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T ELLING THE S TORIES OF R EMARKABLE S MITH W OMEN ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA.

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Presentation on theme: "T ELLING THE S TORIES OF R EMARKABLE S MITH W OMEN ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA."— Presentation transcript:

1 T ELLING THE S TORIES OF R EMARKABLE S MITH W OMEN ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

2 T HE C ONCEPT Betsey Whitbeck ’71 P HASE 1: P LANNING Laurie Kramer ’69 P HASE 2: T HE I NTERVIEWS Barbara Klaas ’74 P HASE 3: P RODUCTION Marty Swain ’71 T HE L AUNCH ! Laurie Kramer Y OUR P RESENTERS ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

3 Betsey Whitbeck ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA F IRST : T HE C ONCEPT

4 “I respect the fact that on this campus we like stout ideas and convictions of every conceivable sort, old and new, traditional and modern, and are not afraid of them; that the one thing we are afraid of is apathy and indifference toward learning and toward life.” “And if in June of every year 400 girls leave Northampton with an awakened sense of personal responsibility and an honest desire to make the towns and cities in which they will live and work more decent, intelligent, unprejudiced and far-sighted, more rich in things of the mind, it seems to me, in the light of American democratic ideas, that Smith College has fulfilled its promises and done its work well.” Mary Ellen Chase (1887-1973) Smith College Professor of English 1926-55 From Smith College: A Definition ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

5 1.Where the Idea Stemmed From 2.Choice of Interviewees 3.Our Theme: Strong Women Building Strong Communities 4.Our Expectations 5.Programmatic Development T HE C ONCEPT ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

6 1. Where the Idea Stemmed From: Observations A substantial number of important Minnesota settlers sent their daughters to Smith Let’s collect these settlers’ stories while their granddaughters & great- granddaughters were still alive ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

7 Theory Because Minnesota’s state culture was largely developed by these early Smith grads, the leadership values of Smith College influenced the outcome of Minnesota state culture ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

8 Personal Goals My interest in writing in general My study of Minnesota state history for the Sesquicentennial ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

9 Other Goals Ultimate Goal Celebrate our influential women and their lives Club’s Organizational Goals Activate younger alums! Recognize older alums and keep them active! The By-product Provide a base of information that might be useful to the College, the State, and the Club ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

10 2. Choice of Interviewees Age Connection to historical figures in development of Minnesota Personal contributions to Minnesota culture through leadership and activities ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

11 3. Our Theme: S TRONG W OMEN B UILDING S TRONG C OMMUNITIES Chosen because it encompassed ALL our goals It celebrated leadership in the largest sense It focused on families and their Smith daughters It exemplified Smith as more than the “average excellent college” It showed Smith as a leadership-training organization & a catalyst to change ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

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13 4. Our Expectations We hoped the answers to several questions would help demonstrate this leadership theory o Which professors and which courses were these important women most influenced by and why? o How did young women of their day identify Smith as the educational institution they wanted to attend? o What was life like when they were at Smith? How do their memories help us understand how Smith has since changed? o How did the ideas and teachings at Smith engender a change in young women’s views on life and the world? o And just for fun – we wanted to find some fun anecdotes about Smith life! ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

14 5. Programmatic Development Created and finalized questionnaire Created standard operating procedure for interviews Created directions for writing up interviews ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

15 P HASE 1: P LANNING Laurie Kramer ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

16 P LANNING 1.Generate Club Interest 2.Convene Steering Committee 3.Decide Scope of Project 4.Consult Oral History Experts 5.Choose Recording Equipment 6.Recruit Interviewees 7.Recruit Volunteers 8.Train Interviewers ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

17 1. Generate Club Interest Brainstorming meetings Use Club publicity vehicles Involve Smith faculty ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

18 2. Convene Steering Committee Need 4 or 5 people Oversee main activity areas o Interviewees o Interviewers o Equipment o Photos o Transcription o Writing and editing o Design Keep project moving Plan launch ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

