Academic Expectations at Ball State University
A Senior Honors Creative Project
by
Janie Fuschetto
Advised by
'- +~ Yl.L'-M?~-%~:""~
Dr. Maria Williams-Hawkins
and
by
Erin Kennedy
Advised by
Dr. Alan Richardson
Ball State University
Muncie, Indiana
May, 1997
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Abstract
Purpose of Thesis.
This thesis project, a video titled "Academic Expectations," was produced
for the Office of Orientation at Ball State. It is meant to inform incoming students
about the different academic services available at Ball State as well as
encourage them to do such simple, yet sometimes neglected, activities as going
to class, studying, and seeking outside help if needed. The video intends to
encourage freshmen to think about their academic habits before they get to
campus in the fall.
Acknowledgrnen1~
Thanks to the many students, faculty, and staff of Ball State University
who assisted in the creation of this video. Especially deserving are Susan
Flanagin, who saw a shared need (she needed a video, some seniors needed a
thesis idea); Arno Wittig, who shared the idea; Joanne Edmonds, who helped
shape the idea; Beth Livingston, Bob Archer, Mike Green, Rhonda Newbill,
Maude Jennings, and Dan Treber, who appeared in the video and made such
insightful statements; the media lab staff; our advisors, Maria Williams-Hawkins
and Alan Richardson; Sam Watkins, who shared his Freshmen Convocation
footage; and Krista Longtin, who contributed her wonderful footage. Finally,
special thanks to the Honors College staff for being so highly organized and so
highly patient.
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Organizational Profile
Office of Orientation
The Orientation Office at Ball State University, located in Lucina Hall,
organizes programs to acquaint incoming students with the campus. A branch of
the Office of Admissions, the Orientation Office completes the process of
recruitment t,y making new students feel comfortable about starting classes at
Ball State. During June and July, the Orientation Office hosts the largest of its
orientation programs. Approximately 5,000 freshmen attend two-day sessions
where they loarn about campus policies and services plus register for classes
and get their student I.D.s In December, the office hosts a similar program on a
smaller scale" where approximately one hundred freshmen prepare for entering
Ball State in the spring semester. Non-traditional students and transfer students
have a chance to attend programs similar to spring semester orientation for
traditional freshmen.
The Orientation Office is comprised of two professional staff members
who divide their time between this office and the Office of Admissions. There
are also numerous support staff members. During the actual orientation
program, the office depends on employees from several areas of campus to
provide their expertise and services. Currently, Susan Flanagin heads the office
as director of orientation. The assistant director of orientation is Lisa Horst.
Administrative Coordinator of the office is Connie Sacksteder, who supervises
two student office assistants. Approximately twenty-five students work
throughout the year as orientation student leaders and family leaders.
The video Ms. Flanagin would like produced will encourage incoming
students to consider how they will approach the academic side of life at Ball
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State.
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Analysis of Client's Needs
During freshmen orientation, a great deal of information is presented to
the new students in a short period of time. The Orientation Office would like
incoming students and their families to digest and hold on to as much
information
CiS
possible so that the students can use this information to be
successful during their freshmen year. An issue that has become a great
concern on this campus is freshmen retention. The Orientation Office wants to
help prepare incoming students for academic success. The hope is that
students who come to Ball State with knowledge of classroom expectations will
be able to stay at Ball State beyond the first semester of their freshmen year.
While planning the agenda for the two days of summer orientation, the
directors try to create programming that is informative as well as exciting.
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Several offices around campus are invited to present their services to the new
students and their families. During the two day program, the orientation staff
encourages the new students to think about issues they might encounter at
college and how such campus services may be useful in dealing with those
issues. One such issue is academics.
Instealj of presenting academic expectations to new students in a long,
boring presentation, the directors would like the information presented in smaller
pieces, though constantly reiterating academic services and professor
expectations. A video could present such information in a short period of time in
a highly-interesting manner. Both the formal administration view of academics
and the informal student view of academics could be used. The Orientation
Office stresses the importance of using students in all of its programs because
students lend a credibility to the information that faculty and administrators
cannot.
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Cfienfs Needs (continued)
The directors would have the option of showing the video along with the
presentation by Academic Advising or during another part of the program. After
viewing the video, new students would have several opportunities to meet with
current Ball State students who would be able to confirm the content of the
video.
