Capstone Proposal
By Jessica Wall, Graduate Student
Masters in Cultural Sustainability Program, Goucher College
Fall 2012
Capstones are culminating six-credit educational experiences that provide students an opportunity for synthesis and demonstration of their capacity to effectively work in this field. Capstones are normally undertaken only after the completion of other MACS courses. Capstones are offered in the Fall and Spring Semester and should be completed over the course of one semester or two. In the semester prior to the expected capstone, students will be expected to identify a capstone advisor (also known as a first reader) work with the advisor to outline the project, methodologies, and timeline and submit the following Capstone Proposal Application to the Program’s Academic Director for approval.
Students engaged in Capstones will work most closely with their Capstone Advisor who will be the principle mentor for their work. Two other readers will provide advice and guidance and together the three will form the student’s capstone committee. The committee as a whole will give the student feedback midway through the experience and the student will submit and defend the final product to the committee. Students will have the support of a non-credit online forum for feedback and support from one another, from the Academic Director and from committee members.
The completed Capstone application will be distributed to the Capstone Committee as approved by the Academic Director.
Acceptance or revision feedback will be provided to the student, and final approval will be required prior to the student’s registration for the Capstone.
Capstone portfolios will be housed digitally in the Goucher College Library Archives.
Date of Submission: 26 July 2012
Name of Student: Jessica Wall
E-mail: [email protected]
Phone Number: (208) 596-8291
Capstone Start Date: 10 September 2012 Capstone End Date: 21 December 2012
1. Capstone Committee
The student will identify and recruit a Capstone Committee consisting of no less than three members. At least two members of the committee will be drawn from the MACS faculty. Non MACS faculty will be considered for Capstone Committee assignment but students will need to provide an explanation of why such a committee member’s professional or academic background prepares them to be an effective evaluator and guide for the Capstone. One committee member will serve as the student’s Capstone Advisor/First Reader.
Capstone Advisor/First Reader: Melissa McLoud, Ph.D.
Dr. McLoud teaches courses in interpretive planning and project management, nonprofit management, as well as grant writing within Goucher College’s MACS Program.
Second Reader: Lisa Rathje, Ph.D.
Dr. Rathje teaches courses in cultural sustainability and cultural documentation within Goucher College’s MACS Program.
Third Reader: Rory Turner, Ph.D.
Dr. Turner teaches cultural anthropology and is a member of the International Scholars Program faculty at Goucher College.
2. Capstone Abstract
In 400 words or less, describe the scope, content, and purpose of the Capstone.
For my capstone I would like to put together a local community advisory committee who will assist me in developing the content for an interactive website for newcomers (and visitors alike) to the Monterey Peninsula in California. This project will focus on the cultural traditions and histories of the people and families who settled the region, while placing emphasis on how these people have integrated themselves through today's modern local landscape. It will give newcomers to the area a unique
perspective on their new community, and allow them to research their own cultural interests further. I will record my research findings via a blog format until the website is up and running (after the capstone semester has ended). The content of my blog (and eventual website) will focus on the area's cultural attractions and historic areas (neighborhoods, businesses, museums, etc.), and contain different elements such as videos, photographs, and possibly even written documents (or other pieces of historical documentation) that help to tell the rich and unique stories of the Monterey Peninsula. This project would draw from my education background and experience in obtaining oral histories, cultural documentation methods, and archive retrieval and scholarly research. I will collaborate with my advisory committee regularly throughout the semester to ensure that I collecting important and relevant data that is highly beneficial to community members and businesses alike. It is my goal to eventually link my findings with the area's main tourism sites, as well as local realtors' sites. The final capstone project would also include a 15-20 page written report (as per Goucher requirements) which would document my experiences, results, relevant academic readings, and how the project contributes to the development of Cultural Sustainability overall.
3. Statement of Rationale
How does this Capstone serve the student’s professional and personal goals? How will this Capstone contribute to the development of Cultural Sustainability as a field?
