capstone project for internship

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.

• Developing practical skills: Students may accomplish this project through immersive involvement with a research team; an internship with a government agency or a non-governmental organization, or through a closely monitored independent investigative project.
• Integrating knowledge gained in the program into a workplace environment.
• Honing writing and communication skills: Students will be required to write a final report of their experiences and will be provided an opportunity to present their experiences to the program.

Capstone or Internship Final Project

There are no comprehensive exams, and students are expected to successfully complete the capstone or internship requirement. To successfully meet the requirement, students must:

• File proposals for either a capstone or Internship project with the Program Directors prior to the start of the project. These proposals must outline plans for their research or fieldwork, complete with deadlines and expectations for the final written product to be submitted to the program. The mentors, placement site, and the directors’ approval of the proposals are required to move forward with the project.
• Produce a written report of no less than 20 pages, describing their research project or their fieldwork
• Write weekly blog posts on their experiences. This requirement fosters both cooperation and community among students who may be in far-flung places and positions. Faculty also monitor and comment on blog posts, and are available to consult with students to ensure the correct application of skills from coursework.
• Regularly check in with project advisors. Students are required to check-in during and end of the semester to ensure they are meeting project requirements and also resolving any challenges that arise.

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

• Graduate Research Internship at Georgetown Center for Children and Families by Eni Akinniyi
• Communicating Healthcare Issues at McCabe Message Partners by Chania Chambers
• COVID-19 Vaccine Distribution Methods Can Support or Undermine Official Health Commiunication in Racial and Ethnic Minority Communities by Brian Keyser
• Development of generic drugs based on the reform of China’s DRG healthcare system by Yibo Liu
• Puerto Rico Public Health Trust Internship by Ana López
• Graduate Research Internship with Georgetown University McCourt School of Public Policy’s Center for Children and Families by Ella Mathews
• “Dashing into the Opioid Crisis” Continued: Building a Mock Data Dashboard in ArcGIS to Address Washington, D.C’s Opioid Data Problem by Matt Reasor
• Internship at the Substance Abuse and Mental Health Services Administration (SAMHSA) by Sophia Rhoades
• T1International by Emmabella Rudd
• On Writing Pride & Prejudice: Healing Division in the Modern Family by Matt R. Salmon, DO
• Are Biologic Drugs the Future for Atopic Dermatitis? Should They Be? by Bronwyn Walsh
• Abortion and Birth Control Support (ABCS) Website: Resources for Sexual and Reproductive Healthcare by Krysta Aulak
• Breathing for Mental Health: Manual and Curriculum Development for an Oxygen Advantage® Training Program by Tiger Bye
• ¡Es Fácil! Development of a Visual Guide for Genetic Testing in a Population of Latina Women in the DMV by Anthony Chicaiza
• Legislative Associate Internship at Simon & Co. by Tierney Collins
• Falling Short: Cost-Effective Pricing and Disease Severity by Annie Dayton
• American Dental Education Association Policy Research Internship by Brianna Dean
• How Sports Connect to Health by Mary Pagano
• Abortion Resource Center: Crisis Pregnancy Centers by Jennifer Phunmongkol
• Bloomberg Opioid Prevention Initiative by Jewyl Raikes
• Public Relations Internship: McCabe Message Partners by Claire Sabin
• Office of National Drug Control Policy Internship by Kathleen Semansky
• Black Nurses Rock Internship by Maya Walker
• Stress, healthy eating habits, and healthy homes for the D.C. Latino Community by Alejandra Monroy
• Telehealth Implementation Project by Divya Vemulapalli
• To Womb It May Concern: Exploring Community Perspectives on a Birth Equity Hospital Designation by Esther Ebuehi
• Impact of COVID-19 on Food Insecurity by Felicia Reid
• Casa Alitas Public Health Internship by Jennifer Argueta-Contreras
• The Association Between Subjective Age and Depression Among MACS MSM Participants by Kelvin Blade
• #ChineseVirus: Examining COVID-19-Related Racial Discrimination on Twitter by Zoe Lee-Chiong
• Pimavanserin and Parkinson’s Disease Psychosis:An Example of Condition Branding for Drug Marketing by Daisy Daeschler
• Oasis Community Partners by Katharine Gray
• Access to Medicines Internship at Public Citizen by Nitika Gupta
• Libya OH-RRT Project by Caroline Jackman
• National Cancer Institute, Office of Cancer Complementary and Alternative Medicine by Sophia King
• The Community Action Cycle (CAC) Streamlining Practical Review by Susan Skinner
• Health Policy Research at the GU Center of Health Insurance Reforms by Mari Tikoyan
• “Cross-Sector Collaboration to Combat Urban Slums in Accra, Ghana” by  Oluwaseun Ajimoko
• “Netflix &…Cure Hepatitis C: Examining a Subscription Model of Drug Pricing” by  Elyse D.H. Barnard
• “Collaboration and Inclusion as Keys to Health Policy Reform” by  Lois Dankwa
• “Adherence to Clinical Follow-Up Recommendations Amongst HCV-Infected Patients and Impact on Associated Risk Behaviors” by  Allison Dormanesh
• “Center for Medicare and Medicaid in Baltimore, MD” by  Zehra Hussain 
• “LGBT Policy Intern for the Center for American Progress” by  Sarah Kellman 
• “My Journey Through DC and School-Based Health Centers” by  Esthanette Reid
• “NIH/NCI Office of Cancer Complementary and Alternative Medicine” by  Megan Sansevere
• “ All Means All: Understanding Medicare For All and Racial Justice” by  Grace Youn

New Mexico State University

Honors capstone internship program.

Instructor: Dr. Anne Hubbell

Email for more information: [email protected]

Students in the Internship Capstone course will need to have an internship in place before they sign up for or take the Capstone Internship course. They are encouraged to work with faculty in their Major or Minor to help them find internships in their discipline. Students should plan on working at their internship for 10 hours a week in the regular academic year or 20 hours a week during the summer. As this is a Capstone class, students will complete a Capstone Project which will be approved by the Internship Site Mentor and the Honors College.

CAPSTONE Internship Project Format/Sections:

Cover page with:

• Student Name

Project Summary

A brief summary of the overall goal of the project and the final outcomes to be developed from the work. Answer the question, “What is the planned deliverable as part of the project?”

Background on Project Area

This should include a review of the background situation and/or problem you are solving. Answer the question, “Why does this matter, what does it contribute to the organization?” Also, include relevant background information. For example, background information could include:

• A traditional literature review with peer reviewed scholarship
• Internet research (for example if you are researching different art exhibits to improve one you are working on)
• Research on social media or websites (for example, if you are working to improve a website for an organization)
• The background for your project area should demonstrate that you have learned about the relevant issues you are working with or on and your mentor in the organization and at NMSU for your internship should help guide you on what is appropriate to include in this area

Target Audience

Students should consider the individuals in the organization who will use the project they will create. This is not an extensive section but gives the student an opportunity to think about how they will write up the final project so that it is accessible to everyone in their target audience. Please also consider the students, faculty, and staff in Honors who you may present your project to upon completion. For this section, then, students should think about the demographics and education levels of the people in the organization where they work as well as the students, staff, and faculty in Honors they may present to. This should only be about a page to two pages long and not go into excessive detail. Also, if demographic data are not available, focus on what you do know about the individuals with regard to education and do not make any assumptions about the audience.

Project Implementation/Methods

Although the nature of the work will vary widely depending on the project to be completed, students must first provide a detailed description of the steps to be taken to complete the project. This is an opportunity for the student and advisor to ensure that the steps in the process from inception to completion are clearly identified in advance. For research projects, this will be the procedures and nature of the analysis. For an original creative activity, this might be the steps in the creative process to develop the final product.

After completion of the Project the student will need to write up their findings and how what they found impacted or will impact the organization with whom they are working and how it impacts them in their future education and/or careers.

Final Product

Regardless of the format of the work, all students are expected to submit a final written report as part of their end product. The written report might be a major final paper itself but for other students, (e.g., creative work) the report might be more like an artist statement or reflection on

the work completed. Although there is not formal page limit, almost all capstone papers will be 10+ pages in length but this is dependent on the discipline and the proposal (e.g., mathematical proof, brief research report with poster presentation for conference, 100 pages of a novel).

Dissemination

All capstone work should be developed with a plan for dissemination - proposals should specify where this work can be shared. Students can share on campus at URCAS, RCW, or structured exhibitions, but everyone is encouraged to design their work to share off campus in professional settings, at research conferences, or other public exhibitions.

