and implementing an internship program requires time and
commitment. Students will benefit the most from an internship program
that is thoughtfully planned, organized, and provides a structure that
will maximize the student's ability to learn about environmental health
and applicable job skills.

Program planning will include planning and developing the following
components:

-   Application process

-   Screening/matching process

-   Orientation process

-   Supervision/mentorship system

-   Internship forms

-   Internship evaluation

**2) Internship Mentors/Supervisors:**

Once interns are placed at your public health agency worksite, they will
need regular mentoring and/or supervision to make sure they are learning
appropriate concepts and skills. Internship oversight needs to be
provided so the intern will be able to successfully complete projects
and learn the concepts and skills that the internship was designed to
provide them.

The public health agency will need to appoint a staff member(s) to serve
as mentor/supervisor of the intern. This person must have the experience
and skills necessary to plan the projects the student will work on and
provide technical assistance to the intern while they complete their
internship project(s). If the internship is an observational experience,
the mentor/supervisor will need to ensure the student has access to
field work, meetings, and daily work that will expose the student to
information and concepts the student desires to learn.

The mentor/supervisor will be responsible for: 1) orienting the student
to the agency and projects they will work on; 2) developing an
orientation schedule and work plan which details activities the student
will perform; 3) be available to answer questions, provide
recommendations and feedback which will assist the student to achieve
project outcomes

and outputs; 4) introduce the student to agency staff and personnel; 5)
correspond with the student's academic advisor when needed; and 6)
evaluate the student.

**3) Marketing the Program:**

Marketing is a critical component of creating a successful internship
program. Marketing will ensure: 1) commitment to the academic
institution and public health agency partnership; 2) steady flow of
students into the program; 3) program visibility and credibility as a
comprehensive learning opportunity for students that will benefit the
environmental health workforce. The public health agency will need to
market the program to universities so that they incorporate internships
into their curriculum, and the university will need to market the
program to a broad spectrum of undergraduate and graduate programs to
spark environmental health interest amongst a larger pool of students.

**Marketing Plan**: A marketing plan can assist the agency to develop
and implement the internship program using logical and effective
methods. The marking plan can help identify: 1) which colleges and
universities to target and their appropriate contact information; 2)
marketing activities and tools which will be utilized; 3) and timeline
for marketing activities.

**Marketing Strategies:** Some of the marketing strategies to try are:

-   Creating internship job descriptions

```{=html}
<!-- -->
```
-   Posting internship opportunities on university websites

-   Posting internship opportunities on job boards

-   Posting internship opportunities in career offices

-   Word of mouth by university professors, deans of colleges, grad
    assistants

-   Posting on university and student list-serves

The following is an internship program implementation plan, which
includes a marketing component, which can be used as a template to
create your own plan to develop, market and implement your internship
program. MCEH provided some examples of goals, objectives that we used
to develop our internship program. Your agency will need to identify
your own goals, objectives and activities needed to create your own
internship program.

**WORKFORCE DEVELOPMENT PROGRAM IMPLEMENTATION PLAN TEMPLATE**

+-----------------------------------------------------------------------+
| **WORKFORCE DEVELOPMENT PROGRAM**                                     |
|                                                                       |
| **NARRATIVE:**                                                        |
+-----------------------------------------------------------------------+
| **Purpose/Goals of the Program:**                                     |
|                                                                       |
| **Desired Outcomes:**                                                 |
|                                                                       |
| -   **Long-term objectives:**                                         |
|                                                                       |
| -   **Short-term Objectives:**                                        |
|                                                                       |
| -   **Outputs:**                                                      |
|                                                                       |
| **Implementation Timeline:**                                          |
+-----------------------------------------------------------------------+

+------------------+--------+-----------+-----------+-----------------+
| **BUILDING       |        |           |           |                 |
| INTERNSHIP       |        |           |           |                 |
| CAPACITY:**      |        |           |           |                 |
|                  |        |           |           |                 |
| **GOAL:          |        |           |           |                 |
| Identifying and  |        |           |           |                 |
| securing         |        |           |           |                 |
| staffing and     |        |           |           |                 |
| funding          |        |           |           |                 |
| resources to     |        |           |           |                 |
| develop and      |        |           |           |                 |
| implement a      |        |           |           |                 |
| workforce        |        |           |           |                 |
| development      |        |           |           |                 |
| program.**       |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
| **Activity**     | **Due  | **Who     | **Contact | **Progress**    |
|                  | Date** | Resp      | person /  |                 |
|                  |        | onsible** | phone \#  |                 |
|                  |        |           | / email** |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+

+------------------+--------+-----------+-----------+-----------------+
| **BUILDING       |        |           |           |                 |
| INTERNAL         |        |           |           |                 |
| SYSTEMS:**       |        |           |           |                 |
|                  |        |           |           |                 |
| **GOAL: Build    |        |           |           |                 |
| internal systems |        |           |           |                 |
| to support an    |        |           |           |                 |
| agency-wide      |        |           |           |                 |
| internship       |        |           |           |                 |
| program:**       |        |           |           |                 |
| Internal systems |        |           |           |                 |
| include          |        |           |           |                 |
| identifying      |        |           |           |                 |
| staff to         |        |           |           |                 |
| coordinate the   |        |           |           |                 |
| program,         |        |           |           |                 |
| identifying      |        |           |           |                 |
| appropriate      |        |           |           |                 |
| internship       |        |           |           |                 |
| projects;        |        |           |           |                 |
| identifying      |        |           |           |                 |
| staff to mentor  |        |           |           |                 |
| and supervise    |        |           |           |                 |
| interns,         |        |           |           |                 |
| creating intern  |        |           |           |                 |
| scope of work    |        |           |           |                 |
| and/or work      |        |           |           |                 |
| plans for        |        |           |           |                 |
| appropriate      |        |           |           |                 |
| internship       |        |           |           |                 |
| projects;        |        |           |           |                 |
| develop by-in    |        |           |           |                 |
| from field staff |        |           |           |                 |
| as to the        |        |           |           |                 |
| benefits of      |        |           |           |                 |
| having interns   |        |           |           |                 |
| ride along in    |        |           |           |                 |
| the field,       |        |           |           |                 |
| develop          |        |           |           |                 |
| ride-a-long      |        |           |           |                 |
| schedule etc...  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
| **Activity**     | **Due  | **Who     | **Contact | **Progress**    |
|                  | Date** | Resp      | person /  |                 |
|                  |        | onsible** | phone \#  |                 |
|                  |        |           | / email** |                 |
+------------------+--------+-----------+-----------+-----------------+
| **Creating the   |        |           |           |                 |
| structure of the |        |           |           |                 |
| internship       |        |           |           |                 |
| program that     |        |           |           |                 |
| staff will buy   |        |           |           |                 |
| into and         |        |           |           |                 |
| support**        |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+

