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capstone project vs internship

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Master of Social Work (MSW)

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Internship vs. Capstone

March 4, 2021 | 3 Min Read

You are probably wondering why there isn’t a capstone to do for OLLU. I was required to do a capstone for my undergrad while doing an internship. Let me tell you that was not an easy process. It was extremely difficult to find time to write a 100-page capstone while doing an internship. I constantly was aware of how much time I was spending writing the capstone and where my time was going to other places like time with my wife and daughter. However, I did complete the capstone along with the internship.

I remember a fellow student saying “We should be focusing on our internship only and not on this capstone.” At OLLU you can do just that. OLLU has you do a field placement with no capstone. There are minor assignments to do along with your placement but it’s nothing in comparison to a 100 page paper. When I heard this I was relieved. I was worried that I was going to have to juggle schoolwork with time for the internship. But this is not the case. The assignments given still allow you to find time for your internship and other activities as well.

What is the Difference?

I want to contrast the differences of writing a capstone and why OLLU has you do an internship instead. First, a capstone has you sharpen your writing skills and citation skills but you are not applying what you learned in your classes through first-hand experience. I did a lot of writing and citations for that capstone. Being able to write is important for a social worker but it’s not as beneficial as applying skills in your internship through real time experience.

Second, a capstone hones your researching skills but is not really used in your internship. This is also important to have as a social worker, but if you are not going to be in research, then learning this skill is not as effective. I will admit you need researching skills for your schoolwork at OLLU but researching is not a huge thing you do in your field placement.

Third, a capstone has you writing about social work theories and possibly social work origins but at an internship you really perform the theories with clients. I remember writing about different theories and social work methods for the capstone. At my internship, I have had to use different theories with the clients. There is a not one theory that fits all clients. At my internship, I am constantly learning new theories and incorporating them into my individual client sessions or in my group sessions.

An internship gives you the opportunity to be a true social worker through application. A capstone gives you the opportunity to be a great writer but lacks the experience and application. I hope that you see that just because there isn’t a capstone requirement that OLLU doesn’t care about your learning. OLLU helps you to learn first-hand rather than cramming knowledge into an essay.

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Capstones vs. Experiential Learning (Internships)

As a part of the Bachelor’s program, students have the option to complete a two-quarter series final capstone project or one or two quarter(s) series of an internship at the end of their program. Learn more about the different options below.

Capstone Projects

If students choose to do the capstone project at the end of their program, they will register for the following courses in their final winter and spring quarters:

Capstone gives students the opportunity to apply knowledge and skills learned throughout the program though the completion of a project while working in team-setting. Bellevue College partners with other local non-profits or organizations in the community to fulfill a need by the client, while simultaneously providing real-world experience related to the students future employment plans. Students are able to graduate with a project/portfolio that can be highlighted on their resume for future employers.

Group of students working on academic project

Explore past student projects

Experiental Learning (Internships)

If students find an internship in their area of study that meets the qualifications and rigor required for an upper-division internship, the following courses can be taken in place of the 10-credit capstone requirement:

It is important to note that we will not accept past internships for credit, the internship must be approved by the program chair prior to registering. In addition to completing a total of 500 internship hours, students will be expected to complete coursework which includes documenting and reflecting upon their internship experience in order to connect their learning to a real-world environment. Students will be advised by a faculty member and coached by an internship coordinator.

To learn more about eligibility requirements, the application process and coursework students can review the EXPRL 490/1 Internship Experience handout . Students can also register to attend an upcoming EXPRL info session below.

EXPRL Info Session Dates

Fall 2022 Dates/Times TBD. Please check back in September.

In the meantime students can v i e w slides from one of the past info sessions.

Last Updated July 25, 2022

BY EMMA STARK Staff Reporter

Students are often told that internships are the best practical learning experience available. Many programs at the university encourage students to pursue an internship instead of taking a particular three-credit course during their senior year.

“After seven semesters of regular classes, I was excited about the opportunity to change things up and explore the field that I’ve been learning about during college,” senior English major Allison Hochman said.

Many students choose the internship option over a heavy course-load, their interest fostered by the university’s numerous career fairs and internship panels before and during the semester.

