The USGS is always looking for new ways to work with students. Student involvement in our science provides the USGS with new perspectives on how to communicate and enhance the work that we do. The USGS also realizes the potential that our work has to provide new skills and career opportunities, not only in scientific research, but in science communication and outreach, data management, and development of K-12 curriculum.
Return to USGS Alaska Q&A Series
In spring of 2021, the USGS Alaska Science Center advertised an opportunity to involve students virtually in our science through a State Department program called Virtual Student Federal Service or VSFS. The nine-month remote internship is geared towards students at the undergraduate and graduate-levels who would like to gain real-world experiences within the federal government. Since 2009, thousands of VSFS interns have expanded the efforts of the U.S. government while working remotely.
The USGS Alaska Science Center advertised three positions through VSFS, and we were incredibly lucky to find Andres Aceves, Nicole Hudson, and Bella Lesinski. These students worked on projects closely related to their areas of study in college and graduate school (science communication, library science, and graphic design) and on projects that USGS needed help advancing. We asked these students to describe their work over the past 9 months and what they recommend for other students looking for meaningful internships.
The USGS will be advertising new internships through the VSFS program this summer. You can view those opportunities at the VSFS link above and at the USGS link below.
Learn more about opportunities for students to work with USGS
What projects did you work on with the USGS through the Virtual Student Federal Service Program?
Nicole: The projects I worked on consisted of creating metadata for USGS bird species checklists around numerous observation locations in Alaska. I also assisted in creating a graphic regarding the eBird project (on this page). The graphic shows people observing birds, which then turns into metadata, and then that information results in that data being released to the public.
Bella: I collaborated with Dr. Mayumi Arimitsu to create a video explaining the effects of the North Pacific Marine Heatwave on various trophic levels, focusing on the deaths of over a million common murres. Dr. Arimitsu used the video in her presentation, Sentinels of Change, to the Alaska Chapter of the American Fisheries Society, to help illustrate the changing environment and inspire others to be the change they wish to see. Another project, in collaboration with Dr. Anthony Fischbach, is a lesson plan for high school students detailing the monitoring efforts of the Pacific walrus haulouts in the United States portion of the Chukchi Sea. In the lesson, students will use a program to count walruses in assigned grid cells. With this information, the class will learn how USGS estimates the number of walruses at the haulout location. Additionally, students will have the option to submit their data to help improve the accuracy of a computer-based artificial intelligence program that will count walruses in future haulout monitoring.
Andres: As a graphic design student, I worked in at least two types of graphics: graphical abstracts and information graphics. Graphical abstracts go in connection with science investigations and articles and are used to visually inform what the investigation or article is about. One of these projects dealt with using satellite imagery to monitor walruses using a large coastal haulout. The other type of graphic is the information graphic, also known as infographic, which can be useful for different projects. One of the projects I did for an infographic had to do with the process USGS employees use when gathering and uploading bird species data to the eBird platform and how this data is used by others.
Did you learn new things during the internship that will be useful for your degree program and future interests?
Nicole: One main thing that I learned during my internship is that I don't necessarily have to work in a museum. When I started, I had a mindset that the only career path I had, was to work in a museum. After doing this internship, with a background in history and not science, I realized that there are other options where I could still use the skills I learned while in school, but in a different work environment.
Bella: Throughout this internship, I learned how to break down scientific jargon into language that the public can understand. This occurs through in a variety of formats, such as videos, written scripts, and lessons that actively engage audiences. While translating the science, I learned the imperative nature of peer review. The projects required numerous rounds of edits and revisions to ensure accuracy and readability for the audience. Both skills contribute to the development of the skill of storytelling. This internship has highlighted the importance of taking scientific information and telling a story that relates to the audience. With this story, the audience can connect and integrate the information into their own lives, while hopefully improving the environment at the same time. I am grateful to learn and develop the skill of science communication via storytelling during my time with the USGS Alaska Science Center.