A reference list of work cited in the proposal must be included in whatever format is appropriate to the discipline.

Capstone Internship Application

Medical Shadowing Courses

Honors Research

Honors Contract Form

Honors Internships

Capstone Internship Project Format

HONORS COLLEGE

Honors College

Crimson Scholars Program:

(575) 646-2542

Street Address:

2745 S. Espina St Las Cruces, NM 88003

Mailing Address:

Honors College P.O. Box 30001, MSC 3HON Las Cruces, NM 88003

• (575) 646-2005
• [email protected]

Connect With Us

• Scroll to Top

International

Quick links.

• Class Schedule
• Find Student ID#
• Pay Tuition
• Register, Add, Drop
• Safety and Security
• Transcripts
• Student Media Center
• People Pages
• Virtual Assistance
• About North Seattle College
• Equity, Diversity, Inclusion & Community
• Events and Rentals
• Facts and Figures
• Foundations
• Job Opportunities
• Leadership and Organization
• Mission, Strategic Plan, and Initiatives
• News Center
• Parking and Transportation
• Sustainability
• Where We Stand
• Areas of Study
• Programs A-Z
• Bachelor's Degrees
• Career Training
• College to Career
• College Transfer
• Continuing Education
• First Year Experience
• High School Programs
• Integrated Studies
• International Programs

Internships

• Pre-College and ESL
• Running Start

Enrollment & Funding

• Admissions Application
• Attend Orientation
• Campus Tours & Info Sessions
• Enrollment Services
• Financial Aid
• Placement for Classes
• Registration
• Request Information
• Seattle Promise
• Transfer Credits
• Tuition and Fees
• Undocumented Students
• Workforce Education

Student Services

• Career Services
• Disability Services
• Emergency Assistance for Students
• IT Services
• Opportunity Center (OCEE)
• TRIO Services
• Veterans & Military Services

Campus Life

• Campus Attractions
• Campus Events
• Food and Dining
• Health and Fitness
• Nature Around NSC
• Phi Theta Kappa
• Student Leadership & Engagement
• Student Life

Apply Request Info

• North Seattle Home Page
• Application Development
• Application Development Bachelor of Applied Science (B.A.S.) Degree

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:

• Work Experience: helping to build out a resume with demonstrable work at recognized companies and organizations.
• Applied Skills: allowing you to apply the skills you've learned in your coursework in real-world industry scenarios.
• Payment: many – but not all – technical internships are paid positions.
• Networking and References: build industry contacts and references for future employment.

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:

• Relevant Experience: relevant project experience helps to build out a resume with demonstrable work.
• Applied Skills: allowing you to apply the skills you've learned in your coursework in projects that are (or closely resemble) real-world scenarios.
• Flexible Schedule: capstone projects give the most flexibility in schedule.

Examples of past capstone projects include:

• A meal planning app that lets users create and edit recipes and add them to a meal plan calendar
• A mobile app and website for finding your way around the North Seattle College campus

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:

• Black River Systems Company, Utica, NY
• Lockheed Martin, Stratford, CT
• WayNorth, LLC, Watertown, NY
• Griffiss Institute, Rome, NY
• Juiced Technologies, Ronkonkoma, NY
• Alice, New York, NNEK, Fayetteville,
• NCGe Global Research, Niskayuna, NY
• Subcontracting Concepts Inc, Queensbury, NY
• IBM, Poughkeepsie, NY
• AXA Equitable Life Insurance, Syracuse, NY
• CheckWise Payroll, Albany, NY

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)

Healthcare Services and Sciences

Required capstone experience.

To graduate, students must complete a capstone experience (or transfer in an equivalent) - either an internship, capstone project or research project. A capstone experience is one that integrates HSS major studies, and extends, critiques and applies knowledge gained throughout the program. Students typically complete the capstone experience in the final semester before graduation. Please watch this 5-minute video about the capstone experience options.

• Most students complete an internship as their required capstone experience. Please watch this video about how to prepare for and apply to the REQUIRED capstone experience .
• Students who have at least one year of paid experience in healthcare or in a health-related organization may opt to complete a capstone project at their place of work instead of an internship. The required course for a capstone project is HSV 4895.  The required application process is the same for any type of capstone experience.
• Occasionally a student with extensive healthcare experience may decide that their future goals are best supported by completing a research project.  The required application process is the same for any type of capstone experience.
• For students who qualify for the Clinical Practice in Health (CPH) concentration, they may be able to transfer clinical placement experience for their capstone experience.

Internship in healthcare services (HSV 4900)

Students completing an HSS internship integrate and apply their knowledge and abilities, as well as hone skills in preparation for employment or graduate study in a healthcare or health-related organization. Please watch  this video about how to prepare for and apply to the required capstone experience .

In the semester prior to the internship, students meet with the internship coordinator to establish an appropriate, supervised placement that will further their education and professional objectives. A minimum of 200 clock hours is required for internships (some internships require more). A classroom seminar accompanies the internship placement (HSV 4900). Before completing the internship application, please read the HHS Internship Placement Process.   Additionally, all hosting agencies must have an affiliation agreement in place with WMU in order for a student to complete his/her internship there. Please read the Student Internship Agency Affiliation Agreement Requirements.

Background check information

Some sites require pre-internship testing. Students may be responsible for paying for these tests. To process your self-initiated background check, review the background check information and instructions.

Internship requirements 

• Students must complete all prerequisites before enrolling in any of the capstone courses.
• Apply to the internship program via the  Intern Placement Tracking (IPT)  system. Students must complete the application form and upload their resume and unofficial transcripts. See Application for Internship and Capstone Project  below. 
• Review the listing of internship site categories and list any placements they are interested in on their application.

After the application is received, the student will meet with the internship coordinator to establish an appropriate, supervised placement that will further their education and professional objectives.

Students must enroll in HSV 4900 (4 credits) and attend the internship seminar.

Students engaged in an internship must give evidence of having health insurance at the time of course enrollment.

WMU provides liability insurance coverage through a fee assessed at the time of enrollment in HSV 4900.

Students must have the minimum of a 2.5 GPA to enroll in HSV 4900 and to complete an internship. If a student misses the minimum GPA, the student will be given one semester to achieve the 2.5 before taking the course. If a student is unable to achieve the 2.5 GPA in one semester, the student will be dismissed from the program barring hardship circumstances. If there are hardship circumstances, the internship coordinator, the program coordinator and the director of the School of Interdisciplinary Health Programs will review the case.

Students who are registered, certified or licensed healthcare professional, may pursue a clinical experience IF it exposes the student to the development of new skills, or is in a situation outside their usual employment.

 CAPSTONE PROJECT (HSV 4895)

The capstone project provides students an opportunity to design and complete a project in health services. Only students who have completed at least one year of employment at a healthcare or health-related organization and have successfully applied for this option may select it. Students must complete a capstone experience application following the date guidelines for all capstone experiences. Students complete the project over one semester, usually at their current place of health care employment. This is typically the student's final semester of his/her undergraduate career. Student apply to the Capstone Project with the same Capstone Experience Application used for internships.

• The capstone project requires the student to conceive, plan and implement a special project in an area within the scope of healthcare services and sciences. Students usually work on this project at their place of employment, but not always.
• Capstone projects may take many different forms. Some examples are: patient satisfaction surveys in an applied setting, a written health literacy project, analysis of a health informatics system, clinical review of a therapeutic intervention, implementation of a quality improvement project, development of a patient manual or an educational program.
• Students will work under the supervision of an HSS onsite capstone project instructor.
• Students must enroll in HSV 4895 (3 credits).
• Enrollment in the capstone project course requires departmental approval from the HSS internship coordinator.
• If you have at least one year of healthcare experience and desire to take the capstone project course, you must complete the same capstone experience application as described about. The internship coordinator or graduate assistant will then discuss options with you after your application is complete.
• Students must have the minimum of a 2.5 GPA to enroll in HSV 4895 to complete a capstone project. If a student misses the minimum GPA, the student will be given one semester to achieve the 2.5 GPA before taking the course. If the student is unable to achieve the 2.5 GPA in one semester, the student will be dismissed from the program barring hardship circumstances. If there are hardship circumstances, the internship coordinator, the program coordinator and the director of the School of Interdisciplinary Health Programs will review the case.

