Project: Fall 2014 - Midtown in Motion - Gov/Econ Focus

Step Description Expected Student Results
1 Introduction

Student Role:

First Message: Student shares how the project topic was
chosen and why he or she has chosen to participate.

Second Message: Student shares a commitment to meet the
minimum requirements of the program. These include:
communication with mentor at least three times a week, using
the project tracker, notifying teacher proactively when
communication three times a week isn't possible, conducting
and writing about independent research, and submitting a
final survey. Student also shares which days of the week
the mentor can expect a message.

Mentor Role: Mentor will brainstorm with student to identify
possible topics of research and questions/issues of
professional or personal interest. The goal is to draw
students to consider provocative questions.

Mentor shares an eagerness to meet the minimum requirements
as well as the best days for posting and reading messages.

Additional Comments: It is important that the student
understands the responsibilities and benefits of the
program.


1. The student will write a letter of introduction to the
mentor explaining his/her interests and activities in and out
of school and what they hope to gain from the project.

2. The student will brainstorm 2-3 research options (preferably in the area of Midtown development). Students will research each idea and write one paragraph demonstrating understanding of the overall economic and/or governmental characteristics of Fort Collins, the desired goals, and key stakeholder identification.

3. Student will send all of the above information to mentor
for feedback.
2 Conduct General Research

Student task: the student will have identified and determined
the parameters for the study. The student will work with the
mentor to design the research study related to the interests
and challenges connected to the impact of MAX. Student will
upload information for mentor feedback.

The mentor will respond to student research and suggest
additional sources for research. 		Students will have shared initial research options with the mentor, students will narrow their focus of research and design their study.
3 Implement Study Research

Students will conduct their field research in accordance with
the study parameters developed with the mentor.

Students will record research results and report to the
mentor, discussing their progress.

Mentors will continue to guide the students through the
research phase of this project.

 Students will collect and record data as determined by their
study parameters.

Students will work with the mentor and the teacher to ensure
correct collection and preparation of the data.

Students will organize the data for future analysis.

Students will work with the mentor to determine whether
further data collection is necessary.
4 Data Analysis

1. Review data collection results to determine whether or
not further collection is necessary. (Compare results to the
requests of the stakeholders and the advice from the
mentor).

2. Determine whether further research is needed in any areas
of the study. If so, define the parameters and prepare to
conduct the research. If not, continue with analysis.

3. With the mentor: * determine the essential outcomes of
the study. (What "big pictures" did it reveal?) * compare
the outcomes to other previously researched communities (how
does Ft. Collins compare to other cities?) * discuss
recommendations to the stakeholders.

4. With the teacher: * discuss the methodology for creating
a report for the stakeholders (how should the information be
presented?)		 Students will understand how data and information can be used,
manipulated, and presented.

Students will be able to use and compare information gathered
from other sources and make informed decisions based on the
information.

Students will be able to understand how to present information
to a separate audience.
5 Prepare preliminary Report

1. Students will create a preliminary report for the
stakeholders and organize a meeting to garner feedback.

2. The report will include the stakeholder essential
questions/issues as well as a summary of the findings thus
far.

3. Students will discuss stakeholder feedback with their
mentor to determine whether further research/analysis is
needed. If not, students will begin to finalize their report
and create a presentation.		 Students will create a preliminary report or summary of their
findings.

Students will organize a meeting with the stakeholders (and
teacher) to review the findings.

Based on the feedback from the stakeholders students will work
with their mentor to determine whether to continue any parts
of the research or to move forward towards a finalized formal
report.
6 Final Report

Students will create a final report to the stakeholder group
which will include the development of the study, results, as
well as recommendations for the future of MAX and the Midtown
development.		 Creation of a final report to the stakeholder group.

Students will understand the importance of collaboration with
mentors, teachers, and the stakeholders.

Students will understand how the collaborative process is
necessary and its functionality in the professional arena.
7 Formal Presentation to Stakeholder Group

Student Role:
1. Student will present final product to an audience.

2. Students will submit final project to mentor and teacher
for review.

Mentor Role: Mentor will provide student with an objective
evaluation of the project.
1. The student will submit final project to mentor and
teacher for review. Mentor and teacher will provide student
with feedback and suggestions for expanding/improving
project before final presentation.

2. Student will present their final product to an
appropriate audience, answer questions, and receive
input/evaluation from teacher/audience		 1. The student will submit final project to mentor and teacher
for review. Mentor and teacher will provide student with
feedback and suggestions for expanding/improving project
before final presentation.

2. Student will present their final product to an appropriate
audience, answer questions, and receive input/evaluation from
teacher/audience
8 Recommendation to Future Researchers

Student will meet with prospective students who plan to work
on the Midtown in Motion project the following year.

Student will present an overview of their process and a
summary of their findings.

Student will discuss the process with the prospective students
and offer suggestions for further research topics within the
Midtown in Motion scope.		 Student Role:

1. Students will be able to engage in self-reflection with
their peers, allowing that process to become an expected norm
within the project.

2. Students will be able to help become the next generation of
mentors as they begin the process with other students.

3. Students may be able to help direct the focus of future
study - allowing them to remain involved in, and enthusiastic
about, the project.
9 Project Completion

Student Role:
1. Student will write a 300-500 word letter to mentor. The
subject of the letter will be a self-evaluation of the
project, including what the student did well, what he would
like to have done to improve upon the project, and what the
mentor contributed to the process.

2. Student will submit a final project survey via the ITP
Web site.

Mentor Role:

1. The mentor will write a similar message for the student.

2. The mentor will submit a final project survey.
 1. Student will write a 300-500 word end-of-project letter to
mentor. The subject of the letter will be a self-evaluation of
the project, including what the student did well, what he
would like to have done to improve upon the project, and what
the mentor contributed to the process.
The student will include his/her thanks to his/her mentor.

2. Student will submit a final project survey via the ITP Web
site.