“I know this experience will help me to narrow down what I like and don’t like in terms of my future career,” Hochman said. “It’s great to be able to actually work somewhere during your last semester of college and get some real life experience rather than sitting in a classroom for the eighth semester in a row,”

Many majors, including English, require students to take a senior capstone, with the option to either enroll in a specific class or find an internship that meets the criteria.

“I went to the journalism internship panel in the fall and started networking with the employers that I met there and ended up getting an internship position at Beasley Media in Wilmington,” Hochman said. “The first six weeks of the job have taught me about what it’s like working for a media company and exposed me to all of the kinks that need to be worked out at any given moment. Components of the projects that I’m working on are constantly changing, which means I have to get myself up to speed and still meet deadlines, something that can’t be learned in a classroom.”

Paige Dana, an English major, took a capstone class during the first semester of her senior year. Dana found herself craving an experience beyond what the class offered and therefore decided to find an internship for credit the next semester.

“I work at Out & About Magazine in Wilmington,” Dana said. “I put together a lot of the monthly columns such as “BITES,” “FYI” and “Tuned-in.” I also put together short briefs and work on looking over stuff before it goes into final copies. Internships teach you a lot more hands on experience, I don’t think I would have been exposed to a lot of the things I am at my internship, I wouldn’t have been published in a regular class.”

Some majors do not accept internships, and students must take the actual capstone course for credit. Catherine Cirella, a senior marketing major, is taking two capstone classes right now, one for business administration and another for marketing.

“An internship would be more beneficial than the capstone class because the capstone classes try to teach you real world skills and give you real world projects without the benefit, impact or success of interning for a company,” Cirella said. “The classes are challenging, time consuming and teach you a lot, but you can’t put it on your resume.”

Alia Zukerman, a senior business management and marketing double major, is taking a business administration capstone course in which students participate in an online marketing simulation.

“The capstone classes offer a sense of culmination of learning over the past 4 years. It allows me to reflect on everything I have learned in a bunch of my past classes,” Zukerman said. “This required me to use information I learned within my intro level business classes, finance courses and marketing courses all together in one unified project that is actually hands on.”

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The difference between an internship and a capstone project in tertiary education

Internships and capstone projects are both common experiences for students in tertiary education, but they are distinct in their purpose and structure.

An internship is a supervised work-based learning experience that allows students to apply the knowledge they have acquired in the classroom to a real-world setting. Internships are often unpaid positions and are usually taken up by students in the later stages of their degree program. They are designed to provide students with hands-on experience in a specific industry or field of study and can be a great way for students to gain valuable work experience and make connections in their chosen field.

On the other hand, a capstone project is a culminating experience that is typically completed by students in their final year of study. Capstone projects are usually research-based and require students to show the knowledge and skills they have acquired throughout their degree program. Capstone projects are often completed under the supervision of a faculty member and may be completed individually or in a group. They are designed to challenge students to think critically and apply their knowledge in a real-world setting, and they are often used as a means of assessing student learning outcomes.

In summary, internships and capstone projects are different in their structure, and timing. Internships provide students with hands-on experience in a specific field or industry, while capstone projects are a culminating experience that allows students to demonstrate the knowledge and skills they have acquired throughout their degree program. Both experiences are valuable in their own right, and students should consider taking advantage of both opportunities if they are available to them. However, some institutions may require only one of these or may have different names for them. It is best to consult with your institution or program advisor for more information.

capstone project vs internship

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Internships and Capstone

The AD B.A.S. degree requires the completion of either a mentor-based internship or a self- or group-driven capstone project.

The internship coordinator will work with you to prepare for the job search, which includes creating and updating a technical resume, managing online profiles, conducting interview practice sessions, searching for positions, completing applications, and guiding follow-ups with employers.

Benefits of the internship include:

Please note that, although the program staff works to set up students for success through training and connections with industry professionals, you are ultimately responsible for securing your internship.

Capstone Project

Not all students choose to participate in an internship. In this case, the alternative is a capstone project, where the student or a group of students drives the project focus.

Benefits of a capstone project include:

Examples of past capstone projects include:

Internships and Capstone Projects

Student Services

Earn Real Life Experience

Learn valuable new skills outside of a traditional classroom. While exploring your career interests you will be able to simultaneously acquire knowledge of the field, industry and employer.