This capstone serves both my professional and personal goals equally. Personally, it gives me a wonderful opportunity to get out and explore my new community. I just moved to California (from Washington State) three weeks ago, and have previously never been to theMonterey area. I do not know anyone here, and so this type of project is an opportunity for me to get out and make both personal and professional connections within the community. Since we are a military family, we move often.
Unfortunately when you are relocating every 2-3 years, each new place tends to feel like the old one, and it’s easy to get caught up in your daily lives without truly experiencing your new surroundings.
Since the Monterey Peninsula’s main economic force is tourism, most of the local industry is focused on resorts, golf links, and other similar businesses. There are countless websites and tourist centers dedicated to promoting these attractions, and while these different destinations are exciting to visit, they do not represent the Monterey Peninsula that the locals are passionate about. As someone who has a deep love of local culture, I feel that this project would be great for my husband and me to get out and experience the many different (andregion-specific) influences that define the area. This is a wonderful chance for me to get to know the people here, as well as learn about what is important to them.
Professionally, this project would allow me to explore the different ways in which cultural sustainability work benefits different communities. It will provide me with vast experiences, which will not only add to my professional skillsets, but also serve my community well by advocating for and actively promoting the different ways we can become more integrated and representative of our own unique heritage. Further, this project allows locals to share their stories of what is important to them with a broader audience, and gives newcomers a sense of the values, traditions, and cultural influences of the area. It may also inspire newcomers to become involved within the community as they are excited about their own cultural connections and experiences.
4. Educational Objectives
What are the educational learning objectives of the Capstone?
This capstone will be a culmination of my academic training and experiences through the MACS program at Goucher College, as well as my training in anthropology as an undergraduate student. It will draw directly from my recently completed courses in documentation, oral history/ethnographical methods, archive retrieval and data research methods, cultural partnerships, cultural sustainability, social media, communication skills, and project management.
Objectives may include the following:
Develop an introduction to local traditions and cultures for newcomers to the region
Develop a collaborative process for developing this guide
Develop a collection of oral histories/stories from project participants (If I find that specific collections already exist in local repositories, I will research these as an alternative, and add any materials I create to them)
Develop a collection of photography from the local area, featuring culturally significant events/places (If I find that specific collections already exist in local repositories, I will research these as an alternative, and add any materials I create to them)
Demonstrate knowledge of photographic and audio recording skills
Demonstrate knowledge of cultural partnerships and how different organizations and people work together to accomplish goals
Demonstrate knowledge of website design/blog creation
Demonstrate knowledge of research methods which produce quantifiable and qualitative results
Improve interviewing and social networking techniques
Interpret and analyze data obtained through research and be able to convey that data to academic audience and professional audience
5. Content and FocusWhat subject(s) will be covered by the Capstone, and what will be the specific focus within the
subject(s)?
This capstone will cover the dominant cultural groups (ethnic, occupational, interest-specific, etc.) of the Monterey Peninsula in California. It will seek to identify them, as well as their unique stories and traditions. I will focus on locating interviewees who are willing to sit down with me and tell me about growing up in the local area, as well as those things and places that are most important to them and their families. I am interested in identifying the cultural events which locals participate in here, as well as documenting them for a broader audience. I will be traveling locally to different culturally significant attractions
(restaurants, businesses, etc.) here in the area, and will also be documenting them for my blog (and ultimately, the website).
6. Methodology
How will the Capstone be undertaken, including research methodologies, readings, data sources, computer applications, and the like?
I will partner with local community entities to develop an online cultural guide to the Monterey Peninsula in California. This partnership will include the creation of an advisory group of local tradition bearers to guide this project.
This advisory group may include local curators, realtors, and tourism professionals who can advise me on what currently exists, what is available for newcomers, what the key local traditions are, what would be interesting to document, and how best to sustain this website and guide once it has been completed. I will also use these contacts to locate and document the culturally significant areas/businesses/families of the region. I will be utilizing these connections to promote my final product, as it is my hope that I can link my page up with other local websites. These partnerships will ensure the sustainability of this
guide.