Andres: I definitely learned something new from this internship. When I was working on these graphics, I had to find a balance between what the objective of the project was and what I wanted to do as a designer. The graphics had to inform in the most objective manner what the different projects were all about, whether it was a scientific article or general public information. The artistic side of my work had to complement the informational side. In addition, although I was working remotely, I improved my communication and team-working skills. Because my work consisted of helping others with designing graphics, it was very important to have a positive attitude when I talked either with my mentor or anyone else who was involved in these projects. And last, I learned that it is important to be prepared with questions and ideas before and while working on these projects. All these things I learned I know will be useful for my future career interests.
What advice would you give to other students about finding an internship that matches their interests?
Nicole: My advice for students about finding an internship that matches their interest is to first go to the basics. This means search for an internship that is relevant to your degree, and then if there's something that catches your eye, go for it and try. For example, when I was looking for internships and was introduced to the VSFS Program, I was surprised to see an opportunity regarding birds was related to my degree program. Since I've always been interested in birds, I took the chance in applying to learn more about them and see how creating metadata for birds at a science center related to my degree.
Bella: I would tell other students to find something that relates to their interests and is something that they have not tried before. I learned a lot by going into an area that I love, environmental science, then learning the specifics of science communication within that field. I would also recommend being open and ready to all possible projects, as each one is accompanied by new learning experiences. Additionally, I adjusted to entirely virtual work by having frequent meetings over a video platform with those whom I collaborated. The consistent communication proved to be extremely beneficial in creating relationships and connections with the people I worked with that lived across the country. Overall, being open and ready to learn the skills necessary for the new position best helped me throughout this internship.
Andres: The most important advice I would give to other students is to constantly search for internships in different places on the internet, and search for something that is of their interest. When I was searching for internships, I found several opportunities with very different job objectives all dealing with graphic design or a related skill. VSFS specifically provided internship opportunities working with federal agencies. The job with USGS also described that they were looking for someone to help them convey important science findings through graphic design products. This job caught my attention because I’ve always found science very interesting and because I want to find out how my graphic design skills could help spread science knowledge and have an impact in the world.
The USGS is always looking for new ways to work with students. Student involvement in our science provides the USGS with new perspectives on how to communicate and enhance the work that we do. The USGS also realizes the potential that our work has to provide new skills and career opportunities, not only in scientific research, but in science communication and outreach, data management, and development of K-12 curriculum.
Return to USGS Alaska Q&A Series
In spring of 2021, the USGS Alaska Science Center advertised an opportunity to involve students virtually in our science through a State Department program called Virtual Student Federal Service or VSFS. The nine-month remote internship is geared towards students at the undergraduate and graduate-levels who would like to gain real-world experiences within the federal government. Since 2009, thousands of VSFS interns have expanded the efforts of the U.S. government while working remotely.
The USGS Alaska Science Center advertised three positions through VSFS, and we were incredibly lucky to find Andres Aceves, Nicole Hudson, and Bella Lesinski. These students worked on projects closely related to their areas of study in college and graduate school (science communication, library science, and graphic design) and on projects that USGS needed help advancing. We asked these students to describe their work over the past 9 months and what they recommend for other students looking for meaningful internships.
The USGS will be advertising new internships through the VSFS program this summer. You can view those opportunities at the VSFS link above and at the USGS link below.
Learn more about opportunities for students to work with USGS
What projects did you work on with the USGS through the Virtual Student Federal Service Program?
Nicole: The projects I worked on consisted of creating metadata for USGS bird species checklists around numerous observation locations in Alaska. I also assisted in creating a graphic regarding the eBird project (on this page). The graphic shows people observing birds, which then turns into metadata, and then that information results in that data being released to the public.