Develop New Skills

Build your soft, non-technical skills as well has your hard, technical skills. Employers seek new job candidates who are able to mix soft skills, such as communication and leadership, with hard-skills that are associated with the specific skill set required in a job.

Gain Competitive Advantage

Internship experience can provide you with an advantage when you apply for jobs upon graduation by adding work experience to your credentials.

Internships are a form of professional learning experience that integrates practical knowledge and learned classroom skills that will give students the opportunity to build and develop career paths; gain practical work experience, build their resume, and grow professional connections in their career field.

Students at ECCU have a choice to pick an Internship, Capstone Project or Comprehensive Exam in their Capstone course. The capstone project can allow a working adult to apply technical knowledge gained from the program to work related projects as applied learning. The Internship can serve as an alternative for Capstone project. Students participating in a for-credit internship must be registered for a related course, are required to complete graded assignments in relationship to their work with organizations and are advised by faculty during their work term. Students enrolled in a for-credit internship course are expected to intern a minimum of 13.5 hours per week during the 10-week term. Full-time internships students may be required to work 20-35 hours or more per week. Program internships can be paid or unpaid. The internship is considered as 3-credit or 135 contact hours.

Learning Outcomes

Upon successful completion of the Capstone course, students will be able to:

ECCU will determine if the internship option meets ECCU International Internship standards and guidelines and adheres to the Department of Labor Fair Labor Standard Act. Please review the Capstone course options located in the course syllabus for details about these options.

ECCU team will assist in matching students based on their learning experience, skills and academic specializations. ECCU will help provide students with ongoing support in all aspects of internship experience. All internships job are pre-qualified to meet ECCU standards and guidelines established for internships by the Department of Labor Fair Labor Standard Act and adherence to ECCU International Internship Policies. Through this internship program, student benefits the following outcomes:

Eligibility Criteria

Intern reporting requirements, learning / job connections, applying for internships.

To be eligible for the Internship Program, ECCU students need to adhere to the following:

The success of an internship depends on the partnership between representatives of the organization, the university, and the student. These three parties need to agree on the conditions of the internship, the responsibilities of each party, and the reporting requirements. Part of reporting requirements for interns are:

Identified Learning Goals

The learning contract allows the intern to document how, when, how often, with whom, etc., the learning goals are accomplished. The learning contract is a tool to formalize the internship. It includes information such as a description of the internship responsibilities (job description), goals and objectives, and how objectives will be met and assessed.

Identified learning goals allow students to assess their own progress, as well as allowing the internship mentor/supervisor to be able to assess the students. The mentor/supervisor, the intern, and the academic dean will sign the learning contract. Each partner will have a clear understanding of the expectations of the experience and what the final results should be.

Academic Assignments

This monitoring mode encourages reflection about the learning experience and invites the intern to critically reflect on the experience and to evaluate each learning goal outlined in the internship objectives. This method encourages interns to evaluate their experience in a more analytical manner, especially in relation to the context of other life experiences, their curriculum, and major field of study.

Mid Semester Check-In

The mentor/supervisor, the intern, and the academic dean will closely monitor the progress of the internship through written reports of job tasks learned, site visits, phone calls, and evaluations.

Final Evaluations

To be completed by both the intern and mentor/supervisor as a way to identify key areas of success.

Identify areas for improvement for the intern and the internship site.

Highlight personal strengths and prescribe solutions for the intern’s professional development.

Internships and capstone projects allow for applied avenues of academic knowledge in real world / work place settings. This facilitates a student being armed with work experience that combined with academic degrees and industrial certifications gives a student a broader tool kit of credentials to gain career advancement. These types of applied academic learning experiences combined with ECCU’s Cybersecurity Advancement Alliance program that promotes collaboration between the university and the cybersecurity industry provides improved opportunities to align learning outcomes with the needs of industry in hiring and placement. Often internship placements lead to fulltime job opportunities at the company of internship as the university, knowledge, student, and company are all known to each other.

Students would seek internship opportunities in their local area through the networking activities of the university, corporate partners and student initiative. Various online job service sites serve the internship market and work placements in similar ways to job search.