19 3. Decide Scope of Project How many alums to interview Form of final product Target date for final product All volunteer versus paid position(s) ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

20 4. Consult Oral History Experts Local Smith alums Local or state historical society Smith College experts

21 5. Choose Recording Equipment High quality Easy to use Decide between audio and video ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

22 6. Recruit Interviewees Develop criteria Contact to ascertain interest Confirm in writing ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

23 7. Recruit Volunteers Interviewers Tape transcriber Writers Managing editor Editors Photo editor Designer ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

24 8. Train Interviewers One or two in-person sessions Record for future use ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

25 P HASE 2: T HE I NTERVIEW Barbara Klaas ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

26 1.Training 2.Equipment 3.Pre-Interview 4.Interview Goals 5.The Interview Itself 6.Post-Interview 7.Preparing Finished History T HE I NTERVIEW ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

27 1. Training Creates understanding of project’s goals Provides consistency Helps interviewers understand what oral history is Emphasizes the legal and ethical aspects of oral histories ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

28 2. Equipment Audio/Digital recorder with good microphone Tripod if videotaping: careful of background and frame interviewee Extension cord ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

29 3. Pre-Interview Set up interview time and place Send interviewee questions ahead of time Ask for interviewee to find photos and make copies to give you at interview Arrange for recording equipment and space Test equipment to make sure working properly Review questions ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

30 4. Interview Goals Make it a conversation Realize this is the interviewee’s story Use the questions as a roadmap, but don’t be afraid to take detours Best quality of an interviewer is to listen Use follow-up questions Don’t interject yourself in the interview with comments or body language ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

31 5. Interview Guidelines Use same questions for each interview, realizing that the time spent on questions will vary by interviewee Take a break Most interviews should not last more than 2 hours DO follow up on interesting information with more questions ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

32 Interview Questions Family background 1. From a family history perspective, why did yours come to Minnesota and what did they do here? 2. As you look back on growing up in your family, which are the most significant values you learned – and how did you learn them? Smith decision 3. What do you think made Smith College such a popular place for so many Minnesota families to send their daughters? 4. Do you recall what prompted you to decide to attend Smith College? Smith experiences 5. Did you have advisers or mentors who shaped part of your experience at Smith (faculty, house mother, another student)? Did you come away with any lifelong friends who played an important role in your later life experience? 6. What was your major or minor, and did this specific area of your education have a significant impact on what you did later in life? 7. What do you suppose are the most significant values, memories or lessons – positive or negative – you carry with you from Smith? Community activities 8. What sorts of organizations/movements have you been involved in on a leadership level or as an active volunteer? 9. What prompted you to be active in these organizations? 10. What would you say are the major accomplishments of these organizations? Continued on next slide...

33 …Interview Questions, continued Your own accomplishments 11. In what ways might you have played a role, large or small, in the development of MN’s communities and their cultures and organizations? 12. What accomplishments/successes/contributions that you’ve made outside the realm of your immediate family make you most proud? 13. How does this role reflect family and Smith influences and values? Your life’s evolution 14. What is the most exciting moment of your life? Are there others? 15. Was there some sort of turning point in your life that you could share with us? What role did that turning point play in changing your life’s course? 16. What do you see as the most significant moment/issue in history that affected you and/or your family? The future 17. What steps do you think we as Minnesotans need to take to “secure” our future? 18. As you look back at values learned from your family and from Smith, how do you hope your own family and/or the community will continue to reflect those values? 19. If you had one piece of advice to give young Smith grads, what would it be? Similarly, what single warning about something to avoid would you give to recent grads? Post-Smith involvement 20. Since your years at Smith, have you continued your direct involvement with the College? If so, how have you been involved – for instance, through service on the Board of Trustees, the Board of the Alumnae Association, or a special committee? 21. What has been your involvement with the Minnesota Smith Club? Wrap-up 22. Is there anything else you’d like to say? ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