Bella: I collaborated with Dr. Mayumi Arimitsu to create a video explaining the effects of the North Pacific Marine Heatwave on various trophic levels, focusing on the deaths of over a million common murres. Dr. Arimitsu used the video in her presentation, Sentinels of Change, to the Alaska Chapter of the American Fisheries Society, to help illustrate the changing environment and inspire others to be the change they wish to see. Another project, in collaboration with Dr. Anthony Fischbach, is a lesson plan for high school students detailing the monitoring efforts of the Pacific walrus haulouts in the United States portion of the Chukchi Sea. In the lesson, students will use a program to count walruses in assigned grid cells. With this information, the class will learn how USGS estimates the number of walruses at the haulout location. Additionally, students will have the option to submit their data to help improve the accuracy of a computer-based artificial intelligence program that will count walruses in future haulout monitoring.
Andres: As a graphic design student, I worked in at least two types of graphics: graphical abstracts and information graphics. Graphical abstracts go in connection with science investigations and articles and are used to visually inform what the investigation or article is about. One of these projects dealt with using satellite imagery to monitor walruses using a large coastal haulout. The other type of graphic is the information graphic, also known as infographic, which can be useful for different projects. One of the projects I did for an infographic had to do with the process USGS employees use when gathering and uploading bird species data to the eBird platform and how this data is used by others.
Did you learn new things during the internship that will be useful for your degree program and future interests?
Nicole: One main thing that I learned during my internship is that I don't necessarily have to work in a museum. When I started, I had a mindset that the only career path I had, was to work in a museum. After doing this internship, with a background in history and not science, I realized that there are other options where I could still use the skills I learned while in school, but in a different work environment.
Bella: Throughout this internship, I learned how to break down scientific jargon into language that the public can understand. This occurs through in a variety of formats, such as videos, written scripts, and lessons that actively engage audiences. While translating the science, I learned the imperative nature of peer review. The projects required numerous rounds of edits and revisions to ensure accuracy and readability for the audience. Both skills contribute to the development of the skill of storytelling. This internship has highlighted the importance of taking scientific information and telling a story that relates to the audience. With this story, the audience can connect and integrate the information into their own lives, while hopefully improving the environment at the same time. I am grateful to learn and develop the skill of science communication via storytelling during my time with the USGS Alaska Science Center.
Andres: I definitely learned something new from this internship. When I was working on these graphics, I had to find a balance between what the objective of the project was and what I wanted to do as a designer. The graphics had to inform in the most objective manner what the different projects were all about, whether it was a scientific article or general public information. The artistic side of my work had to complement the informational side. In addition, although I was working remotely, I improved my communication and team-working skills. Because my work consisted of helping others with designing graphics, it was very important to have a positive attitude when I talked either with my mentor or anyone else who was involved in these projects. And last, I learned that it is important to be prepared with questions and ideas before and while working on these projects. All these things I learned I know will be useful for my future career interests.
What advice would you give to other students about finding an internship that matches their interests?
Nicole: My advice for students about finding an internship that matches their interest is to first go to the basics. This means search for an internship that is relevant to your degree, and then if there's something that catches your eye, go for it and try. For example, when I was looking for internships and was introduced to the VSFS Program, I was surprised to see an opportunity regarding birds was related to my degree program. Since I've always been interested in birds, I took the chance in applying to learn more about them and see how creating metadata for birds at a science center related to my degree.
Bella: I would tell other students to find something that relates to their interests and is something that they have not tried before. I learned a lot by going into an area that I love, environmental science, then learning the specifics of science communication within that field. I would also recommend being open and ready to all possible projects, as each one is accompanied by new learning experiences. Additionally, I adjusted to entirely virtual work by having frequent meetings over a video platform with those whom I collaborated. The consistent communication proved to be extremely beneficial in creating relationships and connections with the people I worked with that lived across the country. Overall, being open and ready to learn the skills necessary for the new position best helped me throughout this internship.
Andres: The most important advice I would give to other students is to constantly search for internships in different places on the internet, and search for something that is of their interest. When I was searching for internships, I found several opportunities with very different job objectives all dealing with graphic design or a related skill. VSFS specifically provided internship opportunities working with federal agencies. The job with USGS also described that they were looking for someone to help them convey important science findings through graphic design products. This job caught my attention because I’ve always found science very interesting and because I want to find out how my graphic design skills could help spread science knowledge and have an impact in the world.