1. Andy Carpenter Catherine Crane

2. -Provide content for the video player -Run live video streams of competitions for subscribers -Expand the content and role the J-School plays with the site -Establish protocol for future relations

3. -500-600 Mizzou All-Access subscribers -Mostly older, out of state -MUTigers.com has much more traffic -A little unsure who we were supposed to marketing to -Journalism vs PR

4. -Perceived Strengths -Working within department so should have more access -Video player and CMS is established and working -Understood product -Pro-Mizzou -Perceived Weaknesses -Site not impartial -Those looking for that will likely go elsewhere -Busy website layout -Difficult to find video player -We work with the competition -KOMU, Missourian

5. -We expected our role was primarily to provide content -Streaming was secondary -10-12 hours of work per week

6. -Streaming -Content -Preliminary research -Media relations relations -Problems we encountered

7. -Quickly became the main focus of the project -Also took the most time -Technical problems at first -Embarrassment in first steps -Learning process -Once we understood how to do everything correctly, we realized our journalism skills could be put to better use -”Babysitting” -Time consuming

8. -Produced around ten-twelve projects for the site -One or two failed -Different types -Event stories -Creative entries -Examples -Excellent chance to practice craft -Great way to get variety of clips -Projects would not go up quickly, were not found easily -Kevin Fletcher is only one man with many responsibilities

9. -At first we were concerned how to drive up traffic -We spoke to friends and family about the site -Unanimously said they couldn’t find videos -Were confused where to go -Video tab made them think they needed to pay -Nothing we can do about layout -Shifted our focus -What kinds of content “should” we be getting? -How to further the project with the J-School

11. -We expected inside access on account of our relationship with the athletic department -Were treated the same as reporters -Sometimes worse -Took a long time for the SIDs to understand what we were trying to do -We were working with them, not as a separate entity -Some started to come around -We entered into all sports halfway through the season -Attributed to problems

12. -Server that we were supposed to be able to access did not work -Had to take everything to Kevin manually -Cut down on efficiency, timeliness -Video streams took longer than we expected -Also took higher precedence than we expected it to -Due to it being what brings in most traffic, most time consuming -More in secondary research

13. -We spoke with Barry Loudis, director of university relations at CBS Interactive -Asked about mission statement of the site, what brought in most traffic, what worked for other schools -Reiterated the importance of live streams -Bring in most traffic, money -Other content is viewed as a connection with streams -In terms of successful content that was not streams -Original content not found in traditional media -Thank you video, how to softball -What we hoped to do from the start

14. -Problem: Relationship with SIDs—they don’t quite understand and we aren’t getting the access we want -Solution: -Relationships take time to build, especially from beginning of the season -We have started to lay the groundwork, but there is a long way to go -Getting students out there earlier with the teams towards the beginning of the season -Show the SIDs the content—help them understand what we are trying to do

15. -Problem: Video is hard to find, many don’t watch it because they don’t know it’s available -Solution: -Can still include video in All-access player, but also establish a separate place that is easier to find -One-click viewing -YouTube channel -Can embed into the site -Can put videos on each sport’s page -Comments can lead to better suggestions, important critiques to what does and does not work

16. -Problem: The streams take a long time, they are very simple to operate once it is understood how, they don’t use our journalism skills as well as the project could -Solution: -Involving younger convergence/pre-sequence students -They learn from capstoners -Mulitple benefits -Frees up our time to produce more content -Introduces younger students to athletic department -Generates interest for the future

17. -Mutually beneficial for athletic department and j-school -Generates interest for both -Draws more students to convergence program -Helps with getting students jobs -Great chance to get practice, clips -We recommend one more semester of capstone project -Bigger focus on sustainability and establishing a set heierarchy -Less streams so better chance to get organized -Will be entering at the beginning of all the seasons -Should have a better chance to ease in

18. -Capstone students serve as producers and editors -Can create content, as well as have ability to post it onto the website -Should see at least one pair of eyes before it goes up -Manage pre-sequence/4802 students with streams -”On call” if somebody has a problem -Alternate newsroom for 4804/6 classes to pitch to -Capstoners would help introduce these people to the ins and outs of the athletic department, help them along -Would edit those projects along with profs