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Georgetown University.

Graduate School of Arts and Sciences

Capstone Projects

The final project is a key element of the Master of Health and the Public Interest program, as it provides valuable work experience and opportunities for jobs after graduation. Students typically conduct the capstone research project (3 credits) over the summer . Either participating faculty or students, following faculty approval, can arrange the capstone project . Students have th e option of working on a research study or health services project with a Georgetown or outside mentor, or working with an advocacy group, NGO, state or federal agency, international health organization, social science project, or epidemiological research program.

Requirements

The capstone can be an internship, a lab experience, or a mentored, independent study project. Most students working with a researcher participate in ongoing faculty-driven research. H istorically, some have completed an independent project, focusing on ly on projects that can be completed during th e summer (e.g., a re-analysis of existing or publicly available data, or an analysis of publicly observable behavior or health messages that would not require IRB approval).

Research opportunities abound at Georgetown and elsewhere, and we can place Capstone students in meaningful research-based internships. We have many options for capstone projects at Georgetown, including a variety of social science approaches, including psychology, sociology, and anthropology. For example, Dr. Yulia Chentsova has a project examining students’ sense of belonging and wellbeing, comparing minority and majority students from a variety of backgrounds. Dr. Fugh-Berman has a project that examines linguistic differences between industry-funded and non-industry-funded clinical trials and another that examines prescribers’ beliefs about therapeutic choices.

Evaluation Process

The primary mentor evaluates capstone projects through an assessment. This assessment is based on progress reports and a final report. For students working primarily with a non-Georgetown mentor, there is an assessment by the assigned Georgetown mentor. and at the end of the capstone, both the external faculty and the student evaluate the experience. The faculty committee gives the final grade for the capstone, taking the paper or report and the external advisor’s evaluation form into consideration. A faculty committee evaluates external capstone proposals, mentors, and sites. Criteria for external mentors include research experience and experience mentoring students.

Past Projects

Internships & Capstone Projects

Undergraduates at SUNY Potsdam are encouraged to obtain extra career related experience in their chosen field by doing off-campus internships. Contact the Experiential Education Office at (315) 267-2507 or visit their website to learn more. Examples of previous internships in which Computer Science students have participated include:

Capstone Projects

You must complete a "capstone experience" as part of your degree requirements, a unique feature of the CS program at SUNY Potsdam. Capstone experiences give you the opportunity to demonstrate your ability to apply the knowledge and skills you have acquired in the classroom and lab, typically to the solution of a real-world problem. You will ordinarily complete a capstone experience in an internship (under the direction of an external sponsor from industry) or through a senior project (under the direction of CS faculty).

At the conclusion of your capstone experience, you present both oral and written reports about your project. Your oral report is typically delivered at a meeting of the Board of Advisors.

The applied nature of a capstone experience gives you a competitive edge in seeking employment following graduation. This is especially true if you complete your capstone experiences through an internship: interns are frequently offered full-time positions at their internship companies after graduation.

View Capstone Requirements (PDF)

capstone project vs internship

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Capstone Projects and Internships

MCP Student Highlight – Steve Silverman

MCP Student Highlight – Steve Silverman

Time to highlight one of our amazing current Marine Conservation and Policy students, Steve Silverman !

Where did you go to undergrad? Binghamton University, graduated in 2020 with an Evolution, Ecology, and Behavior Biology Major and Environment Sciences minor.

Why did you choose the MCP program? I chose the MCP program for its interdisciplinary approach to marine conservation, and for the world-renowned faculty, many of whom are focused on public outreach/education.

What has been your favorite part of the program? My favorite part of the program has been getting to know the other students. Seeing the different perspectives on various topics due to our diverse backgrounds and interests really culminates for a great learning environment.

What is your internship? I am working at the Long Island Aquarium where I will be studying how effective a visit to the aquarium is at not only educating visitors, but also getting them to promote marine conservation and start to take action.

What do you like to do in your free time? I love to draw and create art. Recently I have been using procreate, an illustrative design app on the iPad, to create pieces geared towards environmental conservation.

