The Minnesota Technical Assistance Program Offers Intern Experience in Industrial Waste Reduction

Donna N. Peterson1 and Fay Thompson Environmental and Occupational Health, School of Public Health. University of Minnesota, Minneapolis, MN 55455

Textbooks in science and engineering provide students with information for solving technical problems, while class- room and laboratory experiences help to show students how to use their newly acquired technical knowledge. However, the application of these academic skills to real world prob- lems is best learned through hands-on experience in a job setting, an opportunity that is frequently provided through summer intern programs. The Minnesota Technical Assis- tance Program (MnTAP) has developed just such an o ~ p o r - tunity for chemistry and engineer~ng students by suppdrting their work on waste reduction projects in certain Minnesota industries.

The Minnesota Technical Assistance Program, a state- funded program in the School of Public Health a t the Uni- versity of Minnesota, provides free assistance to Minnesota businesses seeking help in reducing wastes from industrial processes. One way this assistance is provided is through a student intern program. Junior or senior chemistry or engi- neeringmajorsare carefully selected to work a t an individual company on a specified waste reduction project. In the past six years, 34 students in chemistry and engineering have worked at 30 company sites.

The MnTAP intern program provides a threefold benefit. First, it gives a technically educated student practical job experience where he or she is forced to consider a waste reduction focus for agiven process. Second, by the end of the summer quarter, the company has implemented changes that result in waste reduction, or a t least has some well- developed options for implementation. Third, the project benefits the overall technical assistance program, as infor-

' Current address MNTAP, 1313 5ih Street SE. Minneapolis. MN 55414.

mation specifically gathered for one project generally has application in similar processes a t other companies.

How does the 6-year-old intern program work? The first phase of the program starts in January of each year, with efforts to locate companies in the state with potentially good projects. The list of potential companies comes from news- letter solicitation, word of mouth from company to compa- ny, and staff a t MnTAP or state regulatory agencies. Visits to each company are part of the company selection process.

Factors evaluated at the time of an on-site visit include interest of the company in reducing the waste. Time for company personnel to supervise the student's work is also addressed. The quality of the work environment is consid- ered, as is the environmental compliance record. To be ac- ceptable, the project must be amenable to significant pro- gress in a three-month summer term.

Company selection is nearly finished at the time student selection begins, generally in late winter. Students are se- lected from the University of Minnesota as well as other four-year colleges and universities in the state.

An attempt is made to identify through interviews at least two or three times as many student candidates as there are intern positions. Students seen as most attractive candi- dates have a t least B grade point averages plus some work experience in an industrial setting. Junior- or senior-level chemistry and engineering students have good academic backgrounds for the projects.

Once the interviews are completed by MnTAP staff, a pool of good candidates is selected for further interviews with the individual companies. Each company interviews a t least two students from the pool and makes the final deci- sion, sometimes with input from MnTAP staff. Company selection of students is very important because it increases their commitment to the student and the project.

Volume 68 Number 6 June 1991 499

Orientation of the students occurs in a group setting shortly before the students start work. Information provided includes background on hazardous waste-what it is, how i t is regulated, waste reduction concepts, and to whom and where to go for information. Students are made aware of the resources available through the MnTAP program, including vendor literature, waste reduction references, and reports of earlier projects. Goals for each project along with an intro- duction to other students and their projects are also part of the orientation. The identification of well-defined goals a t the onset of employment serves to direct the student's ener- gy. The students understand that they have been hired for a specific project.

At first the industrial setting is almost intimidating to students who have not been employed in industry. Our expe- rience has shown, however, that capable students with good communication and listening skills, along with good proh- lem-solving skills thrive on these projects. They learn much about the complexity and challenge of applying their knowl- edge and skills in this environment. One chemistry student, very interested in the ozone hole and the MontrealProtocol, was excited to work on a project helping a company reduce emissions of a solvent listed as an ozone-depleter.

While each project has a company supervisor, MnTAP staff maintain a close advisory role with each student as the summer progresses. At regular meetings with MnTAP staff, suggestionsare made on additional data needed or addition- al sources of information.

Each summer at least two meetings are arranged when students provide information to each other on project find- ings and progress. At the end of the summer formal presen- tations are given to MnTAP staff and others.

Final project reports are a requirement at the completion of the internship. Students are provided with a detailed outline to guide their writing, and the report provides a summary of the waste survey for the project, options identi- fied to reduce the waste, and information about the imple- mentation that has occurred. These are given to the compa- ny and used by MnTAP staff as background material on other projects. In addition, information learned in these projects is also shared with technical assistance and waste reduction programs in other states.

This intern program, now ending its sixth year, has pro- vided extensive on-site assistance in waste reduction to 30 companies in Minnesota. An example of one successful pro- ject involved implementing a system to recirculate a cutting fluid used in machining. Contaminants are continuously re- moved, the cutting fluid is monitored regularly, and new chemicals are added as needed. Disposal every 2-3 months, along with the costs and uncertainty about the continuance of the disposal option, has been totally eliminated.

In two other projects the students' work in evaluating aqueous cleaners as substitutes for solvents currently used in degreasing or cleaning operations was totally successful. As a result of the project, one company, with a 400% increase in sales in the last three years, has been able to reduce the usage of trichloroethane by 70%. The other company totally eliminated the usage of trichloroethylene, a step which pleased both workers and management.

In about one-half of the projects, waste reduction does not happen. In a number of cases, company personnel who sought help are really enthusiastic about reducing waste froma process. However, that enthusiasm may not be shared by production managers, company executives, or even the workers themselves. Assurances given at the time of compa- ny selection may not truly reflect the priorities of the compa- ny. Experience has shown that there are many reasons changes may not be implemented. However, in projects where no waste reduction occurs, information obtained dur- ing the project is always useful to staff assisting other com- panies. With one exception, companies have always been pleased with the work done.

Several students involved in the program have entered careers in environmental fields, while some students have gone on to graduate school. One student has begun a career in secondary science education (primarily chemistry). For all of the students, their consciousness of waste management and waste reduction issues has been raised dramatically, a perspective that is carried on into any career they pursue. The program has challenged them to take their technical training and apply it in a way that positively affects the environment.

500 Journal of Chemical Education