I will be conducting research in order to locate relevant oral histories and interviews that will enrich my final project. If adequate stories and interviews are available for use, I will provide a link and introduction to them in my website. If there is a lack of information to be found locally, I will conduct participant observation in order to identify important key people here who will be able to help me with my research (if I need to conduct interviews, I will seek Goucher IRB approval before doing so). If I find that this type of research is necessary, I will be asking them to sign IRB consent forms, so that they are aware of their rights as participants. A copy of these forms will be sent to the chairman of the IRB, so that they will be available in the future.
I will be utilizing a myriad of technology and scholarly academic resources. I will be using photography, digital recordings, notes, etc. to document my participants and various cultural locations/events of the area. I will be using a blog site to store this information, although I have not specifically chosen a hosting service yet. I will also be utilizing online website-building software in order to create my final website. I have been researching different options, and have already begun building another personal website using www.weebly.com. So far I am finding this online webhosting site to be useful, and so I will most likely be using this same service to build my site (unless something else proves more
useful).
I will be relying on various academic pieces of literature (books, articles, websites, journals, etc.) for broad theoretical background knowledge which is relevant to my research materials. I will be exploring pieces in subjects such as cultural partnerships, cultural and heritage tourism, ethnographic research, documentation methods, cultural sustainability, advertising and marketing, utilizing social media outlets, broad research methods (archive and record/data collection), and other relevant topics. I will utilize the Goucher library (by way of the off-campus online access system) as a resource, as well as other local libraries in the area.
7. E-Portfolio Final Submission
What will be submitted for the Capstone Committee evaluation and incorporation in the e-portfolio as evidence of mastery in the field?
A link to the website (as it exists at the end of the capstone semester)
A link to my personal blog which will house all of my compiled data
A Capstone Review Piece which will include: (a) why I chose this project b) how I did this project (the process) c) what I learned d) how it contributes to the field of cultural sustainability e) bibliography
Field Notes as an Appendix to the Capstone Review Piece
8. Grading
What weight will be given to the various components or products of the course?
Outline of what exists 10 percent
Advisory group 20 percent
Research and documentation 25 percent
Compilation and presentation 25 percent
Summary of how my project contributes to the field 20 percent
9. Plan of Work and Communication
Please submit a project plan of work including objectives, methodologies, timeline, milestones. Include expected student submission dates and faculty feedback dates. It is expected that a Capstone will feature regular mutually scheduled meetings
between the capstone advisor and the student. This should be established and included in the Plan of Work. Other readers will be asked for input in accordance with the needs of the project design. A mid-capstone evaluation of work in progress by the entire capstone committee will be held half-way through the capstone experience. This should be scheduled as part of the timeline submitted. The Capstone shall be defended by the student to the committee at the time of completion.
08/01/2012-09/10/2012
(upon approval of capstone proposal):
Conduct research to discover and identify existing resources to newcomers here in the Monterey Bay area- look for any gaps in resources (what is missing? what could I use/ what would I like to see as a newcomer?)
Start putting together advisory committee:
Explore ideas regarding who will be the best contacts/resources for me, and start making these connections- I will do this by visiting local libraries, real estate offices, historical societies, museums, cultural centers, visitor welcome centers, etc. and exploring different local websites (both for visitors and newcomers). I will be discussing my project with people at these establishments and asking them if they would like to collaborate. I will emphasize the value of this type of project locally, and
try to energize them regarding my ideas.
I will attend the local historic walking tour here as well, as I believe this will give me great perspective on the area’s unique cultural heritage in addition to possibly putting me into contact with someone who will be able to help me with my project. I will be looking to create a committee of 3-5 people (in addition to myself) who are interested in collaborating with me on this project. By the beginning of the semester (the semester starts on 09/10/2012), I will have my committee established.