The Orientation Office would be able to measure the effectiveness of the
video with a questionnaire for students to complete after viewing it. The video
alone would not be able to solve the retention problem; it should, however,
encourage students to think about academic expectations before getting to
campus in the fall.
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Program Proposal - Academic Expectations
PURPOSE OF pROGRAM
To inform incoming freshmen of the various academic services available on the
Ball State campus.
To encourage incoming freshmen to consider what will be expected of them in
the classroom before they start classes in the fall.
AUDIENCE
Primary:
Incoming Ball State freshmen
Secondary:
Family members of incoming freshmen, Ball State administration,
current Ball State students, prospective Ball State students and
their families
The proposed video, which will run approximately 10 minutes, will be
shown to inc()ming freshmen and their families during summer orientation.
Instead of causing students to fear their classes and their professors, the video
is meant to encourage the freshmen to think about their college classes and
consider the expectations each professor will have. The video will also discuss
various services on campus where students will be able to get help in their
classes. ShOwing the video to family members will add another place where
freshmen can turn for academic advice.
Hosting the video will be a Ball State student who will introduce such
issues as attetnding class, studying outside of class, visiting the Learning Center,
and seeking help from professors outside of class. The narrator will be shown at
-
the Arts Terrace (the site of spring commencement), in a classroom, in a
residence hall room, and in the Learning Center. Other students will also speak
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Program Proposal (continued)
on the video, discussing their personal academic experiences. Freshmen are
more likely to believe their peers telling them about the importance of studying
and going to class than administrators. The music that will be used will be
upbeat, fast-paced music, creating the atmosphere of excitement and presenting
the idea that the academic side of college life is not meant to be boring.
Faculty members will discuss their expectations about students. Patricia
Keith-Spiegel's speech from the 1996 Freshman Convocation will be used as
footage. In rler speech, Keith-Spiegel discussed university-wide expectations.
Other professors will be shown in their offices discussing expectations more
specific to their own classes but which can be applied to other classes, too.
Transition shots will be of buildings around campus and of students
engaged in such activities as studying and walking to classes. Graphics will
introduce each topic. At the end of the video before the credits, a graphic
display will list various offices and services that provide academic assistance.
VISUALS
INFORMATION
AUDIENCE EFFECT
1. MONTAGE
Fast-paced montage
showing scenes of
campus.
Ball State students:
Walking to class,
studying.
Draws attention.
Fast-paced, 1990sstyle music.
2. INTRODUCTION
Narrator wal~jng down
steps of Arts Terrace.
Site of commencement.
Sense of excitement
picturing themselves
in similar situations.
Sense of excitement
thinking about what
college has to offer,
what awaits them in
four years.
-
Program Proposal (continued)
(VISUALS
3. GOING TO CLASS
Fast-paced montage.
It'lIEORMATIOt'll
AUDIEt'liCE EFFECI
Various shots.
Sense of action.
Students entering
classroom building.
Logical transition to
next scene.
Attention-grabbing.
Narrator in a
regular-sized
classroom, walking
from desk to front
of class.
Most classrooms at
Ball State are not
large lecture halls,
making it easier for
professors and other
students to notice
absences.
Representation of places
where students should
be spending a significant
amount of their time.
Interview with professor
Students who go to
class regularly are
more successful than
those who often skip
class.
Knowledge that
professors think it's
important their students
are in class.
Program Proposal (continued)
VISUALS
Interview with professor
about studying.
It-IEOBM8IIOt-l
Professors
often do not make
regular aSSignments.
8UDIEt-iGE EEEEGI
Realization that professors
expect that their students
will take the initiative to
study.
Interviews with students
about studying
Study habits may
take time to develop
but are important.
Realization that Ball State
students do not neglect
their studies.
Several shots of
different students
giving and receiving
tutoring help.
Knowledge that seeking
outside help is acceptable.
Narrator in Learning
Center.
The Learning Center
offers free tutoring
services and study
sessions for students.
Feeling of comfort
knowing that academic
help is readily available
at minimal cost.
Interview with professor
about students using
office hours.
Professors have
regular office hours,
making it easier for
them to help their
students outside of
class.
Knowledge that professors
are committed to helping
their students.
Interview with student(s)
about using outside-of
-class help.
Many options are
available to stUdents:
Learning Center,
Academic Advising,
professors. Students
can choose what works
best for them.