 HEALTH AND HUMAN SERVICES INDEPENDENT RESEARCH (HSV 4890)

Restricted to certified, licensed or registered health providers, this course requires the completion of a student created research project related to a current issue in health and human services. The student must complete a capstone experience application following the date guidelines for all capstone experiences. 

The project must conform to the following standards:

Independent research standards:

• The student must select a research committee consisting of 1) a faculty mentor knowledgeable in the field of inquiry, and 2) a reader who will also act as a resource person (the resource person may work outside of the University).
• The program coordinator must approve the research project before the student can commit to this capstone option.
• Students must document their research project in a paper written in the professional or academic style appropriate to the discipline and presented in a public forum approved by the program coordinator .

Students must have the minimum of a 2.5 GPA to enroll in HSV 4890 and conduct independent research. If a student misses the minimum GPA, the student will be given one semester to achieve the 2.5 GPA before taking the course. If the student is unable to achieve the 2.5 GPA in one semester, the student will be dismissed from the program barring hardship circumstances. If there are hardship circumstances, the internship coordinator, the program coordinator and the director of the School of Interdisciplinary Health Programs will review the case.

 APPLICATION FOR INTERNSHIP, CAPSTONE PROJECT and research project

Western Michigan University's Healthcare Services and Sciences (HSS) program uses a web-based data management system called Intern Placement Tracking (IPT)  to track all students in field placements. This includes internships, capstone projects and research projects.

IPT allows the internship coordinator, graduate assistant and internship organizations to communicate with each other and with student interns. Students must complete and submit the online application for the HSS Internship (HSV 4900), Capstone Project (HSV 4895) or Independent Research (HSV 4890).  Information about the application process, how to set up an account and how to use the system can be found here:  REQUIRED HSS Internship and Capstone Project Application Link and Instructions

Application Deadlines

Applications are generally due one academic school year ahead of the semester in which the student wants to complete the internship, capstone project or independent research. Late applications are considered on a case by case basis.

College of Agricultural, Consumer and Environmental Sciences

Natural Resources & Environmental Sciences

• What We Do & Why It Matters
• Our Partnerships
• Student Ambassadors
• Diversity, Equity, Inclusion, and Justice
• Career Possibilities
• Financial Support
• Student Services
• Student Organizations
• Undergraduate Degree
• Graduate Degrees
• Certificates
• Study Abroad
• Online Programs
• Emeritus Faculty
• Affiliated Faculty
• Graduate Students
• Postdoctoral Researchers
• Research Areas
• Research Labs
• Outreach and Extension
• Research News
• NRES Seminars

Sample Capstone Internship Experiences

Below are examples of current and recent internships of NRES non-thesis M.S. students:

• Jeffrey Turner (2019), Intern with Guilford Soil and Water Conservation District:  An Analysis of Soil Conservation Plans: An Internship with the Guilford Soil and Water Conservation District in North Carolina
• Blake Colclasure (2015), Environmental Affairs Intern for Knight Hawk Coal, LLC:  Land Reclamation and Environmental Compliance of Surface Coal Mines - Internship with Knight Hawk Coal, LLC
• Jonathan Meisenbach (2015), Content Research and Writing Assistant for Bluestem Communications:  Addressing Risk in a Travel Guidebook
• Melissa Woerner (2015), Senior Biologist Education, New Jersey Department of Environmental Protection, Division of Fish and Wildlife:  An Analysis of Hunter Participation Trends and Potential Factors Influencing Hunter License Purchase Behavior in New Jersey - An Internship with New Jersey Division of Fish and Wildlife
• Melissa Brice (2014), Scientist at Kraft Foods Group, Inc.:  Proposed Alternative Outlet to Landfill for One Waste Stream at a Manufacturing Facility
• Todd Armbruster (2013), Forestry Technician for the U.S. Forest Service:  Forest Restoration and Management Internship with the United States Forest Service, Superior National Forest
• Amy Cameron (2013), Technician for Butler Soil and Water Conservation:  Nutrient Analysis of a Constructed Water Quality Basin
• Lydia Scott (2013), Community Trees Program Manager for The Morton Arboretum:  Development of an Urban Forestry Outreach Strategy for the Chicago Regional Forest by the Community Trees Program
• Jessica Pierson (2012), Naturalist for the Kendall County (IL) Forest Preserve District:  Illinois Public Museums Capital Grant Submission Project

View an interactive map of internships .

Program on the Environment

• College of the Environment
• University of Washington

Past Capstone Projects

Student Capstone projects address pressing environmental issues. Most fall within the following topic areas. Because of the interconnected nature of Environmental Studies as a discipline, many projects address more than one topic area.

Browse the lists below for sample Capstone project summaries to give you an idea of the projects students work on as part of the Environmental Studies Capstone

If you’re interested in hosting a Capstone internship apply here .

If you are seeking more examples of Capstones in a particular category, email Sean McDonald , the Capstone instructor.

Climate Change

Communications/advocacy, conservation/restoration, environmental education, environmental justice, environmental policy, food systems, renewable energy, sustainable business, urbanization, waste management.

• Liberty Online
• Residential
• Request More Information
• (434) 582-2000
• Academic Calendar
• Bachelor’s Degrees
• Master’s Degrees
• Postgraduate Degrees
• Doctoral Degrees
• Associate Degrees
• Certificate Programs
• Degree Minors
• Registrar’s Office
• Degree Completion Plans (DCPs)
• Course Catalog
• Policy Directory
• Academic Support (CASAS)
• LU Bookstore
• Research at Liberty
• Eagle Scholars Program
• Honors Program
• Quiz Bowl Team
• Debate Team
• Student Travel
• Liberty University Online Academy (K-12)
• Tuition & Costs
• Net Price Calculator
• Student Financial Services
• Scholarships
• Undergraduate
• International
• Apply for LU Online
• Online Admissions
• Online Tuition & Fees
• Military Students
• School of Law
• Osteopathic Medicine
• Convocation
• Campus Community
• LU Serve Now
• Liberty Worship Collective
• Office of Spiritual Development
• Online Engagement
• LU Shepherd
• Doctrinal Statement
• Mission Statement
• Residence Life
• Student Government
• Student Clubs
• Conduct Code & Appeals
• Health & Wellness
• Student Affairs Offices
• Campus Recreation
• LaHaye Rec & Fit
• Intramural Sports
• Hydaway Outdoor Center
• Snowflex Centre
• Student Activities
• Club Sports
• LaHaye Ice Center
• ID & Campus Services
• Dining Services
• Parents & Families
• Commuter Students
• International Students
• Graduate Students
• Disability Support
• Equity & Inclusion
• NCAA Sports
• Flames Club
• Varsity Club
• Williams Stadium
• Vines Center
• Liberty Baseball Stadium
• Kamphuis Field
• Ticket Information
• Flames Merchandise
• LU Quick Facts
• News & Events
• Virtual Tour
• History of Liberty
• Contact Liberty
• Visit Liberty
• Give to Liberty

Engineering students collaborate with industries on capstone projects

Search news archives, filter news articles.

Additional Navigation

May 8, 2024 : By Ted Allen - Office of Communications & Public Engagement

Capstone, also known as senior design, is the culminating academic experience for Liberty University School of Engineering (LUSE) students and a significant résumé-enriching achievement as they prepare to transition to professional careers.

“Each student works on a team of four to six to design a new product or process or make significant design improvement on existing systems,” said Dr. Howie Fang, a professor and chair of the mechanical engineering department and director of LUSE’s capstone program. “It’s a creative activity, and students do that for their client, who works with the student team over the period of two semesters.”

That creativity and collaboration was on display during Thursday’s Engineering Capstone Expo in the Montview Alumni Ballroom. For this academic year, LUSE offered 22 capstone projects to 97 engineering students with 18 projects from industry partners. Area businesses included Automated Conveyer Systems Inc., Centra, Delta Star, Framatome, Harco Fittings, Lawrence Companies, and Master Engineers & Designers. Students also worked with multi-industry companies such as Textron, and government agencies like NAVAIR, who have provided funding for and benefited from students’ innovative capstone projects. (See the full list of industry sponsors below.)

“It is very important for our students to learn real-world engineering problems and how to find solutions to those problems before they go out and get into industry as engineers,” Fang said. “Then, they are prepared and comfortable applying what they have learned in the classroom to real-life engineering challenges in their new jobs.”

Capstone teams involved students from all five engineering programs: mechanical, electrical, computer, industrial & systems, and civil engineering.