Jonathon Gaare (MA, 2020)

Jonathon Gaare (MA, 2020)

Jonathon Gaare interned as a seasonal Park Ranger Interpreter for the National Park Service at the nearby Fire Island National Seashore and focused his project on science communication during a pandemic. The role of the Interpreter is to use their diverse wealth of knowledge of the park to engage and inspire visitors to learn about and enjoy its beautiful spaces. Jonathon found that due to the pandemic, traditional methods of science communication and interaction needed to be modified to maintain safety for all involved while still effectively sharing information and fostering visitor interest and investment in the local environment. Traditional communication tools, such as visitor centers could not be opened to the public, so fixed-point interpretation at doorways and frequent roving of the field were used to maintain good communication and capitalize on educational opportunities with visitors. Jonathon helped develop the “Watch Hill Expedition,” a combination of a self-guided tour and a scavenger hunt, which visitors could take part in rather than the traditional guided tours that would normally have been given. Jonathon spent much of the summer stationed at the Sailors Haven Visitors Center which is adjacent to the Sunken Forest. Using concepts learned in the MCP program he was able to provide a frontline opportunity for visitors to observe and recognize the true effects of sea level rise on this globally rare maritime holly forest.

Christine Suter (MA, 2020)

Christine Suter (MA, 2020)

Christine Suter conducted her internship with the Atlantic Marine Conservation Society (AMSEAS) based in Hampton Bays, New York, where she analyzed data on sea turtle strandings in the coastal waters of New York for the years 2010, 2012 and 2016. Her goals were to establish a procedure for analyzing the data, provide a baseline from which data in prior and subsequent years could be compared, and to identify trends relating to debris ingestion and entanglement within and between the three years observed. Most of the debris-related strandings she reviewed involved loggerhead turtles that had ingested soft plastic debris and latex balloon fragments, while most of the entanglement-related strandings involved leatherback turtles that had become entangled in lines from pot fisheries. In addition to analyzing the strandings data, Christine attended a series of necropsy training sessions with AMSEAS and assisted with several marine mammal and sea turtle necropsies throughout the summer.

Kayla Clauson (MA, 2020)

Kayla Clauson (MA, 2020)

Kayla Clauson interned as an educator and research assistant with Narragansett Bay National Estuarine Research Reserve (NBNERR) through the Rhode Island Department of Environmental Management on Prudence Island. Prudence Island is a remote island in the geographical center of Narragansett Bay that has a wide range of habitats which she explored and taught about. Kayla focused on science communication and translation; making science meaningful for a variety of audiences including homeschool groups, family programs, and virtual programming . As part of her individual research project she was the first person to monitor spawning American horseshoe crabs ( Limulus polyphemus ) on Prudence Island. The population was monitored across a latitudinal gradient during spring high tides occurring in June and July. Additionally, Kayla quantified the associated parasitic interactions between horseshoe crabs and their obligate triclad parasite, Bdelloura candida . Parasitic interactions are often overlooked in ecological monitoring, and Kayla used this opportunity to increase the scientific knowledge of interactions between the horseshoe crab, a target conservation species, and the parasite Bdelloura candida.

Nolan Slattery (MA, 2020)

Nolan Slattery (MA, 2020)

Nolan’s capstone study, a New York State Marine Aquaculture 2020 Prospectus , included a comprehensive review of both the history of shellfish and aquaculture in New York and recent policy events that have direct implications on commercial aquaculture in New York. In the Summer of 2020, two major policy events were underway: an executive order was issued with the intent of accelerating domestic offshore aquaculture and the development of a 10-year review of Suffolk County’s Shellfish Aquaculture Lease Program. Additionally, Nolan participated in the County’s lease program, operating as a restorative shellfish farm in 2020. He was able to use the insights he gained from first-hand experiences with environmental regulators, legislators, and local shellfish hatcheries in conjunction with his analysis of the current policy decisions taking place locally and nationally in the development of this prospectus. Automation, sustainability, and globalization were important factors considered while developing the prospectus. For more information about the shellfish farm Nolan founded, click here .

