This year marks the 25th anniversary of Webb Institute’s Winter Work partnership with Stolt Tankers, a collaboration that has given generations of students the opportunity to apply classroom knowledge aboard real working vessels. From standing midnight watch to inspecting reduction gears, Webb students gain hands-on insight into ship systems, life at sea, and the engineering challenges that drive the maritime industry forward. This partnership holds special meaning for Webb. Our President, Mark Martecchini, once served as President of Stolt Tankers. During this year’s internship, students aboard the Stolt Effort even discovered a poster signed by him from 2009 still displayed on the ship.

What follows is a Q&A reflection from one of this year’s interns, Alexis Ells ’27, capturing the learning, growth, and pride that comes from being part of this legacy.

Lexi Ells and Ben Taylor on board the Stolt Tankers for their Winter Work Internship term.

What was your day-to-day like aboard the Stolt tanker, and what kind of projects or tasks did you get to be part of?
My day-to-day responsibilities during Sea Term were divided between two distinct roles, deck cadet and engine cadet. As a deck cadet, I stood the 00:00–04:00 and 12:00–16:00 watches under the guidance of Second Officer Sophie De Decker. Adjusting to this schedule was initially challenging— especially waking up at 23:30 for the midnight watch—but I quickly adapted. Finding the right balance between meals, rest, and work took some time, but once I settled into the rhythm, I thoroughly enjoyed the experience. Sophie was incredibly knowledgeable and supportive, particularly when it came to helping with questions related to the Sea Term project.

During my time on deck, I participated in cargo operations and assisted on the bridge during port maneuvers and berth shifts. One of the most memorable experiences was helping Sophie repair the ship’s magnetic compass after its sensor had detached. This task took us to the highest point on the vessel, where I gained hands-on insight into the compass’s mechanics and functionality. It was a unique and rewarding learning opportunity.

The second half of my Sea Term was spent in the engine department. Unlike the deck side, we weren’t assigned to a specific officer; instead, we were encouraged to explore areas that interested us each day. Third Engineer Benji stood out as an invaluable resource—he was not only instrumental in guiding us through our projects but also had an impressive command of the ship’s systems and manuals. We knew we could always rely on him for clear explanations and support.

One particularly fascinating experience was observing Benji and the Second Engineer conduct a check on the reduction gears. Watching the gears in motion and understanding how they meshed provided a deeper appreciation for the complexity and precision of the ship’s propulsion system.

Was there a moment where something you learned in class clicked while you were onboard?
Throughout my time on the ship, I found numerous opportunities to apply concepts from our Marine Engineering and Naval Architecture courses. Seeing real-world ship stability reports—something we studied in Naval Architecture II—brought classroom theory to life. Similarly, learning about the ship’s engines directly connected with topics covered in Marine Engineering I, made the experience both exciting and educational. One particularly valuable connection was with the piping project from Marine Engineering II, which proved incredibly helpful when creating the six major piping schematics required for our Sea Term project.

These are just a few examples, but nearly every day presented a new chance to either apply previously learned material or gain fresh insights that deepened my understanding.

What did you learn from the crew or engineers whether technical skills, problem-solving, or just life at sea?
The crew and engineering staff were incredibly generous with their knowledge throughout the voyage. They took the time to explain how various systems operated, walked us through cargo operations, and even discussed design challenges they encountered. Their openness created a rich learning environment and made it easy to ask questions and engage deeply with the material.

Beyond the technical instruction, the crew also made a point to include us in onboard activities, which helped maintain high morale during long stretches at sea without port calls. These moments were just as important as the technical lessons, contributing to a well-rounded and positive experience.

The depth of knowledge we gained is reflected in our Sea Term reports. These projects served as a culmination of everything we learned, allowing us to demonstrate our understanding and ensure we made the most of our time aboard.

On the bridge of the ship.

How did this experience challenge you or help you grow, both as a student and as a future engineer?
Living aboard a ship was unlike anything I had experienced before. Unlike life on land, we couldn’t simply step off the vessel whenever we wanted—we had to wait for a convenient berth while in port. At one point, we spent nearly three weeks at sea. While that may sound daunting, I wouldn’t have wished for anything different.

This extended time onboard gave me a deeper appreciation for the importance of thoughtful ship design, especially considering that crew members often spend months at sea. It also helped me grow as a student, fueling my curiosity and desire to continue learning. Being immersed in the ship’s environment allowed me to explore its many systems and gain a comprehensive understanding of how everything operates on a day-to-day basis.

What was it like getting to represent Webb at Stolt, and how did the company make you feel as a student-intern?
Stolt has a long-standing history of hosting Webb interns— going back over 25 years— and it truly showed during our time aboard. As student-interns, we were welcomed with enthusiasm and given countless opportunities to observe and participate in fascinating onboard procedures. The crew was not only generous with their time and knowledge but also ensured we had dedicated time to work on our Sea Term projects, which was incredibly helpful.

It was especially meaningful to know that the Stolt Effort had hosted Webb students the year prior, including Andrew Karafa ’26 and Everett Botwinick ’26. Many of the same crew members and engineers were still on board and excitedly asked about them as well. Being part of a ship culture that already understood and valued Webb’s academic mission made our experience even more enriching. The crew’s investment in our learning over the eight-week period made a lasting impact.

Alexis Ells ’27 in the engine room.

How did it feel to intern at a company that our own President once helped lead? Did that connection add meaning to your experience?
One day, while sitting in the conference room, we found ourselves looking at the many awards and posters displayed on the walls. To our surprise, we noticed that one of them had been signed by President Martecchini back when he was the Managing Director in 2009. It was a powerful moment of realization. Seeing the journey from Webb student to a leadership role in ship management and design was incredibly inspiring.

For me, that moment showcased the potential impact we, as future engineers and naval architects, can have on the lives of those who live and work aboard these vessels. It reminded me that our work goes far beyond technical drawings and calculations—it directly affects the safety, comfort, and efficiency of life at sea. That realization has stayed with me and continues to fuel my passion for this field.

What advice would you give to other Webbies (students) on making the most of their Winter Work internships?
Enjoy every second—because eight weeks truly flies by! The experiences we gain through these internships are invaluable. From working in a shipyard during freshman year to living and working aboard a vessel that crossed the Atlantic, every moment has been nothing short of amazing.

These internships are what set Webbies apart. They highlight just how much Webb teaches us in only four years and give us the chance to apply that knowledge in real-world settings year after year. Being able to connect classroom theory with handson experience has been one of the most rewarding aspects of my education so far.

I’m incredibly excited for the next two years, when I’ll have the opportunity to contribute to the design process in an office setting. Each step of this journey continues to build on the last, and I can’t wait to see where it leads.