Delaware Environmental Institute (DENIN)
Summer Research Internships at the
Delaware Department of Natural Resources and
Environmental Control (DNREC)
Internship dates: June 15 – August 14, 2015
Application deadline: Monday, May 18, 2015
Overview:
Thank you for your interest in a research opportunity at the Delaware Department of Natural Resources and
Environmental Control, in partnership with the Delaware Environmental Institute (DENIN) at the University of
Delaware. DENIN, which promotes interdisciplinary environmental research, education and policy, works with
DNREC each year to identify student opportunities. The research focus of internships is determined by DNREC,
based on state environmental needs.
Internships are full time, for the period June 15 – August 14, 2015. Students will work with a mentor at DNREC,
but also must be comfortable working independently. Graduate students will be paid $6,000 for 8 weeks, and
undergraduate students $4,000 for the period of 8 weeks. Students from the University of Delaware, Delaware
State University, Delaware Technical Community College or Wesley College may apply. Interns are selected by
DNREC. Candidates will be notified in June.
Applications are being accepted for two environmental policy projects:
Use of Native Plants in Redevelopment and Restoration Sites
Mentor: Greg DeCowsky, Site Investigation and Restoration (SIRS)
Building a Model Civil Rights Program: An Assessment of Existing Practices and
Departmental Needs for Title VI Compliance
Mentors: Robert J. Zimmerman and Jeanette A. Hammon, Office of the Secretary
How to Apply:
1.
Complete the application form with your contact information on page 4.
2.
Provide a cover letter that specifies the internship you are applying for, and that describes your overall
education, specific relevant coursework, expertise and interests that make you a strong candidate for the
opportunity.
3.
Provide a current resume.
4.
Provide a letter of recommendation from your academic advisor (graduate students) or a relevant faculty
member (undergraduate students). Recommendation letters should be sent separately to Jeanette Miller
at the Delaware Environmental Institute - (Jeanette at udel.edu).
5.
Save your application materials as a single .pdf file. Use a filename that follows this convention:
LastName_FirstName_DNREC_2015. Email your application to Jeanette Miller, Associate Director,
Delaware Environmental Institute - Jeanette at udel.edu.
Applicants may address questions to Jeanette Miller, at (302) 831-4167.
Application deadline is 5:00 PM, Monday, May 18, 2015. Submit your materials as a single .pdf file.
Financial support for the internships is provided through Delaware’s National Science Foundation EPSCoR
program, grant number EPS-081425. The National Science Foundation (NSF) is a major US federal agency
that funds basic and applied science research, and research experiences for students. NSF has funded the
Delaware EPSCoR program, focused on environmentally relevant research and education, as a partnership
among the University of Delaware, Delaware State University, Delaware Technical Community College and
Wesley College.
DNREC DENIN Policy Internship 2015
Use of Native Plants in Redevelopment and Restoration Sites
June 15 – August 14, 2015
Mentor: Greg DeCowsky, Site Investigation and Restoration (SIRS)
Delaware Department of Natural Resources and Environmental Control (DNREC)
Task
Research and development in support of policy/guidance/Best Management Practices (BMPs) for use of native
plants and avoidance and control of invasive and nuisance species in redevelopment or restoration of sites
under the oversight of the DNREC Division of Waste and Hazardous Substances (DWHS).
Rationale
Exotic ornamental or groundcover plants are often selected for landscaping of these sites, or are allowed to
become established in disturbed areas. However, these plants, even when they are not invasive as such, often
fail to support the native ecological community, in that they cannot be used as food sources by native wildlife,
particularly herbivorous insects and the insectivorous birds, bats, and other animals that depend on them, but
also herbivorous birds and mammals. In fact, exotic plants may even be toxic to native wildlife. (Dr. Douglas
Tallamy of UD discusses these issues in depth and detail in his excellent book Bringing Nature Home.) This
represents a readily preventable form of environmental degradation and an opportunity to restore native wildlife
even to relatively small sites.
“No opportunity to create or replace habitat should be considered too small or too isolated. Even areas
of less than an acre dotting the landscape provide habitat islands for highly mobile species such as
butterflies, birds, and bats, as well as their food sources.” (USEPA Region III Biological Technical
Advisory Group [BTAG]. 2010. “Planting native vegetation on landfill caps and formerly contaminated
waste sites in the Mid Atlantic” [draft])
Moreover, carefully thought out “conservation landscapes” using assemblages of native plants provide greater
environmental benefits (less water, fuel, and pesticide and herbicide use along with greater biodiversity), and
improve quality of life, usually at lower long-term cost to the property owner. Often they enhance property
values. They also promote public goodwill toward owners and practitioners. (These factors are discussed in
detail, with numerous case studies, in Planning and Promoting Ecological Land Reuse of Remediated Sites;
Interstate Technology and Regulatory Council, 2006.)
Finally, alien pathogens and insects imported on exotic plants have been responsible for wiping out, or nearly
so, important native species, and for billions of dollars in damage to agriculture and forest resources. The
devastating chestnut blight, Dutch elm disease, and Japanese beetles represent the best known of dozens, if
not hundreds, of examples.
A wide variety of native species can be substituted for the more commonly found invasives (Callery or Bradford
pear, Norway maple, multiflora rose, and so-called “butterflybush” [Buddleja spp.], to name a few). The full
range of colors, forms, and textures found in exotic ornamentals can be closely replicated using appropriate
native plants alone. However this is little known and seldom practiced even among professional landscapers
and plant vendors.
DWHS (especially through HSCA) oversees, and in the case of Brownfield sites and “orphan” HSCA sites,
provides funding for, site remediation and redevelopment. Under HSCA, we are required to protect human
health and welfare and the environment. Landscaping with native plants can enhance the habitat values of
these sites, improving the environment by bringing birds and other wildlife back to areas from which they have
been excluded, while also improving the quality of life for humans and providing other ecological services.
Therefore, it is environmentally responsible for DWHS to encourage the use of native plants and discourage the
use of exotic ones. Accordingly, it is appropriate to use the leverage provided by DWHS oversight and/or
funding to do so.
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Use of Native Plants in Redevelopment and Restoration Sites, contd.
Other states, including Maryland, have established lists of banned or restricted plants and sought to prevent or
reduce their use on a statewide basis. The task proposed here is more narrowly focused and fully within the
scope of DNREC’s authority.
Required and desirable knowledge, skills, and abilities of an intern
 Substantial progress toward an undergraduate or graduate degree in botany, horticulture, ecology,
wildlife biology, landscape architecture, or related field; REQUIRED