+--------------+------+---------+-----------------------+------------+
| **MARKETING  |      |         |                       |            |
| THE          |      |         |                       |            |
| PROGRAM:**   |      |         |                       |            |
|              |      |         |                       |            |
| **GOAL:      |      |         |                       |            |
| Building     |      |         |                       |            |
| r            |      |         |                       |            |
| elationships |      |         |                       |            |
| with         |      |         |                       |            |
| institutions |      |         |                       |            |
| of higher    |      |         |                       |            |
| learning and |      |         |                       |            |
| marketing    |      |         |                       |            |
| the program  |      |         |                       |            |
| to**         |      |         |                       |            |
|              |      |         |                       |            |
| **recruit    |      |         |                       |            |
| students     |      |         |                       |            |
| into the     |      |         |                       |            |
| program.**   |      |         |                       |            |
|              |      |         |                       |            |
| **PURPOSE:** |      |         |                       |            |
| The purpose  |      |         |                       |            |
| of building  |      |         |                       |            |
| r            |      |         |                       |            |
| elationships |      |         |                       |            |
| with         |      |         |                       |            |
| institutions |      |         |                       |            |
| of higher    |      |         |                       |            |
| learning is  |      |         |                       |            |
| to develop   |      |         |                       |            |
| ongoing      |      |         |                       |            |
| c            |      |         |                       |            |
| ollaborative |      |         |                       |            |
| partnerships |      |         |                       |            |
| so that the  |      |         |                       |            |
| agency can:  |      |         |                       |            |
|              |      |         |                       |            |
| > a\)        |      |         |                       |            |
| > Improve    |      |         |                       |            |
| >            |      |         |                       |            |
|  recruitment |      |         |                       |            |
| > of interns |      |         |                       |            |
| > to our     |      |         |                       |            |
| > agency.    |      |         |                       |            |
| >            |      |         |                       |            |
|  Recruitment |      |         |                       |            |
| > techniques |      |         |                       |            |
| > include    |      |         |                       |            |
| > posting on |      |         |                       |            |
| > websites,  |      |         |                       |            |
| > job        |      |         |                       |            |
| > boards,    |      |         |                       |            |
| > list       |      |         |                       |            |
| > serves,    |      |         |                       |            |
| > marketing  |      |         |                       |            |
| > by         |      |         |                       |            |
| > professors |      |         |                       |            |
| > etc;       |      |         |                       |            |
| >            |      |         |                       |            |
| > b\)        |      |         |                       |            |
| > Infiltrate |      |         |                       |            |
| > academic   |      |         |                       |            |
| > fields of  |      |         |                       |            |
| > study with |      |         |                       |            |
| > environm   |      |         |                       |            |
| ental/public |      |         |                       |            |
| > health     |      |         |                       |            |
| >            |      |         |                       |            |
|  information |      |         |                       |            |
| > so that    |      |         |                       |            |
| > more       |      |         |                       |            |
| >            |      |         |                       |            |
| institutions |      |         |                       |            |
| > are aware  |      |         |                       |            |
| > of the     |      |         |                       |            |
| > learning   |      |         |                       |            |
| > o          |      |         |                       |            |
| pportunities |      |         |                       |            |
| > that exist |      |         |                       |            |
| > at the     |      |         |                       |            |
| > agency and |      |         |                       |            |
| > include    |      |         |                       |            |
| >            |      |         |                       |            |
|  internships |      |         |                       |            |
| > as part of |      |         |                       |            |
| > their      |      |         |                       |            |
| >            |      |         |                       |            |
|  curriculum; |      |         |                       |            |
| >            |      |         |                       |            |
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| > Identify   |      |         |                       |            |
| > if         |      |         |                       |            |
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| > research   |      |         |                       |            |
| > projects   |      |         |                       |            |
| > exist with |      |         |                       |            |
| > the        |      |         |                       |            |
| > school.    |      |         |                       |            |
|              |      |         |                       |            |
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| r            |      |         |                       |            |
| elationships |      |         |                       |            |
| with         |      |         |                       |            |
| academic     |      |         |                       |            |
| institutions |      |         |                       |            |
| encompasses  |      |         |                       |            |
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|              |      |         |                       |            |
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|     solid    |      |         |                       |            |
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|     within   |      |         |                       |            |
|     the      |      |         |                       |            |
|     academic |      |         |                       |            |
|              |      |         |                       |            |
| institutions |      |         |                       |            |
|     and      |      |         |                       |            |
|     relevant |      |         |                       |            |
|     fields   |      |         |                       |            |
|     of       |      |         |                       |            |
|     study;   |      |         |                       |            |
|              |      |         |                       |            |
| b)  Provide  |      |         |                       |            |
|              |      |         |                       |            |
|  appropriate |      |         |                       |            |
|     fields   |      |         |                       |            |
|     of       |      |         |                       |            |
|     studies  |      |         |                       |            |
|     with     |      |         |                       |            |
|     training |      |         |                       |            |
|     on       |      |         |                       |            |
|     e        |      |         |                       |            |
| nvironmental |      |         |                       |            |
|     health,  |      |         |                       |            |
|     health   |      |         |                       |            |
|              |      |         |                       |            |
|    education |      |         |                       |            |
|     and      |      |         |                       |            |
|     vector   |      |         |                       |            |
|              |      |         |                       |            |
|    services; |      |         |                       |            |
|              |      |         |                       |            |
| c)  Utilize  |      |         |                       |            |
|     contacts |      |         |                       |            |
|     to       |      |         |                       |            |
|     recruit  |      |         |                       |            |
|     future   |      |         |                       |            |
|     interns; |      |         |                       |            |
|     and to   |      |         |                       |            |
|              |      |         |                       |            |
|   distribute |      |         |                       |            |
|     e        |      |         |                       |            |
| nvironmental |      |         |                       |            |
|     health   |      |         |                       |            |
|              |      |         |                       |            |
|  information |      |         |                       |            |
|     to       |      |         |                       |            |
|              |      |         |                       |            |
|  appropriate |      |         |                       |            |
|              |      |         |                       |            |
|   professors |      |         |                       |            |
|     and      |      |         |                       |            |
|     their    |      |         |                       |            |
|              |      |         |                       |            |
|    students. |      |         |                       |            |
|              |      |         |                       |            |
| d)           |      |         |                       |            |
|   Distribute |      |         |                       |            |
|              |      |         |                       |            |
|   internship |      |         |                       |            |
|     program  |      |         |                       |            |
|              |      |         |                       |            |
|    marketing |      |         |                       |            |
|     tools to |      |         |                       |            |
|     the      |      |         |                       |            |
|     academic |      |         |                       |            |
|              |      |         |                       |            |
|  institution |      |         |                       |            |
|     so they  |      |         |                       |            |
|     can post |      |         |                       |            |
|              |      |         |                       |            |
|   internship |      |         |                       |            |
|     o        |      |         |                       |            |
| pportunities |      |         |                       |            |
|     on       |      |         |                       |            |
|              |      |         |                       |            |
|   university |      |         |                       |            |
|              |      |         |                       |            |
|    websites, |      |         |                       |            |
|     list     |      |         |                       |            |
|     serves,  |      |         |                       |            |
|     job      |      |         |                       |            |
|     boards   |      |         |                       |            |
|     and in   |      |         |                       |            |
|     career   |      |         |                       |            |
|     offices. |      |         |                       |            |
|     The      |      |         |                       |            |
|     academic |      |         |                       |            |
|              |      |         |                       |            |
|  professors, |      |         |                       |            |
|     advisors |      |         |                       |            |
|     and      |      |         |                       |            |
|     Deans    |      |         |                       |            |
|     can      |      |         |                       |            |
|     market   |      |         |                       |            |
|     the      |      |         |                       |            |
|     program  |      |         |                       |            |
|     to their |      |         |                       |            |
|     students |      |         |                       |            |
|     in their |      |         |                       |            |
|              |      |         |                       |            |
|  classrooms. |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
| **Activity** | *    | **Who   | **Contact person /    | **         |
|              | *Due | Respon  | phone \# / email**    | Progress** |
|              | Da   | sible** |                       |            |
|              | te** |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+
|              |      |         |                       |            |
+--------------+------+---------+-----------------------+------------+

+------------------+--------+-----------+-----------+-----------------+
| **IMPROVING THE  |        |           |           |                 |
| LINK BETWEEN     |        |           |           |                 |
| AGENCY           |        |           |           |                 |
| INTERNSHIP       |        |           |           |                 |
| PROGRAM AND      |        |           |           |                 |
| OTHER LOCAL      |        |           |           |                 |
| INTERNSHIP       |        |           |           |                 |
| PROGRAMS**       |        |           |           |                 |
|                  |        |           |           |                 |
| **GOAL:**        |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
| **Activity**     | **Due  | **Who     | **Contact | **Progress**    |
|                  | Date** | Resp      | person /  |                 |
|                  |        | onsible** | phone \#  |                 |
|                  |        |           | /**       |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+

+------------------+--------+-----------+-----------+-----------------+
| **OPERATING THE  |        |           |           |                 |
| INTERNSHIP       |        |           |           |                 |
| PROGRAM**        |        |           |           |                 |
|                  |        |           |           |                 |
| **GOAL:**        |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
| **Activity**     | **Due  | **Who     | **Contact | **Progress**    |
|                  | Date** | Resp      | person /  |                 |
|                  |        | onsible** | phone \#  |                 |
|                  |        |           | /**       |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
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+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
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|                  |        |           |           |                 |
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|                  |        |           |           |                 |
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|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+
|                  |        |           |           |                 |
+------------------+--------+-----------+-----------+-----------------+

**Program Elements**

**1) Application Process:**

When the student contacts the agency to inquire about a possible
internship, the first step is to provide them with an overview of the
environmental health internship program and internship program
application packet. The packet should include:

  ----------------------------------- -----------------------------------
  **Document**                        **Purpose**

  Cover letter                        Introduces the internship program
                                      and the process for internship
                                      placement

  Application                         Identifies the student's
                                      demographic information, internship
                                      interests and availability

  Scope of Works for the types of     Details the concepts and skills
  internships the agency will offer   that will be learned on each of the
  (MCEH offered project-based         three types of internships that
  internships in the following        MCEH offers
  content areas: Health Education,    
  Field-based, General)               

  Student questionnaire               Identifies the intern's skills and
                                      skill gaps at the start of
                                      internship placement. This
                                      documents helps match students to
                                      the right experience based on their
                                      skills, skill gaps and career
                                      interests

  Faculty cover letter                Provides the academic institution
                                      and/or academic advisor with basic
                                      information about the internship
                                      program and the process for the
                                      student to get placed at the
                                      agency.

  Internship agreement Form           Identifies the roles of the
                                      student, academic advisor and
                                      public health agency. All three
                                      parties sign the agreement form
                                      confirming their commitment to
                                      their respective roles.
  ----------------------------------- -----------------------------------

Once the student receives the packet, the student is responsible for
completing the internship application, student questionnaire and the
agreement form which requires a signature from their academic advisor.
When the completed documents are returned to the internship program
coordinator, the coordinator will begin to screen and match the student
to their ideal internship experience within the organization.