“Dr. Howie Fang is a world-leader in design optimization methodologies and has taught that in the context of the Creationeering process to the senior students while integrating it with real-world engineering problems,” School of Engineering Dean Mark Horstemeyer said, with Creationeering referring to his coined term for the interface between business and engineering and the creative inspiration from God in students’ research and design. “I am so proud to have Howie Fang in the LUSE as his leadership has raised the standard for the school.”

Such was the case for Tanner Randall, who will start this month at Framatome in its thermal hydraulics and component testing center after leading a team of six mechanical engineering students who worked under the supervision of Framatome mechanical engineer and software developer Greg Troyer to analyze the natural frequencies of nuclear reactor vessel internals (RVI), which facilitate fission in extreme environments. Christopher Pace, an electrical engineering student who worked on another Framatome-sponsored project, has also been hired by the company, which has its North American headquarters in Lynchburg, Va.

Katherine Rioux and fellow mechanical engineering students Fady Fayek, Caleb Schaible, and Logan Drawbaugh worked with Dr. Andy McIntosh from Leeds University in England to develop a Biomimic Novel Spray System, using the bombardier beetle as its model for extinguishing fires. She has landed a job working on E2D Hawkeye Airborne Command and Control Aircraft at NAVAIR in Patuxent, Md.

“It’s been a steep learning curve, but the cool thing about being tossed into the deep end is you either sink or swim, and I didn’t want to sink, so I learned,” said Rioux, who had internships with NAVAIR over the past two summers.

At last spring’s Expo, Josh Ingram and his team won the Capstone Legacy Award for their best product design for NAVAIR, a small tool that can be used to repair the engine of the V-22 Osprey tiltrotor aircraft. Ingram was hired by BWXT last May while Zach Deluth, another member of this team, was hired by NAVAIR.

“The team worked with NAVAIR really well, and the product the students delivered to them is ready to be made for them to use to maintain these aircraft, so they were really happy,” Fang said.

Due to the quality of work produced by the engineering students on that capstone project, NAVAIR’s Cherry Point, N.C., location sponsored two capstone projects for Liberty’s engineering students this year.

Several of the seniors said the capstone projects stretched them more than any other class they had taken toward their degree, challenging them to put what they have learned in the classroom into practical application.

“It’s hands-on, working with a real customer, solving real problems, and it really made them think through, identifying what the problem is, coming up with solutions to that problem,” School of Engineering Lab Manager Marc Jantomaso said. “They built really good relationships with the clients.”

In recent years, as the School of Engineering has grown — both in number of students and faculty and in reputation in the Lynchburg, Va., area and around the nation and the world — more and more connections have been made between graduating seniors and area engineering companies.

“Through the capstone program, we have built up some very good relationships with industry that will tremendously benefit our engineering students, as well as the industry, providing the students with opportunities to refine their learning and open doors for employers to hire highly skilled graduates,” Fang said. “It’s a win-win situation. We can have more impact for students if we bring real-world applications, real-world projects from industry and let students work with industry people directly in these projects.”

This year, the projects received more than four times the total amount of funding as last year, allowing the seniors to develop more elaborate projects with greater functionality.

“They have more financial resources now, so they can do more,” Fang said. “When you go out to industry, your project can run anywhere from hundreds to thousands of dollars. That is the scale type of work from industry, and that is very beneficial to students if you can have a project with that complexity. So, from that perspective, we try to attract as many industry projects as possible.”

With genius inspired by God, and plenty of direction from faculty advisors and the clients they are doing their capstone projects for, the student teams “make miracles happen,” said Liberty President Dondi Costin, who attended the Expo.

“I was blown away at every single station, and I couldn’t believe it,” he said. “This is a true testament of your education … (and) exactly what Liberty University is all about. It’s taking young men and women who have natural talent and who have been raised with character and who are brought here by God, who have an individual ability and skill and passion and motivation and coming together as a team and using that skill in concert with the skills of others who are just as intelligent and passionate and gifted.”

2023-24 Engineering Capstone Industry Sponsors

Automated Conveyer Systems (ACS) Inc.

Centra Health

Corvid Technologies LLC

Delta Star, Inc.

Energy & Automation, Inc.

FarmBot Inc.

Harco Fittings

Kapstone Projects LLC

Lawrence Companies

Master Engineers & Designers

McKee Foods Corporation

U.S. Navy’s Fleet Readiness Center East (NAVAIR)

Textron Specialized Vehicles

Related Posts

Liberty graduate completes bachelor’s degree at age 15

81-year-old veteran earns master’s degree in aviation from Liberty

Dr. Beth Koss receives CUSA’s 2024 Faculty Achievement Award

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Bloomington Indiana University Bloomington IU Bloomington

• Prerequisites
• Approval Criteria
• Application Process
• Registration
• Employer Information for Students

Informatics Capstone Experiences

Informatics Capstone

Showcase your skills and complete your informatics degree through a capstone project.

INFO I494/I495 (Fall/Spring)

Serve IT (Internship)

INFO I489 (must apply)

INFO I492/493

• Search UNH.edu
• Search Carsey School of Public Policy

Commonly Searched Items:

• Academic Calendar
• Masters Programs
• Accelerated Masters
• Executive Education
• Continuing Education
• Grad Certificate Programs
• Changemaker Collaborative
• Student Experience
• Online Experience
• Application Checklist: How to Apply
• Paying For School
• Schedule a Campus Visit
• Concentrations & Tools
• Publications
• Carsey Policy Hour
• Coffee & Conversations Archive
• Communications
• Working With Us

Master in Community Development Policy and Practice (M.A.)

The Master's in Community Development (MCD) program is completely online with some synchronous components. This program allows students to bridge theory and practice to drive real change in the community. Acquire universal skills for sustainable transformation, while engaging in a cooperative online learning that fosters camaraderie among peers and instructors. Your future in community development starts here.  About the Program

  Credit Hours: 36    |      Program Length: 14 Months    |    Tuition Cost

  Application Deadlines: Dec. 15 (Spring term) & August 1 (Fall term)

WHY GET A MASTER’S DEGREE IN COMMUNITY DEVELOPMENT?

Geared toward working professionals, our M.A. in Community Development (MCD) will equip you for a myriad of careers and jobs while preparing you through real-world training and connecting you to community-based partners and practitioners. You’ll learn the basis of community engagement and establish a foundation in sustainable and effective community development practices, all while learning to apply these skill sets across different sectors, including housing, health, finance, business development and more.

WHY CHOOSE UNH’S GRADUATE PROGRAM IN COMMUNITY DEVELOPMENT?

In our online community development degree program, you’ll learn from seasoned practitioners in economics, finance, organizational management, health and safety, and sustainable development. You’ll apply effective engagement and problem-solving techniques while working directly with a community on a four-term capstone project. You’ll also grow your professional network, connecting with respected experts across disciplines and continents. Designed for working professionals, this community development program enables you to earn your degree in just 14 months. No GRE is required for this program.

POTENTIAL CAREERS

• Business development officer
• Community development director
• Community engagement coordinator
• Economic development director
• Fundraising coordinator
• International development officer
• Nonprofit manager
• Policy analyst
• Project manager
• Program coordinator
• Social impact analyst

Contact Information

•   Apply Now
•   Contact Our Admissions Team
•   View our Application checklist
•   Learn About Scholarships & Financing
•   Check Out Our Recent Info Session
•   Join An Info Session

Curriculum & Requirements

Program description.

The online MA in Community Development Policy and Practice program (MCD) prepares you for a career in community and economic development. While earning this online, cohort-based community development degree, you will tackle real-world situations through a capstone community project and engage with leading experts and academics in a program designed for working professionals just like you. Through coursework and experiential opportunities, you will learn from seasoned practitioners in subjects ranging from economics and community financing to community organizing and public health.

• The MCD program is fully online and is ideal for working professionals
• Gain effective community development skills and tools through an applied four-term capstone project in your community
• Connect with respected field experts across disciplines, including faculty and peers
• Start in the fall or spring and graduate in 14 to 24 months
• The GRE is not required to apply to this degree program.

Program Delivery & Location:   Core academic courses for the MCD degree are offered online with choices for taking optional elective courses online or in person on UNH campuses. Students are free to carry out their capstone projects in their chosen community.

Degree Plan

Sample degree plan: fall start (typical), mcd sample degree plan:  spring start.

With full faculty support, students carry out a four-term capstone project in their communities by completing actionable assignments throughout the series of four (4) applied project courses. 