Week of 09/10/2012-09/14/2012:
Hold meeting with community advisory committee (at a bare minimum, try to conduct phone calls or meetings with individuals on committee if scheduling is an issue)- Solicit input from members on what they’d be interested in seeing here (and what they’d like to see my project entail). Take notes and start formulating a preliminary research plan (and/or action plan).
Week of 09/17/2012-09/21/2012:
Hold Webex meeting (or suitable alternative) with capstone committee members. Discuss tentative research plan while emphasizing community’s desires. Establish action plan, and discuss with committee members. If suitable documentation is not already available (oral histories, personal accounts, etc.), I will be submitting IRB forms for approval.
09/21/2012-11/26/2012:
Conduct research, talk to locals, visit establishments, work on interview transcriptions if appropriate, log and organize photographs if necessary, work on website production and e-portfolio entries as necessary
Week of 10/22/2012-10/26/2012:
Hold mid-way Webex meeting (or suitable alternative) with capstone committee. Discuss progress, ask questions, receive feedback
Hold mid-way meeting with advisory committee. Discuss progress, ask questions, receive feedback
Week of 11/26/2012-12/10/2012:
Synthesis and write up of experiences, results, etc. (as per capstone requirements)
Week of 12/10/212-12/17/2012:
Create capstone presentation materials and practice presentation
Week of 12/17/2012-12/21/2012:
Present and defend capstone to committee (exact date to be determined based on their scheduling requirements)
Present final materials to community advisory committee in a location to be determined
Possible meeting/check in times between advisor and me (via phone or email as necessary):
Friday 08/03/2012
Friday 08/17/2012
Friday 08/31/2012
Friday 08/31/2012
Friday 09/28/2012
Friday 10/05/2012
Friday 10/12/2012
Friday 11/02/2012
Friday 11/09/2012
Friday 11/16/2012
Friday 11/23/2012
Friday 11/30/2012
Friday 12/07/2012
Friday 12/14/2012
Preliminary Bibliography
Aull Davies , Charlotte . Reflexive Ethnography . 2nd ed . . New York, NY : Routledge , 2008. Print.
Brochu , Lisa .Interpretive Planning . Fort Collins, CO: The National Association for Interpretation , 2003. Print.
"California History Room ." Monterey Public Library. City of Monterey , 2012. Web. 25 Jul 2012. <http://www.monterey.org/library/Reference/CaliforniaHistoryRoom.asp&xgt;.
Chambers, Erve. Native Tours: The Anthropology of Travel and Tourism . 2nd ed. . Long Grove, IL : Waveland Press, Inc. , 2010. Print.
Cook , Curtis R. . Just Enough Project Management . New York, NY: McGraw-Hill, 2005. Print.
"Early Monterey History." City of Monterey (Museums) . City of Monterey , 2012. Web. 26 Jul 2012.
< http://www.monterey.org/museums/MontereyHistory.asp&xgt;.
Fetterman, David M. . Ethnography- Step by Step . 3rd ed. . vol. 17. Thousand Oaks, CA: SAGE Publications, Inc. , 2010. Print.
Goodall, Jr. , H.L. (Bud) . Writing the New Ethnography . Lanham, MD: AltaMira Press, 2000. Print.
Meerman Scott, David. The New Rules of Marketing and PR . 2nd ed. Hoboken, NJ : John Wiley & Sons, Inc., 2010. Print.
"Monterey: History." City-Data.com. Advameg, Inc. , 2009. Web. 25 Jul 2012. < http://www.city-data.com/us-cities/The-West/Monterey-History.html
Rubin, Herbert J. , and Irene S. Rubin. Qualitative Interviewing . 2nd ed. . Thousand Oaks, CA : SAGE Publications, Inc. , 2005.
Print.
Tilden, Freeman.Interpreting Our Heritage . 4th ed. . Chapel Hill, NC: The University of North Carolina Press, 2007. Print.
