Project: Spring 2015 - Midtown in Motion - Gov/Econ Focus

Step Description Expected Student Results
1 Introduction of students and project

First communication: Students will provide mentors with personal bios and high-level overviews of their project plans (2/4/15)

Second communication: Students will brainstorm with mentors about methods to assess and measure awareness of the MAX and factors influencing ridership levels (2/18/15)

Third communication: Students will share with mentors what they have learned about awareness and ridership of the MAX (2/23/15)

Fourth communication: Students will collaborate with mentors on which avenues of research will be the most effective in providing data to address the overarching problem - how to increase ridership (2/25/15)		 1. The students (team)) will write a letter of introduction to the mentor explaining their interests and activities in and out of school. The students (team) will also brief the mentors on the parameters of their research.
3. The students (team) will brainstorm with mentors about the best places and ways to gather the required data.
4. The students (team) will share initial ideas and findings with mentors to refine the research parameters before extensive data gathering.
2 Conduct General Research

Student task: The students (teams) will conduct surveys, search public records, talk to businesses, and gather required data to analyze MAX performance and rider awareness and needs. Students will upload information for mentor feedback.

The mentor will respond to student research and suggest additional websites for research.

1. Students (teams) will document research include websites, surveys, call logs, and any other data collection sources
2. Students (teams) will gather data from at least three distinct sources including businesses, city/Transfort, and riders*
3. Students (teams) will review raw data as it is collected to ensure sufficiency, reliability, and validity

* Per Transfort, students will not survey riders while riding the MAX, surveys will be online or limited to riders outside of the MAX system
3 Review of Collected Data

Students (teams) will review collected data to make sure they have sufficient information to evaluate MAX performance from multiple perspectives and to recommend potential solutions. Students will explore additional avenues of research based on mentor recommendations and initial findings.

Mentor will facilitate student access to information and review initial student findings to recommend additional sources of information		 1. Students (teams) will analyze collected data for validity and reliability
2. Students (teams) will conduct additional research (if needed or indicated) to supplement collected data
3. Students (teams) will categorize key findings into three perspectives (business, city, rider)
4 Analysis of Collected Data

Students will analyze collected and validated data to evaluate current MAX performance and to identify potential improvements to increase awareness and ridership. Students will evaluate performance from three perspectives: business, city, and riders. Students will summarize key findings and highlight the biggest challenges facing MAX with regards to building awareness and ridership.

Mentors will provide feedback on students' analysis and findings. Mentors will offer guidance on effective methods for evaluation and summary.		 1. Students (teams) will analyze collected data to assess views of businesses, riders, and city planners.
2. Students (teams) will identify both successes and challenges faced by the MAX operation.
3. Students (teams) will compare these findings to best practices in comparison cities (one dedicated team) and to project expectations.
4. Students (teams) will summarize key findings highlighting the biggest challenges facing the MAX with regards to building awareness and ridership.
5 Draft recommendation

Students will use key findings to create 2-3 recommendations for Transfort to increase awareness and ridership of MAX. Recommendations should reflect the different perspectives analyzed as well as be supported with data in graphical or chart form. Recommendations should be communicated in a way that is persuasive and respectful - highlighting short-term and long-term benefits for MAX constituents and residents of Fort Collins.

Mentors will provide guidance on how to effectively and professionally craft recommendations for clients. Mentors will provide feedback on student recommendations.		 1. Students (team) will use analyzed data to propose 2-3 recommendations on how Transfort/ Fort Collins can raise awareness and ridership of MAX
2. Students (team) will make sure the recommendations reflect all three perspectives - business, city, rider
3. Students (team) will cite their sources and provide graphics or charts supporting their recommendations
4. Students (team) will proofread and review draft to ensure the recommendations meet short-term and long-term goals
6 Draft presentation

Students will professionally - in a brochure or presentation format - state their research question, review their research methods, summarize their findings from multiple perspectives - successes and challenges, present their recommendations, and cite their sources. Students will include relevant graphics, pictures, or charts supporting their findings to effectively communicate their recommendations.

Mentors will provide guidance on presentations as well as specific feedback on how to most effectively and professionally offer recommendations to a client.		 1. Students (teams) will draft a professional presentation or brochure (a final version will be shared with Transfort)
2. Students (teams) will clearly state their intention of increasing awareness & ridership (research question)
3. Students (teams) will discuss their research method and summarize key findings (including graphs/charts/pictures)
4. Students (teams) will present their recommendations in a professional and persuasive manner
5. Students (teams) will provide a bibliography of their sources
7 Final presentation and project evaluation

Based on teacher, mentor, and class feedback, students (teams) will revise and refine their final presentations/ brochures. Students (teams) will also write a reflection (250 words minimum to be shared with mentors) highlighting the successes and challenges in completing this project. Students will analyze their own performance including what they did well and at least two areas in which they could improve. Students will also thank mentors for their time and expertise supporting them on this project. 		1. Students (teams) will incorporate mentor, teacher, and class feedback into creating a final version of the presentation/brochure - this final version will be shared with mentors, ITP, and Transfort
2. Students (teams) will write a 250-word (min) letter/email to be sent to mentors reflecting on their performance and evaluating the strengths and areas of development of themselves and the project
3. Students (teams) will graciously thank mentors for their time and expertise