A variety of MCD electives and other Carsey graduate courses are offered each term. This includes the MCD Independent Study course (DPP 990) taken under the guidance of an MCD faculty member. Students wishing to pursue elective courses outside of the MCD program should consult with their MCD Academic Advisor for guidance and approval.

Requirements for the Program

Students enrolled in the Carsey School's MA in Community Development Policy and Practice program (MCD) are required to complete a 36-credit program, consisting of 12 courses including a four-term capstone project:

• Five (5) CORE Curriculum Courses
• Four (4) EXPERIENTIAL LEARNING Courses
• Three (3) ELECTIVE Courses

These provide the applied foundational community and economic development skills in strategy, practice, and analysis for a successful career in community development. In this program, students will examine each of the core interdisciplinary areas within the cross-cutting lenses of public policy, data collection, and analysis as students directly apply what they learn in the classroom through a capstone project centered on community engagement for sustainable development. Further opportunities for depth and specialization are provided through a variety of elective courses which vary each year as well as the opportunity to conduct independent studies to delve deeper into a specific aspect of a student's community or capstone project.

A variety of elective courses are offered throughout the program. This can also include DPP 990 Independent Study . Students wishing to pursue elective courses outside of the MCD program should consult with their MCD Graduate Academic Advisor for guidance and approval.

Student Learning Outcomes

• Develop interdisciplinary knowledge and skills to integrate theory, policy, data collection, and analysis.
• Acquire an understanding of complex development issues and problems.
• Apply learning to real-world situations.
• Effectively communicate findings to various audiences both verbally and in writing.

About the Program: The Carsey School's Masters in Community Development program puts you in the driver's seat of your own capstone project, directly applying what you learn in the classroom to an on-the-ground project in your community. Learn best practices and the universal skills and tools for creating sustainable change in any community. You’ll discover the importance of community development programs and gain a future-focused understanding of how to build and implement them.

MCD Capstone Projects

Funding Your Education

Explore program details, frequently asked questions, application, what do you look for in an applicant.

The Master of Community Development looks for applicants who have the proven academic ability to complete a rigorous course of study and ideally one or more years of relevant experience. We evaluate all candidates based on the following criteria: the personal statement, résumé/curriculum vitae, transcripts of prior college and/or graduate schoolwork, and letters of recommendation.

The personal statement is the single most important part of the application. In it you should clearly demonstrate your interest in the program and how it fits into your specific career goals. It should be a clear, concise statement of your relevant past experiences, including academics, research, and/or work experience. The statement should also include an expression of interests and an explanation of your goals in pursuing a master’s degree.

Do you accept applicants directly from undergraduate school? 

Individuals with very strong academic records who have also had significant internship and/or study abroad experience may be accepted.

Tuition and Payment

I have a sponsor who will be covering the tuition of my program. how should they make payments .

Please view tuition costs on our Funding Your Education webpage . Students receiving sponsorship by government agencies, companies, or other third parties should forward notices, bill authorizations, or other evidence of the sponsorships on official letterhead to: 

UNH Business Services  Attention: Third-Party Billing  11 Garrison Avenue  Durham, NH 03824  Full details and instructions can be found on the UNH Business Services Payment Methods webpage . Program costs and technology fees are subject to change. 

Course Fees:  Specific courses may have additional course fees. Visit the course schedule for more information.

Financial Aid

Federal Unsubsidized Direct Loans are a form of federal aid available to Graduate Students. To apply, you must complete the Free Application for Federal Student Aid (FAFSA) .

Additional Financial Aid Information

Does this program offer any scholarships? 

The Carsey School of Public Policy offers a limited number of tuition scholarships to students who have submitted the online application. For consideration of a Carsey School Scholarship, please submit your  Online Scholarship Application Form  by March 15. Qualified applicants will be notified within three weeks of application completion. We encourage students to leverage their scholarship by seeking additional aid opportunities.

What alternative funding opportunities are available? 

We strongly encourage you to look into other outside scholarship opportunities from organizations such as the World Bank, Fulbright, the Ford Foundation, or the American Association of University Women (among others).  Domestic students are eligible for both private and federal loans. More detailed information can be found on the UNH Grad School’s Financial Aid webpage .

What if I am waiting to hear about an outside scholarship and can not submit all the requirements?  

If you are unable to submit all of the documentation necessary to hold your space in the class, please email Sanjeev Sharma  promptly to provide details of your situation so that he can advise you on the best way to proceed.

Education Awards

The Carsey School is proud to partner with state and nationwide public service organizations to provide educational opportunities. These partners provide financial support to their employees, members, and alumni to pursue a master's degree at Carsey. Education awards allow students to further their education and expand their impact

. Learn more about carsey education awards

Carsey Education Awards

Electives are available in many substantive areas. Topics and courses are added on a continuing basis. In addition, independent studies with leading experts can be arranged to match specialized student interests.

Students may propose additional electives if those electives make sense in terms of the student’s interests and academic plan. Discussion with an academic advisor should inform this choice.

Elective Courses are offered in many Substantive Areas, including:

Balancing Resource Management, Land Use and Development

• Community Development Finance
• Community Medicine and Epidemiology
• Current Issues in Microfinance and Microenterprise Development
• Environmental Sciences and Infrastructure for Sustainable Communities and Development
• Environmental Sustainability and Development
• Financing Development
• Global Health
• Housing Development
• Independent Study
• Negotiation Strategies
• Nuts and Bolts of Microfinance
• Public Safety and Community Development
• Sexuality and HIV/SIDS in Sub-Saharan Africa
• Social Enterprise
• Sustainable Agriculture and Food Systems
• Sustainable Engineering for Development Practice
• Workforce Development

Departments throughout UNH offer Elective Courses, including:

• Business Administration
• Health Policy and Management
• Human Development and Family Studies
• Natural Resources
• Political Science
• UNH School of Law

Connect With Us

Explore the Online Experience

MCD Faculty

• Meet Our Students

Carsey School of Public Policy

• Carsey Stories: Local Community Development
• Carsey Stories: From Ukraine to Durham
• Carsey Stories: Community Capstone Project
• Carsey Stories: Expanding Horizons
• Carsey Stories: A Degree for Working Professionals
• Carsey Stories: Careers in Nonprofit Management
• Carsey Stories: Different Perspectives
• Master of Global Conflict and Human Security (Online)
• Carsey Stories: A Flexible Degree Program
• Carsey Stories: A Calling to Civic Leadership
• Carsey Stories: Earning Your Degree Your Way
• Carsey Stories: Leveraging Education for a Late-Career Move
• Carsey Stories: Serving Others Through Affordable Housing
• Carsey Stories: Building Skills
• Carsey Stories: It's All Worth It!
• Carsey Stories: Communicating Policy
• Carsey Stories: Say "Yes!" to Opportunity
• Carsey Stories: Sustainable Solutions
• Carsey Stories: Just Do It!
• Carsey Stories: Representing
• Carsey Stories: Intern Working Against Internment in Washington, D.C.
• Carsey Stories: Dreams Fulfilled
• Master in Public Policy and Juris Doctor Dual Degree MPP/JD
• The Judge William W. Treat Fellowship
• Governor John G. Winant Fellowship
• Master in Public Policy Fellowships
• S. Melvin Rines Fellowship (MCD Students)
• Meet Our Alumni
• Meet Our Faculty
• 2023 Washington, D.C., Colloquium Highlights
• Master in Community Development Capstone Projects
• Master of Public Administration Capstone Projects
• Recorded Information Sessions
• Upcoming Information Sessions
• City of Concord Employee Award
• Coverdell Fellowship Award
• First Responders Education Award
• Inclusiv Education Award
• LISC Employee Award
• NALCAB Education Award
• National Development Council Award
• NeighborWorks Award
• OFN Employee Award
• Segal AmeriCorps Match Award
• City Year Award
• Semester in the City Award
• The Washington Center Award
• Center for Impact Finance
• Center for Demography
• New Hampshire Preschool Development Grant Project
• New Hampshire Listens
• Local Civic Health Guide
• School Funding Study
• FedGovSpend Explorer
• Tracking Changes in the North Country
• New Hampshire Civic Health Index
• What is New Hampshire?
• Research Webinars
• Carsey Blog
• Newsletters
• Social Media
• For the Media