Comfort knowing that
they can use services
without feeling like doing
so is "uncool"
5. OUTSIDE HELP
Fast-paced montage.
-
Program Proposal (continued)
VISUALS
6. SUMMARY
Fast-paced montage.
II'clEOBMATIOI'cl
AUDIEI'clCE EEEECI
Various campus
scenes.
Sense of action.
Patricia Keith-Spiegel's
Freshmen Convocation
address.
Freshmen Convocation,
held at the beginning of
fall semester, gives the
faculty an opportunity to
offer advice to incoming
students.
Formal nature of
Convocation makes
information seem even
more important.
Interviews with students.
Final advice.
Freshmen will more likely
follow advice because it
comes from peers, not
administrators, faculty, or
parents.
Narrator with concluding
remarks at Beneficence.
Because of the many
extracurricular and
social opportunities
on campus, focusing on
academics may be
difficult.
Understanding
that education is
the main reason
for being in college;
extra-curricular activities
are secondary reasons
for being in college.
Questions/Topics for Student Interviews
Why did you choose Ball State?
What did you expect your classes to be like?
Skipping classes
What did you expect about the professors at Ball State?
Study Habits in high school
Did you think you would have to make any changes in your study habits?
Have you had to make changes?
How do you approach studying now that you have been in college for at
least a couple of months?
What types of outside-of-class help do you use or recommend?
How can freshmen be successful at Ball State?
Do you have any other advice or suggestions to incoming freshmen?
Questions/Topics for Professor Interviews
In general, what do you feel are Ball State's academic expectations
(university-wide)?
What are your own expectations? What do you expect your students to
do in your classes?
What will you do for your students if they meet your expectations?
What is your attendance policy? How does class attendance affect
students' grades?
How much time would you expect your students to spend outside of
class?
Do you mention university academic services in class or encourage your
students to use them?
How can services such as Academic Advising or the Learning Center
supplement your classes?
What is your advice to incoming freshmen?
"Academic Expectations"-Writer's Script
1. FADE IN:
Shot of Ball State University flag, leading into a fast-paced montage of
different shots of campus and students on campus.
MUSIC: Fast-paced, 1990s style music UP AND UNDER
EXAMPLES:
-Students walking to class
-Students studying
-Different buildings - people entering/exiting buildings
-Flowersrrrees framing different shots
-Duck Pond
-Frog Baby
-Campus Shuttle
2. DISSOLVE TO GRAPHIC - Academic Expectations
LS OF ARTS TERRACE
CU OF ARTS TERRACE
Narrator:
Every May, over two thousand
Ball State Graduates converge
on this spot as part of
commencement exercises.
In four years, you'll want to be
here, too.
But it may be hard to think about
graduation just yet with all the
exciting opportunities awaiting
you here on Ball State's campus.
But there are a few things you'll
need to consider now so that
eventually you can wind up here.
LS ARTS TERRACE
_
Writer's Script (continued)
3. MONTAGE
Fast-paced montage similar to opening montage.
MUSIC: Same as opening Up AND UNDER
4. DISSOLVE TO GRAPHIC - Going to Class
LS OF NORTH QUAD
CU OF CLASSROOM
(WITH NARRATOR)
FOLLOW NARRATOR
Narrator:
As a college student, this
setting will be familiar to
you, or at least it should
be.
This is a classroom at Ball
State, and regardless of
what you may hear, you
do need to go to class in
order to succeed at
college.
DISSOLVE
(Interview with professor
about importance of being in class)
CUT
(Interview with student
about importance of being in class)
5. MONTAGE
Fast-paced montage similar to opening montage
MUSIC: Same music as opening Up AND UNDER
6. DISSOLVE TO GRApHIC - Studying
CU NARRATOR AT DESK
Narrator:
Just going to class isn't
enough to be successful
as a college student.
Writer's Script (continued)
You will also need to crack
the books outside of class.
The recommended
amount of study time is
two hours for every hour
spent in class.
However, every student
needs to figure out what
works best for them.
DISSOLVE
(Interview with professor talking
about studying)
CUT
(Interview with student talking
about studying)
7. MONTAGE
Fast-paced montage with shots of students studying or tutoring in
Learning Center.
MUSIC: Same as opening Up AND UNDER
8. DISSOLVE TO GRApHIC - Outside Help
CU NARRATOR STUDYING AT TABLE
IN LEARNING CENTER
NarratorIt's up to you to get help if
you're having problems in
your classes.
