Ithaca
(IC)
2
College
Demonstration
Projects
Periodic Update Report
Date of Submission:
December 18, 2009
Project Title:
IC Studio
Principal Investigator:
Nancy C. Cornwell
Department:
Television-Radio
School/Division:
Park School of Communications
Project Co-Principal Investigators (if any):
Steve Gordon, Peter Johanns, Jon Hilton
Reporting Period:
I.
Fall 2009
____X____
Spring 2010
________
Fall 2010
__________
Spring 2011
________
Executive Summary of State of the Project:
IC Studio is well underway. The project planning and first minicourse are now completed. Almost 40 students pitched story ideas
that were competitively selected for production next semester. Thirty-one students have registered for three spring minicourses and
will begin preproduction at the beginning of spring semester.
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II.
Key Accomplishments to Date (or Since Last Report):
1. IC Studio project planning completed with program concept developed, resources identified, and curricular format determined.
2. IC Studio promotion completed successfully, resulting in an overenrolled fall minicourse.
3. The first of four IC Studio minicourses was successfully complete during October and November and student stories were selected
for production.
4. Resources needed for spring semester equipment demands secured.
5. Students are registered for the remaining three spring minicourses.
6. On a broader level: The IC Studio demonstration project has successfully brought together students from across campus to work
collaboratively on an interdisciplinary media based project focusing on social change. This tells us, at least anecdotally at this
stage, that student interest in cross-disciplinary experiences is present and students are acting on their stated interests and
participating in these experiences. This is important initial feedback on the concept of (IC)2, even while a preliminary finding.
III.
Key Challenges to Date:
1. Timing was a key challenge. The project proposed a 09-10 academic timeline. The final word that the project was funded came
with a tight window given our proposed timeline.
2. Creating ways for students in Park to receive “non communications” credit for participation.
3. Addressing bottlenecks in Park media equipment availability.
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IV.
How were these Challenge(s) addressed:
1. We addressed timing by prioritizing promotion and focused on creating awareness across campus quickly, using a combination of
media: Intercom, posters, personal emails to all department chairs and deans, myHome, Facebook and person-to-person
interaction.
2. Non-communication credit concerns were arranged through the provosts’ office.
3. We are tweaking the spring production window to minimize competition with Park students for equipment. We received funding
from the dean’s office to purchase one additional digital camera package for our use this semester (will then be available to Park
students when IC Studio is not using it). This handled this year’s equipment needs. However, long-term use of equipment and
production space will need to be addressed if IC Studio moves forward in some form. I have ideas on how this might best work.
V.
Expenditures to Date:
Promotional material: $125.00 (faculty stipends for all teaching and administrative work will be paid spring semester).
VI.
Project Assessment:
Project assessment is planned for spring semester
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VII. Student Learning Assessment:
SLO 1-4 were planned for assessment during the first minicourse.
Student Learning
Objective (SLO)
Method of Instruction
(How was this SLO
taught)
Type of Measure (Direct
and Indirect)
Outcome
1. Develop a
treatment for an
original video
Class instruction, in class
“workshopping”, posting
drafts on Blackboard,
classmate feedback on
Blackboard and
instructor feedback in the
classroom
Direct measure – Students
posted treatment ideas on
Blackboard during the
minicourse. Based on peer
feedback and classroom
discussion, ideas with
abandoned, modified or
refined.
Student’s ability
to write short
treatments and the
quality of their
ideas improved
over the course of
the minicourse as
they continued to
practice writing
up new original
ideas as well as
providing
feedback on other
students’ ideas.
Practice. See other
ideas and treatments
that were compelling.
Lots of feedback from
peers and instructor.
Very satisfied with
outcome.
2. Pitch an original
concept to potential
“backers.”
Class lecture and
discussion on how to
effectively pitch a
treatment. Instructor
demonstrations
Student pitched their
treatments to the entire
class – a process that also
was videotaped.
Students’
presentation
quality varied a
bit. Structural
elements of a
pitch were present
(the kind of
information most
easily conveyed
through lecture).
Variation appeared to
depend on students’
comfort with oral
presentations in front of
people, as well as the
student’s preparation.
Possibly a little more
support and
preparatory work
and formal structure
given to the actual
oral pitch to the
group. I suspect
students
underestimated the
practice and
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(IC) Periodic Update Report
Possible Reason for
Outcome
(interpretation)
Revision
(if any)
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It was the oral
presentation skills
that were lacking
for some.
preparation needed
for a compelling and
persuasive two
minute pitch.
3. Critically
evaluate the
strengths and
weaknesses of
treatments.
Class presentations on
aspects of successful
treatments and pitches.
During the development
process, students provided
feedback on treatments. At
the final class meeting,
Students filled out ratings
and rankings of all the
treatment pitches.
Based on peer
feedback on
Blackboard and
instructor
feedback in class,
students refined
weaknesses in
treatments.
Through the
regular
interaction online,
quality of
feedback on
treatments
appeared to
improve over the
course of the
minicourse.
Practicing the process
of presenting ideas,
writing treatments,
receiving feedback,
giving feedback, inclass discussions of the
treatments posted on
Blackboard helped
develop the ability to
discern viable story
ideas, and to develop a
sense of what are
important elements to
look for in a good idea.
4. Understand why
some ideas and
some pitches are
more effective and
persuasive than
others.
Class presentations on
aspects of effective
treatments and pitches.
Student rated and ranked
class pitches
Student’s
rankings of
pitches/story
ideas closely
correlated with
the evaluations of
the IC Studio PI’s
who also
The combination of
instruction, instructor
feedback, peer
interaction through
Blackboard between
class meetings, in class
reviews and critiques,
in class
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(IC) Periodic Update Report
Will also spend
some time at the
beginning of the
next minicourse
discussing in more
detail why some
ideas and pitches
ultimately were
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reviewed the
written treatments
and pitches.
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(IC) Periodic Update Report
“workshopping,”
provide enough range
of perspectives on
student ideas, that
students began to get a
sense of what makes
for a good story.
more effective than
others.
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