**2) Screening and Matching Students to Internship Experiences:**

Screening and matching students to the appropriate internship is a
critical component to ensuring the internship is a beneficial experience
for both the student and the public health agency. Screening
involves: 1) determining if the student truly has interest in the
environmental health field; and 2) if an environmental health internship
will compliment their academic study and provide them with applicable
skills and knowledge that will assist them in their career pursuit post
graduation. MCEH conducts such screening during an in-person informal
interview with the student so the internship coordinator and the student
can have an open ended dialogue about the student's coarse work at the
university and future career desires. The internship coordinator uses
the information discussed in the interview to determine if this student
would benefit from placement at the agency. The student also has an
opportunity to determine if they truly are interested in pursuing an
environmental health internship with the agency. If both parties feel it
is a good fit, then the information discussed is then used to develop a
work plan for the student.

**3) Scope of Work and Work Plans:**

[Scope of Work:]{.underline}

A scope of work is a document that identifies the types of concepts that
will be learned during the internship. You can use the scope of work to
create a work plan for the student, by using it to help you select
appropriate activities that involve the learning concepts identified in
the scope of work. In addition, you can use the scope of work as a tool
to help you market your program to colleges and universities, because it
provides the institution with a succinct, informative document that
illustrates how the internship will benefit their students. A scope of
work should be developed for each type (content area) of internship
being offered at the agency. The following are three examples of
internships scopes that MCEH developed and used: 1) Health Education; 2)
Field-based; and 3) general.

**Environmental Health Education and Promotion Internship Track**

  -----------------------------------------------------------------------
  **Concepts Students will Learn:**

  **Orientation:**

  Orientation to Multnomah County Health Department.

  General Orientation to Multnomah County Environmental Health and the
  organizational structure: Food Safety program, Food Handler education,
  Lead Poisoning and Prevention program, Drinking water program,
  Communicable Disease Team, Vital Records, Grants and Contracts,
  Community Health Education.

  General Orientation to Multnomah County Vector and Nuisance Control.

  Introduction to Environmental Health.

  Orientation to HIPPA (confidentiality policy).

  Introduction to diversity in the workplace including cross-cultural
  communication and training in intercultural settings.

  Orientation to staff and environment where internship will be located.

  **Health Education:**

  Ability to describe the role of Environmental Public Health.

  Introduction to environmental health educational materials.

  Determining target audiences and strategies for outreach and education.

  How to alter/develop educational materials based on target populations
  needs.

  Building partnerships with trusted community members, church leaders,
  civic organizations, neighborhood associations and other groups
  affiliated with target populations.

  Developing evaluation tools to assess achievement of trainings and
  outreach activities.

  Develop PowerPoint presentation and other community collateral for
  health promotion activities.

  Delivering health education presentations and health promotion
  activities about Multnomah County Environmental Health programs and
  services to target populations.

  Gathering and analyzing demographic and cultural information about
  target populations.

  Understand the role of regulation in a social justice environment
  (social justice environment is comprised of people, community, culture,
  prevention and intervention).

  Evaluating health education activities.

  **Employment / Professional Skills:**

  The student will be provided opportunities and projects to develop the
  following employment skills: Communication skills to work effectively
  with general public, governmental agencies, community-based
  organizations, businesses; problem solving skills to learn how to apply
  ideas and academic theory to meet desire outcomes; analytical skills to
  learn how environmental health services are developed and implemented
  based on relevant, measurable data; organizational skills to work
  collaboratively with fellow employees and management; understanding how
  academic environmental health theories apply in real life.

  **Evaluation of the Internship Experience:**

  Student will evaluate the strengths and weaknesses of the internship
  experience.

  MCEH staff will provide the student with a written evaluation of their
  performance during the internship so that they can use the feedback to
  improve performance in future jobs.
  -----------------------------------------------------------------------

**Environmental Health Field-Based**

**Internship Track**

  -----------------------------------------------------------------------
  **Concepts Students will Learn:**

  **Orientation:**

  Orientation to the Multnomah County Health Department.

  General Orientation to Multnomah County Environmental Health and the
  organizational structure: Food Safety program, Food Handler education,
  Lead Poisoning and Prevention program, Drinking water program,
  Communicable Disease Team, Vital Records, Grants and Contracts,
  Community Health Education.

  Introduction to Environmental Health.

  General Orientation to Multnomah County Vector and Nuisance Control.

  Orientation to HIPPA (confidentiality policies).

  Introduction to diversity in the workplace including cross-cultural
  communication and training in Intercultural settings.

  Orientation to staff and environment where internship will be located.

  **Environmental Health Field-based Work:**

  Ability to describe the role of environmental public health.

  Introduction to Food-borne Illness and Communicable Disease.

  Introduction to Environmental Health regulations and enforcement
  (codes, laws, statues).

  Introduction to Environmental Health Specialists role in food, water
  and public health safety.

  Student will be exposed to field work including inspection of
  restaurants, pools, mobile units, temporary events, childcare centers,
  drinking water systems, and lead risk assessments.

  Introduction to vector-borne diseases, vector surveillance and control.

  Student will be exposed to vector field work including mosquito and
  rodent surveillance, mosquito and rodent control work, and nuisance
  enforcement.

  The student will learn how to work with facility owners, state agencies
  DHS, Oregon Department of Agriculture, federal agencies such as Food
  and Drug Administration.

  Collecting and analyzing field-based data and how it contributes to
  implementing environmental health programs and services and protecting
  public health.

  Understanding the role of regulation in a social justice environment
  (social justice environment is comprised of people, community, culture,
  prevention and intervention).

  **Employment / Professional Skills:**

  The student will be provided opportunities and projects to develop the
  following employment skills: Communication skills to work effectively
  with general public, governmental agencies, community-based
  organizations, businesses; problem solving skills to learn how to apply
  ideas and academic theory to meet desire outcomes; analytical skills to
  learn how environmental health services are developed and implemented
  based on relevant, measurable data; organizational skills to work
  collaboratively with fellow employees and management; academic
  environmental health theories to increase understanding of how such
  concepts apply to real life.

  **Evaluation of the Internship Experience:**

  Student will evaluate the strengths and weaknesses of the internship
  experience.

  MCEH staff will provide the student with a written evaluation of their
  performance during the internship so that they can use the feedback to
  improve performance in future jobs.
  -----------------------------------------------------------------------

**Environmental Health General Track**

  -----------------------------------------------------------------------
  **Concepts Students will Learn:**

  **Orientation:**

  Orientation to Multnomah County Health Department.

  General Orientation to Multnomah County Environmental Health and the
  organizational structure: Food Safety program, Food Handler education,
  Lead Poisoning and Prevention program, Drinking water program,
  Communicable Disease Team, Vital Records, Grants and Contracts,
  Community Health Education.

  Introduction to Environmental Health.

  General Orientation to Multnomah County Vector and Nuisance Control.

  Orientation to HIPPA (confidentiality policy).

  Introduction to diversity in the workplace including cross-cultural
  communication and training in intercultural settings.

  Orientation to staff and environment where internship will be located.

  **General Internship Concepts (student will participate in a project(s)
  that will teach them):**

  Communication skills to effectively work with the general public,
  governmental agencies, community-based organizations, businesses, and
  other job related contacts.

  Problem solving skills to learn how to apply ideas and academic theory
  to meet desired outcomes.

  Analytical skills to learn how environmental health services are
  developed and implemented based on relevant, measurable data.

  Organizational skills necessary to work on multiple tasks and ideas
  simultaneously so that deadlines are met.

  Interpersonal skills to work collaboratively with fellow employees and
  management.

  Academic environmental health theories to increase understanding of how
  such concepts apply to real life situations.

  **Specific Environmental Health Concepts:**

  Environmental Health and vector health risks and how MCEH works to
  minimize risks and protect public health.

  Ability to describe the role of environmental public health.

  Understand the role of regulation in a social justice environment
  (social justice environment is comprised of people, community, culture,
  prevention and intervention).

  An individualized internship will be designed to expose the student to
  office work and field work that will fulfill their interest, help
  support their career aspirations, and supplement the general internship
  concepts learned above.

  **Evaluation of the Internship Experience:**

  Student will evaluate the strengths and weaknesses of the internship
  experience.

  MCEH staff will provide the student with a written evaluation of their
  performance during the internship so that they can use the feedback to
  improve performance in future jobs.
  -----------------------------------------------------------------------

If the student is interested in learning about concepts in more than one
scope of work, the work plan can be developed to accommodate the
student's diverse interests and needs.