Carolyn Sukowski (MA, 2014)

Carolyn Sukowski (MA, 2014)

For her Capstone Project, Carolyn conducted shoreline surveys in the New York Marine District to examine the ingress, egress, and abundance of migratory shorebirds, including the proposed (September 2013) federally threatened red knot (Calidris canutus rufa). She also contrasted sediment cores from migratory shorebird foraging and non-foraging areas in order to determine preferred prey items for these species and to assess how available prey items determine distribution for these long-distant migrants. Carolyn worked directly with Cornell Cooperative Extension of Suffolk County’s Marine Program and the New York State Department of Environmental Conservation (NYSDEC) who spearheaded this project. Through these efforts, environmental conservation managers will gain a better understanding of shorebird migration patterns, critical habitat for these species, and the importance of horseshoe crab eggs in migratory shorebird diet which could potentially lead to the concurrent management of these species in the future.

Sara Hugentobler (MA, 2014)

Sara Hugentobler (MA, 2014)

Sara Hugentobler’s Capstone Project focused on the migration of Pacific Bluefin Tuna, a commercially important and heavily exploited species. To complete this project, Sara collected samples in Taiwan for stable isotope analysis. Pacific Bluefin Tuna make transoceanic migrations and from the data collected, age and diet differences should be able to elucidate migration patterns. This work will fold into a larger research study conducted by Stony Brook University post-doc Dr. Daniel Madigan. In order to complete this project, Sara received funding from the National Science Foundation’s East Asia and Pacific Summer Institutes.

Nico Hernandez (MA, 2014)

Nico Hernandez (MA, 2014)

The salt domes that create the Flower Garden Banks NMS support spectacular coral communities that are renowned throughout the world. Recent research revealed several vulnerable banks outside the current sanctuary boundaries leading the Sanctuary Advisory Counsel to propose boundary expansions and the creation of a research only area. Nico created socioeconomic profiles to help managers mitigate impacts to the three users, commercial fishermen, charter fishermen and dive boat operators. Demographic, cost and earning, knowledge attitude and perception as well as spatial activity (landings, person days, effort) were analyzed to reveal areas of economic importance. The profiles will be used in a spatial decision support tool that will allow the users to create their own boundary expansion alternatives and view the potential impacts. It will also be used in a post-implementation study to observe the actual socioeconomic impact is to users. Nico also helped created survey materials for a valuation study of Puerto Rico’s coral reefs, wrote technical document summaries and attended many meetings.

Amanda Eplett (MA, 2014)

Amanda Eplett (MA, 2014)

According to the Endangered Species Act, a review must be conducted on protected species every 5 years to determine if the species should be uplisted, down-listed, delisted, or if the current listing should remain the same. During her internship with the National Marine Fisheries Service Office of Protected Resources, Endangered Species Conservation Division, Amanda Eplett developed the first draft of the sperm whale 5-year review focusing on the recovery criteria provided in 2010 Recovery Plan. She reviewed literature from 2008-2014 from a variety of sources, such as journal articles, technical documents, and yearly stock assessment reports. The information was organized and summarized into the first draft of the 2014 sperm whale 5-year review. After the review was drafted, the information was analyzed based on the recovery criteria to determine if any change in listing was warranted. In addition to the 5-year review, Amanda also attended meetings, assisted with editing technical documents, and began development of a review paper.

Sarah Bailey (MA, 2014)

Sarah Bailey (MA, 2014)

Sarah Bailey conducted her internship at the National Marine Fisheries Service (NMFS) office in Narragansett, RI working as a statistical fisheries intern for Dr. Jon Hare. During this time Sarah analyzed the movement of a commercially viable fin-fish species, the Atlantic croaker, and was able to model their population distribution shift northward over the last 40 years using trawl data collected by NEFSC. With this information she the went on to better understand the mechanism behind this movement and found that it was linked to mean length, indicating that the larger fish within the population traveled the farthest poleward. Using this method of analysis, future research can be done on other commercial fish species in order to work towards a more fluid management regime, one that would be able to use the most up-to-date scientific information on fisheries populations to set more efficient regulations.