By Jessica Wall, Graduate Student
Masters in Cultural Sustainability Program, Goucher College
Fall 2012
Capstones are culminating six-credit educational experiences that provide students an opportunity for synthesis and demonstration of their capacity to effectively work in this field. Capstones are normally undertaken only after the completion of other MACS courses. Capstones are offered in the Fall and Spring Semester and should be completed over the course of one semester or two. In the semester prior to the expected capstone, students will be expected to identify a capstone advisor (also known as a first reader) work with the advisor to outline the project, methodologies, and timeline and submit the following Capstone Proposal Application to the Program’s Academic Director for approval.
Students engaged in Capstones will work most closely with their Capstone Advisor who will be the principle mentor for their work. Two other readers will provide advice and guidance and together the three will form the student’s capstone committee. The committee as a whole will give the student feedback midway through the experience and the student will submit and defend the final product to the committee. Students will have the support of a non-credit online forum for feedback and support from one another, from the Academic Director and from committee members.
The completed Capstone application will be distributed to the Capstone Committee as approved by the Academic Director.
Acceptance or revision feedback will be provided to the student, and final approval will be required prior to the student’s registration for the Capstone.
Capstone portfolios will be housed digitally in the Goucher College Library Archives.
Date of Submission: 26 July 2012
Name of Student: Jessica Wall
E-mail: [email protected]
Phone Number: (208) 596-8291
Capstone Start Date: 10 September 2012 Capstone End Date: 21 December 2012
1. Capstone Committee
The student will identify and recruit a Capstone Committee consisting of no less than three members. At least two members of the committee will be drawn from the MACS faculty. Non MACS faculty will be considered for Capstone Committee assignment but students will need to provide an explanation of why such a committee member’s professional or academic background prepares them to be an effective evaluator and guide for the Capstone. One committee member will serve as the student’s Capstone Advisor/First Reader.
Capstone Advisor/First Reader: Melissa McLoud, Ph.D.
Dr. McLoud teaches courses in interpretive planning and project management, nonprofit management, as well as grant writing within Goucher College’s MACS Program.
Second Reader: Lisa Rathje, Ph.D.
Dr. Rathje teaches courses in cultural sustainability and cultural documentation within Goucher College’s MACS Program.
Third Reader: Rory Turner, Ph.D.
Dr. Turner teaches cultural anthropology and is a member of the International Scholars Program faculty at Goucher College.
2. Capstone Abstract
In 400 words or less, describe the scope, content, and purpose of the Capstone.
For my capstone I would like to put together a local community advisory committee who will assist me in developing the content for an interactive website for newcomers (and visitors alike) to the Monterey Peninsula in California. This project will focus on the cultural traditions and histories of the people and families who settled the region, while placing emphasis on how these people have integrated themselves through today's modern local landscape. It will give newcomers to the area a unique
perspective on their new community, and allow them to research their own cultural interests further. I will record my research findings via a blog format until the website is up and running (after the capstone semester has ended). The content of my blog (and eventual website) will focus on the area's cultural attractions and historic areas (neighborhoods, businesses, museums, etc.), and contain different elements such as videos, photographs, and possibly even written documents (or other pieces of historical documentation) that help to tell the rich and unique stories of the Monterey Peninsula. This project would draw from my education background and experience in obtaining oral histories, cultural documentation methods, and archive retrieval and scholarly research. I will collaborate with my advisory committee regularly throughout the semester to ensure that I collecting important and relevant data that is highly beneficial to community members and businesses alike. It is my goal to eventually link my findings with the area's main tourism sites, as well as local realtors' sites. The final capstone project would also include a 15-20 page written report (as per Goucher requirements) which would document my experiences, results, relevant academic readings, and how the project contributes to the development of Cultural Sustainability overall.
3. Statement of Rationale
How does this Capstone serve the student’s professional and personal goals? How will this Capstone contribute to the development of Cultural Sustainability as a field?