[Work plans:]{.underline}

The assessment information collected during the screening interview with
the student should be conveyed to the person identified to be the
on-site supervisor/mentor for the intern, so that a comprehensive work
plan can be developed that will provide the student with the learning
objectives identified in the scope of work. The degree of detail that is
included in the work plan depends, to some degree, on the need of the
student. Some students do not need a lot of structure to meet internship
expectations while others do. The following are some examples of work
plans:

**Environmental Health Educator and Promotion Internship Work Plan**

Intern: Kamar

Internship Period: May 1, 2006 -- June 30, 2006

Internship Hours: 240 hours total = 30 hours/week

Project: Lead Poisoning Prevention Education and Outreach to the local
Somali population

  ------------------------------------------ --------------- --------------
  **Task/Activity**                          **Persons       **Deadline**
                                             Involved**      

  Introduction to Multnomah County           Kari            Week 1
  Environmental Health (vision, mission,                     
  objectives)                                                

  Lead 101, EPA Lead poisoning prevention    Kari Lyons,     Week 1
  grant review, intro to outreach plan       Ben, Lila       

  Introduction to cross-cultural             Kari            Week 1
  communication and training in                              
  Intercultural settings                                     

  Review existing educational materials.     Ben             Week 2

  Determine strategies for outreach and      Kamar, Kari,    Week 2
  education within Somali Bantu community    Ben             

  Alter/develop educational materials based  Kamar, Ben,     Week 2
  on target populations needs.               Kevin           

  Build partnerships with trusted community  Kamar           Week 2/3
  members, church leaders, civic                             
  organizations, neighborhood associations                   
  and other groups affiliated with target                    
  populations                                                

  Develop evaluation tools to assess         Kari, Kamar     Week 3
  achievement of trainings and outreach                      
  activities                                                 

  Gather other community collateral for      Kamar, Kari,    Week 3/4
  health promotion activities.               Ben             

  Schedule, focus groups, trainings or       Kamar           Week 3-11
  workshops per month with target                            
  populations                                                

  Deliver health presentations on lead       Kamar           Week 3-11
  poisoning to target populations                            

  Mid-internship evaluation; Review outreach Kari, Lynn,     Week 6/7
  strategies and approaches; Alter existing  Ben, Kamar      
  model based on lessons learned.                            

  Gather and analyze demographic and         Kamar           Week 3-11
  cultural information about target                          
  populations, create lessons learned about                  
  trainings. Potentially organize African                    
  women's health one-day workshop.                           

  Discuss potential opportunities for        Kamar, Ben,     Week 3-11
  incorporating more long-term education     Kari, Lynn      
  into the MCVNC program.                                    

  Overall internship evaluation              Lynn and Kari   Week 12
  ------------------------------------------ --------------- --------------

+---------+----------------+-------------------+----------------------+
| **      |                |                   |                      |
| Randall |                |                   |                      |
| W       |                |                   |                      |
| allace, |                |                   |                      |
| Spring  |                |                   |                      |
| 2006    |                |                   |                      |
| Int     |                |                   |                      |
| ernship |                |                   |                      |
| Plan:   |                |                   |                      |
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| ucation |                |                   |                      |
| Track   |                |                   |                      |
| 240     |                |                   |                      |
| hours.  |                |                   |                      |
| Kari    |                |                   |                      |
| Lyons   |                |                   |                      |
| Super   |                |                   |                      |
| visor** |                |                   |                      |
+---------+----------------+-------------------+----------------------+
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| Track   |                |                   |                      |
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|         |                |                   |                      |
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| Goals   |                |                   |                      |
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| help    |                |                   |                      |
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| Handler |                |                   |                      |
|     w   |                |                   |                      |
| ebsite. |                |                   |                      |
|         |                |                   |                      |
| 3.      |                |                   |                      |
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|         |                |                   |                      |
|   trans |                |                   |                      |
| itional |                |                   |                      |
|     co  |                |                   |                      |
| mmunity |                |                   |                      |
|     m   |                |                   |                      |
| embers, |                |                   |                      |
|     esp |                |                   |                      |
| ecially |                |                   |                      |
|     vul |                |                   |                      |
| nerable |                |                   |                      |
|     c   |                |                   |                      |
| hildren |                |                   |                      |
|     and |                |                   |                      |
|         |                |                   |                      |
|  during |                |                   |                      |
|         |                |                   |                      |
|  summer |                |                   |                      |
|         |                |                   |                      |
| months. |                |                   |                      |
|         |                |                   |                      |
| 4.  R   |                |                   |                      |
| esearch |                |                   |                      |
|     t   |                |                   |                      |
| raining |                |                   |                      |
|     act |                |                   |                      |
| ivities |                |                   |                      |
|     for |                |                   |                      |
|         |                |                   |                      |
|   Avian |                |                   |                      |
|     in  |                |                   |                      |
| fluenza |                |                   |                      |
|     o   |                |                   |                      |
| utreach |                |                   |                      |
|     to  |                |                   |                      |
|         |                |                   |                      |
|   learn |                |                   |                      |
|         |                |                   |                      |
|   about |                |                   |                      |
|     e   |                |                   |                      |
| ngaging |                |                   |                      |
|     co  |                |                   |                      |
| mmunity |                |                   |                      |
|         |                |                   |                      |
| members |                |                   |                      |
|         |                |                   |                      |
|   about |                |                   |                      |
|         |                |                   |                      |
|    risk |                |                   |                      |
|         |                |                   |                      |
| communi |                |                   |                      |
| cation, |                |                   |                      |
|     em  |                |                   |                      |
| ergency |                |                   |                      |
|         |                |                   |                      |
|   prepa |                |                   |                      |
| rdness, |                |                   |                      |
|     and |                |                   |                      |
|         |                |                   |                      |
|   Avian |                |                   |                      |
|     flu |                |                   |                      |
|         |                |                   |                      |
|    that |                |                   |                      |
|     is  |                |                   |                      |
|         |                |                   |                      |
|  simple |                |                   |                      |
|     and |                |                   |                      |
|         |                |                   |                      |
|  easily |                |                   |                      |
|     c   |                |                   |                      |
| omprehe |                |                   |                      |
| nsible. |                |                   |                      |
|         |                |                   |                      |
| 5.      |                |                   |                      |
| Develop |                |                   |                      |
|         |                |                   |                      |
| user-fr |                |                   |                      |
| iendly, |                |                   |                      |
|     cul |                |                   |                      |
| turally |                |                   |                      |
|     co  |                |                   |                      |
| mpetent |                |                   |                      |
|         |                |                   |                      |
| display |                |                   |                      |
|         |                |                   |                      |
|   board |                |                   |                      |
|     to  |                |                   |                      |
|     be  |                |                   |                      |
|         |                |                   |                      |
|    used |                |                   |                      |
|     to  |                |                   |                      |
|         |                |                   |                      |
| promote |                |                   |                      |
|     EH  |                |                   |                      |
|         |                |                   |                      |
|   preve |                |                   |                      |
| ntative |                |                   |                      |
|         |                |                   |                      |
|    care |                |                   |                      |
|     m   |                |                   |                      |
| essages |                |                   |                      |
|     to  |                |                   |                      |
|     the |                |                   |                      |
|         |                |                   |                      |
| public. |                |                   |                      |
+---------+----------------+-------------------+----------------------+
| **      | **Project      | **Tasks**         | **Contacts**         |
| Project | Goal**         |                   |                      |
| Name**  |                |                   |                      |
+---------+----------------+-------------------+----------------------+
| Project | To obtain      | 1.  Conduct       | Trader Joe's         |
| H       | insect         |     internet      |                      |
| omeless | repellant      |     research for  | Target               |
| C       | (500),         |     products.     |                      |
| onnect/ | alternative    |                   | Fred Meyer           |
| Our     | repellant      | 2.  Contact       |                      |
| Enviro  | (500), and     |     manufactures  | Producers of "Off"   |
| nmental | dust mite      |     to request    |                      |
| Our     | pillow         |     donation.     | Vendors found during |
| Health  | donations      |                   | internet search      |
| Do      | (100) for      | 3.  Fill out and  |                      |
| nations | homeless       |     submit        |                      |
|         | families for   |     donation      |                      |
|         | July 11^th^    |     applications  |                      |
|         | outreach       |     as required.  |                      |
|         | event; To      |                   |                      |
|         | obtain         | 4.  Pick up       |                      |
|         | repellent      |     donations if  |                      |
|         | (500), Klean   |     required.     |                      |
|         | Kanteens       |                   |                      |
|         | (200\_ and     | 5.  Communicate   |                      |
|         | dust mite      |     results to    |                      |
|         | pillows (100)  |     supervisor on |                      |
|         | castile soap   |     weekly basis. |                      |
|         | (400: Trader   |                   |                      |
|         | Joe's) for     |                   |                      |
|         | National       |                   |                      |
|         | Health Clinic  |                   |                      |
|         | Week.          |                   |                      |
+---------+----------------+-------------------+----------------------+
| Onli    | To assist in   | 1.  Work with EHS | Souriya: phone x     |
| ne-Food | marketing      |     staff to      | 55555                |
| Handler | on-line food   |     ensure they   |                      |
| Ma      | handler        |     receive       | (in SEHC)            |
| rketing | website to     |     stickers and  |                      |
|         | help increase  |     understand    | Kevin x 55555 (in    |
|         | revenue from   |     the value of  | Multnomah bldg)      |
|         | this funding   |     the stickers, |                      |
|         | source.        |     location,     | Susana x 55555 (in   |
|         |                |     etc. Check    | SEHC)                |
|         |                |     with Souriya  |                      |
|         |                |     initially on  |                      |
|         |                |     how to        |                      |
|         |                |     communicate   |                      |
|         |                |     concept to    |                      |
|         |                |     EHS team.     |                      |
|         |                |                   |                      |
|         |                | 2.  Either        |                      |
|         |                |     individually  |                      |
|         |                |     or working    |                      |
|         |                |     with Graphic  |                      |
|         |                |     Artist Kevin  |                      |
|         |                |     Kitamura,     |                      |
|         |                |     take the      |                      |
|         |                |     on-line       |                      |
|         |                |     business      |                      |
|         |                |     cards/sticker |                      |
|         |                |     design, and   |                      |
|         |                |     make a 8 ½ by |                      |
|         |                |     11 poster     |                      |
|         |                |     sheets        |                      |
|         |                |     (printed on   |                      |
|         |                |     2250 at SE    |                      |
|         |                |     office), 45   |                      |
|         |                |     copies on     |                      |
|         |                |     card stock    |                      |
|         |                |     (Kari has)    |                      |
|         |                |     and           |                      |
|         |                |     distribute to |                      |
|         |                |     all library   |                      |
|         |                |     locations,    |                      |
|         |                |     Oregon        |                      |
|         |                |     employment    |                      |
|         |                |     offices and   |                      |
|         |                |     work with     |                      |
|         |                |     Susana to get |                      |
|         |                |     to off-site   |                      |
|         |                |     locations.    |                      |
+---------+----------------+-------------------+----------------------+
| No      | To create a    | 1.  Research      | Kari x 55555         |
| rovirus | Norovirus Fact |     norovirus on  |                      |
| FAQ     | Sheet to       |     the internet. | Lynn x 55555         |
| Sheet   | assist in      |     Meet with     |                      |
|         | educating the  |     Greig Warner  | Greig x 55555        |
|         | public about   |     (SEHC) and    |                      |
|         | Norovirus      |     use the Clark | Althea x 55555       |
|         |                |     County Fact   |                      |
|         |                |     Sheet as a    | Lila x 55555         |
|         |                |     foundation    |                      |
|         |                |     for creating  |                      |
|         |                |     a Norovirus   |                      |
|         |                |     fact Sheet.   |                      |
|         |                |                   |                      |
|         |                | 2.  Use the Bed   |                      |
|         |                |     Bug Fact      |                      |
|         |                |     Sheet as a    |                      |
|         |                |     template      |                      |
|         |                |     (delete all   |                      |
|         |                |     bed bug info  |                      |
|         |                |     and fill in   |                      |
|         |                |     with          |                      |
|         |                |     Norovirus     |                      |
|         |                |     info) located |                      |
|         |                |     in the        |                      |
|         |                |     g://drive.    |                      |
|         |                |     Request from  |                      |
|         |                |     Lynn when     |                      |
|         |                |     ready).       |                      |
|         |                |                   |                      |
|         |                | 3.  Test your     |                      |
|         |                |     information   |                      |
|         |                |     on Microsoft  |                      |
|         |                |     Word for      |                      |
|         |                |     literacy      |                      |
|         |                |     level. All    |                      |
|         |                |     FAQ sheets    |                      |
|         |                |     need to be at |                      |
|         |                |     the 6^th^     |                      |
|         |                |     grad reading  |                      |
|         |                |     level or      |                      |
|         |                |     lower.        |                      |
|         |                |                   |                      |
|         |                | 4.  Send final    |                      |
|         |                |     draft to Kari |                      |
|         |                |     and Althea    |                      |
|         |                |     for proofing. |                      |
|         |                |                   |                      |
|         |                | 5.  Work with     |                      |
|         |                |                   |                      |
|         |                |   Kari/Lila/Greig |                      |
|         |                |     on            |                      |
|         |                |     distribution  |                      |
|         |                |     of FAQ sheet. |                      |
+---------+----------------+-------------------+----------------------+
| Avian   | To assist      | 1.  Short-term    | Internet primarily.  |
| Flu     | minimally in   |     project (4-6  | Looking outside of   |
|         | the research   |     hours) that   | Multnomah County.    |
|         | of how health  |     uses internet |                      |
|         | workers and    |     search        |                      |
|         | community      |     engines to    |                      |
|         | organizers are |     locate        |                      |
|         | educating      |     training      |                      |
|         | community      |     activities    |                      |
|         | members about  |     being used    |                      |
|         | Avian flu.     |     around the    |                      |
|         |                |     Country. Call |                      |
|         |                |     if needed.    |                      |
|         |                |     Request       |                      |
|         |                |     activities to |                      |
|         |                |     be faxed.     |                      |
|         |                |                   |                      |
|         |                | 2.  Generate idea |                      |
|         |                |     list.         |                      |
+---------+----------------+-------------------+----------------------+
| Our     | To create a    | Work with Kari    | CS Team meeting      |
| Envi    | display board  | and the Community | 6/5/06 SEHC 2:00pm   |
| ronment | for OEOH       | Service Team on   | -- 4:00pm            |
| Our     | brochure to be | project outline   |                      |
| Health  | used in        | and brainstorming |                      |
| (OEOH)  | clinics during | ideas             |                      |
| Display | National       |                   |                      |
| Board   | Clinic Health  |                   |                      |
|         | Week.          |                   |                      |
+---------+----------------+-------------------+----------------------+

