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Find Your Place in the

COLLEGE OF LIBERAL ARTS

Camp War Eagle

Campaign Proposal AU 1st Impression Lacey Beno, Amanda Pinto, Danielle Sherman and Parker Whidby PRCM 4020

Dr. Waters

Spring 2010


Thank You! Dear Mr. Waldrop,

We would like to present our campaign proposal to you for the College of Liberal Arts. It has been a pleasure working with you this semester! Your passion for this department has had a tremendous effect on the success of our campaign.

Thank you for providing suggestions and support for each step along the way. We appreciate your dedication to the College of Liberal Arts and our campaign. We hope to provide a more memorable Camp War Eagle session for incoming students. We hope this information is helpful and are confident our tactics can be implemented successfully in the near future.

Your support and enthusiasm has been greatly appreciated. Please feel free to contact us with any questions. War Eagle! Sincerely,

AU 1st Impression Lacey Beno (850) 376-0252 benolac@auburn.edu

Danielle Sherman (678) 642-9202 shermda@auburn.edu

Amanda Pinto (678) 520-2454 pintoal@auburn.edu

Merry Parker Whidby (229) 460-1225 whidbmp@auburn.edu


Table of Contents Executive Summary ............................................................................................................ 1 Client Analysis ....................................................................................................................... 2 History ........................................................................................................................... 2 Mission .......................................................................................................................... 2 Culture ........................................................................................................................... 2 PR Efforts ...................................................................................................................... 3 PR Needs ....................................................................................................................... 3 S.W.O.T. Analysis ......................................................................................................... 3 Resources ...................................................................................................................... 5 Publics Analysis .................................................................................................................... 6 Key Publics: Incoming Students .......................................................................... 6 Key Publics: Parents ................................................................................................. 6 Key Publics: CLA Students ..................................................................................... 7 Situation Analysis ................................................................................................................ 10 Research .................................................................................................................................... 12 Theory of Research ................................................................................................... 12 Focus Group ................................................................................................................. 13 Strategy (Goals, Objectives, Strategies and Tactics) ........................................ 15 Before CWE .................................................................................................................. 15 During CWE ................................................................................................................. 18 After CWE ..................................................................................................................... 21 Calendar ................................................................................................................................... 23 Budget ........................................................................................................................................ 27 Evaluation Methods ............................................................................................................ 31 Limitations .............................................................................................................................. 32 Appendix .................................................................................................................................. 33 A - Auburn Family Blog ........................................................................................... 33 B - Welcome Postcard .............................................................................................. 34 C - T-shirt Proofs ........................................................................................................ 35 D - Freshman Orientation Packet ........................................................................ 36 E - Follow-Up E-mail ................................................................................................. 37 F - Research Results .................................................................................................. 38 G - Camp War Eagle Survey ................................................................................... 40 H - Auburn University’s Crisis Management Plan ....................................... 41 I - Digital Campaign and Freshman Orientation Packet .......................... 42


Executive Summary Our campaign for the College of Liberal Arts’ Camp War Eagle presentation is focused on the first impression the College of Liberal Arts makes on incoming students. These students should receive information before, during and after his or her Camp War Eagle session to enforce a positive attitude toward this school and college while changing any negative ones.

The College of Liberal Arts is the largest and oldest school on Auburn University’s campus. Eight of the 12 departments offer graduate programs. With various resources and student aid available, the College of Liberal Arts should have no trouble finding student ambassadors. These ambassadors will serve as liaisons from the College of Liberal Arts to incoming students during their Camp War Eagle session. Because lack of information, or information that is not portrayed in a uniform way can be confusing and forgettable, there was a need for evaluation and suggestions to better the College of Liberal Arts’ presence at Camp War Eagle . We used initial research, focus groups and web studies to gather feedback on what the College of Liberal Arts could improve. By implementing several or all of these tactics, we believe that each of the Camp War Eagle sessions will be unforgettable for the incoming student as well as his or her parents.

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Client Analysis History of the Organization Auburn University was founded in 1856. As one of the largest universities in the South, Auburn has stood at the educational forefront with an emphasis on a blend of arts and applied sciences. The university is continuously improving to accommodate today’s ever-changing needs, while still respecting the traditions and spirit of Auburn. Auburn University offers degrees in 13 schools and colleges at the undergraduate, graduate and professional levels. The official count of enrollment for Fall 2009 is 24,602.   Camp War Eagle (CWE) is Auburn’s summer orientation program for incoming freshmen.  The program exists primarily to orient new students through a structured program emphasizing academic and personal success.    The College of Liberal Arts (CLA) is Auburn University’s oldest and largest school and is the largest liberal arts college in the state of Alabama. The CLA continues a long tradition of quality education and instruction in a number of outstanding departments. The CLA is composed of 12 departments, divided into the four academic areas including Fine Arts, Humanities, Communication/Journalism and Social Sciences.   AU 1st Impression’s client Mike Waldrop, Director of Student Services, is in charge of the academic information sessions for CLA during CWE. 

Organizational Mission The CLA mission is to give students the opportunity to acquire tangible knowledge, while becoming critical thinkers and creative spirits who learn how educated and engaged citizens contribute more fully to the overall quality of life. During CWE, the CLA strives to creatively inform students and parents of this mission using a well-organized booklet. CLA also strives to provide answers to all questions that may arise during the orientation program.

