PR Plan CCS Program Final

2000 PENNINGTON ROAD, EWING, NJ 08628

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April 16, 2014 Career and Community Studies (CCS) The College of New Jersey 2000 Pennington Road, NJ 08628 Attn: Ms. Rebecca Daley, Director Dear Ms. Rebecca Daley and CCS Staff: Thank you for partnering with Olympic Public Relations to help your program make a positive impact on the campus of The College of New Jersey. As an agency, our mission is to perform research to better comprehend how the CCS program is understood and received by the students at The College of New Jersey. We also aim to provide you with practical solutions to benefit the college community and the members and faculty of the CCS program. The members of Olympic PR are eager to share our research and solution strategies, which we have been diligently working on, with you. We hope that our work will exceed your expectations and be a benefit to your organization. Olympic PR was founded on a commitment to provide our valued clients with practical and sustainable public relations strategies. We are constantly working to cultivate methods of public relations that will best serve our clients and their goals. We are honored to be working with an organization that has such a positive impact on the college community and the lives of it’s students. The Career and Community Studies program is already well respected among faculty and students who are aware of the work the program does to help students with disabilities. Our agency has observed that the CCS program’s primary needs are campus-wide recognition and more male mentors for students. We value these goals and have developed a plan in order to meet these needs. As our client we offer you this free and unreleased public relations plan, outlining practical ways for the CCS program to reach its goals. Our plan identifies the needs of your target audience and features detailed strategies to raise recognition and male membership to your organization.

Please read the plan we have developed in order to help the CCS program reach its goals. The members of Olympic PR thank you for the opportunity to partner with such an incredible organization. Any and all feedback is appreciated. Sincerely,

Jenna Rose Hillary Siegel

Krystin Peitz John Leelike

Noelle Paredes

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Olympic PR Team

Krystin Peitz Communications Studies Major Marketing minor Noelle Paredes Communications Studies Major Professional Writing minor Jenna Rose Journalism and Political Science Major Research Analyst Hillary Siegel Journalism and Professional Writing Major Copy Editor John Leelike Communications Studies Major

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Table of Contents

Situation Analysis

Goals 5

Client History 7

The Problem and How PR Can Solve It 8

Formative Research 9

Audience Segmentation 21

Channel and Media Selection/ M-A-C Triad 23

Competition Analysis 25

PR Plan

Plan Outline 26

Evaluative Research Outline 32

Detailed Budget

Gantt Charts

Work Log

Appendice

2000 Pennington Road, Ewing NJ 08628

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Goals

Olympic PR has many goals to cultivate the Career and Community Studies program in

an effort to increase overall awareness of the program on The College of New Jersey’s campus.

Once awareness is increased, an important goal is to obtain more mentors for the program,

especially male mentors. The Career and Community Studies (CCS) program, which allows for

special needs students to attend The College of New Jersey (TCNJ) as full time, non-

matriculating students, requires both faculty and peer support to function successfully. The CCS

students are able to work with education professors and CCS staff in CCS-specific classes, but

also have the opportunity to participate in regular TCNJ classes with mentor support.

In order for the program to properly function, CCS requires a strong, steady group of mentors. A

current objective for the CCS program is to increase the number of male mentors; Olympic PR

has conducted research in order to better identify the needs of the desired potential clientele.

Increasing general awareness of the CCS program on TCNJ’s campus is a main goal for Olympic

PR.

Based upon the research survey, Olympic PR can identify main objectives and set goals

for what CCS can achieve:

• Increase overall awareness of the Career & Community Studies Program by 10

percent within one year.

• Increase the overall participation of male TCNJ students as mentors for the CCS

program by one third.

• Increase the overall amount of mentors by 10 percent in one year, half of the

growth being compiled of underclassmen.


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• Increase awareness and participation in CCS among TCNJ faculty by having one

member of each department include CCS students in their classes within one year.

The TCNJ community is overall uninformed of what the CCS program offers, and the

opportunities and benefits of the program for both mentors and students in the program. TCNJ

students are overall unaware of the existence of the program and the potential for them to be

mentors, and TCNJ faculty and staff are unaware of the impact they can have on the CCS

students’ lives by offering them a place in regular TCNJ courses.

It is important to recognize that not only does the CCS program need mentor support

from peers, but also support from TCNJ professors and faculty. The CCS program thrives when

students are able to integrate into standard TCNJ classes and interact with their peers.