You can talk to a
professor,
or you can come here,
the Learning Center,
for free tutoring and study
sessions.
-
Writer's Script (continued)
DISSOLVE
(Interview with professor talking
about students seeking his help)
CUT
(Interview with student(s) talking
about outside help)
9. MONTAGE
Fast-paced montage similar to opening
MUSIC: Same as opening UP AND UNDER
10. DISSOLVE TO GRApHIC - Think About It
CU
(Footage of Patricia Keith-Spiegel's
address at Freshmen Convocation)
11. DISSOLVE TO GRApHIC - Final Advice
MUSIC: Same as opening Up AND UNDER
CU
(Interviews with students
giving advice to incoming
freshmen)
CUT TO EACH STUDENT
LS NARRATOR AT BENEFICENCE
CU NARRATOR AT STATUE
Narrator:
Obviously, college is very
different from high school.
Many of you will find that
the study habits you
developed there just won't
work here.
Writer's Script (continued)
So much freedom is given
to you in college that you
may be tempted to focus
on things other than
academics.
But don't forget the main
reason you're here
(pause)
to get an education.
FADE TO BLACK
12. WIPE TO GRApHIC - Academic Services
MUSIC: Same as opening Up AND UNDER
-.
WIPE TO GRAPHIC
(Academic Advising, including location, hours)
WIPE TO GRAPHIC
(Learning Center, including services, location, hours)
WIPE TO GRAPHIC
(Professor)
13. CREDITS (DISSOLVE)
MUSIC: Same as opening Up AND UNDER
DISSOLVE
BETWEEN CREDITS
FADE TO BLACK
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Video
Audio
Fade from black
Music up and under
CU Ball State flag
MS girl studying outside
LS Bracken Library
CU tree with berries
CU purple flower
MS boys shaking hands
LS frog fountain
Fade to:
Academic Expectations graphic
Fade to:
LS Arts Terrace
Music fades out
CU Beth Livingston (Narrator) on Arts
Every May, over 2,000 Ball State
Terraa~
graduates converge on this spot as part
of commencement exercises. In four
years, you'll want to be here too. But it
may be hard to think about graduation
just yet with all the exciting opportunities
awaiting you here on Ball State's
campus. But there are a few things
you'll need to consider now so that
eventually you can wind up here.
-
LS Arts Terrace
Music up and under
CU student studying at fountain
I
LS Architecture building
CU yellow flowers
LS Bell Building
MS people entering Practical Arts building
Fade to:
Going to Class graphic
Fade to:
LS North Quad
Music fades out
CU Beth in a classroom
As a college student this setting will be
familiar to you, or at least it should be.
-
This is a classroom at Ball State, and
regardless of what you may hear, you do
need to go to class in order to succeed
at college.
Fade to:
CU Professor Dan Treber
Grades in college are not directly
proportional to amount of time studied.
They are directly proportional to class
attendance, and I think that is very true.
CU Bob Archer--Freshman
It's really worth going to classes. It's
worth getting all that information.
mean, you've got to ask yourself this,
-
fifty minutes of fun now compared to
three hours of trying to make up for what
_I
you didn't get in that fifty minutes later.
That's pretty much what it came down to
with me. I took an extra three hours to
study what I missed.
LS Pruis Hall
Music up and under
CU ducks
CU girl studYing under tree
CU shuttle bus
LS of a fitness walking class
LS Architecture building
CU white flower
CU North Quad clock tower
Fade to:
Studying graphic
Music fades out
Fade to:
CU Beth in RElsidence Hall room
Just going to class isn't enough to be
successful as a college student. You'll
also need to crack the books outside of
class. The recommended amount of
study time is two hours spent for every
one hour in class. However, every
student needs to figure out what works
best for them.
-
Fade to:
CU Dr. Maude Jennings
It depends on the student. Some people
are able to grasp ideas immediately.
Some people never have to open a
book; they just pull it out of the air.
They're the blessed ones. I always had
to go in and study.
CU Michael Green--Freshman
I didn't really know what to expect when
it came to studying. I went to orientation
and they told us two hours per class. I
just listened to them, but I think basically
it just depends on what class you take,
and I guess what you're doing with that
-
class, whether it's homework or tests.