This capstone serves both my professional and personal goals equally. Personally, it gives me a wonderful opportunity to get out and explore my new community. I just moved to California (from Washington State) three weeks ago, and have previously never been to theMonterey area. I do not know anyone here, and so this type of project is an opportunity for me to get out and make both personal and professional connections within the community. Since we are a military family, we move often.
Unfortunately when you are relocating every 2-3 years, each new place tends to feel like the old one, and it’s easy to get caught up in your daily lives without truly experiencing your new surroundings.
Since the Monterey Peninsula’s main economic force is tourism, most of the local industry is focused on resorts, golf links, and other similar businesses. There are countless websites and tourist centers dedicated to promoting these attractions, and while these different destinations are exciting to visit, they do not represent the Monterey Peninsula that the locals are passionate about. As someone who has a deep love of local culture, I feel that this project would be great for my husband and me to get out and experience the many different (andregion-specific) influences that define the area. This is a wonderful chance for me to get to know the people here, as well as learn about what is important to them.
Professionally, this project would allow me to explore the different ways in which cultural sustainability work benefits different communities. It will provide me with vast experiences, which will not only add to my professional skillsets, but also serve my community well by advocating for and actively promoting the different ways we can become more integrated and representative of our own unique heritage. Further, this project allows locals to share their stories of what is important to them with a broader audience, and gives newcomers a sense of the values, traditions, and cultural influences of the area. It may also inspire newcomers to become involved within the community as they are excited about their own cultural connections and experiences.
4. Educational Objectives
What are the educational learning objectives of the Capstone?
This capstone will be a culmination of my academic training and experiences through the MACS program at Goucher College, as well as my training in anthropology as an undergraduate student. It will draw directly from my recently completed courses in documentation, oral history/ethnographical methods, archive retrieval and data research methods, cultural partnerships, cultural sustainability, social media, communication skills, and project management.
Objectives may include the following:
Develop an introduction to local traditions and cultures for newcomers to the region
Develop a collaborative process for developing this guide
Develop a collection of oral histories/stories from project participants (If I find that specific collections already exist in local repositories, I will research these as an alternative, and add any materials I create to them)
Develop a collection of photography from the local area, featuring culturally significant events/places (If I find that specific collections already exist in local repositories, I will research these as an alternative, and add any materials I create to them)
Demonstrate knowledge of photographic and audio recording skills
Demonstrate knowledge of cultural partnerships and how different organizations and people work together to accomplish goals
Demonstrate knowledge of website design/blog creation
Demonstrate knowledge of research methods which produce quantifiable and qualitative results
Improve interviewing and social networking techniques
Interpret and analyze data obtained through research and be able to convey that data to academic audience and professional audience
5. Content and FocusWhat subject(s) will be covered by the Capstone, and what will be the specific focus within the
subject(s)?
This capstone will cover the dominant cultural groups (ethnic, occupational, interest-specific, etc.) of the Monterey Peninsula in California. It will seek to identify them, as well as their unique stories and traditions. I will focus on locating interviewees who are willing to sit down with me and tell me about growing up in the local area, as well as those things and places that are most important to them and their families. I am interested in identifying the cultural events which locals participate in here, as well as documenting them for a broader audience. I will be traveling locally to different culturally significant attractions
(restaurants, businesses, etc.) here in the area, and will also be documenting them for my blog (and ultimately, the website).
6. Methodology
How will the Capstone be undertaken, including research methodologies, readings, data sources, computer applications, and the like?
I will partner with local community entities to develop an online cultural guide to the Monterey Peninsula in California. This partnership will include the creation of an advisory group of local tradition bearers to guide this project.
This advisory group may include local curators, realtors, and tourism professionals who can advise me on what currently exists, what is available for newcomers, what the key local traditions are, what would be interesting to document, and how best to sustain this website and guide once it has been completed. I will also use these contacts to locate and document the culturally significant areas/businesses/families of the region. I will be utilizing these connections to promote my final product, as it is my hope that I can link my page up with other local websites. These partnerships will ensure the sustainability of this
guide.