Organizational Culture The CLA has a very stable culture. The staff of the CLA is supportive of one another and accepting of progressive change. Beyond the college that is separated into departments, there are also 10 committees that focus on different areas of the college such as curriculum, scholarship, education abroad and diversity.

Mike Waldrop, Director of Student Services for the CLA, sees potential for the CLA section in CWE to be excellent and unforgettable. In order for this to be carried out, he and AU 1st Impression will redesign the format and content of their information packet, offer additional communication materials and encourage more online resources for potential students. We plan to pitch the final campaign proposal to Dr. Constance Relihan, Senior Associate Dean for Academic Affairs and Mike Waldrop to approve. 2


Client Analysis   Students will play a key role in CLA’s presence in CWE. Potential CLA students will have an opportunity to see what current public relations and communication students are creating in their major classes. This should be one of the strongest presentations during CWE, to help reassure students and parents that they made the right choice with CLA.

Public Relations Efforts, Previous and Present There have not been any past public relations efforts for the CLA during CWE. Our strategy is to emphasize the priority and importance of public relations by creating an environment that is two fold: it should give parents the reassurance they are looking for as well as obtain the interest of the incoming students.

Public Relations Needs

  The CLA needs to implement updated presentations and information before, during and after their CWE sessions. Mike Waldrop and AU 1st Impression see the need to update the information handbook on CLA for potential students and parents to be able to download from the college’s website. The content needs to be edited, simplified and converted to a less expensive version to be considered for a mail out to students declaring a major in the CLA. Also, the large group and small group presentations should be re-evaluated and focus on two or three main points, with a video or PowerPoint to keep it from being dry.  The reputation of CWE overall is positive, however, students often get bored during the presentations of their respective college.  We want to change that image and make this a fun experience for students and their parents alike.

S.W.O.T Analysis               Strengths

The CLA is given a presentation room with further technological capabilities than it is taking advantage of. This could be a great strength to enhance the presentations. The CLA also has undergraduate and graduate students who could serve as ambassadors during the CWE sessions. They could give a short presentation of their own, emphasizing points made by the heads of the department and advisors.  

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Client Analysis Weaknesses As defined by CLA, the main weakness lies in the execution of the presentation.  There is too much information given in a non-exciting way that causes students to lose interest and not retain what is said.  However, the presentation must also be given to parents, therefore it must be innovative enough to appeal to both markets.   The presentation from the CLA staff could be converted to a better format. There is an overwhelming amount of information given to incoming students and parents during one presentation. The format could be simplified to focus on two or three key concepts that could be easily remembered. The presentation could also include a video, PowerPoint or a slideshow to help keep parents and students interested, as the room is equipped to handle all technical aspects. Additional information could be distributed through other sources such as mail outs and the CLA web site.                 Opportunities CLA has opportunities to better its CWE program before, during and after each session and to make sure that the CLA is equal to or above the standards of the other colleges.     Students will play a key role in CLA’s presence in CWE. Potential CLA students will be in the audience. They will have an opportunity to see what current CLA students are creating in their major classes; therefore, it needs to be one of the strongest presentations during CWE, to reassure students and parents that they made the right choice.   The CLA has potential to be excellent and unforgettable in CWE. In order for this to be possible, Mike Waldrop and AU 1st Impression will redesign the format and content of the CLA information packet, presentations and online resources for potential students. We plan to pitch the final campaign proposal to Dr. Relihan and Mike Waldrop to approve.   Threats Every college participates in CWE each year. This presents the potential for CLA to become “lost in the crowd” for campers, as well as parents. While there is no competition between the colleges, CLA needs to impress and stand out to the incoming students by making use of the talent and media technology available to them.  

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Client Analysis Resources  

          People In 2009, Mike Waldrop accepted the position as Director of Student Services for the CLA. One of his duties is overseeing the College of Liberal Arts’ involvement in CWE. Dr. Relihan and the CLA advisers are dedicated to helping Waldrop in his quest to “revamp” the CLA’ approach to CWE.

Technology and Documents

Our client wants to focus on the packet of information that the CLA campers receive during CWE. The packet from the previous year will be a helpful resource for us to reference when editing and reformatting it. The presentation room is fully equipped with audio and visual technology to implement an engaging and unforgettable session.    

 

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Publics Analysis AU 1st Impression is targeting incoming students in the CLA. The next significant target public is the parents who attend CWE with their children. Since some of the material from this campaign will be on the CLA’s website, people who might research the CLA are important publics as well.

Key Publics: Incoming Students

Aware

Students who have been accepted into Auburn University are at some stage of awareness. Aware students choose to be proactive and concerned with their declared college. These students have a broad knowledge, but are not driven to research specifics. These students are also aware and respectful of opinion leaders.

Active

Active students will be more in tuned to the information available. They will be more inclined to ask specific questions and do extensive research prior to CWE. Active students will continue involvement by having a plan of study and meeting regularly with their advisors.

Apathetic

Apathetic students will not take advantage of the resources given to them by theCLA. Most likely they have not researched any information regarding their fall schedule or advisor.