CU Rhonda Newbill-Freshman
You have to read, but you also have to
Transfer Student
comprehend what you're reading. You
just can't sit down and read and be like
"O.K. I'm done! I got my reading
assignment done." You have to actually
know what you read.
CU Bob
From what I'd heard and all the friends
I'd talked to, they said you study twenty
minutes and you party the rest of the
time. If you're going to do that, you're not
going to make the grade. I spend on
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average an hour and a half for every
class.
CU boy studying at the Learning Center Music up and under
4
cu two girts studying at the Learning
Cente'f
CU of boy and girl peer tutoring at the
Learning Center
CU of boy and girl peer tutoring at the
Learning Center
Fade to:
Outside Help graphic
Music fades out
Fade to:
CU Beth in the Learning Center
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It's up to you to get help if you're having
problems in your classes. You can talk
to a professor or you can come here, the
Learning Center, for free tutoring and
study sessions.
Fade to:
CU Professor Dan Treber
Ball State is a school where students
have a very good chance to succeed.
They have a lot of help available. By
and large, I think the professors want to
help students here.
CU Michael
From what people told me, go to North
Quad and the Learning Center because
I know I've been there at least once a
week for math class.
5
CU Bob
A lot of us get together and do study
sessions with our friends. Often times, if
you don't understand it, one of your
friends does, if he is in the class. So
you can get it that way.
CU Rhonda
It's either the Learning Center or talk to
that professor or talk to a friend. Ask
whoever you're sitting next to "Do you
understand?" If not we're both going to
the Learning Center or to the professor's
office.
LS Ball Building
Music up and under
LS Teacher's College
MS girl studying
LS Business building
LS Art buildin9
LS Duck pond
MS girl studying
CU Ball State sign
Fade to:
Think About It graphic
Music fades out
Fade to:
CU Professor Patricia Keith-Spiegel
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Let me give you some hints for success
from a faculty perspective. Number one.
Please, please come and see us at the
--
first sign of any trouble you are having in
class.
MS Patricia
Number two. Use our office hours. We
all have them as often as you need to.
CU Patricia
Number three. Remember we like
students.
MS Patricia
Number four. Avoid procrastination.
CU Patricia
Number five. Please show us your
honest work.
MS Patricia
And six. Please take advantage of the
many student services here at Ball
State.
CU Patricia
I'd like to end with a quote by W.L.
Brian. Quote "Education is one of the
few things that some people are willing
to pay for and not get."
MS Patricia
We the faculty hope that you will all
commit to the main things we're doing
here; exploring and learning
CU Patricia
and you will reap all the many benefits
that Ball State University has to offer
you that will last you a lifetime.
Fade to:
--
Final Advice graphic
Music up and under
Fade to:
Music fades out
7
CU Michael
The faculty seems to care about the
students a lot just as long as you put
forth the effort to meet them halfway.
CU Bob
Everything I need to succeed is here.
It's just a matter whether or not I buckle
down and do the work. With the fact
that I am paying for it now, this is
something I am going to do. No matter
what I need, there is always someone to
help me out.
CU Rhonda
I don't expect to succeed; I will succeed.
LS Beth
Obviously college is very different from
high school.
MS Beth
Many of you will find that the study
habits you developed there just won't
work here. So much freedom is given to
you in college that you may be tempted
to focus on things other than academics.
But don't forget the main reason you're
here;
LS Beth
to get an education.
Fade to:
Black
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Wipe to:
Academic services graphic
Music up and under
Wipe to:
Academic advising graphic
Wipe to:
Leaming Center graphic
Wipe to:
Professor graphic
Fade to:
Credits
Fade to:
Black
Music fades out
Video On-Camera Participants
Narrator:
Naomi Livingston
Junior
Telecommunications
Rochester, Indiana
Students:
Robert Archer
Freshman
Elementary Education
Monticello, Indiana
Michael Green
Freshman
Business
Indianapolis, Indiana
Rhonda Newbill
Transfer student
South Bend, Indiana
Nursing
Professors:
Or. Maude Jennings
Assistant Professor
Department of English
Or. Patricia Keith-Spiegel
Distinguished Professor
Department of Psychological Science
Or. Daniel Treber
Assistant Professor
Department of Modern Languages and Classics
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Credits
Senior Honors Thesis by
Janie Fuschetto
Erin Kennedy
Host
Beth Livingston
Students
Bob Archer
Michael Green
Rhonda Newbill
Professors
Dr. Maude Jennings, English
Dr. Patricia Keith-Spiegel, Psychological Sciences
Dr. Daniel Treber, Modern Languages and Classics
Advisors
Susan Flanagin, Director of Orientation
Dr. Alan Richardson, Professor of Telecommunications
Dr. Maria Williams-Hawkins, Assistant Professor of Telecommunications
Special Thanks to
Joanne Edmonds
Mary Sipes
Toby Divine
Learning Center
Media Lab
A Very Special Thanks to
Krista Longtin, Production Assistant
Sam Watkins, Convocation Footage
Student Questionnaire
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1.