I will be conducting research in order to locate relevant oral histories and interviews that will enrich my final project. If adequate stories and interviews are available for use, I will provide a link and introduction to them in my website. If there is a lack of information to be found locally, I will conduct participant observation in order to identify important key people here who will be able to help me with my research (if I need to conduct interviews, I will seek Goucher IRB approval before doing so). If I find that this type of research is necessary, I will be asking them to sign IRB consent forms, so that they are aware of their rights as participants. A copy of these forms will be sent to the chairman of the IRB, so that they will be available in the future.
I will be utilizing a myriad of technology and scholarly academic resources. I will be using photography, digital recordings, notes, etc. to document my participants and various cultural locations/events of the area. I will be using a blog site to store this information, although I have not specifically chosen a hosting service yet. I will also be utilizing online website-building software in order to create my final website. I have been researching different options, and have already begun building another personal website using www.weebly.com. So far I am finding this online webhosting site to be useful, and so I will most likely be using this same service to build my site (unless something else proves more
useful).
I will be relying on various academic pieces of literature (books, articles, websites, journals, etc.) for broad theoretical background knowledge which is relevant to my research materials. I will be exploring pieces in subjects such as cultural partnerships, cultural and heritage tourism, ethnographic research, documentation methods, cultural sustainability, advertising and marketing, utilizing social media outlets, broad research methods (archive and record/data collection), and other relevant topics. I will utilize the Goucher library (by way of the off-campus online access system) as a resource, as well as other local libraries in the area.
7. E-Portfolio Final Submission
What will be submitted for the Capstone Committee evaluation and incorporation in the e-portfolio as evidence of mastery in the field?
A link to the website (as it exists at the end of the capstone semester)
A link to my personal blog which will house all of my compiled data
A Capstone Review Piece which will include: (a) why I chose this project b) how I did this project (the process) c) what I learned d) how it contributes to the field of cultural sustainability e) bibliography
Field Notes as an Appendix to the Capstone Review Piece
8. Grading
What weight will be given to the various components or products of the course?
Outline of what exists 10 percent
Advisory group 20 percent
Research and documentation 25 percent
Compilation and presentation 25 percent
Summary of how my project contributes to the field 20 percent
9. Plan of Work and Communication
Please submit a project plan of work including objectives, methodologies, timeline, milestones. Include expected student submission dates and faculty feedback dates. It is expected that a Capstone will feature regular mutually scheduled meetings
between the capstone advisor and the student. This should be established and included in the Plan of Work. Other readers will be asked for input in accordance with the needs of the project design. A mid-capstone evaluation of work in progress by the entire capstone committee will be held half-way through the capstone experience. This should be scheduled as part of the timeline submitted. The Capstone shall be defended by the student to the committee at the time of completion.
08/01/2012-09/10/2012
(upon approval of capstone proposal):
Conduct research to discover and identify existing resources to newcomers here in the Monterey Bay area- look for any gaps in resources (what is missing? what could I use/ what would I like to see as a newcomer?)
Start putting together advisory committee:
Explore ideas regarding who will be the best contacts/resources for me, and start making these connections- I will do this by visiting local libraries, real estate offices, historical societies, museums, cultural centers, visitor welcome centers, etc. and exploring different local websites (both for visitors and newcomers). I will be discussing my project with people at these establishments and asking them if they would like to collaborate. I will emphasize the value of this type of project locally, and
try to energize them regarding my ideas.
I will attend the local historic walking tour here as well, as I believe this will give me great perspective on the area’s unique cultural heritage in addition to possibly putting me into contact with someone who will be able to help me with my project. I will be looking to create a committee of 3-5 people (in addition to myself) who are interested in collaborating with me on this project. By the beginning of the semester (the semester starts on 09/10/2012), I will have my committee established.
