Micro-Podcasts, Web-Based Story Map, and Presentation

Environmental Studies 600 | Capstone Project & Presentation

WHAT ARE THE GOALS FOR THIS ASSIGNMENT?

At the end of the semester each Environmental Studies Senior Capstone section presents a group project at the Nelson Institute’s Capstone Showcase. This semester our class will work together to create a self-guided tour of the Madison campus that highlights areas that have been meaningful to you over the last four years. Working from your creative writing and journaling at the beginning of the semester, you will pick a location to research and explore further. What untold stories shape the way we interact with the space today? Is there evidence of silenced histories that need to be told? How does the location contribute to a more inclusive history of environmentalism and environmental sciences at the University of Wisconsin-Madison? You will have an opportunity to share what you find through 1-2 micro-podcasts about your location.

Our class will then pull these podcasts together, consider the larger overarching story they tell, and then we will create as a group a web-based story map that digitally contextualizes and presents the tour. You will have an opportunity to practice your project management and communication skills taking a public storytelling project from its initial stages to publication. The final project will be polished enough that you should feel comfortable including it within your professional portfolio that might be referenced in future graduate school applications and job interviews.

HOW DOES THIS ASSIGNMENT ALIGN WITH THE COURSE’S LEARNING OUTCOMES?

The primary goal of this course is to build off of your environmental knowledge and interests to better understand how various modes and genres of writing can be used to tell environmental stories that appeal to specific audiences for specific purposes. This assignment will give you a chance to practice using a range of tools to communicate science stories to the public, as well as critically reflect on how your own identity intersects with ecological and environmental justice concerns, especially in regards to transformational community projects. And finally, this project will give you an opportunity to further develop your project management skills in a group setting to select appropriate modes and genres of communication that are appropriate to your desired audience and purpose.

WHAT ARE WE CREATING? 

We will be creating a self-guided audio tour of the Madison campus to be presented at the Nelson Institute’s Senior Capstone Showcase. The project has three components:

• Micro-Podcasts: Each student will create 1-2 micro-podcasts about a location on campus that has lesser known histories, erased stories, or connections to the University’s environmental or environmental sciences history.
• Web-based Story Map: We will present these tours along with their transcripts, supporting archival images, and contextual information on a single ArcGIS Story Map. The story map should also include accessibility features and project citations.
• Class Presentation: As a class, we will present the tour during a 10-15 minute presentation at the Nelson Institute’s Capstone Showcase during our scheduled finals exam period. Attendance and participation is required.

WHAT STEPS SHOULD I TAKE TO COMPLETE THIS ASSIGNMENT?

This may sound like a huge project, but we will be breaking it down into smaller parts that will make the project feel more manageable. You can expect to complete all of your writing and podcast production independently. Towards the end of the semester we will use class time to work in groups: editing podcasts and text that will appear on the story map, making visual design decisions, and planning the final presentation. The following steps will help you complete this assignment:

1. Write a podcast script(s):
   • Draw from previous assignments to write a single 5-minute, or two 2.5-minute, micro-podcasts that tell an unknown story about your location. (There is not a word-length requirement because it depends on how fast you speak, what sound effects you plan to include, etc. My best advice is to time yourself reading through your writing to determine the best length for you.)
   • Upload your script(s) to the Google project folder by the rough draft deadline. Read through other rough drafts in the folder, including those assigned to you for the peer review process.
     • At this time you should also upload 1-2 archival images to the Google project folder that could be used on our story map website related to your location or research. Make sure the image(s) include complete citation information, directions on how to find the image, and a 50-word or less image description.
   • In class we will meet in small groups to provide feedback on members’ drafts.
   • As a class we will discuss stylistic choices and conformity, look for repeated information across scripts, and help each other think through revisions.
   • Revise your draft script and submit it to the Google project folder by the assigned deadline. This draft will eventually be uploaded on our story map website so it should be carefully revised, edited, and include complete APA citations.
2. Create a micro-podcast(s):
   • Record your script(s) into a micro-podcast using the best practices and technology discussed in class. At a minimum, your podcast should include an introduction that states your name, the location you are highlighting, and that draws your listener into the story you are going to tell. Your podcast should be designed to hold your audience’s attention including clear speaking that relays emotion and interest. Any music or sound effects you include should be covered under Creative Commons fair-use. And finally, your podcast should end by giving your listener something to think about as they move on to the next location of the tour.
   • Upload your micro-podcast(s) to the Google project folder by the rough draft deadline. Listen to other rough drafts in the folder, including those assigned to you for the peer review process.
   • Attend class on our writing workshop day to provide feedback to your small group members’ audio drafts. Be prepared to also speak about the podcasts as a whole.
   • Revise your recording and submit it to the Google project folder by the assigned deadline. This draft will eventually be uploaded to our story map website. (Don’t forget to update your textual script if you make any changes to your recording!)
3. Sign up for 1-2 project roles related to creating the story map and presentation. You will have time in class to work on your roles:
   • Project Manager (1 student) – Oversee project deadlines & identify new roles as needed; create slides for final showcase presentation
   • Story Map Lead (1-2 students) Explore ArcGIS functionality, create story map website, and work with project manager to set content editorial deadlines
   • Story Map Writer (1-2 students) – Assist Story Map Lead in writing additional text for story map as needed including text that introduces class and project, image captions, acknowledgements, etc.
   • Audio Production Team (2 students) – Help problem-solve audio production issues and work with classmates to achieve consistency between podcasts
   • Accessibility Team (1-2 students) – Help the team adapt podcasts and webtexts to accessibility standards discussed in class
   • Library / Archival Liaison (1 student) – Work with a university archivist to get permission to include archival images on the story map
   • Multimedia Design & Text Editors (2+ students) – Work with writers to identify additional design and textual edits (beyond peer-review) and ensure a consistent citation style
4. During the last week of class we will use class time to create and practice the 10-15 minute presentation about our tour.

WHAT RESOURCES WILL BE HELPFUL?

To help you complete the project, we will visit the University Archives at Steenbock Library to locate primary source material about your location. We will also have dedicated workshops with the Design Lab and Student Technology Services (STS) to discuss the design and technical skills you’ll need to create the micro-podcast(s). Please make every effort to attend these classes.

You can find examples of micro-podcasts and story maps in Canvas, along with a number of other guiding materials. We will keep track of project requirements, progress, and deadlines on a single project slide deck that you can find linked in Canvas.

WHAT ARE THE ASSIGNMENT EXPECTATIONS?

The tone of your writing and micro-podcast(s) should be written with a broad general audience in mind. This means your writing should consider inclusive language and accessibility features. We will work in class to further narrow down our desired audience, including a discussion about how to tailor your writing to keep interest and meet audience expectations.

Because this is a collaborative group project, you are expected to meet individual and project role deadlines. This will enable your classmates to complete their project roles on time.

HOW WILL I BE GRADED?

This project represents 25% of your final grade. You will be assessed on:

• Depth and quality of archival research that contributes to telling a story about the University’s complex environmental history
• Design choices and technical quality of your podcast and its cohesion with the overall tour
• Your contributions to the story map and final presentation projects

We will create a rubric together in class that identifies specific requirements to help you meet the above goals.

WHEN IS EVERYTHING DUE?

Rough drafts:

• Micro-podcast SCRIPT due to Google folder on ________.
  • Don’t forget to also turn in your 1-2 archival images at this time as well
• Micro-podcast AUDIO due to Google folder on ________.

Final drafts:

• Micro-podcast & script due to Google folder on ________.

Other deadlines: 

• Team role deadlines – TBD
• Final Presentation – due during our scheduled final exam date and time