Age
2.
Female_ _ _,Male_ __
3.
Cumulative Grade Point Average
0.-1.0
1.001-2.0
2.001-3.0_ _ 3.001-4.0_ _
4.
Size of graduating class
below 100__ 100-199__ 200-299__ 300-399__ 400-499__
500+__
5.
Major: _ _ _ _ _ __
6.
Do you think you will have to change your current study habits to do well
in college?
7.
Did watching this video make you change your perceptions about college
academics?
8.
BeforE! watching this video, did you think about what you might have to do
in order to succeed in college?
9.
Now that you have been informed of various academic services on
campus, will you use them if you find that you are having trouble in class?
If no, \\'hy not?
10.
Were you worried about struggling in your college classes before
watching this video? If yes, has the video helped to remove some of your
worries?
Journal-Erin Kennedy
Finals Week Spring Semester '96
Janie and I met with the client, Susan Flanagin, to discuss
ideas/approaches to making this video. At this meeting we were able to
get an initial feel for what she wanted produced.
Summer '96
Over the summer, I developed the organizational profile, analysis of
client's needs, and the treatment.
Thursday, September 5 - 7:30 to 8:30 p.m,
Janie and I met with our production assistant, Krista Longtin. I presented
the proposal/treatment to them and asked them for feedback. After this
meeting, I presented the proposal to the client. A few days later, she
okayed the proposal.
Wednesday, September 11
I spent a few hours on the script.
Thursday September 12
I continued to work on the script.
8-9 p.m. - Janie, Krista, and I met to discuss our schedules so that we
could plan meetings, production dates, and post-production dates. We
also discussed people we wanted to use as talent. I contacted stUdents I
had met as an orientation leader. Janie knew of someone in the
telecommunications department who would make a good narrator. Susan
Flanagin had already suggested Dan Treber from Modern Languages and
Classics. Krista and I were both taking a class from Maude Jennings in
English and felt she would love to participate.
Monday, September 16 -7:45 to 8:15 p m,
The three of us met to discuss who had agreed to be talent in the video.
Janie also gave me some script ideas.
September 22-24
I continued to work on the script. I finished a draft to present to Janie and
Krista.
Thursday September 26 - 9:15 to 9"45 p m,
I presented copies of the script draft to Janie and Krista for them to
critique. We also decided on a date to tape the student interviews.
Kennedy Journal (continued)
Sunday. October 6
I spent about an hour developing interview questions for the student
interviews.
Monday. October 7 - 7'30 to 8:35 p.m.
We met with the students in Trane Hall Lobby where we interviewed them.
Monday. October 14 - 7'30-8:00 p m.
We met to discuss Janie's/Krista's progress shooting footage of campus
scenes for the montages. Janie and Krista suggested script changes to
me.
Monday, October 28 - 7:15 to 7"45 p.m,
I gave the final script draft to Janie to give to our narrator, Beth Livingston.
Janie said she would get the talent releases. We also planned future
production dates: November 4 - Narrator, November 11 - professors, final
deadline - December 9.
Monday, November 4 - 3:00 to 6:30 p m
We taped the footage with the narrator at the following locations: Arts
Terrace, Beneficence, Learning Center, North Quad classroom, Tichenor
Hall Room
Monday, November 18 -7:45 to 8:00 p m.
We met to discuss any times/dates when we could all meet to tape
professor interviews. Janie said she would ask Dr. Treber in class; I
would ask Dr. Jennings in class.
Thursday, November 21 - 8'25 to 9;00 a,m.
We met in Dr. Jennings' office to tape her interview.
Friday, November 22 - 9;45 to 10; 15 a m,
We met in Dr. Treber's office to tape his interview.