\*\*If the internship is an observational experience rather than an
interactive project-based experience, then the activities in the work
plan will job shadowing activities instead of activities with product
related outcomes.

**Internship Period:**

**Intern Supervision/mentoring**: During the internship, the
supervisor/mentor for the student will need to be available: 1) to
ensure that the activities identified in the work plan occur; 2) ensure
the student has all the necessary tools to work on identified
activities; 3) provide ongoing guidance and feedback as the student
works on and completes the activities; and 4) be a liaison between the
student and other staff members that the student will interact with as
they perform the tasks and/or job shadow.

**Internship length:** If the college or university does not currently
have an internship requirement for graduation, then the public health
agency will need to discuss the internship length during the marketing
and relationship building phases so that the academic institution can
incorporate the internship into their class credit system. Otherwise,
the length of internships will vary from university to university.

***Internship Log form***: An internship log form template has been
included in the forms section of this manual. The log form will enable
the intern to track the number of hours they work, so the program
coordinator and supervisor can ensure 1) the student completes the work
plan on time; 2) is exposed to all of the appropriate learning concepts
by the end of the internship period; that the student fulfills their
internship hour requirement to receive university credit.

**Evaluation of the Internship:**

At the completion of the internship, it is vital that the public health
agency and the student both have an opportunity to evaluate the success
of the internship. This evaluation data will be necessary for the public
health agency to identify 1) if the student benefited and enjoyed their
experience; 2) areas the student recommends improvement in the program;
3) and if the internship benefited the local environmental workforce.
This information will assist the agency to improve their program over
time. It will also provide the student with substantive feedback about
their performance which can help improve their work practices and
success in future jobs.

**Intern Performance Evaluation (conducted by the public health
agency)**:

The student evaluation form that the supervisor/mentor and/or program
coordinator fills out at the end of the internship should be provided by
the academic institution as part of their grading/credit criteria. Each
college or university will have their own evaluation form. If the
internship program coordinator does not receive it from the school
directly, they should ask the student for the form at the beginning of
the internship so the supervisor and/or program coordinator can be
cognizant of the types of information they will need to provide feedback
on at the completion of the internship.

**Internship Program Evaluation (conducted by the student):**

The student should be provided the opportunity to give feedback to the
public health agency about the internship program. This data will be
essential for the internship program to improve its structure and
practices over time. A template of an internship evaluation form is
provided in the next section.

Ideally, in addition to the information above, the public health agency
will want to track what happens to the student after graduation to
determine if they found a job in the environmental or public health
field, however, as the student becomes transitory in pursuit of life and
work experiences post-graduation, this evaluation data may be difficult
to track. The agency should be able to track if any students were hired
within their own agency. This data may be beneficial for capacity
building activities like strategic planning, grant writing and resource
allocation.