34 6. Post-Interview Get formal Usage Agreement Form signed Obtain photos Make sure all tapes are labeled Transcribe the tape Write up the interview ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

35 SMITH COLLEGE CLUB OF MINNESOTA ORAL HISTORY AGREEMENT FORM My signature below confirms my agreement with the Smith College Club of Minnesota (the Club) to participate in an audio-recorded interview with one or more Smith alumnae who will be asking me questions of interest to Club members. I convey to the Club the content of this interview and permission for its use as part of the Oral History Project. I also give the Club permission to use any photos I provide. I agree that the Club may release a copy of the interview tape and transcript to the Smith College Archives. I convey copyright to this interview to the Smith College Archives and the Smith College Club of Minnesota. Interviewee_______________________________________Date_____________ Signature __________________________________________________________ Print name ___________________________________________________________ Street AddressCity/State Zip Interviewer_______________________________________Date _____________ Signature Accepted by_______________________________________ Signature _______________________________________ Date _____________ Title ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

36 7. Preparing the Write-up Remember: The tape becomes a copyrightable document Find themes that run through the person’s life Start with an attention-getting statement, quote, or story Set the scene: Describe the venue Look for fun quotes and note dramatic events Make descriptive observations Ask yourself what is significant about things said Provide meaningful interpretation from facts B E A CCURATE ! Check the tape, with the other interviewer, or with the interviewee about any questions ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

37 PHASE 3: PRODUCTION Marty Swain ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

38 1.Style Sheet 2.Production Process 3.Editing 4.Review 5.Approval 6.Design (depending on final product) 7.Printing/Binding (ditto) P RODUCTION N EEDS ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

39 1. Style Sheet It provides standardization, for example… o Final comma in series o Capitalization o Rules for numerals o References to other alums, schools, interviewees ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

40 Style Sheet Fonts & Spacing Title: Heading 1 style, 16 pt bf Arial Interviewee’s name: Heading 2 style, 14 pt bf Times Roman Interviewer's byline: Heading 3 style, 12 pt bf ital Arial All headers flush left Body text: Normal style, 12 pt Times Roman Double spaced text, first line of paragraph indented 1 space between words 1 space between sentences Abbreviations, Capitalization & Spelling After giving interviewee's, classmates' and family members' whole name at first mention, use first name After giving professors', business associates' and everyone else's whole name at first mention, use LAST name Titles (eg, executive director): don’t cap unless precede name OK to use cap on nickname for proper name or organization after first mention Capitalize "Smithie" v. in judicial rulings Use numerals in text only if greater than 9, used with time (6 days), or in a range (2 of 5 children) Punctuation em dashes: no space before or after, like this—key it with Shift/Option/Hyphen en dashes: use for ranges (times or dates such as 1–5) with no space before or after; key it with Option/Hyphen also use en dash in the phrase "Minneapolis–St. Paul area" Hyphenate phrases such as "eleven-year-old child" Ellipses … use spaces before and after Make apostrophes and quotation marks curly/smart No apostrophes in plural dates (1990s) Use serial comma in series Tone & Style Interviewers should not be mentioned within text (such as first person references "she told me") Try to minimize repetition of "she said" OK to take some liberties and limit ellipses in direct quotes from transcripts for smoother reading ellipses in direct quotes from transcripts for smoother reading

41 2. Production Process Develop a process that every interview write-up goes through Develop (and update!) a production log Edit write-up Submit to other reviewer(s) (how many proofs?) Send to layout Critique and proof layouts Check revised proofs Send to printer (with designer’s help) ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