Elyssa Hopkins (MA, 2013)

Elyssa Hopkins (MA, 2013)

During her internship, Elyssa worked with threatened and endangered coastal species on Long Island under the Southampton Town Trustees. Elyssa monitored and established protection measures for shorebirds such as the piping plover, the least tern, the common tern, the American oystercatcher and the black skimmer, as well as two plant species, seabeach amaranth and seabeach knotweed. Protection measures included the use of symbolic string fencing, snow fencing, and predator exclosures. Elyssa evaluated the effectiveness of the exclosures on piping plover breeding success by analyzing monitoring data that had been collected over the past five years. The results, which advocate for responsible and strategic exclosure use, have been distributed to various conservation agencies across Long Island.

Kenneth Lang (MA, 2013)

Kenneth Lang (MA, 2013)

Kenneth completed an internship with the United Nations Development Programme (UNDP) / Global Environment Facility (GEF) International Waters Programme in which he worked with more than three dozen transboundary water environmental remediation projects funded by the GEF and implemented by the UNDP. In collaboration with project managers on four continents, Ken synthesized technical reports into a format accessible to a wider audience, including the water management community, potential donors and the lay public. Projects ranged from improving the state of the Benguela current off of South Africa, Namibia and Angola; to reducing pollution and dead zones in the Danube River and Black Sea; to reducing the use of mercury in artisanal gold mining amongst impoverished people. The common feature of all projects, which took place in Africa, Europe, Asia, and Pacific Island States, was bringing two or more countries together to tackle shared water environmental problems.

Sean Darsee (MA, 2012)

Sean Darsee (MA, 2012)

Sean developed an iPhone app to help border control and law enforcement personnel to identify traded fins from five especially threatened shark species (scalloped hammerhead, great hammerhead, smooth hammerhead, oceanic whitetip and porbeagle). He developed the app based on a paper and web-based fin guide produced by Debra Abercrombie and Dr. Demian Chapman (www.sharkfinid.org). Sean worked directly with the scientists and policy experts at the Pew Charitable Trust’s Global Shark Campaign. The prototype app was an important part of successful advocacy efforts to list these species under the Convention on International Trade in Endangered Species (CITES) in March 2013. It will be launched and made freely available to potential users as the new trade restrictions on these species take force in late 2014.

Other examples of organizations that our students have worked with include:

Atlantis Aquarium Blue Ocean Institute Chesapeake Commons Cornell Cooperative Extension of Suffolk County Institute for Ocean Conservation Science Mystic Aquarium

National Parks Service NYC Department of Environmental Protection NY Department of Environmental Conservation New York Seascape Riverhead Foundation

Shinnecock Bay Restoration Program Southampton Threatened & Endangered Species Program Suffolk County Water Authority The Friends of Flax Pond United Nations Development Programme Wildlife Conservation Society

School of Marine and Atmospheric Sciences, SoMAS, at Stony Brook University, Stony Brook, NY 11794-5000, USA Phone: 631-632-8700 [email protected]

Provided by Stony Brook University

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COMMENTS

Internship vs. Capstone
An internship gives you the opportunity to be a true social worker through application. A capstone gives you the opportunity to be a great
Capstones vs. Experiential Learning (Internships)
As a part of the Bachelor's program, students have the option to complete a two-quarter series final capstone project or one or two
Internship, or senior capstone?
“An internship would be more beneficial than the capstone class because the capstone classes try to teach you real world skills and give you
The difference between an internship and a capstone project in
Internships provide students with hands-on experience in a specific field or industry, while capstone projects are a culminating experience that
Internships and Capstone
Not all students choose to participate in an internship. In this case, the alternative is a capstone project, where the student or a group of students drives
Internships and Capstone Projects: Gain New Skills and Experiences
The capstone project can allow a working adult to apply technical knowledge gained from the program to work related projects as applied learning. The Internship
Capstone Projects
The capstone can be an internship, a lab experience, or a mentored, independent study project. Most students working with a researcher participate in ongoing
Capstone Project: The Internship Option
You and your advisor must complete and submit to the Environmental Science Program Coordinator a completed Capstone Internship. Declaration and Capstone
Internships & Capstone Projects
You will ordinarily complete a capstone experience in an internship (under the direction of an external sponsor from industry) or through a senior project
Capstone Projects and Internships
Capstone Projects and Internships ... A Capstone Project provides an opportunity for students explore a topic in detail, usually involving independent analysis of