Practical experience in horticulture, gardening, or landscaping

Knowledge/experience in public administration

Knowledge/experience in communicating with or educating, or marketing to the public

Knowledge of environmental economics and/or business
Process
The intern will be supported by a committee of subject matter experts from government (DF&W Natural
Heritage, DPR Environmental Stewardship, SIRS/Brownfields, DDA Forestry, USDA/NRCS, and EPA Biological
Technical Advisory Group), academia, business, e.g., developers; landscapers’ and plant vendors’ trade groups,
and NGOs (Delaware Invasive Species Council, Delaware Nature Society, Master Gardeners).
With the committee’s guidance, the intern will:
1. Research laws and regulations in Delaware and neighboring states to see what may be feasible and
what has worked (or not) elsewhere, and what may be an obstacle to desirable native-plant landscaping
practices.
2. Compare the various mechanisms (policy, guidance document, BMPs, regulations, statute, or voluntary
means supported by DNREC funding, e.g., allocating a certain percentage of Brownfield funding) that
would accomplish the desired goals.
3. Develop lists/compendia of desirable and undesirable plants and landscaping practices.
4. Design and initiate a public education and outreach program.
a. Web site/blog
b. Catalog and distribute relevant existing publications.
c.
Provide speakers for organizations such as DISC, the HSCA Advisory Committee, DNS, garden
clubs, trade groups, schools, civic groups, etc., and for other governments agencies.
5. As a final deliverable, develop a proposal recommending the regulatory/guidance structure and
mechanisms determined to be most likely to succeed.
Presentation to DNREC
The intern will produce a written report, including recommendations, and will make a brief presentation to
DNREC leadership at the end of the internship. Copies of the report and presentation will be submitted to both
DNREC and DENIN.
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DNREC/DENIN Internship 2015
Building a Model Civil Rights Program: An Assessment of Existing Practices and Departmental Needs
for Title VI Compliance
June 15 – August 14, 2015
Mentors: Robert J. Zimmerman and Jeanette A. Hammon, Office of the Secretary
Delaware Department of Natural Resources and Environmental Control (DNREC)
Task
The DENIN Intern will provide a summary of the state’s information that they would consider “best practices”
relative to compliance with several civil rights laws.
Rationale
DNREC is seeking to build a model civil rights program. Title VI of the Civil Rights Act prohibits
discrimination based on race, color, or national origin (including limited English proficiency), disability, sex
and age under any program or activity by recipients of federal financial assistance. 1 To this end, DNREC as
a recipient of considerable amounts of federal financial assistance has certain responsibilities for design,
delivery and operations for all of its programs. DNREC would like a DENIN intern to review and compile
existing practices within the State for ensuring Civil Rights compliance. To accomplish this a small work
group has created the following template and guiding questions to assist a DENIN intern in identifying and
collecting state information that it would consider “best practices” e.g., (including “best practices” in DNREC
programs (energy/climate, air, waste, water, fish/wildlife, parks/recreation, etc.) and other state program
areas such as, Transportation, Health and Human Services, Education, etc.).
Process
The DENIN Intern would provide a summary of the state’s information that they would consider “best practices”
relative to compliance with the following laws:
a. Section 504 of the Rehabilitation Act of 1973(Rehabilitation Act – prohibits discrimination on the
basis of disability);
b. The Age Discrimination Act of 1975 (Age Act – prohibits discrimination on the basis of age);
c. Title IX of the Education Amendments of 1972 (Title IX-- prohibits discrimination on the basis of
sex/gender);
d. Section 13 of the Federal Water Pollution Control Act Amendments of 1972 (Section 13 -prohibits discrimination based on sex under programs or activities receiving financial assistance
under the Clean Water Act);
e. Title VI of the Civil Rights Act of 1964 (Title VI – prohibits discrimination on the basis of race,
color, or national origin, including limited-English proficiency.)
Contact (name,
position, contact
information)
Environmental and
Natural Resources
Education
Health and
Human Services
Transportation
Other
See Title VI of the Civil Rights Act of 1964 - Title VI, 42 U.S.C. §§ 2000d – 2000d-7; The Rehabilitation Act of