• Sustainability
• Embrace New Hampshire
• University News
• The Future of UNH
• Campus Locations
• Calendars & Events
• Directories
• Facts & Figures
• Academic Advising
• Colleges & Schools
• Degrees & Programs
• Undeclared Students
• Course Search
• Study Abroad
• Career Services
• How to Apply
• Visit Campus
• Undergraduate Admissions
• Costs & Financial Aid
• Net Price Calculator
• Graduate Admissions
• UNH Franklin Pierce School of Law
• Housing & Residential Life
• Clubs & Organizations
• New Student Programs
• Student Support
• Fitness & Recreation
• Student Union
• Health & Wellness
• Student Life Leadership
• Sport Clubs
• UNH Wildcats
• Intramural Sports
• Campus Recreation
• Centers & Institutes
• Undergraduate Research
• Research Office
• Graduate Research
• FindScholars@UNH
• Business Partnerships with UNH
• Professional Development & Continuing Education
• Research and Technology at UNH
• Request Information
• Current Students
• Faculty & Staff
• Alumni & Friends

• Skip to Content
• Skip to Main Navigation
• Skip to Search

Indiana University Indianapolis Indiana University Indianapolis IU Indianapolis

• Undergraduate Majors
• Apply to the Accelerated Program
• Master's Degrees
• Doctoral Degrees & Minors
• Minors & Certificates
• General Education
• Artificial Intelligence
• Bioinformatics
• Computer Science
• Data Science
• Health Informatics
• Health Information Management
• Library & Information Science
• Informatics
• Media Arts and Science
• Study Abroad in Greece
• Study Abroad in Finland
• Micro-Credentials
• Freshman Applicants
• Returning Students
• Master's Degree
• Doctoral Program
• Graduate Certificates
• Change or Declare your Major
• Admitted Students
• Student Ambassadors
• Virtual Tour
• Undergraduate Webinars & Information Sessions
• Graduate Student Information Sessions
• Summer Camp
• Earn College Credit
• Biomedical Informatics Challenge
• Computer Science Challenge
• Incoming Undergraduate Scholarships
• Undergraduate Scholarships
• Graduate Scholarships
• Accelerated Program Cost & Aid
• Travel Funding
• Tuition Reduction
• Peer Advisors
• Forms & Policies
• Become a Student Leader
• Student Organizations
• Honors Program
• Laptop Requirements
• Equipment Checkout
• Luddy Knowledge Base
• Student Facility Access
• Biomedical Informatics B.S.
• Health Information Management B.S.
• Informatics B.S.
• Media Arts and Science B.S.
• Bioinformatics M.S.
• Health Informatics M.S.
• Applied Data Science M.S.
• Human-Computer Interaction M.S.
• Master of Library and Information Science
• Media Arts and Science M.S.
• Find a Job or Internship
• F-1 Students & Internships
• Library & Information Science Internships
• Internship Checklist
• Forage: Virtual Job Simulations
• Forage: Earn Credit
• Network with LinkedIn
• Big Interview
• Elevator Pitch
• Cover Letter
• Informational Interview
• Interviewing
• Technical Interviewing
• The Offer Process
• The Negotiation Process
• Freelance Work
• Grant Proposal Writing
• Schedule an Appointment
• Request a Career Services Presentation
• Featured Employer Days
• Resume Reviews
• Portfolio Reviews
• Presentations and Workshops
• Employer Career Fair Registration
• Research Centers & Labs
• Undergraduate Research
• Research Events
• Luddy Strategic Plan
• Meet Fred Luddy
• Faculty Openings
• Faculty Directory
• Staff Directory
• Media Requests
• Contact Admissions
• Request Undergraduate Information
• Request Graduate Information
• Get involved
• Advisory Boards
• Advisory Board
• Department Blog
• Strategic Plan
• Multimedia Stories
• News Archive
• Luddy Leads Blog

Student Showcases

• LIS Industry Speaker Series

Luddy School of Informatics, Computing, and Engineering

• Alumni & Giving
• Departments
• News & Blog

See why a degree from Luddy makes sense, now more than ever

Our capstones are held at the close of each semester and celebrate and showcases the work of graduating students from the Luddy School of Informatics, Computing, and Engineering in Indianapolis. Student capstone projects represent the culmination of knowledge and abilities in a particular area of specialization.

Upcoming showcases

There are no events at this time.

Informatics and Communications Technology Complex/IT Building 535 W. Michigan Street, Indianapolis, IN 46202

Please park in the   Gateway Garage , across from the school on Michigan Street. The garage is just to the north and west of the Informatics and Communications Technology Complex/IT Building.

Luddy School of Informatics, Computing, and Engineering resources and social media channels

• Schedule a Visit

Additional links and resources

• Degrees & Majors
• Scholarships

Happening at Luddy

• Pre-college Programs

Information For

• Current Students
• Faculty & Staff Intranet

Luddy Indianapolis

USC Career Services is moving to Handshake. connectSC will not be available starting July 1, 2024. Learn more

• Faculty & Staff
• Parents & Families
• First-Generation Students
• International Students
• Job Seekers Who Were Formerly Incarcerated
• LGBTQ+ Students
• Student Accessibility
• Students of Color
• Undocumented & DACA Students
• Veteran Students
• Womxn Students
• Advertising, Marketing, and PR
• Architecture, Construction, and Design
• Business Management and Administration
• Computer Science and Information Technology
• Consulting and Finance
• Data Science, Statistics, and Artificial Intelligence
• Education and Research
• Engineering
• Entertainment, Media, and Communications
• Environment and Sustainability
• Government, Non-Profit, and Public Administration
• Health and Life Sciences, Biotech, and Pharmaceuticals
• International Opportunities
• Law, Policy, and Social Justice
• Performing and Visual Arts
• Career Development Process
• Appointments & Requests
• Explore Events
• Personal Finance
• Resumes/Cover Letters/Curriculum Vitaes
• Interview Preparation
• Offer Negotiation
• On-Campus Jobs
• On-Campus Recruiting
• Workplace Success
• Professional Development Advice
• eNewsletter
• Meet the Team
• School-Based Career Services

The Possible Zone

Commonwealth corps service internship program: the possible zone – entrepreneurship program co-teach.

• Share This: Share Commonwealth Corps Service Internship Program: The Possible Zone – Entrepreneurship Program Co-Teach on Facebook Share Commonwealth Corps Service Internship Program: The Possible Zone – Entrepreneurship Program Co-Teach on LinkedIn Share Commonwealth Corps Service Internship Program: The Possible Zone – Entrepreneurship Program Co-Teach on X

The mission of the Commonwealth Corps service internship program is to engage Massachusetts residents of all ages, backgrounds, and identities in direct service to strengthen communities, address critical needs, and increase volunteerism. Through hands-on experience, Commonwealth Corps members gain professional skills and valuable knowledge while positively impacting diverse communities in our state.  

The Massachusetts Service Alliance (MSA) is a private, nonprofit agency that oversees the program and supports host site partners and members to find success throughout the program year. The three (3) Commonwealth Corps members with The Possible Zone will serve 10 months in a full-time capacity. They will join a diverse corps of members across Massachusetts who share a common desire to discover their passion and build their network in service to their communities and the Commonwealth.

Each Commonwealth Corps member at TPZ will work directly with TPZ students and full-time educators as a “Co-Teacher” – a second adult in the classroom who will help customize and differentiate instruction and support individual students and student teams as they progress through TPZ’s project-based curriculum.  Each Commonwealth Corps member at TPZ will co-teach six classes per week (2 classes two days per week, and one class two days per week), supporting students social-emotional development, as well as the development of career-related skills.  Throughout their 10-month term of service, each Commonwealth Corps member will receive professional development related to youth development, education, trauma-informed practices, and other key areas of knowledge that will help each member during their term of service and throughout their career. Approximately 75%-80% of each TPZ Commonwealth Corps member’s time will be focused on co-teaching, related preparation and co-planning, and professional development.  In addition, each Commonwealth Corps member at TPZ will spend 20%-25% of their time on a “capstone” capacity building project, which will strengthen TPZ and its program while also helping each Commonwealth Corps member develop lasting knowledge and skills.  Members will also spend time each week on Massachusetts Service Alliance-related activities, which will also be part of their 40 hours of service weekly.

Please see the full job description on our website.