**Internship Form Templates:**

-   Internship Log Form

-   Application Form

-   Internship Agreement Form

-   Student Questionnaire Form

-   Internship Orientation Schedule

-   Internship Packet Cover letter (Student)

-   Internship Packet Cover letter (Faculty)

-   Internship Evaluation Form

INTERN NAME:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ----------------------- ----------------------- -----------------------
  **INTERNSHIP HOURS                              
  LOG**                                           

  **DATE**                **NUMBER OF HOURS**     **PROJECT**

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  

                                                  
  ----------------------- ----------------------- -----------------------

+---------------------+----------+----------+----+-------------------+
| # INT               |          |          |    |                   |
| ERNSHIP APPLICATION |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Name:**           |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Address (number,  |          |          |    |                   |
| street, city,       |          |          |    |                   |
| state, zip code):** |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Phone Number      |          | **Phone  |    |                   |
| (Home):**           |          | Number   |    |                   |
|                     |          | (alter   |    |                   |
|                     |          | nate):** |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Academic          |          |          |    |                   |
| Institution and     |          |          |    |                   |
| Address:**          |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **University        | *        |          | ** |                   |
| Contact Name:**     | *Contact |          | Ac |                   |
|                     | Phone    |          | ad |                   |
|                     | N        |          | em |                   |
|                     | umber**: |          | ic |                   |
|                     |          |          | P  |                   |
|                     |          |          | ro |                   |
|                     |          |          | gr |                   |
|                     |          |          | am |                   |
|                     |          |          | S  |                   |
|                     |          |          | tu |                   |
|                     |          |          | dy |                   |
|                     |          |          | in |                   |
|                     |          |          | g* |                   |
|                     |          |          | *: |                   |
+---------------------+----------+----------+----+-------------------+
| **Internship        |          |          |    |                   |
| Period: Short-term  |          |          |    |                   |
| (less than 10       |          |          |    |                   |
| weeks)**            |          |          |    |                   |
| **Long-term         |          |          |    |                   |
| (greater than 10    |          |          |    |                   |
| weeks)**            |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Internship Start  |          |          |    |                   |
| Date:**             |          |          |    |                   |
| **Internship End    |          |          |    |                   |
| Date:**             |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Days of Week      |          |          |    |                   |
| Intern Can Work:    |          |          |    |                   |
| M** **Tu** **Wed**  |          |          |    |                   |
| **Th** **F**        |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Total Hours Per   |          | *        |    |                   |
| Week:**             |          | *Specify |    |                   |
|                     |          | The      |    |                   |
|                     |          | Hours    |    |                   |
|                     |          | You Will |    |                   |
|                     |          | Work     |    |                   |
|                     |          | Each     |    |                   |
|                     |          | Day:**   |    |                   |
+---------------------+----------+----------+----+-------------------+
| # INT               |          |          |    |                   |
| ERNSHIP DESCRIPTION |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **What are three    |          |          |    |                   |
| objectives you      |          |          |    |                   |
| would like to       |          |          |    |                   |
| achieve by the end  |          |          |    |                   |
| of your             |          |          |    |                   |
| internship?**       |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **What are three    |          |          |    |                   |
| skills you would    |          |          |    |                   |
| like to develop     |          |          |    |                   |
| and/or enhance      |          |          |    |                   |
| during your         |          |          |    |                   |
| internship?**       |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **How will this     |          |          |    |                   |
| internship support  |          |          |    |                   |
| your future career  |          |          |    |                   |
| goals and/or        |          |          |    |                   |
| plans?**            |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **What type of      |          |          |    |                   |
| internship do you   |          |          |    |                   |
| desire (i.e.        |          |          |    |                   |
| project-based,      |          |          |    |                   |
| observation)?**     |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **What              |          |          |    |                   |
| Environmental       |          |          |    |                   |
| Health topics are   |          |          |    |                   |
| you most interested |          |          |    |                   |
| in?**               |          |          |    |                   |
|                     |          |          |    |                   |
| > **1^st^ choice    |          |          |    |                   |
| > \_\_\_\_\_\_\_\_  |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_\_ |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_** |          |          |    |                   |
| >                   |          |          |    |                   |
| > **2^nd^ choice    |          |          |    |                   |
| > \_\_\_\_\_\_\_    |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_\_ |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_** |          |          |    |                   |
| >                   |          |          |    |                   |
| > **3^rd^ choice    |          |          |    |                   |
| > \_\_\_\_\_\_\_    |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_\_ |          |          |    |                   |
| \_\_\_\_\_\_\_\_\_\ |          |          |    |                   |
| _\_\_\_\_\_\_\_\_** |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **What experience   |          |          |    |                   |
| and or skills do    |          |          |    |                   |
| you have working    |          |          |    |                   |
| with environmental  |          |          |    |                   |
| health              |          |          |    |                   |
| issues/topics?**    |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Please rank the   |          |          |    |                   |
| environmental       |          |          |    |                   |
| health field(s) of  |          |          |    |                   |
| interest that the   |          |          |    |                   |
| student is most     |          |          |    |                   |
| interested in       |          |          |    |                   |
| focusing their      |          |          |    |                   |
| internship (1 most  |          |          |    |                   |
| interested in -- 9  |          |          |    |                   |
| least interested    |          |          |    |                   |
| in):**              |          |          |    |                   |
|                     |          |          |    |                   |
| 1.  **Food safety/  |          |          |    |                   |
|     licensed        |          |          |    |                   |
|     inspections     |          |          |    |                   |
|     (restaurant,    |          |          |    |                   |
|     pools, spas)**  |          |          |    |                   |
|                     |          |          |    |                   |
| 2.  **Nuisance      |          |          |    |                   |
|     Control**       |          |          |    |                   |
|                     |          |          |    |                   |
| 3.  **Lead          |          |          |    |                   |
|     Poisoning and   |          |          |    |                   |
|     Prevention**    |          |          |    |                   |
|                     |          |          |    |                   |
| 4.  **Vital         |          |          |    |                   |
|     Records**       |          |          |    |                   |
|                     |          |          |    |                   |
| 5.  **Drinking      |          |          |    |                   |
|     Water**         |          |          |    |                   |
|                     |          |          |    |                   |
| 6.  **Indoor Air    |          |          |    |                   |
|     Quality**       |          |          |    |                   |
|                     |          |          |    |                   |
| 7.  **Health        |          |          |    |                   |
|     Education**     |          |          |    |                   |
|                     |          |          |    |                   |
| 8.  **General       |          |          |    |                   |
|     overview of     |          |          |    |                   |
|     all**           |          |          |    |                   |
|                     |          |          |    |                   |
| ###                 |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| ### Doe             |          |          |    |                   |
| s your school requi |          |          |    |                   |
| re an evaluation by |          |          |    |                   |
|  Multnomah County E |          |          |    |                   |
| nvironmental Health |          |          |    |                   |
|  at the completion  |          |          |    |                   |
| of your internship? |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| **Please provide    |          |          |    |                   |
| any additional      |          |          |    |                   |
| information that    |          |          |    |                   |
| will be useful in   |          |          |    |                   |
| placing you in a    |          |          |    |                   |
| Multnomah County    |          |          |    |                   |
| Environmental       |          |          |    |                   |
| Health              |          |          |    |                   |
| Internship?**       |          |          |    |                   |
|                     |          |          |    |                   |
| ###                 |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+
| ###                 |          |          |    | ### Date          |
| Applicant signature |          |          |    |                   |
+---------------------+----------+----------+----+-------------------+

  -------------------------------------------------------- --------------
  **INTERN QUESTIONAIRE**                                  

  **INTERN NAME**:                                         

  **On a scale of 1 to 10 (1 low ability -- 8 high         
  ability), please rate your skills, ability and/or        
  comfort level to do the following type of work:**        

  **EDUCATION AND OUTREACH:**                              **RATING
                                                           (1-8)**

  Communicate health risk information to diverse           
  communities and specific populations. Please specify any 
  second languages you speak/experience with diverse       
  communities.                                             

  Conduct a public meeting including convene meeting,      
  facilitate effective dialogue, take notes, assign tasks. 

  Distribute information to community members in a         
  culturally competent way.                                

  Work in cross-cultural / diverse communities. Please     
  specify any experience.                                  

  Deal with people one-on-one with the community. Please   
  highlight any public speaking skills/experience.         

  **COMPUTER AND TECHNICAL SKILLS:**                       

  Develop educational tools (i.e. fliers, brochures, power 
  point presentations...). Please specify proficient       
  computer programs.                                       

  Operate a computer with Microsoft Office Suite (Word,    
  Excel, Access, and PowerPoint).                          

  Ability to research environmental health information on  
  the internet, analyze and present in a comprehensive     
  format.                                                  

  Ability to analyze and interpret data.                   
  -------------------------------------------------------- --------------

  --------------------------------------------------------- -------------
  **CLERICAL SKILLS:**                                      

  Make phone calls to businesses or agencies to solicit     
  information.                                              

  File documents.                                           

  Input environmental health data into an Access database.  

  **POLICY SKILLS:**                                        

  Knowledge of the regulatory and policy development        
  process.                                                  

  Knowledge of environmental laws, regulation, guidelines,  
  standards, and criteria.                                  

  Knowledge of issues that drive environmental policy on a  
  local, state and National level.                          

  **ADMINISTRATIVE/ORGANIZATIONAL/PROFESSIONAL SILLS:**     

  Ability to communicate by writing and oral means          
  regarding environmental health information and services.  

  Ability or organize surveys, questionnaires and other     
  informational gathering tools.                            

  Ability to develop and utilize evaluation tools.          

