Wow.

We're proud of you Rick.  I'm not going to read all that because I have fallen for that before, but glad you're making good on all those posts with an education.  Something tells me you will be able to write it and will be persistent enough to get a decent grade. 

Regarding "poster", I am using it loosely to refer to the pin-up deliverables pinned to the wall or otherwise may be a 'poster' or maybe a couple of 'posters' or so. In a digital deliverable, it would make sense to communicate such possibly as large format sheets that are in a sense like a 'storyboard' of your presentation. I believe I heard it referred to in a variety of ways. 

If anyone has any thoughts, should I lay out these conventional "posters" or "presentation boards" in Power Point slides style given that it would more be viewed this way in an online course and not be printed and pinned up on a wall? In any case, I'd be communicating the same "presentation" narrative. 

I have my gut feeling but it's worth asking because it may be excessive and redundant work to make "posters" and make "power point" which would lend well for a video presentation recording. 

Thank you in advance for any feedback on that.

I am not reading all that unless snacks are provided.

What is the depth of your architectural toolbox, professional speaking? - have you designed or worked on commercial buildings especially along historical preservation lines? - why are you interested in historical preservation? - I would recommend you don't do a strictly academic (pretend) project - you will get real work experience if you worked with a local or national historic preservation society most of which are nonprofit and may actually provide a grant - part of you final project could include writing this preservation grant - work in conjunction with an architectural firm that creates CD's that you can use as a guide for clarity and professionalism (plus some mentorship) - your State library has a wealth of information on historic buildings and drawings available to you - you have the potential to become a specialized architectural researcher, historic building delineator and detailer, and a project presenter in a real world setting (persuasive, graphic, and public speaking skills) ...

On your list of deliverables, what's the difference between #2 "Project Proposal" and #3 "Capstone Project Proposal"?  Are those 2 different tasks? An annotated bibliography shouldn't be assignment #1.  You don't even have a proposal until assignment #3: there would be nothing yet to put in a bibliography.  And #4 Ethics assignment sounds like one of those university-mandated things about academic honesty and proper citations, which would usually happen outside of for-credit coursework during orientation or something, but if they're actually counting that as part of credit hours then it should be assignment #1, before the students submit anything.

Thesis requirements vary greatly from one architecture program to another.  Your list has very little resemblance to my experience.  In my version this was the progression:

1.  The thesis proposal wasn't part of the thesis semesters' work at all, because it had to be submitted and accepted toward the end of the previous academic year, in order for the student to be accepted into the fall Thesis semester.  The proposal was the posing of an architectural hypothesis, and a plan for testing it.  Only about 40% of proposals were accepted: the rest of the students did regular studios in their final year.  

2.  The fall semester of thesis was research and prelim investigations:  the deliverables were several related case studies, a 30 page research paper on relevant precedents and theories, sketchbooks/notebooks of design exploration to date, explanation of reasons for selection of a particular site, and a detailed schedule and plan of attack for the spring semester's design work.

3. Assuming the fall's work was accepted as complete and passing, the spring semester of thesis was the design testing of the hypothesis:  the final presentation consisted of a large set of visual work - both progress iterations and final diagrams, drawings, and models.  Most students filled three 16-foot long walls of a room:  not that quantity is necessarily any measure of quality - just trying to give you some idea of expected output.

Cramming that all into 10 weeks isn't feasible, so I'd suggest not trying to model your "capstone project" after a professional degree's thesis model, but more like an independent studio project, in which the deliverables are similar to those of any typical 6 to 12 week studio project, but the student selects the site and program.

"#2 "Project Proposal" and #3 "Capstone Project Proposal"?  Are those 2 different tasks?"

Technically, yes. Regarding Annotated Bibliography, that begins with just two sources because at first like right now, we would have a number of options but #2, we narrow down. In this case, the assignment would be to propose the idea in a memo format to instructor. Then a "feasibility report" which conducts the practicality of a proposed course of action. Like can you really do the project in the timeframe or is there issues upon finding resources and such. Some parts of these are mini assignments. 

The Annotated Bibliography would be something you revise over the course of the project so it isn't just the two sources to do early to get started and those could even be pruned out as you revise and use other sources instead but the annotated bibliography is then updated but it won't be a separate submission and as you bring in new references you would update the project bibliography iteratively.  

The feasibility report assesses the viability of the idea and identify potential problems so you may need to make modifications to the project.  

Think of #2 as draft of project proposal. #3 "Capstone Project Proposal" as presentation of proposal with it refined and "presented" in a PowerPoint. (not to be confused with use of PowerPoint elsewhere with the Project itself. For me, it might akin to mid-term review of the project like mid-term pinup. 

One architecture school to another can easily have variation and this reflects on their deliverables. I sure the hell am not putting together a doctoral dissertation thesis project in 10 weeks. 

The ethics stuff is actually more than just about the academic honesty and those standard academic ethics but ethics in the profession and workplace and leadership in the profession as well as in the context of diverse cultural settings.