Monday, November 25 - 4'00 to 5'00 p,m
I met with Janie to decide when we would meet to edit the video. We also
discussed who we would include in the credits and the sequencing of the
graphics introducing each topic.
Monday, December 2 - 8:30 to 10: 15 p.m,
The three of us went over the logs and the footage and decided which
shots we wanted to use.
Kennedy Journal (continued)
Editing (28 hrs.)
Saturday, December 7
2 p.m. to 12 a.m.
Sunday,December8
12 p.m. to 4:30 p.m.
8 p.m. to 10 p.m.
Monday, December 9
1:15 p.m. to 2:15 p.m.
Tuesday, December 10
12 p.m. to 2 p.m.
2:30 p.m. to 3:30 p.m.
9 p.m. to 11 p.m.
Wednesday, December 11
3 p.m. to 5 p.m.
Thursday, December 12
5 p.m. to 8:30 p.m.
(Janie and I were present at all of the post-production times; Krista was
present for about 10 hours of post-production).
Erin Kennedy
Honors 499 Evaluation
Unlike many seniors who agonize over their thesis topics, mine fell into
my lap. It truly was a matter of "right place at the right time." My cohort in the
project, Janie Fuschetto, and I were taking a class together during Spring
Semester 1996. Dr. Arno Wittig, dean of the Honors College at the time, pulled
us aside after class one day and asked us if we had considered topics for our
theses. Janie and I of course thought it was rather early to be thinking about our
thesis topics. We were not even in our senior year, yet. However, Dr. Wittig
had been approached with an idea for a project that would be perfect for senior
honors studElnts in telecommunications. Janie was a major; I was a minor. The
project was 1:1 video for the Office of Orientation. Immediately, we were both
intrigued. We both saw opportunities for portfolio building: Janie was planning
a career in teilevision production, and I was planning a career in student affairs.
We agreed to take on the project as our senior theses, and we were on our way.
Because Janie was the more technical-minded of the two of us, I
volunteered to take on the task of researching and writing the video proposal
and script. Plus, I would be the contact person for the client since I had worked
with Susan Flanagin before in many capacities as an employee of the
admissions and orientation offices. My work on the project began in the summer
months developing ideas for the proposal. However, I waited until early in the
fall of my senior year to hammer out the ideas so that I could brainstorm with
Janie and our production assistant, Krista. This proved to be an effective
approach for me. Many other times throughout the pre-production, production,
and post-production phases I would give the other two a draft or an outline of my
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ideas so they could give their approval or shoot it dOwn, whatever the case.
Generally, they were pretty kind to me, but I truly appreciated both their positive
and negative feedback.
Janie concentrated on the production and post-production phases of the
video. Krista assisted her in getting shots of campus and taping all the
interviews. I was present at the taping of the narrator's scenes and all the
interviews. It was my job to prep the narrator and give directions and to
interview the students and professors, while Janie and Krista set up the
equipment and all of the shots. After we got all our footage, Janie and Krista
each logged their own tapes. We all met to view the footage and decide which
shots were tElchnically superior as well as which shots contained the best
content. Finally, we began to the time-consuming process of editing.
On paper, this project seems much easier than it really was. Every step
of the way, we ran into problems. Most of the problems were minor ones that I
suspect any video team could encounter. The first, and perhaps most hindering,
problem was our schedules. As honors students, we are overachievers and,
hence, must be involved in everything. Finding times when the three of us could
all meet at once was sometimes next to impossible. Surprisingly, we were able
to schedule elll of the taping sessions so that the three of us could be present as
well as our cast members. There were times, however, when I thought we might
just have to produce this video without any talent. Their schedules just did not
coincide with ours!
Along with the scheduling problem came some personality conflicts. All
group projects have them; they are unavoidable. For the most part, I found
myself playing the role of mediator between Janie and Krista, who often had
differences in opinion over the best way to produce the video. Generally, Janie
_
and I had no major conflicts. Because we decided in the beginning that I would
do the writin!J and she would do the producing, there were not too many toes to
step on. We did offer each other suggestions and constructive criticism;
however, never did either of us seem offended by the feedback. The only time
throughout the project that I felt Janie and I could have reached major conflict
stage was during editing, when we spent 28 hours together over a period of six
days. At that time, tension was certainly high, probably because of our final
major problem, equipment.
Actually, our equipment gave us no problems until the time of editing,
when the equipment Janie had planned to use was down in the media lab.