Key Publics: Parents

Aware

These parents recognize CWE as an orientation program, but are not sure what they are going to be doing specifically or learning. Aware parents know the basic information but do not how it applies to them.

Active

Active parents want to know specific information. If they cannot find it, they take initiative to call the Freshman Year Experience (CWE headquarters) office to have their questions answered.

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Publics Analysis

Apathetic

Many of these parents have been to rival colleges and some are not excited for their child to have chosen Auburn University. Some did not go to college and do not care or know what to expect. Other parents may have already been to CWE with older siblings and tend to brush off information. Some do not have a preference and would rather not be attending.

Key Publics: CLA Students

Latent

Students in CLA have already gone through CWE. This information does not apply to them.

Key Publics’ Attitude

  The overall attitude about CWE and the CLA is positive. It could be better with revised materials, more personality and a reformatted high-quality presentation.

Displayed Behavior of Key Publics Towards CWE

  Parents tend to enjoy the presentations at CWE more than the incoming students because they are more interested in how their child will adjust to life at college. They want to know what their child will be learning and what resources are available to them. Parents are more likely to be active during the presentation, asking questions and researching the programs that were discussed. While students might also do this, they are less likely to ask questions during the presentations, as other aspects of CWE such as social life seem more interesting.

Effectiveness of Communication Strategies

  The CLA uses several strategies to communicate with their various publics. Prior to CWE, communication with incoming freshmen campers and their parents is handled through admissions and student services, but CLA campers could receive additional information. Previously, CLA has put together a packet and given it to the campers while at CWE. This packet contains useful information but students and their parents tend to be overwhelmed at this time. Unfortunately, the packet can get lost in the shuffle and lose effectiveness.  

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Publics Analysis Key Publics’ Awareness of CLA

  Because CWE students and parents can quickly become overwhelmed with information during this two-day visit, they fail to ask the right questions. The people interested in the CLA are those who have the most insight into the college, but there is potential for more awareness through the availability of early mail-outs, online information and word of mouth regarding the presentation.    

Key Publics’ Involvement with CLA

  The CWE program is pre-set, giving the parents and students no active role in the planning. However, at the end of each session they are encouraged to fill out an evaluation of their experience where comments are greatly appreciated. They also cannot control the amount of information that is given to them in the short amount of time they are there, but they can choose what information to retain. 

Key Publics’ Previous Knowledge Incoming Students Most students have only skimmed the surface of researching the various majors offered at Auburn, and therefore, have little idea of what each college and program can offer. Few of the incoming students have looked into the CLA and know what majors and departments are available. They know about this college only through their personal research, what others have told them and through the information provided for them from the university.

Parents

Parents usually fall into two categories; the first being parents who have attended or researched Auburn and have a solid background knowledge.  The second being parents who have done little research about Auburn and will have to be more informed. We will have to find a balance between the two types of parents so as not to give too much or not enough information.    

Information Received by Key Publics Incoming Students

Students receive most information via e-mail. CLA sends e-mails based on the needs of the students.  They do their best not to overexpose students to CLA e-mails. 8


Publics Analysis Parents Parents can sign up for an e-mail newsletter or receive brochures and information in the mail.  

Effectiveness of Previous Public Relations Efforts Targeted to Key Publics   There have been no past public relations efforts targeting the key publics. 

   

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Situation Analysis Obstacles The main obstacle CLA has is the ability to stand out among the 13 other colleges on campus without becoming lost in the crowd. CLA does not want students or parents to leave the presentation feeling overwhelmed or under informed. Another obstacle is determining what information to give at the presentation that allows students and parents to best remember it.

Ethics

The ethical standard of CLAs’ presentation during CWE should be held to the highest level as it is representing Auburn University. Diversity and cultural awareness will be addressed. Auburn University’s code of ethics is based on four principles: integrity, objectivity, confidentiality and competency.

Auburn University’s vision on diversity is a core value at Auburn University. The Office for Diversity and Multicultural Affairs strives to offer a comprehensive range of exemplary educational programs that foster and sustain an environment that promotes academic excellence, respects differences, and accepts inclusiveness.” The presentation will follow these principles held by Auburn University and keep ethics and diversity in mind at all times.

Risk Management

Because our audience consists of potential students and their parents, we have an obligation to inform them of the expectations for CLA students, as well as what sources are available to help them succeed.  There is a slight risk involved in the presentation because all of the information is given in such a short amount of time. This is why it is important to have the main points stressed in the presentation and materials offered.

Crisis Management

A crisis is either one of two types: sudden, a crisis that comes without warning or smoldering, a crisis that has accumulated. When people are under stress, usually normal emotions become irrational or unpredictable. This is why an effective crisis plan should be in place. In the event of a crisis please refer to Auburn University’s crisis management plan. See Appendix G

Issues Management

Effective issues management identifies unforeseen and negative circumstances before they evolve into a full blown crisis. 10


Situation Analysis Situation Facing CLA Mike Waldrop and CLA need public relations to help simplify the content of the large group presentation at CWE and to redesign the format for a more exciting delivery.  The presentation must be informative, yet keep students and parents engaged and entertained.  In the past, the presentation was given in a way that incoming students and their parents quickly forgot.