  Ability to interact with a wide range of professionals,   
  become a member of a team and cooperate with other        
  professionals at a work site.                             

  Work with a variety of individuals with different view    
  points.                                                   

  Ability to write grants, proposals and reports            

  **ENVIRONMENTAL HEALTH KNOWLEDGE:**                       

  Knowledge of basic principles of environmental and/or     
  public health                                             

  Knowledge of epidemiology                                 

  Knowledge of Food safety                                  

  Knowledge of vector and nuisance control                  

  Knowledge of Lead poisoning and prevention                

  Knowledge of Asthma and indoor air quality                

  Knowledge of vital records                                

  Knowledge of Protocol of Assessing Community Excellence   
  in Environmental Health (PACE-EH)                         
  --------------------------------------------------------- -------------

+-----------+------------+------------+-----------------+-------------+
| **I       |            |            |                 |             |
| NTERNSHIP |            |            |                 |             |
| OR        |            |            |                 |             |
| IENTATION |            |            |                 |             |
| S         |            |            |                 |             |
| CHEDULE** |            |            |                 |             |
+-----------+------------+------------+-----------------+-------------+
| **INTERN  |            |            |                 |             |
| NAME:**   |            |            |                 |             |
+-----------+------------+------------+-----------------+-------------+
| *         | **Date**   | **Time**   | **Subject**     | **Contact   |
| *Topics** |            |            |                 | Person**    |
|           |            |            |                 |             |
| **App     |            |            |                 | **and       |
| licable** |            |            |                 | extension** |
|           |            |            |                 |             |
| **To This |            |            |                 |             |
| Int       |            |            |                 |             |
| ernship** |            |            |                 |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Confidentiality |             |
|           |            |            | Policy          |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Safety Policy   |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | the agency      |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Health          |             |
|           |            |            | Education       |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Lead Poisoning  |             |
|           |            |            | Prevention      |             |
|           |            |            | program         |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Food Safety     |             |
|           |            |            | Program         |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Vector and      |             |
|           |            |            | Nuisance        |             |
|           |            |            | Control         |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Healthy Homes   |             |
|           |            |            | and PACE-EH     |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Food Handler    |             |
|           |            |            | Program         |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | Drinking Water  |             |
|           |            |            | program         |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | CD Team and SOD |             |
+-----------+------------+------------+-----------------+-------------+
|           |            |            | Orientation to  |             |
|           |            |            | grants and      |             |
|           |            |            | contracts       |             |
+-----------+------------+------------+-----------------+-------------+

May 1, 2005

Dear Student:

Thank you for your interest in doing an internship with Multnomah County
Environmental Health Services (MCEHS). MCEHS is comprised of a variety
of programs and services including: Food Safety and Education, Health
Education, Protocol for Assessing Community Excellence in Environmental
Health (PACE-EH), Vital Records, Lead Poisoning and Prevention, and
Vector and Nuisance Control. MCEHS will work diligently to create an
internship that will provide you with beneficial information that you
can apply throughout the duration of your academic schooling, and
practical experiences that will assist you in your career pursuits.

This packet contains documents that will assist MCEHS in creating an
effective internship that will benefit you as well as our agency. The
packet contains:

-   **Internship Application**

-   **Internship Agreement Form**

-   Internship Scope of Work

-   Internship Job Description

-   Business card of MCEHS Contact Person

If you would like additional information about Multnomah County
Environmental Health Services and/or Multnomah County Vector and
Nuisance Control, please review our website at www.mchealthinspect.org.

Please complete and return the **Internship Application** and
**Internship Agreement Form** to: Lynn George

> Environmental Health Services
>
> 727 NE 24^th^ Ave.
>
> Portland, OR 97232
>
> \(503\) 988-3663 x 28152
>
> lynn.m.george@co.multnomah.or.us

Electronic versions are available by emailing Lynn George. After
receiving the completed documents, Ms. George will contact you to set up
an interview to discuss an internship opportunity further. Thank you for
consideration of Multnomah County Environmental Health Services. We look
forward to working with you.

Lynn George

Program Development Specialist

\(503\) 988-3663 x 2815

October 22, 2005

Dear Faculty:

Multnomah County Environmental Health Services recently received a
3-year Center for Disease Control Essential Services Capacity Building
grant. A major component of the grant is to develop an environmental
health internship program. The purpose of the internship program is to
train and educate students so they are better prepared to enter the
workforce in environmental and public health fields.

An important goal for our internship program is to develop relationships
with local academic institutions so that they are aware of and can
benefit from our internship program. MCEH would like to build ongoing
collaborative partnerships with institutions so that MCEH can 1) improve
recruitment of interns to our agency and post internship opportunities
on university websites, job boards, list serves, and make professors
aware of our internship program; 2) provide academic programs with
environmental/public health information so that more colleges and
universities are aware of the learning opportunities that exist at MCEH
and include internships as part of their curriculum; 3) help students
learn what kinds of careers are available to them and their degree; and
4) identify if collaborative research projects exist with the school.
Currently, our internship program has three different tracks:

1)  **Health Education**. In this internship, a student will be
    introduced to the following concepts: cross-cultural communication
    and training in intercultural settings; environmental health
    educational materials; determining target population needs; building
    partnerships with community leaders; faith community; civic
    organizations; neighborhood associations and other groups and
    affiliations; delivering presentations and conducting health
    promotion activities; gathering and analyzing demographic and
    cultural information about target populations; and evaluating health
    education activities;

2)  **Environmental Health Field-Based Internship**. In this internship,
    a student will be introduced to the following field-based concepts:
    food-borne, water-borne and vector-borne and communicable diseases;
    regulating and enforcing environmental and public health;
    Environmental Health Specialists role in public health safety;
    vector surveillance and control, nuisance control, lead poisoning
    and prevention, small drinking water systems, the 2002 Food Code;
    inspecting restaurants, pools, hotels and motels, mobile units,
    temporary events, warehouse/commissaries, and organizational camps,
    the Food Handler certification program; and how health education
    supports regulated environmental health field-based programs and
    services; and

3)  **General Internship**. In this track, the internship can be
    tailored to the student's interests and future career pursuits. We
    will expose the student to a combination of Health Education,
    Environmental Health field work and/or program
    management/administration concepts. Some of the skills they will
    learn and utilize are: Communication skills to effectively work with
    the general public, governmental agencies, businesses, and other job
    related contacts; problem solving skills to learn how to apply ideas
    and academic theory to meet desired outcomes; analytical skills to
    learn how environmental health services are developed and
    implemented based on relevant, measurable data; organizational
    skills necessary to work on multiple tasks and ideas simultaneously
    so that deadlines are met; interpersonal skills to work
    collaboratively with

4)  fellow employees and management; and academic environmental health
    theories to increase understanding how such concepts apply to real
    life situations. This internship track is great for students who
    have not taken many environmental or public health classes but would
    like to gain more knowledge and understanding of environmental and
    public health.

Enclosed is an information packet that will provide your students and
faculty with information about what kinds of learning opportunities
exist at MCEH and how to begin the process of designing an internship
that will be beneficial. MCEH will work diligently to create an
internship that will provide your students with pertinent information
that they can apply throughout the duration of their academic schooling,
and practical experiences that will assist them in their career
pursuits. The packet contains:

-   Scope of work for each internship track:

    -   Health Education;

    -   Environmental Health Field-Based Experience;

    -   General Internship

-   Student Internship packet which includes the following:

    -   Student cover letter

    -   Internship Application

    -   Internship Agreement Form

    -   Internship Scope of Work (students select from three options
        above)

    -   Business card of MCEH contact person

If you or your student would like additional information about Multnomah
County Environmental Health Services and/or Multnomah County Vector and
Nuisance control, please review our website at
[www.mchealthinspect.org](http://www.mchealthinspect.org/). Please have
interested students complete and return the Internship Application and
Internship Agreement Form to:

Lynn George

Environmental Health Services

727 NE 24^th^ Ave.

Portland, OR 97232

\(503\) 988-3663 x 28152

<lynn.m.george@co.multnomah.or.us>

Electronic versions are available by emailing Lynn George. After
receiving the completed documents, Ms. George will contact you to set up
an interview with the student to discuss an internship opportunity
further. Thank you for consideration of Multnomah County Environmental
Health Services. We look forward to working with you and your students.

Sincerely,

Lynn George

Program Development Specialist Sr.

**MULTNOMAH COUNTY ENVIRONMENTAL HEALTH**

**INTERNSHIP AGREEMENT**

I.  **PURPOSE**

> The purpose of an Environmental Health internship is twofold: 1) to
> develop stronger links between academic institutions and environmental
> health practices at the local level; and 2) to prepare students for
> the workforce. In doing so, MCEH hopes to create a larger workforce of
> employees who have practical "on-the-job" skills and are able to apply
> theory into workplace practice, from which to hire.

