Sarah Snyder served as a teaching assistant and intern for the course PAH 420: The Human Condition, where she strengthened her leadership and research skills while creating community engagement around environmental health issues.
What kind of work did you do throughout your internship experience?
Throughout my internship as a TA for PAH 420, I supported a wide range of teaching and organizational tasks related to a community-based class centered on environmental justice in Tucson's Southside. Some of my responsibilities included tracking attendance, managing media release forms, grading student assignments and reflections, and giving structured feedback on presentations. I also designed and presented a reflection assignment early in the semester, which was a stepping stone that taught students how to empathically engage with subjects of water contamination and environmental stories by reflecting on their own personal experiences. During class sessions, I also assisted with logistics like tech setup, timekeeping for student presentations, and helping students navigate new tools like Insta360, polaroids, zinemaking, and walking them through archival research.
What was the most significant contribution you made?
One of the most meaningful contributions I made was providing individualized, thoughtful feedback on student reflections and presentations. Although I initially doubted my ability to do this well, especially given the unfamiliarity with grading expectations and my nerves about getting things "wrong," I ultimately took advantage of this opportunity to try something new and gave it my full effort. My site supervisor later shared that they appreciated how I took time to respond personally to each student. This wasn’t a formally assigned task, it was more of a play-it-by-ear to see if I could handle grading and see how I felt about grading, but I took it seriously and tried to make my feedback a moment of connection. I may not have led the course, but my behind-the-scenes efforts helped the classroom run smoothly and supported students in feeling prepared and seen.
What new skills did you develop or practice during your experience as a TA?
I developed several key transferable skills, including public speaking, providing feedback and evaluation, peer mentoring, research, and self-management. Public speaking was and still is challenging for me. Introducing myself to 50 students and presenting an assignment felt intimidating, and I often worried about mixing up my words or freezing mid-sentence. As someone who went to speech therapy as a child, I still stumble and mess up my words and it's something I am learning to embrace and be okay with. Coupled with general social anxiety it is even worse. However, preparing scripts and practicing beforehand helped me feel more confident, and over time, I got a little bit better at delivering content more clearly. In addition, grading taught me how to evaluate student work fairly and constructively, and I learned to trust my judgment. I also refined my multitasking abilities, especially during live feedback sessions where I had to listen closely, read slides, and type feedback at the same time.
What is the impact of your internship experience?
This internship experience continued my understanding of how the humanities can be actively applied to public health, community activism, and education. I learned how storytelling, design, and student engagement can bring awareness to long-standing issues like environmental injustice in the Southside of Tucson. My work contributed to a classroom environment that encouraged students to think critically about systemic inequities and connect personally with the communities affected. On a personal level, the internship boosted my self-confidence. It showed me that I could take on small leadership roles, even if they felt intimidating at first. I also gained insights about my own professional development. I now feel more comfortable working in collaborative, fast-paced educational settings and know how to navigate the demands of teaching support roles.
How was the internship related to your Applied Humanities degree?
This internship was a direct extension of my Applied Humanities degree since I was a TA for a core course in the curriculum. PAH 420 combines human-centered research methods with real-world impact. Applied Humanities also emphasizes using interdisciplinary tools like design thinking, storytelling, community engagement, and intercultural communication to solve real world problems. In PAH 420, the students I worked with used urban humanist methods such as interviews, photography, and archival work to explore water justice in the Southside. As a TA, I not only helped these efforts but also engaged in them myself, applying concepts I’ve learned in past PAH courses.
How has your internship experience influenced your plans for your future?
This internship helped me realize that I enjoy and am capable of working in roles that involve research, mentorship, and community-focused storytelling. While I’ve sometimes doubted my ability to lead or support others in academic environments, this experience showed me that I can take on those responsibilities effectively. I’ve also become more interested in pursuing roles in nonprofits, museums, or educational outreach organizations that focus on public health, environmental justice, or certain communities.
What advice do you have for other students as they begin their internship?
I went into this internship feeling unsure, especially about grading, public speaking, and balancing multiple responsibilities. I often thought I should already know how to do everything perfectly, but that’s not realistic…and it’s not the point of an internship. Ask for help when you need it, and don’t be afraid to talk to peers or supervisors about your concerns. I also recommend networking and building connections with your professors, as you are in contact with them for at least a semester/couple of months. I found my internship through a connection with a former professor!