Similarly, the information packet was in several different formats, thus not available to download as one document online. It should be consolidated with an index so that it can be easily accessed from the CLA website. AU 1st Impression is greatly needed to refurbish the content and delivery of the information packet for students and parents to access it online and create awareness for CLA.

Background of the Situation

The CLA is not only Auburn University’s oldest and largest college, but also is the largest liberal arts college in the state of Alabama. CLA has participated in CWE as have each of the other 13 colleges. However, because the CLA has so many influential and talented faculty and students, it should be able to give an outstanding presentation during CWE. There is little information that is offered in a single format before, during and after the CWE session for incoming students and parents.

Significance of the Situation

Because CLA is the largest college at Auburn University, the CWE presentation and information packets should be an excellent model for the other colleges, and be able to effectively utilize the available audio, video and computer programs available. Also, the CLA has several faculty, graduate assistants and students that could highlight the programs offered by Auburn’s CLA.

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Research Theory of Research Uses and Gratification Theory In our research we have found that problems with our campaign reflect that of the Blumler and Katz’s Uses and Gratification Theory. Our client discussed with us that they felt that their message was not being received by the incoming students the way they wished. The students either did not feel the CWE CLA presentation was memorable or they felt it was boring. In Blumler and Katz’s Uses and Gratification Theory the media deliver a message but the message is blocked by some sort of interference and is not delivered to the public.

In our case the media (CLA) trying to deliver their presentation with the points they want their public (incoming students) to remember from their CWE experience. The message can be blocked by a number of different things, one being the student’s lack of interest on the subject or their exhaustion from a long CWE session therefore hindering their concentration. Other reasons the message may be blocked is if information is not presented in an organized “easy to read” fashion. We decided that the best way to make sure the students are receiving the message (retaining information from CLA’s presentation) was to find out why the message was being blocked and work to fix it. We determined that in order for students to retain information from the CLA session, the presentation needs to be organized, enticing and entertaining.

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Research Focus Group Setting The focus group was conducted on the bottom floor of the RBD library in a freshman Success Strategies classroom. There were 25 participants. The discussion began at noon and ended at 12:45 p.m. The professor of the class was Rick Enkeboll.  See Appendix F.

Focus Group Demographics

College of Engineering :: 4 Students Majors: Electrical, Chemical, Preindustrial, and Undecided College of Science and Mathematics :: 8 Students Majors: Pre-Pharmacy, Mathematics, Zoology, Pre-Vet

College of Liberal Arts :: 5 Students Majors: Psychology, Public Relations, Graphic Design, Music Education College of Business :: 4 Students Majors: Business, Accounting

College of Architecture, Design and Construction :: 1 Student Major: Industrial design

College of Human Sciences :: 2 Students Majors: Human Development and Family Studies College of Agriculture :: 1 Student Major: Animal Science

Overview of Research We asked several open-ended questions. Many of the students confirmed our initial hypothesis regarding the CWE sessions. 
 

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Research Questions and Results 1. What was your most memorable (the thing that stuck out the most) about CWE from an academic standpoint?

  One student said that being nervous was the only thing she remembers about the large group presentation in her college.  Another student remembers her presentation as very straightforward. Generally, students do not remember much from the academic point of their visit because they were still learning how to transition into a college student. Also, the summer weather was hot and humid. 
 
  2. Were you overwhelmed when choosing your schedule? Did you meet your adviser to build it?

  Several students agreed that building their schedule was the most stressful and they wish they could have had more time with their advisers to guide them in the right direction. They also would have been open to having student advisers to aid them in this process. 
 
  3. What do you remember about your college’s presentation?

  The most memorable topics during the presentation included an interactive and creative PowerPoint and a list of career choices for various majors. 
 
  4. Did CWE make you excited to start classes in your specific major?

  Because the students were not informed of classes specific to their majors, they were not excited about the core classes. Another student, however, researched the classes available and was excited about beginning classes directly in his field of interest. 
 
 

5. Do you feel CWE sessions adequately informed you about various opportunities within your college?

  The students didn’t feel very informed because there was so much information given during the short time at CWE. The presentations were long and their attention span was short because the vast amount of information was not concise. 
  6. Did you do any research of your particular college prior to coming to CWE?

  The students agreed that they did not receive adequate information on their college prior to coming to CWE. However, they would have liked to receive a post card or e-mail from their college inviting them to explore the Web site.  Some students expressed interest in researching their college if they had received this information before CWE. 14


Strategy Relationship Management Goal Before CWE To create awareness among incoming CLA students prior to attending CWE. Objective 1: To develop and increase students’ knowledge by 20 percent in the next year of what to expect before coming to CWE. Strategy 1: Motivate incoming students to prepare for college and ease

nervousness of becoming a freshman at a large university.

Rationale: Incoming students are anxious and nervous about coming to college. Most incoming students are unaware or unsure of what will be expected of them. Motivating students to prepare for college will ease their anxiety. We will use the theme “Find Your Place” to invite students into CLA.

Tactic 1: Develop the theme of CLA which is “Find Your Place.” We want to encourage high-achieving students with a drive for excellence that CLA is the college for them. This theme will be seen throughout our campaign.

Strategy 2: Ease incoming freshmen’s anxiety about college and show them

what to expect in CLA.