42 Rec' d Inter- viewers To EditorFrom Editor To BWFrom BW To LKFrom LK To Subj From Subj (lk ) To LayoutComments Congdon Mason wh/kl3/21/12 ms—3/26/12 3/25/12 3/26/1 2 Sent overnight mail Cowie leh/lep9/14/11 nik10/10/111/16/12— 1/28/1 2 2/9/12 3/12/12No further Qs—ck classmate pic caption Donnelly leh/pf1/12/12 nik2/14/112/20/12 2/25/123/1/123/9/12 3/13/12Final Qs answered 3/19 phone Grose kl/bh2/5/12 ms—2/19/12 2/20/123/1/123/13/12 3/14/12In CA till Mar 9; captions OK Hartfiel sh/fr10/20/11 nik11/13/111/17/12— 1/22/121/28/1 2 2/9/12 3/12/12Qs sent 3/27 Hensel leh/pf1/15/12 nik2/22/123/7/12 3/8/123/13/12 3/14/12Captions OK Ide hag/kl6/17/11 nik7/8/119/xx9/23/111/12/12 1/28/1 2 2/9/12 3/12/12Caption Qs Leppik bl/brn9/24/11 ms—2/2/122/17/122/02/122/8/122/18/1 2 3/1/12 3/13/12Qs sent 3/27 Malmon lep/gld3/3/12 ms 3/5/12— 3/7/123/16/12 3/19/12Sent to AZ; 1 caption Q sent 3/26 Ross dwd/cro9/x/11 ms—2/13/122/17/122/13/122/15/122/18/1 2 3/7/12 3/16/12 Caption Qs sent 3/27 Rothchild bh/mik2/22/12 nik3/3/123/12/12 3/13/1 2 3/17/12 3/19/12No usable transcript; sent photo Q 3/26 Slade lid/mik11/17/12 nik12/17/121/16/12— 1/28/1 2 2/11/12 3/13/12Sent e-mail last Qs 3/26 Spencer kl/wr10/20/11 nik11/2/111/17/12— 1/22/121/28/1 2 2/09/12 3/12/12Captions OK Taylor kl/sw3/20/12 bk/lk ———3/21/12 3/24/1 2 Caption Qs Toth bl/brk2/05/12 ms—3/1/123/03/123/2/123/03/123/5/123/14/12 3/16/12 Sent to CA; Caption Qs sent 3/27 Tuttle dwd/kr9/14/11 nik10/10/112/14/122/17/122/14/122/15/122/18/1 2 3/19/12 3/20/12Talked 3/10/12; captions OK Intro materials —

43 3. Editing Reorganize as necessary Fact check Rewrite/edit as necessary for grammar, syntax, style Evaluate length Add detail from transcript if necessary Standardize format for reviewers, interviewees, and designer Write pull quotes & photo captions ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

44 4. Review Make a clean copy incorporating all the edits you’ve decided on Have a second (even a third) person read the manuscript Negotiate and make changes ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

45 5. Approval Prepare a clean copy of manuscript for interviewee Insert hand-written or electronic Qs and comments Include a place for interviewee to sign off Get phone number & e-mail of interviewee for follow-up questions Ask any remaining questions Include photo captions for approval Include a self-addressed, stamped envelope, and state a deadline ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

46 S AMPLE OF A PPROVED M ANUSCRIPT

47 6. Design Send manuscripts & photos to designer one-by-one or in group(s) Check preliminary layouts when they’re back Proofread Add and lose lines as necessary, fix loose lines/widows (with the designer) Write or delete pull quotes as necessary Have a second person proof Go back to interviewee with any final Qs Submit changes to designer Check revised proofs and sign (or do another round if needed) ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

48 7. Print Go over final page proofs with designer Sign off Consult with printer as needed Do a press proof if requested Make sure printed materials have gone to binder on schedule Look forward to receiving the books! ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

49 THE LAUNCH Laurie Kramer ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA

50 Decide on stand-alone event vs piggybacking on another event Decide how to show off the final product Develop sales materials and process Involve the College Reach out to and recognize all participants Record the launch if possible See a video from our Book 1 launch at http://youtu.be/_pnDC-LAFO8 http://youtu.be/_pnDC-LAFO8 LAUNCH ORAL HISTORY PROJECT―SMITH COLLEGE CLUB OF MINNESOTA


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