Week of 09/10/2012-09/14/2012:
Hold meeting with community advisory committee (at a bare minimum, try to conduct phone calls or meetings with individuals on committee if scheduling is an issue)- Solicit input from members on what they’d be interested in seeing here (and what they’d like to see my project entail). Take notes and start formulating a preliminary research plan (and/or action plan).
Week of 09/17/2012-09/21/2012:
Hold Webex meeting (or suitable alternative) with capstone committee members. Discuss tentative research plan while emphasizing community’s desires. Establish action plan, and discuss with committee members. If suitable documentation is not already available (oral histories, personal accounts, etc.), I will be submitting IRB forms for approval.
09/21/2012-11/26/2012:
Conduct research, talk to locals, visit establishments, work on interview transcriptions if appropriate, log and organize photographs if necessary, work on website production and e-portfolio entries as necessary
Week of 10/22/2012-10/26/2012:
Hold mid-way Webex meeting (or suitable alternative) with capstone committee. Discuss progress, ask questions, receive feedback
Hold mid-way meeting with advisory committee. Discuss progress, ask questions, receive feedback
Week of 11/26/2012-12/10/2012:
Synthesis and write up of experiences, results, etc. (as per capstone requirements)
Week of 12/10/212-12/17/2012:
Create capstone presentation materials and practice presentation
Week of 12/17/2012-12/21/2012:
Present and defend capstone to committee (exact date to be determined based on their scheduling requirements)
Present final materials to community advisory committee in a location to be determined
Possible meeting/check in times between advisor and me (via phone or email as necessary):
Friday 08/03/2012
Friday 08/17/2012
Friday 08/31/2012
Friday 08/31/2012
Friday 09/28/2012
Friday 10/05/2012
Friday 10/12/2012
Friday 11/02/2012
Friday 11/09/2012
Friday 11/16/2012
Friday 11/23/2012
Friday 11/30/2012
Friday 12/07/2012
Friday 12/14/2012
Preliminary Bibliography
Aull Davies , Charlotte . Reflexive Ethnography . 2nd ed . . New York, NY : Routledge , 2008. Print.
Brochu , Lisa .Interpretive Planning . Fort Collins, CO: The National Association for Interpretation , 2003. Print.
"California History Room ." Monterey Public Library. City of Monterey , 2012. Web. 25 Jul 2012. <http://www.monterey.org/library/Reference/CaliforniaHistoryRoom.asp&xgt;.
Chambers, Erve. Native Tours: The Anthropology of Travel and Tourism . 2nd ed. . Long Grove, IL : Waveland Press, Inc. , 2010. Print.
Cook , Curtis R. . Just Enough Project Management . New York, NY: McGraw-Hill, 2005. Print.
"Early Monterey History." City of Monterey (Museums) . City of Monterey , 2012. Web. 26 Jul 2012.
< http://www.monterey.org/museums/MontereyHistory.asp&xgt;.
Fetterman, David M. . Ethnography- Step by Step . 3rd ed. . vol. 17. Thousand Oaks, CA: SAGE Publications, Inc. , 2010. Print.
Goodall, Jr. , H.L. (Bud) . Writing the New Ethnography . Lanham, MD: AltaMira Press, 2000. Print.
Meerman Scott, David. The New Rules of Marketing and PR . 2nd ed. Hoboken, NJ : John Wiley & Sons, Inc., 2010. Print.
"Monterey: History." City-Data.com. Advameg, Inc. , 2009. Web. 25 Jul 2012. < http://www.city-data.com/us-cities/The-West/Monterey-History.html
Rubin, Herbert J. , and Irene S. Rubin. Qualitative Interviewing . 2nd ed. . Thousand Oaks, CA : SAGE Publications, Inc. , 2005.
Print.
Tilden, Freeman.Interpreting Our Heritage . 4th ed. . Chapel Hill, NC: The University of North Carolina Press, 2007. Print.