Rationale: Most students do not know which college they are in and only know about their major. Students who are coming into CLA need to feel comfortable and welcomed. CLA needs to gease this anxiety by answering frequently asked questions before students arrive at CWE.

Tactic 1: E-mail sent to the students on their TigerMail account.

This will be the start of the “Find Your Place” theme. The e-mail should be an attention grabber. It will ask the question, “Looking to find your place at Auburn University?” and go into “CLA is the place for you!” It will directions to find your adviser and a link to ways to get involved. The link to ways to get involved will be added on the CLA homepage.

Tactic 2: Create the “Find Your Place” blog on the Auburn Family website.

A blog will be created to showcase CLA students. This is the largest college at Auburn; a blog will make the college seem smaller and more inviting. The blog will include student profiles, clubs and honor society involvement, events held by CLA. Lots of photos will be included. See Appendix A

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Strategy Strategy 3: Encourage incoming students to become a part of the CLA family.

Rationale: One of the characteristics people associate with Auburn is the feeling of family. Continuing with this tradition, we want incoming students to feel at home and a part of CLA. If they have problems or questions, students need to feel at ease and know they can turn to their advisors and CLA for answers.

Tactic 1: A newsletter will be sent via e-mail to showcase CLA.

The newsletter will inform students of what CLA offers students. The newsletter will go into more detail than the previously sent e-mail. It will use graphics to gain the students attention. It will include CLA Student Advisory Board and Scholarship Eminent Society information. It will inform students about meeting with their advisors, photos of students and have a welcome note from Dean.

Tactic 2: Update the CLA website. Right now, the CLA website is hard for incoming students to navigate. Before and during CWE, there should be a link on the homepage to show students where to go. On the website, there should be a link to download the packet given to them at CWE, information about classes and a link to the CLA blog to see what current students are doing.

Objective 2: To increase parent’s awareness by 50 percent of what CLA is and how it will benefit their child in the next year. Strategy 1: Relieve parent’s anxiety about their child being in college.

Rationale: Knowing that the CLA and has available resources and information for incoming students will help ease parents anxiety. If CLA provides parents and incoming students with the information they want before they attend CWE, the parents will feel more at ease and by knowing their children are being well taken care of.

Tactic 1: Send students a welcome note.

We plan to send out a postcard saying that CLA is looking forward to seeing them this fall and to contact them if they have any questions. It will be short, sweet and to the point. Parents will also appreciate that CLA is making efforts to welcome their student. See Appendix B

Tactic 2: Digital Media: The CLA website

The CLA website should have a section in a prominent place for incoming students and their parents to access the following: a list of frequently asked questions, the PDF document of the information booklet and the main points of the large group session during CWE. It will also have a list of all the advisers if a student wishes to contact him or her before or after CWE. 16


Strategy Strategy 2: Inform parents of what they need to know prior to attending CWE.

Rationale: Providing the right amount of information will help parent’s answer their questions first on the website. It will also help CLA know what information is unclear and needs to be addressed better. At the same time, we do not want to implement information overload. The focus should be on as few key points as possible.

Tactic 2: Encourage parents and students to read the student blog.

Tactic 1: Send an e-mail to incoming students and to parents.

This e-mail will contain a welcome note, invitation to explore information packet and clearly display the website the website address should have questions. The blog on CLAs’ Auburn Family page will have updates on CWE and CLA students.

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Strategy Task Management Goal During CWE To actively portray CLA in the most effective and creative way. Objective 1: To improve CLA’s presentation segment during CWE by 20 percent in the next year. Strategy 1: Improve the two-hour large group presentation for students and

parents.

Rationale: During the focus group, our initial assumptions was that the content and delivery of the two-hour presentation could have improved. This was confirmed by our focus group research. Because incoming students are already nervous about choosing their schedule for the coming semester, the extra information provided is not absorbed well. It should be a more relaxing presentation explaining a few key points, with a slide show, pictures or video somewhere in between to make the presentation easier to sit through and understand.

Tactic 1: Improve the digital portion on the presentation.

Using a PowerPoint, video or slide show will keep students more interested and help them to understand what being a part of CLA will be like. Improving the presentation will help gain the students attention so they will remember important information that may be provided.

Tactic 2: Divide into groups to discuss each major.

Because CLA is the largest college and there are 13 departments, students should be divided into their particular department. Include specifics about each major and jobs that students could have with his or her degree. Participants in the focus group said that this would be extremely helpful.

Strategy 2: To utilize lag time efficiently while scheduling is taken place.

Rationale: Campers should be able to get their questions answered by members of a student advisory board who have been through the same courses they are signing up to take. They are most likely to trust someone close to their age who has shared the same experiences.

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Strategy Tactic 1: Have a Student Advisory Board available at the presentations. This would allow the incoming students to ask people their own age questions. The large group atmosphere might intimidate some incoming freshmen; CLA student advisory board members will be answering questions. There should be a 1:12 ratio of student advisers to campers.

Tactic 2: Train the Student Advisory Board prior to CWE.

The CLA will have a student advisory board that will go through a three-day training period to educate them on all aspects of the CLA. This is so that they will be able to answer any questions from incoming students and parents, no matter which department they are in. The student advisory board and actual CLA advisers will have correlating information, so that the same information is emphasized.

Tactic 3: Distribute survey to all CWE campers to complete while waiting to meet with their adviser.