1973; The Age Discrimination Act of 1975; Title IX of the Education Amendments of 1972; Section 13 of the
Federal Water Pollution Control Act Amendments of 1972.
1
Building a Model Civil Rights Program: An Assessment of Existing Practices and Departmental Needs
for Title VI Compliance, cont’d.
Guiding Questions:
Title VI - Limited English Proficiency (LEP)
1. How does your agency further civil rights compliance relative to ensuring access to state programs,
activities, services and benefits for LEP individuals?
2. Does your agency have in place a process for sharing language access resources (e.g., interpreters,
translators, etc.) among state programs?
Title VI – Public Involvement
1. How does your agency further compliance relative to public involvement in decision-making processes
or procedures associated with your programs and activities?
2. How and when does your agency engage in Alternative Dispute Resolution (ADR) or informal resolution
of discrimination complaints?
Title VI, Title IX, Section 504, and Age Act – Procedural Safeguards
1. Has your agency designated at least one responsible employee to coordinate its efforts to comply with
and carry out its responsibilities under each of these laws/regulations, including investigation of any
complaints that the agency receives alleging any actions that are prohibited by each of these
laws/regulations?
2. Has your agency notified individuals, in a continuing manner, of information regarding the provisions of
these laws/regulations?
3. Does that notification also identify the responsible employee(s) by name or title, address, and telephone
number?
4. Has your agency adopted and published grievance procedures providing for prompt and equitable
resolution of complaints alleging any action that would be prohibited by these laws/regulations?
5. How and when does your agency engage in ADR or informal resolution of discrimination complaints?
Title VI, Title IX, Section 504, and Age Act
1. Under what type of circumstances are you including additional permit conditions, changing policies or
procedures, or adding pollution prevention or control measures in an effort to mitigate potential adverse
impacts on the basis of race, color, national origin, disability, sex/gender or age, from a permitted
facility, both individual or cumulatively?
2. How are you gathering data to determine whether environmental and health effects may arise from a
permitted facility, both individually and cumulatively, that may have an impact on individuals on the
basis of race, color, national origin, disability, sex/gender or age?
3. When analyzing the impacts of permits on the basis of race, color, national origin, disability, sex/gender
or age, do you bundle them by industry, geography or examine them individually.
4. How and when, if at all, does your agency enter into area specific agreements that establish a ceiling on
pollutant releases with a steady reduction in those pollutants over time?
5
5. How does your agency determine or identify how the effects of your programs and activities are
distributed based on race, color or national origin, disability, sex/gender, or age?
6. How do you work with sister state agencies to create a comprehensive picture of the health concerns and
potential susceptible populations in communities either at the fence line of permitted facilities or that will
be exposed based on the environmental media being discussed?
7. How and when does your agency engage in ADR or informal resolution of discrimination complaints?
Title VI, Title IX, Section 504, Age Act, and Section 13
1. What policies or procedures, if any, does your agency utilize to ensure that your sub-recipients (i.e.
grantees) are complying with the requirements of Title VI, Title IX, Section 504, Age Act and Section
13?
Required and desirable knowledge, skills, and abilities of an intern
 Degree (or nearly so) with coursework in interpreting environmental law, employment law, public policy,
natural resources management, environmental protection, or related field; REQUIRED

Practical experience with Microsoft Word, Excel, and Powerpoint

Knowledge/experience in analyzing and interpreting a variety of laws, rules and regulations preferred

Detail focused, organized, and able to work independently
Presentation to DNREC
The intern will produce a written report, including recommendations, and will make a brief presentation to
DNREC leadership at the end of the internship. Copies of the report and presentation will be submitted to both
DNREC and DENIN.
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DNREC DENIN Internship Application
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