Instead, we had to edit on the Video Toaster, which neither of us had ever used.
Krista had u8ed it occasionally, but, because of our original scheduling problem,
she could only attend a few editing sessions. Janie set out to learn the toaster,
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since it was our only option. During the editing process, I tried to remain calm
while Janie went through bouts of major frustration with the toaster. What
should have been about an eight-hour project turned into a twenty-eight hour
project, but 'we got the finished product we had envisioned.
I am soo grateful to have the project completed, as all seniors are upon
finishing their theses. More importantly, I am grateful that the Honors College
allowed Janio and me to work together. Because of our differing talents, we
were able to teach each other. I especially learned a great deal about editing
and feel as if I could, after the long twenty-eight hour affair, sit down and edit a
smaller project at the Video Toaster. Not that I necessarily will, but the
knowledge is there. What this project gave me was a much better understanding
of the process of producing a video. In the future, I may find myself in a situation
where my place of employment needs a video produced. Because of this
_
experience, I will be able to offer assistance or may even be able to take charge
of the project.
Janie Fuschetto
Honors 499 Evaluation
December 13,1996
Well, .after countless hours in pre-production, many hours in production
and over 28 hours in post-production, Academic Expectations is completed. At
first. I thought this was going to be an easy project, but I was very quickly proved
wrong. Every time I turned around there was another obstacle we had to face
and another challenge we had to overcome, whether it was time scheduling
conflicts or equipment that would not do what we wanted it to do.
As a group, Erin, Krista and I started meeting before school was out last
semester. We first met with Susan Flanagin to see what she had in mind for the
video. After that. our next step was to decide who was going to do what. We
decided that Erin would be the group organizer and would be in charge of the
script and all accompanying paperwork. Krista and I would be in charge of
production. As soon as the script was written, we all agreed what we wanted the
final product to look like. After this, it was just a matter of getting our talent
together in order to do interviews and getting the shots of campus we needed.
Besides taping the interviews, we worked on our own most of the time but met on
Monday evenings to touch base with each other. In these meetings, we decided
when we wene going to interview our talent, when we wanted production to be
completed and when we were going to begin editing. After coordinating our
schedules and finishing interviews as well as our individual work, we had to log
our footage. We decided what shots were good, and all we had to do was put
them on our final master copy. However, we soon realized that this was easier
said than done. For 28 hours, we edited, re-edited, created graphics, created
dissolves, organized the credits, chose music, and previewed our edits many
times. The editing process was a time consuming one, but I know from a
production standpoint, I learned a lot! Our entire project was edited on the Video
Toaster, and I did not know how to use this at all until we edited this project. Erin
and I basically learned how to use this equipment as we went along. Now I feel
very confident using this machine. After the final product was completed, all we
had to do was organize our paperwork because Erin had the writer's paperwork,
and I had the production paperwork. Now that this project is done, I realize that it
was not as easy as I thought it was going to be. It proved to be very challenging
and time consuming. However, it was a very good experience that will help me a
lot in the future.
As with any group project, there will be conflict among group members, but
I feel we had very little conflict. At times, it was hard to have two people in
charge of production because it was a fine line of who was supposed to do what.
There were times that I was frustrated because I would have shot something
differently than Krista had, or I would have done something differently than her,
but everythin~1 worked out in the end. However, it helped that one person was in
charge of writing and organizing paperwork. If anyone does a project similar to
this again, I would recommend having two people instead of three work on it.
thoroughly enjoyed working with Erin because our jobs on the project were so
different. She told me what idea she had, and I got to go out and shoot it and edit
it. The actual production part is my favorite part, and Erin liked the writing part,
so it worked out nicely. I feel that Erin and I worked well together in the editing
process for 28 hours. She would come up with the idea, and I would edit it.
Individually, I was responsible for shooting the north end of campus from
the Bali Communications Building to the stadium. Krista was responsible for the
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south end of the campus. I also shot the student interviews and Maude Jennings'
interview. I then logged my tape and had over one hour and 45 minutes of
footage on it. After the logging process, I decided which shots were good and
which ones I wanted to use in the final product. When it came to post-production,
I am the one who laid down every edit, created every graphic and dissolve and
picked the music. I also wrote the director's script and drew the storyboard. I am
very glad I got the chance to work on this project because I learned a lot.
Overall, I think our project turned out to be a success.
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