Who You Are:

You must be:

• A Massachusetts resident with legal authorization to work in the U.S.
• 18 years of age at minimum (member age range is 18 – 70+ years old)
• Excited to give back to your community and interested in developing your skills and gaining new professional experiences
• Able to balance service internship commitments with personal commitments in a sustainable way
• Experienced working with young people, either in a volunteer or paid capacity
• Someone with a passion for equity, education, youth development, or nonprofit management, ideally with an interest in exploring a career in these areas
• Someone who believes in the power of young people to shape their own futures

It would also be great if you:

• Are an alumnus of TPZ or a similar program
• Have experience in one or more of the areas listed above as “capstone” projects
• Have studied and/or worked in science, technology, engineering, arts, and mathematics (STEAM)
• Have experience and/or an interest in a career in teaching/education
• Speak a language other than English — multi-lingual candidates encouraged to apply 

What You’ll Get:

• Stipend of $1,250 semi-monthly while in service – up to $26,250 for the full term of service, minus taxes and withholdings
• Health insurance (individual coverage only) 
• A $500.00 per month rental stipend throughout your term of service, if you are a tenant on a lease or sublease
• An MBTA pass throughout your term of service
• Member assistance program, including unlimited, confidential, 24/7, phone counseling services and up to three free, in-person counseling sessions, plus a lot more
• Completion award of up to $4,000 upon successful completion of service, minus taxes and withholdings
• Reimbursement for outside training or professional development opportunities relevant to member’s service and/or goals (Up to $100; Dependent on approval from MSA)
• Extensive training from MSA with a diversity, equity and inclusion focus and other professional development opportunities
• Limited reimbursement for travel to Corps-wide MSA-sponsored activities
• Internet reimbursement up to $50/month while required to complete some service from home if required by site
• Limited travel reimbursement from their host site for certain service-related travel away from their usual service location, according to that agency’s policies
• Mental Health/Personal Day once per month counting towards 8hrs 
• Planned absences and time off at the discretion of the host site, TPZ.  Time off does not count toward total hour completion.
• TPZ closed during Winter Holiday Break, 12/25/24 – 1/1/25 (does not count toward planned hours requirement)

https://www.idealist.org/en/nonprofit-internship/7d8a1ad622be43c0bbd33eefcff1ae6b-commonwealth-corps-service-internship-program-the-possible-zone-entrepreneurship-program-co-teacher-the-possible-zone-boston?utm_source=symplicity&utm_medium=feed&utm_campaign=listings-api

• Clark School Administration
• Ways to Give
• Contact Us About Giving
• Directories
• Corporate Partners
• A Ventilation Coach for Opioid Overdose...

A Ventilation Coach for Opioid Overdose Bystanders Takes Top Prize at Inaugural Capstone Design Expo

• student competition
• undergraduate
• capstone design expo

Dean's Award winners with Testudo, Dean Samuel Graham, Jr., and Fischell Department of Bioengineering Chair John Fisher

The opioid overdose epidemic—which claimed more than 110,000 lives in the U.S. last year alone—has prompted an urgent need for accessible solutions to save lives outside of hospital settings.

Maryland bioengineering seniors rose to the challenge in the Clark School’s inaugural Capstone Design Expo by developing a device that empowers bystanders and non-EMTs to properly and safely provide overdose victims with rescue breaths.

Their capstone design project, “ Accessible Ventilation Coach for Opioid Overdose Bystanders ,” won the Dean’s Award (and a $1,000 prize) at the May 1 event, held on UMD’s College Park campus at the XFINITY Center. The bioengineering team’s innovative adjunctive device, which uses a printed circuit board, connects to a bag valve mask (BVM) and provides visual guide LEDs for the proper rate and depth of breath compressions, along with feedback LEDs synchronized with the user’s performance. An audio system also provides coaching during use, guiding users in real time to increase or decrease their speed or pressure of compressions. Advisors to the team were Associate Professor Ian White of the Fischell Department of Bioengineering and Robert E. Fischell Institute for Biomedical Devices , and physician scientist, entrepreneur, and Associate Dean for Innovation and Physician Science Development at the University of Maryland School of Medicine, Dr. Jason Rose.

“The number one cause of death from opioids is respiratory failure,” explained team lead and Clark School senior Kelly Yeung, “so the best immediate treatment is to support respirations. But safe use of a BVM requires training: That’s why we developed this device, to empower people to perform life-saving breaths before EMS arrives,” said Yeung, who also works as an additive technician at Terrapin Works . “We’ve imagined that this could be similar to an automated external defibrillator for cardiac arrest—and stationed in similar locations.”

The Capstone Design Expo brought more than 500 senior-level students from across Maryland Engineering’s civil and environmental, aerospace, mechanical, and bioengineering programs to present their capstone projects. Working under the guidance of faculty members and industry experts, students engaged in a year-long engineering project process that culminated in the design competition judged by experts in their respective fields.

“I want to thank our students for designing these innovative engineering solutions to some of the grand challenges we’re facing. We are very proud. These projects point to your quality work and collaboration—and to your desire to make a difference in the world through engineering,” Clark School Dean Samuel Graham, Jr., told the participants at the event.

Capstone Design Expo Photo Gallery Recap Video

Civil and environmental engineering senior projects ranged from heat index and power outage emergency frameworks, to analysis of roadway infrastructure, to “cooler” solutions for bus stop design in Washington, D.C. Working under the guidance of Professor Deb Niemeier , the Clark Distinguished Chair in Energy and Sustainability, with senior project manager at Allan Myers Will Sigafoose as client contact, the department’s winning project, “ Alternative Central Avenue Conduit System ,” provides a case study in response to the Central Avenue Design-Build project in Baltimore and serves as a general guide for future conduit redevelopment projects.

“The students are eager to show what they’ve accomplished, not only solving engineering problems but helping to solve ethical and social issues, too,” said Nii O. Attoh-Okine , chair of the Department of Civil and Environmental Engineering. “It’s not all about profit, but it’s about answering the question, ‘how did we touch others with our design’?”

Bioengineering and biocomputational engineering majors worked to make medicine safer, more effective, and more accessible through projects that aim to improve current standards of care for treating aneurysms, diagnosing Covid-19, improving the tracheostomy process, and more. The winning team’s project, “ A Modified Syringe Design to Simplify the Preparation of Weight-Based Pediatric Medication ,” proposes a cost-effective, user-friendly, syringe-like device that features an adjustment dial to reduce risk of error and improve pediatric patient outcomes.

Project judge Matthew Dowling ’12 is founder and chief scientific officer of biotechnology research company Medcura and a member of the department’s advisory board. Having participated in departmental capstone showcases for several years, he said he always enjoys the interaction with students. “I get to hear how they’re learning about bioengineering and applying what they learn,” he said. “It’s great how they’re partnered with clinicians who introduce them to real, unmet needs—that’s huge.”

Alison Flatau , chair of the Department of Aerospace Engineering, called the Capstone Design Expo “a fantastic opportunity for students and faculty.” She said she was impressed with how well teams of more than twenty students tasked with mission challenges were able to integrate their pieces of the larger, system-level scope. “It gave me a great sense of pride seeing how well prepared our students are for taking on the big and high-impact challenges that are ahead of them.”

Project judge Megan Bock ’06, M.Eng. ’10 , a missions systems engineer at NASA Goddard Space Flight Center, remembers her own capstone process as a Clark School student. “I know what the capstone experience did for me. I learned a ton, and it was probably the most realistic simulation of life as a NASA engineer,” she said. That’s why she returns to campus: “I view this as part of the cycle of life, and I want to come back and see who I’m going to be working with someday.”

Harry Dankowicz , chair of the Department of Mechanical Engineering, noted the enormous diversity—and coverages—he saw at Capstone Design Expo. “Even in different engineering disciplines, our students are often tasked with the same kinds of challenges, and they have to bring in tools from outside of what they’re immediately learning,” he said. “There’s both the diversification of the problems and the convergences that really make a difference to solutions.”

As executive vice president and chief operating officer at the Housing Authority of Baltimore City, mechanical engineering alumna and project judge Monica Watkins ’94 is always on the lookout for tomorrow’s engineers. “I have made it my personal mission to be involved,” she said, and she liked what she saw. “What I’m observing is the thought process—the intentionality, the critical thinking, the strategic planning and design. We value those skills. Not just that you’re an engineer, but that you have the mindset to work through problems and recommend solutions that we may not have considered.”

For the Dean’s Award winners, the team is looking ahead to what’s next for their medical device to empower opioid overdose bystanders. “I was super stoked to hear from everyone that they wanted to see this go to market and that they see this as a viable solution,” said Yeung. “Moving forward I want to see where this goes. I think it could be something big.”

To read more about all 98 student teams, visit the Capstone Design Expo site .