Members of the CLA Student Advisory Board should distribute a survey to students and parents while they are waiting to meet with their advisers. This would allow CLA to gain valuable feedback. The survey results will help CLA to make improvements for the following summer sessions. Handing out the survey at this time will be an effective use of lag time. See Appendix H

Rationale: We want students to remember their experience with CLA during CWE so that they feel accepted and excited to be a part of the college.

Strategy 3: Improve overall presence of CLA during CWE.

Tactic 1: Create a gift bag for students to receive after the presentation.

At the end of the presentation, give the incoming freshman a small gift. It could include a t-shirt and a small reminder of the key points in the form of a magnet or other object. See Appendix C

Tactic 2: Make advisers more available and open to incoming students.

Split all the students up based on what department they are in and have the advisers from each department come to answer any type of question that needs to be answered. We will set aside a time where all advisers take questions from the floor. Because students will be broken up into departments, there should not be an overwhelming number of students in each room making each student have easier access to their adviser.

Tactic 3: Emphasize the Auburn Family in the presentation.

We want to provide the students and parents with a feeling of belonging to CLA, because students need this when leaving home for the first time to attend college. If “the Auburn Family” and “the CLA Family” are emphasized, students may have a emotional connection to the college.

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Strategy Objective 2: To revamp how the information is distributed before May

2010.

Strategy 1: Edit the content within the packet.

Rationale: The packet is currently disorganized and difficult to read. If it was more concise and presented differently, students and parents would be likely to utilize the information in it. See Appendix D1

Tactic 1: Create the packet into one document.

 All the pages of the information packet will be converted to a single pdf. file, able to download from the CLA Web site. This will ensure that all the pages are together and no information is overlooked or missing. See Appendix D2

Tactic 2: Better organization of the packet.

Include a table of contents and reorganize information.

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Strategy Reputation Management Goal After CWE To keep communication lines open between CLA and the incoming students prior to Fall semester. Objective 1: To reinforce the positive attitudes and feelings created at CWE

about CLA.

Strategy 1: Reiterate the confidence students find in CLA.

Rationale: We want students to know that CWE shows just a glimpse of what CLA could do for them. During CWE, CLA tries to instill a since of trust in students. A simple reminder showing that they are valued will help.

Tactic 1: Continue blogging on Auburn Family and the CLA blog.

We will continue to have people blog on Auburn Family and encourage new students to start blogging as well. Auburn Family (Auburn’s Social Networking Site) should be introduced in the digital presentation. We will encourage students to read current students’ blogs and begin to write their own. See Appendix A

Strategy 2: Remind students of important information learned during CWE.

Rationale: As we have said before, students encounter information overload at CWE. After students have attended CWE, CLA should send a short reminder of the three key points learned.

Tactic 1: Send out a follow-up e-mail. A follow-up email that gives no more than three reminders should be sent.  With only three reminders there is a high chance the students will remember them. See Appendix E

Tactic 2: Remind students to become involved in CLA. In the e-mail there will be a section about ways to get involved in CLA.  All the societies and clubs that are offered should be listed on the website so that students can visit them to learn more about each one. 21


Strategy Tactic 3: Accommodate new students on the website. At the start of the semester we will have CLA change the homepage to accommodate the new CLA students. There will be easy links to help them learn about drop/add, course lists, CLA societies and the contact information to their advisor.

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APRIL 2010

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http://www.vertex42.com

Saturday

Calendar

23


30

23

16

9

2

Sunday

11

18

25

10

17

24

Send CWE Session 3 Post Card

31

4

Tuesday

3

Monday

Send CWE Session 2 Post Card

CWE Session 1 Begins

26

Send CWE Session 1 Post Card

19

12

Print New Student Packets

5

Wednesday

27

20

13

6

Thursday

MAY 2010

Š 2007 Vertex42 LLC

Notes:

CWE Session 1 Ends

28

21

14

7

Friday

29

22

15

8

1

http://www.vertex42.com

Saturday

Calendar

24


CWE Session 6 Begins

27

20

13

CWE Session 3 Begins

6

Sunday

28 CWE Session 6 Ends

29

23 CWE Session 5 Begins

22 Send CWE Session 6 Post Card

21

Send CWE Session 7 Post Card

30

Send CWE Session 5 Post Card

CWE Session 4 Begins

16

Send CWE Session 4 Post Card

9

CWE Session 2 Begins

2

Wednesday

15

CWE Session 3 Ends

8

1

Tuesday

14

7

Monday

24

17

10

3

Thursday

JUNE 2010

Š 2007 Vertex42 LLC

Notes:

CWE Session 5 Ends

25

CWE Session 4 Ends

18

11

CWE Session 2 Ends

4

Friday

26

19

12

5

http://www.vertex42.com

Saturday

Calendar

25


25

18

11

4

Sunday

6

13

20

27

12

19

26

Tuesday

5

Monday

28

21

CWE Session 8 Begins

14

Send CWE Session 8 Post Card

CWE Session 7 Beigns

7

Wednesday

29

Send out follow-up email to all students

22

15

8

1

Thursday

JULY 2010

Š 2007 Vertex42 LLC

Notes:

30

23

CWE Session 8 Ends

16

CWE Session 7 Ends

9

2

Friday

31

24

17

10

3

http://www.vertex42.com

Saturday

Calendar

26


Budget Tactic Information Packet T-shirts

Post Cards

Manufacture $1 each

$0.13 each n/a

E-mail

n/a

Website

Facebook Group/ Blog

1,000

$10 each

Postage

n/a

n/a

Number Projected

Postage n/a

200

to be determined

1,000

$0.44 each

1,000

n/a

1,000

n/a

see below

n/a

n/a

n/a

Tactic Total Cost $2,000 $2,000 $130 $440 $0 $0 $0

TOTAL: $4,570

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Budget Vendors Information Packet .………….......... Office Max

T-shirts ……………………………......... Geneologie Post Cards ………………...................... Office Max

Postage ………………………………...... United States Postal Service Website ………………………………….. CLA

E-mail……………………………………... CLA Facebook Group/Blog ……………....CLA

Contact Office Max 1716 Opelika Road Market Square Auburn, AL 36830 (334) 887-2061 Geneologie Lindsey Smith lindsey@geneologie.com (205) 383-7426

United States Postal Service 300 Opelika Road Auburn, AL 36830-3904 (334) 821-3754

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Evaluation Methods Effective Measuring Awareness objectives will be measured by monitoring comments on the blog, feedback from focus groups and surveys. Acceptance objectives can be measured by responses from campers.

Action objectives can be measured by the level of involvement and knowledge of new students in the CLA.

Expanded Planning Methodology

Information can be obtained before and after the study to determine the level of awareness. Because CWE is mandatory for incoming students, acceptance is not optional, but the positive feelings toward the CLA presentation can be measured. Most Effective Research Methodologies

Focus group: One was conducted in a freshman Success Strategies class in the spring of 2010. There should be a focus group conducted one or more times in the fall following CWE.

Survey: A survey could be implemented via e-mail immediately following the incoming students CWE session, or one week before classes begin to all CLA incoming students. Content analysis: The blog should be monitored for postings on the topic of CWE, the information sessions, the presentation, class registration, and what incoming students wished CWE addressed. Evaluation of Outputs

Message production: The three main points CLA wants to emphasize to new students is provided in a more clear manner so that they are not overlooked by students and their parents. Message dissemination: Unavailable at present time.

Message cost analysis: Creating and printing the information packet, t-shirts and post cards will be the most costly of the tactics to portray the message. See Appendix __ for more information on budget. Advertising equivalency: The same message could not be portrayed using solely advertising. You could not reach specific by just an advertisement. Also it would be perceived as genuine if an advertisement was used and being genuine important.

29


Evaluation Methods Evaluation of Awareness Objectives Message exposure: If the campaign proposal and tactics are executed, all the CLA incoming students will have been exposed to the three main points several times. Message content analysis: The three points were devised from information given by Mike Waldrop. They are ideas CLA wanted students to remember after attending CWE.

Readability measures and message recall: The points are clear and concise so that there is no confusion. Students should be able to remember the content after being exposed to it several times. Evaluation of Acceptance Objectives

Audience feedback is unavailable at time of campaign.

Benchmark (baseline) study is unavailable at time of campaign. Evaluation of Action Objectives

Audience participation is unavailable at present time.

Direct observation of results is unavailable at present time. Audience

Mike Waldrop and Dean Gramberg of CLA will receive the final evaluation

The campaign will be used to determine what went well during the session and what needs to be improved for the next summer.

Evaluation Schedule

Timeline for implementation report: This is to be implemented at the first session and continue for each session all summer.

Timeline for progress report: After the first couple of sessions it will be easier to see what works and what do not work so that it can be changed for the upcoming sessions. Timeline for final evaluation is unavailable at present time.

30


Evaluation Methods Evaluation Program Checklist 1. Is this evaluation program useful to the organization? Yes. 2. Is it clearly linked to established objectives? Yes. 3. Is it cost - appropriate? Unavailable at present time. 4. Is it time - appropriate? Yes. 5. Is it appropriate as to other resources? Yes. 6. Is it ethical and socially responsible? Yes. 7. Is it credible, with accurate data? Unavailable at present moment. 8. Is it actionable? Yes. Standard of accuracy and reliability needed for the evaluation: In order for the focus group or survey results to be measured accurately, there must be a consistent grading and measuring form to show changes after the changes have been made to the CWE program. Mike Waldrop can provide information for the evaluation. Also, the campaign can be referenced.

31


Limitations Limitations included: We were only given a semester to conduct focus groups and research. We were allocated limited funding. We had other obligations including classes, internships and part-time jobs. We were not able to meet with our contact on a weekly basis. We had limited access to previous presentation materials. We encountered scheduling conflicts. We found it difficult to define our boundary and be considerate of past speaker’s unique material.

32


Appendix Appendix A: Auburn Family Profile and Blog

Tactic: The “Find Your Place� blog on the Auburn Family website. A blog will be created to showcase CLA students. This is the largest college at Auburn; a blog will make the college seem smaller and more inviting. The blog will include student profiles, clubs and honor society involvement, events held by CLA. Lots of photos will be included.