II. **PARTNERSHIP BETWEEN ACADEMIA AND MULTNOMAH COUNTY ENVIRONMENTAL
    HEALTH SERVICES**

> In order to make the internship the best possible learning experience
> for the student, a true partnership needs to occur between the placing
> academic institution and Multnomah County Environmental Health
> Services.
>
> It is the academic institution's responsibility to teach the
> theoretical aspects of the student's academic choice of study and to
> make sure the student will benefit from an internship experience with
> Multnomah County Environmental Health Services.
>
> It is Multnomah County Environmental Health's responsibility to
> provide an opportunity for the student to implement these ideas and
> theories into real job situations. Multnomah County Environmental
> Health will support the student in developing these skills by creating
> a positive, learning environment where the student will be able to
> practice the following:

1.  Communication skills to effectively work with the general public,
    governmental agencies, community-based organizations, businesses,
    and other job related contacts.

2.  Problem solving skills to learn how to apply ideas and academic
    theory to meet desired outcomes.

3.  Analytical skills to learn how environmental health services are
    developed and implemented based on relevant, measurable data.

4.  Organizational skills necessary to work on multiple tasks and ideas
    simultaneously so that deadlines are met.

5.  Interpersonal skills to work collaboratively with fellow employees
    and management.

6.  Academic environmental health theories to increase understanding how
    such concepts apply to real life situations.

> Multnomah County is not able to provide reimbursement for internship
> activities.  If issues or concerns arise during the internship
> experience, both parties will communicate, problem solve and identify
> solutions to make the experience as successful as possible for the
> student and Multnomah County Environmental Health Services.

III. **ENSURING THE STUDENT AND THE INTERNSHIP OPPORTUNITY ARE A GOOD
     MATCH.**

> To ensure that the internship is as beneficial and successful
> experience for both parties (the student and MCEH) as possible,
> Multnomah County Environmental Health Services, would like to ensure
> that the student is a good match for the organization. If any of the
> following questions are answered NO, then the academic institution
> should discuss the placement further with the student before
> committing to the internship and signing this agreement.

1.  Did the student self-select MCEH for their internship?

2.  Will learning the 6 skills identified above (communication, problem
    solving, analytical, organizational, interpersonal, and applying
    environmental theory into practice) assist the student in the type
    of employment situation they desire after they complete their
    academic field of study?

```{=html}
<!-- -->
```
IV. **INTERNSHIP CONTENT:**

> Please rank the environmental health field(s) of interest that the
> student is most interested in focusing their internship (1 most
> interested in -- 9 least interested in):

1.  Food safety/ licensed inspections (restaurant, pools, spas)
    \_\_\_\_\_

2.  Vector Control \_\_\_\_\_

3.  Nuisance Control \_\_\_\_\_

4.  Lead Poisoning and Prevention \_\_\_\_\_

5.  Vital Records \_\_\_\_\_

6.  Drinking Water \_\_\_\_\_

7.  Indoor Air Quality \_\_\_\_\_

8.  Health Education \_\_\_\_\_

9.  General overview of all \_\_\_\_\_

```{=html}
<!-- -->
```
V.  **INTERNSHIP AGREEMENT:**

> **A.** I \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> from \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Academic placement representative College/University
>
> understand the role of internship partner and am fully committed to
> this role for
>
> the duration of \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_'s
> internship. I also understand that
>
> Student Name
>
> this is a voluntary internship in which Multnomah County is unable to
> provide
>
> reimbursement for internship activities.
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_\_\_\_
>
> Signature from Academic Institution Date

**B.** I \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ agree to
follow the confidentiality, safety, and

Student Name

employment policies of MCEH and understand that my internship can

be terminated if issues or conflicts arise that cannot be resolved.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_

> Student Signature Date

Sustainability of the Program

Since improving the environmental health workforce is a long-term
project, your agency will need to think through how to sustain the
program over time. MCEH found three essential components to improve the
chances of creating and implementing a sustainable internship
program: 1) partnerships; 2) program funding; 3) long-term marketing and
recruitment efforts.

**Partnerships:**

In order to implement a successful workforce development program that
includes a post-secondary internship and/or K-12 educational program,
the partnerships developed between academia and public health agency
must be solid and long-term. The partnership must include the following
characteristics: open on-going communication, commitment to roles, and
flexibility to problem solve and troubleshoot issues that develop.

**Program Funding:**

The agency will need to think about how to develop and implement a
workforce development program using staff support without diluting
Environmental Health Specialists and other staff member's ability to
complete their everyday regulatory inspection work. Start-up costs may
be achieved through applying and receiving grants, but the agency will
need to develop a plan on how to sustain the program on an ongoing basis
after the grant ends. The sustainability plan will need to identify how
to support the infrastructure and program implementation in the
long-term with funded environmental health positions within your agency.

**Evaluation:**

Once you get your program up and running, you will want to evaluate the
program to determine its strengths and weaknesses. This data will be
essential to securing ongoing funding to run the program. An evaluation
can be conducted with agency staff to see if they are satisfied with the
program, academic staff and students. An evaluation template form for
students has been included in section 3. This form can be modified for
the different target audiences.

**Long-Term Program Marketing and Recruitment Efforts:**

The public health agency will need to continually review and revise
their marketing plan/strategies to ensure that the program continues to
be used by academic institutions and students. Some marketing and
recruiting efforts may occur naturally as your program works to form and
nurture partnerships over time.

***Internship stipends***: Offering paid internship stipends can
increase your ability to recruit students to the internship program. As
the cost of living increases around the nation, students are less able
to devote their time to unpaid internships because they require

experiences which pay them a livable wage. Your agency may have more
success recruiting students if you can off a modest stipend. One means
to pay students is to inquire with the college/university work study
program to see if students can earn work study pay while completing
their internship period. In addition, State Associations for
Environmental Health Education may offer resources to pay interns.

**Evaluation of This Manual**

Thank you very much for your interest in this "Workforce Development-
Post-Secondary Internship Program" manual. It is important to Multnomah
County Environmental Health Services to evaluate the usefulness of this
product. Please take the time to complete the enclosed evaluation form
and return it to:

**Multnomah County Environmental Health Services**

**Lynn George, Program Development Specialist Sr.**

**3653 SE 34^th^ Avenue**

**Portland, OR 97202**

**(503) 988-3400 x 28152**

***Multnomah County Environmental Health***

***Workforce Development Post-Secondary Internship Program Manual
Evaluation***

The questions below are intended to help us determine if you gained
practical experience, knowledge, and/or skills in developing an
environmental Health Internship program within your jurisdiction.

Public Health Agency and Address: ­­­­­­­­­­­­­­­

Contact Name: Contact Phone:

How did you learn of this CD?

***Please rate the following questions about the CD "How to Develop and
Implement an Environmental Health Workforce Development Program" using
the following scale:***

<table>
<colgroup>
<col style="width: 6%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 0%" />
<col style="width: 6%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 1%" />
<col style="width: 4%" />
<col style="width: 12%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="4"><strong>5 = Strongly Agree</strong></td>
<td colspan="3"><strong>4 = Agree</strong></td>
<td colspan="2"><strong>3 = Neutral</strong></td>
<td colspan="3"><strong>2 = Disagree</strong></td>
<td colspan="4"><strong>1 = Strongly Disagree</strong></td>
<td colspan="3"><strong>NA=Not applicable</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td colspan="2"></td>
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="10"><ul>
<li><p>This CD provided me with the tools necessary to develop and
implement an environmental health internship program in my
jurisdiction.</p></li>
</ul></td>
<td>5</td>
<td colspan="2">4</td>
<td>3</td>
<td>2</td>
<td colspan="2">1</td>
<td>N/A</td>
<td></td>
</tr>
<tr class="even">
<td colspan="10"><ul>
<li><p>As a result of this CD, I have a better understanding of
concepts, theories, and skills needed to develop an internship
program.</p></li>
</ul></td>
<td>5</td>
<td colspan="2">4</td>
<td>3</td>
<td>2</td>
<td colspan="2">1</td>
<td>N/A</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="10"><ul>
<li><p>With this CD, the public health agency in my jurisdiction was
able to improve the local environmental health workforce.</p></li>
</ul></td>
<td>5</td>
<td colspan="2">4</td>
<td>3</td>
<td>2</td>
<td colspan="2">1</td>
<td>N/A</td>
<td></td>
</tr>
</tbody>
</table>

1.  Overall how would you rate this CD?

> □ Excellent teaching tool
>
> □ Good teaching tool
>
> □ Average teaching tool
>
> □ Below Average teaching tool
>
> □ Poor teaching tool
>
> Additional Comments:

2\. Would you recommend this CD to other public health and/or
environmental health agencies interested in developing an environmental
health internship program? □ Highly recommend

□ Recommend

□ Recommend with reservations

□ Would not recommend

Additional comments:

3\. In what ways, if any, do you feel this CD prepared you for
developing an internship program?

***Thank you for completing this form!***

***Please return to Lynn George, Program Development Specialist Sr.***

***Multnomah County Environmental Health Services***

***3653 SE 34^th^ Avenue Portland, OR 97202***