Published May 8, 2024

Related Stories

Stories / April 26, 2024

Engineering Students Fabricate Tomorrow’s Solutions Today

Stories / April 30, 2024

79 Undergrads Recognized at Annual Honors & Awards Celebration

Stories / February 29, 2024

Inside Alumni Cup

Stories / April 8, 2024

Seven Maryland Students Receive Vertical Flight Foundation...

Stories / January 4, 2024

Three UMD Students Named Among Aviation Week Network’s Class...

Stories / November 28, 2023

Meet the A. James Clark Scholars Class of '27

Stories / October 17, 2023

Introducing the Clark Scholars Program Network

Stories / August 2, 2023

Making Engineering Make 'Cents' to Teens

Stories / July 13, 2023

Terrapin Rocket Team Flies High, Takes Second in Category at...

Stories / June 29, 2023

UMD Takes Second at VFS Design-Build-Vertical-Flight Competition

  63589 75222   [email protected] Virtual Tour

• Enquire Now!
• Enquire Now
• Here @ AIDTM

Summer Internship Program

We believe that summer internship programs are 'practical avenues of knowledge and learning'. A SIP holds enormous worth in the employment market. When pursuing for job placements after completing PGDM, the interview questions are predominantly on the internship report drafted by the student. Our summer internship opportunities focus hands-on learning with top notch organizations. Students get a glimpse into the corporate world, moreover, moving on from front-row seat or fence sitter to shaping a prospective career alternative.

Capstone Project

AIDTM designs capstone projects that encourage students to think critically and solve challenging problems. These projects are interdisciplinary, in the sense that it is essential for students to apply skills or investigate proceedings across diverse subjects’ regions or domains of knowledge. Capstone Project revolves around a particular framework:

Determining a topic

• 1. Do a literature/documentation review.
• 2. Formulating your thesis.
• 3. Presenting your research.

Capstone projects are a significant way of exhibiting the proficiency of learning. This type/class of work can assist our students to regulate their competence and inclination to illustrate what they have learned throughout the trajectory of their project.

Industry Visits

Industrial visits are essential as to provide students with an apprehension regarding internal operations of companies. With an aim to go beyond academics, industrial visits impart students a practical perspective on the world concreted on corporate structure. It provides students with an opportunity to learn practically through interaction, working methods and employment practices. It gives them exposure to current work applications with a relevance to course they have opted in AIDTM. Industrial visits furnish an excellent opportunity to interact with high profile professionals and learn business networking too.

Interim Placement Report Batch 2021-23

Leading Recruiters

• Tech Mahindra
• Panasonic Life Solutions
• Crayon Data
• Tiger Analytics

The Ohio State University

• BuckeyeLink
• Search Ohio State

2024 Honors & Awards Ceremony

Welcome to the 2024 Honors & Awards Ceremony page. Awardees will be listed under their award category. Congrats to all of our winners!

Here are pictures from the event.

Outstanding Research

The purpose of the Outstanding Research Award is to recognize students for their research contributions within the department.

Outstanding Researcher

Mechanical engineering outstanding academic achievement awards.

The Outstanding Academic Achievement Awards are given to students who excel in academics among others in their graduating class. It is to reward them for their hardwork and efforts in their classes.

Top Academic Award - Mechanical Engineering Major

Aerospace engineering outstanding academic achievement awards, top academic award - aerospace engineering major, aerospace engineering outstanding senior award.

The Outstanding Senior in Aerospace Engineering is presented to an aerospace engineering student who has not only excelled academically, but has also demonstrated a great deal of leadership and community involvement.

Outstanding Senior

Madi Herrmann

Rob Wolf Outstanding Senior Award

Each year this award is presented to a senior mechanical engineering student in memory of Rob Wolf, a 1997 graduate of the Department of Mechanical Engineering. It was created to recognize students who excel academically while taking an active role in department, college, university or community organizations. The award is sponsored annually by the Wolf family.

In order to be considered for the award, students must have a 3.0 minimum cumulative point-hour ratio and meet at least two of the following criteria: be active in a professional or honorary society; have demonstrated leadership in a campus activity or done community service; have participated in campus-wide activities; and have worked during academic year to defray costs.

Each year a committee is formed to select two finalists and one awardee.

Rob Wolf Outstanding Senior Award Finalists

Michael Valcarcel  Andre Macarini Mascarenhas   

Rob Wolf Outstanding Senior Award Winner

Carter Taylor 

Graduate and Undergraduate Teaching Associate Award

These awards are intended to recognize exceptional teaching provided by a graduate teaching associate and undergraduate teaching associate in mechanical or aerospace engineering.

Outstanding Graduate Teaching Associates

Outstanding undergraduate teaching associates.

Anastasia Anikina

Stillman Robinson Lifetime Achievement Award

The Stillman Robinson Lifetime Achievement Award is presented to retired or emeritus alumni who have distinguished themselves over their lifetimes by contributing to the advancement of their chosen profession. Robinson joined Ohio State in 1878, and was the founding chairperson of the Department of Mechanical Engineering.  He was also one of the founders of the American Society of Mechanical Engineers, and received an Honorary Doctorate of Science degree from Ohio State in 1896. This was previously known as the Charles Kettering Lifetime Achievement Award.

2024: Kenneth Diller

Rudolph Charles Edse Award in Space Engineering

The Rudolph Charles Edse Award in Space Engineering is presented to Aerospace Engineering Program alumni who have made significant contributions to successful engineering and/or scientific advances in space related products or programs.  Edse moved to Ohio State in 1950, becoming the director of the Rocket Research Laboratory. His research developed several possible propellant combinations, and determined their combustion characteristics and combustion stability limits.  He was also one of the first to study cryogenic rocket propellants.

2024: Ken Davidian

Garvin L. Von Eschen Award for Leadership in Aeronautical Engineering

The Garvin L. Von Eschen Award for Leadership in Aeronautical Engineering is presented to Aerospace Engineering Program alumni who have demonstrated technical and administrative excellence in leading successful aerospace projects and organizations. Von Eschen joined Ohio State in 1946 as the first chairman of the newly established Department of Aeronautical Engineering. During the next three decades, he provided vision and guidance to the growing department as it established highly rated undergraduate and graduate programs, as well as laboratories for aerodynamic and rocket research.

2024: Joseph Connolly

Thomas French Achievement Award

The Thomas French Achievement Award will be presented to alumni who have distinguished themselves as scholars and educators. French, a 1895 graduate of Ohio State, served as a professor of engineering drawing at his Alma Mater, introduced new teaching methods, and authored a popular textbook. He was awarded the Lamme Medal in 1943 for his achievements.

2024: James Schmiedeler

Ralph Boyer Young Achiever Award

The Ralph Boyer Young Achiever Award is presented to alumni who have risen rapidly in their chosen profession, and made significant contributions to engineering products and/or programs before the age of 40. Boyer, a 1930 graduate of Ohio State, achieved chief engineer status, and contributed significantly to his company while still a young man.

2024: Charles Muse and Sarah Watzman

Marion Smith Service Award

The Marion Smith Service Award will be presented to alumni who have distinguished themselves by providing a level of service to the community, the university, and/or society above and beyond what is expected in their position as they made significant career contributions.  Smith received his master’s degree in mechanical engineering in 1947 from Ohio State.  He served for more than 37 years as a faculty member and associate dean of the College of Engineering, giving generously of his time to students and alumni.

2024: Colonel John Cherry

E.G. Bailey Entrepreneurship Award

The E.G. Bailey Entrepreneurship Award is presented to alumni who have demonstrated exceptional entrepreneurship as they invented new products, processes, or procedures that have been successfully manufactured, adapted, or utilized. This award honors E.G. Bailey, a 1903 graduate of Ohio State, and inventor of the Bailey meter. Bailey left an engineering job to develop and manufacture his meter which dramatically improved boiler efficiency and has been used world-wide.

2024: Sampriti Bhattacharyya

Alan Gregory Loofbourrow Business Achievement Award

The Alan Gregory Loofbourrow Business Achievement Award is presented to alumni who have been recognized for their significant contributions in guiding a successful product or service business, major industrial organization, or government entity. Loofbourrow, a 1925 graduate of Ohio State, was elevated to chief engineer of the Chrysler Division by 1945.  Continual advances took him to the position of vice president and director of engineering, to vice president in charge of quality and reliability, and to Chrysler’s Vice President of Engineering, from which he retired.  During his career, he was one of the industry’s foremost spokespersons for the engineering profession.

2024: Andrew Orben

Related News