33


Appendix Appendix B: Welcome Postcard

Tactic: Send students a welcome note. We plan to send out a postcard saying that CLA is looking forward to seeing them this fall and to contact them if they have any questions. It will be short, sweet and to the point. Parents will also appreciate that CLA is making an effort to welcome their student.

34


FRONT

BACK

3 Helpful Tips for Finding Your Place 1. Behavior- Your level of focus, responsibility, professionalism, timeliness and attention to detail will determine your success. 2. Academics- Stay in contact with your Advisor and use the counseling services on campus to keep you on track. 3. Balance- Because success in academics and extracurricular activities defines only a portion of a college student, the ability to balance both leads to a well-rounded experience. visit our website: www.auburn.edu/cla for more information


Appendix Appendix C: T-Shirt Proofs

Tactic: Create a gift bag for students to receive after the presentation. At the end of the presentation, give the incoming freshman a small gift. It could include a t-shirt, koozie and a small reminder of the key points as a magnet or other small item.

35


Appendix Appendix D: Freshman Orientation Packet

Tactic: Create the packet into one document.

All the pages of the information packet will be converted to a single pdf. file, able to download from the CLA Web site. This will ensure that all the pages are together and no information is overlooked or missing.

Tactic: Better organization of the packet.

Include a table of contents and reorganize information.

The following pages contain the completed Freshman Orientation Packet

36


Appendix Appendix E: Follow-Up E-mail to students

Tactic: Send out a follow-up email.

A follow-up email that gives no more than three reminders should be sent.  With only three reminders there is a high chance the students will remember them.

37


Appendix Appendix F: Research Results Questions and Results

1. What was your most memorable (the thing that stuck out the most) about CWE from an academic standpoint?

  One student said that being nervous was the only thing she remembers about the large group presentation in her college.  Another student remembers her presentation as very straightforward. Generally, students do not remember much from the academic point of their visit because they were still learning how to transition into a college student. Also, the summer weather was hot and humid. 
 
  2. Were you overwhelmed when choosing your schedule? Did you meet your adviser to build it?

  Several students agreed that building their schedule was the most stressful and they wish they could have had more time with their advisers to guide them in the right direction. They also would have been open to having student advisers to aid them in this process. 
 
  3. What do you remember about your college’s presentation?

  The most memorable topics during the presentation included an interactive and creative PowerPoint and a list of career choices for various majors. 
 
  4. Did CWE make you excited to start classes in your specific major?

  Because the students were not informed of classes specific to their majors, they were not excited about the core classes. Another student, however, researched the classes available and was excited about beginning classes directly in his field of interest. 
 
 

5. Do you feel CWE sessions adequately informed you about various opportunities within your college?

  The students didn’t feel very informed because there was so much information given during the short time at CWE. The presentations were long and their attention span was short because the vast amount of information was not concise. 
  6. Did you do any research of your particular college prior to coming to CWE?

  The students agreed that they did not receive adequate information on their college prior to coming to CWE. However, they would have liked to receive a post card or e-mail from their college inviting them to explore the Web site.  Some students expressed interest in researching their college if they had received this information before CWE. 38


Appendix Appendix F (cont.): Research Results

Focus Group Demographics College of Engineering :: 4 Students Majors: Electrical, Chemical, Preindustrial, and Undecided College of Science and Mathematics :: 8 Students Majors: Pre-Pharmacy, Mathematics, Zoology, Pre-Vet

College of Liberal Arts :: 5 Students Majors: Psychology, Public Relations, Graphic Design, Music Education College of Business :: 4 Students Majors: Business, Accounting

College of Architecture, Design and Construction :: 1 Student Major: Industrial design

College of Human Sciences :: 2 Students Majors: Human Development and Family Studies College of Agriculture :: 1 Student Major: Animal Science

39


Appendix Appendix G: Camp War Eagle Survey

Tactic: Distribute survey to all CWE campers to complete while waiting to meet with their adviser.

Members of the CLA Student Advisory Board should distribute a survey to students and parents while they are waiting to meet with their advisers. This would allow CLA to gain valuable feedback. The survey results will help CLA to make improvements for the following summer sessions. Handing out the survey at this time will be an effective use of lag time.

40


We invite you to participate in this survey to better our CWE program for future CLA students and parents. We greatly appreciate your opinions. Questions 1-4 are based on a scale of 1 to 5, 1 being extremely dissatisfied and 5 being extremely satisfied. Please circle what best describes your experience. 1. How satisfied were you during the CLA presentation?

1

2

3

4

5

2. How satisfied were you with the Student Advisory Board? 1

2

3

4

5

3. How satisfied were you with the Freshman Orientation Packet?

1

2

3

4

5

4. How satisfied are you with the overall CWE experience within CLA thus far?

1

2

3

4

5

5. Were you declared in the College of Liberal Arts prior to CWE? Yes No 6. If you answered Yes to Question 5Did you receieve the postcard sent by CLA? Yes No Unsure 7. If you answered Yes to Question 6Did you find the information tips from the postcard helpful? Yes No 8. Gender: Female Male N/A 9: Are you a student or a parent? If you have any comments or suggestions please feel free to write them here:


Appendix Appendix H: Auburn University’s Crisis Management Plan

http://www.auburn.edu/administration/public_safety/emergency

41


Appendix Appendix I: Digital Campaign and Freshman Orientation Packet

42


Campaign