There are other course deliverables or mini-assignments/journals to prepare along the way addressing things that are not necessarily in your regular architecture capstone/thesis project so you can almost think of it blending a little of that "professional practice" course you may have taken before or concurrent with the thesis/capstone project.  

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Thesis requirements vary greatly from one architecture program to another.  Your list has very little resemblance to my experience.  In my version this was the progression:

1.  The thesis proposal wasn't part of the thesis semesters' work at all, because it had to be submitted and accepted toward the end of the previous academic year, in order for the student to be accepted into the fall Thesis semester.  The proposal was the posing of an architectural hypothesis, and a plan for testing it.  Only about 40% of proposals were accepted: the rest of the students did regular studios in their final year.  

2.  The fall semester of thesis was research and prelim investigations:  the deliverables were several related case studies, a 30 page research paper on relevant precedents and theories, sketchbooks/notebooks of design exploration to date, explanation of reasons for selection of a particular site, and a detailed schedule and plan of attack for the spring semester's design work.

3. Assuming the fall's work was accepted as complete and passing, the spring semester of thesis was the design testing of the hypothesis:  the final presentation consisted of a large set of visual work - both progress iterations and final diagrams, drawings, and models.  Most students filled three 16-foot long walls of a room:  not that quantity is necessarily any measure of quality - just trying to give you some idea of expected output.

Cramming that all into 10 weeks isn't feasible, so I'd suggest not trying to model your "capstone project" after a professional degree's thesis model, but more like an independent studio project, in which the deliverables are similar to those of any typical 6 to 12 week studio project, but the student selects the site and program.
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Thank you for your insight. I do believe I would have been simplifying the scale and like an independent studio project but where the student selects the site and program (actually creating the design problem to solve). The only examples I happen to actually have showing examples of deliverables for visual are these thesis/capstone design projects or studio projects of standard ordinary studio courses. I agree, doing a full year scale capstone project in 10 weeks would be insane.

You got a good point about modeling this closer to "independent studio project". If you can show me some example or know of, that would be great to communicate the deliverables and tighten up this. This is what I was asking so there can be some "sanity check" on the scope. In the meantime, I'll see if I can find some examples. The powerpoint examples I have seen are fine to the extent that they represent presenting an architectural design project of the nature over that medium instead of Presentation Boards / posters pinups. There is still the element of presenting so in that sense, these deliverables on the capstone projects I see would be same idea but maybe trimmed somewhat. Presentation is presentation. 

I think while conceptually, capstone/thesis design projects and independent study/studio project are similar (in the abstract)... but differ in magnitude of the deliverables and what's involved and time. When you have 30+ weeks to do something is vastly different than 10 weeks. 

If there is also some kind of syllabus example (it doesn't have to be current and/or examples of the deliverables involved... that would be great). It's a model to provide a sense of scale and the type of deliverables used. When I have a chance to do a full on professional degree capstone/thesis in say an M.Arch or whatever, I would have the more feasible timeframe so it isn't garbage produced. Too much in too little time is just a recipe for garbage. "Less is more" is apt point here.

I don't have a syllabus or a list of "deliverables" to give you for an independent studio or thesis project:  by the time a student gets to that level the assumption is that the student will determine what's necessary to illustrate their hypothesis, process, and solution, with some guidance from their advisor.  That's going to be different for every project and isn't final until the last exhibit is produced. It seems like you're approaching this a little backward, in trying to develop a quantifiable list of documents before you've determined what it is you're documenting.  Identify the hypothesis, and then work until you've proven or disproven it, and that body of work is pretty much what you'll present in the end, perhaps with some clean up and whatever additional diagrams are necessary to explain your process from Point A to Point Z.

As for not defending a doctoral dissertation:  nobody suggested that.  A dissertation averages 200+ pages and takes several years of research.  What you're describing is a project that needs to be done in roughly one academic quarter.  I was just explaining to you why that's not enough time to do a true architecture school thesis project - at least not a research-based one that's usually spread over the course of an academic year.  I did have to do a standard college-level +/- 30-page research paper as part of my undergrad thesis project, but, as I explained, one whole semester was dedicated to research.  In your case, beyond analyzing a few case studies, you're probably not going to have much time for research and writing.

Actually, I am working on shaping the "design topic" which is still being dialed into a more specific level but the broad topic surrounds "affordable housing". A year ago, I already wrote a essay/thesis about affordable housing crisis in Astoria which ultimately designed as a "civic proposal" versus a design project. This project would in part spring board off that but be a design problem / design project so it isn't merely "revising" an old assignment and that's that kind of issue. The deliverables becomes something new but also be a different project as outcome. Involves case studies examples and from that the design problem from which there is the design project itself. I've already have resources and material being gathered including resources. They would be material which would be looking at affordability and yet also look at sustainability, responses related to historic preservation & related issues/regulations, and so forth.

There are other misc. materials I am looking at that maybe referenced but the materials for resources would likely be pruned down as it proceeds. Starting with a broad array of materials and prune the resources as I get more defined on the hypothesis / design problem. This doesn't mean there won't possibly be new sources added and others pruned. It'll be fun.