Research showed that half of all TCNJ students do not know about the existence of the

CCS program, however almost half of all students would support a program that helped students

with disabilities if they knew it existed. Increasing awareness of the program will increase the

amount of mentors, assuming that all students who reported willingness to work with students

with disabilities would indeed follow through if given the opportunity with the CCS program.

Olympic PR has a desire to increase overall awareness, in hopes that this will then encourage

students to mentor with the program and increase total mentor participation. By accomplishing

these goals, the CCS program will be more successful through the addition of more mentors and

through the increased acceptance of the program on TCNJ’s campus.


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Client History The Career and Community Studies program was founded at The College of New Jersey

in 2005. The program was established due to a $50,000 grant awarded by the CEO of Barnes and

Noble, Steve Riggio. The Riggio family is committed to creating opportunities in higher

education for young adults with intellectual disabilities, like his daughter who was born with

Down Syndrome.

CCS took its first class of students in 2006 and accepts around 10 students per freshman

class. Currently, there are 39 students enrolled in the program. To be eligible for membership,

students must be between the ages of 18 and 25 years, have documentation of an Intellectual

Disability, and present a mean of basic communication, including functional literacy and

numeracy skills. In addition, prospective students must be able to demonstrate independence,

motivation, and stability, as well as a desire to further one’s education through a college-based

program.

In addition to the students in CCS, many others in the college community are a part of

this program. According to the organization’s page on the TCNJ website, there are about 30 paid

mentors, 40 volunteers, and 10 house mentors a semester for the 39 students enrolled in CCS.

Mentors either assist CCS students in academic, vocational, or social settings. These mentors are

essential to the success of the students. All TCNJ students are eligible to be mentors, though the

majority are female education majors. The only requirement for CCS mentors is the completion

of mandatory training sessions prior to beginning mentoring.


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Problem

CCS is an extremely important program for TCNJ and the community as a whole. The

CCS program offers a way for disabled students to be integrated into a real college setting among

their peers. However, less than half of the TCNJ student community knows what the CCS

program is, what it offers, or how they can be involved.

Research conducted by Olympic Public Relation shows that students are interested in

working with students with disabilities, and many students have previous volunteer experience,

both with and without people with disabilities. However, students fail to recognize that a

program exists on their campus where they are able to volunteer (or work) on campus with

students with disabilities.

Olympic PR is striving to increase awareness about the CCS program on TCNJ’s campus.

We want to increase overall knowledge and awareness about the program, to then increase

mentor and professor participation. We believe that reaching out to TCNJ professors and TCNJ

student organizations about the CCS program will encourage them to participate in the program

and create positive awareness and understanding of CCS and what it offers to the TCNJ

community.


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Formative Research

In order to further learn the issues plaguing the Career and Community Studies program

at The College of New Jersey, Olympic PR conducted and interview, distributed a survey to their

target audience, and also devised an intercept study. First, Olympic PR interviewed Professor

Rebecca Daley, director of the CCS program. Professor Daley has been with the CCS program

since its creation and understands the needs and issues of the program better than anyone else.

First, Professor Daley explained the logistics of the program; there are currently about 70

TCNJ students who are active mentors in the program. Out of the 70 student mentors, about 30

are working for compensation, $10 an hour. The other 40 mentors are volunteers. Mentors who

are paid work at least ten hours a week while those who volunteer work between one and ten

hours. About 50 percent of mentors are Education majors, and the other 50 percent are a variety

of majors including, but not limited to, Political Science, Nursing, Art, Communication, English,

Sociology, and Psychology. A large issue the CCS program has is the lack of male mentors; out

of the 70 active mentors, only about five are male.

Professor Daley’s interview presented us with an array of information regarding the

program’s advertising. Most mentors and other members of the TCNJ community learn about the

program through word of mouth. However, the faculty and staff of the program use other

methods to advertise the program as well; the faculty sends e-mails student organizations, have a

webpage, a “friend” Facebook page primarily used for family and CCS alumni to stay connected

to the program, and hang us various posters, mostly in the education building.

Beyond the interview with Professor Daley, Olympic PR also conducted a survey of the

TCNJ student body, which yielded 220 responses in total. There were four purposes of the

student survey: find out how students learn about activities and clubs on campus, how many


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students learn about the CCS program, gauge interest in students becoming a mentor, and

whether students would be more inclined to become a mentor if monetary compensation was

included.

The first part of the survey explained how students receive information about

organization and clubs on campus. Students were asked to rank channels on a scale of one to

five, one being the least informative and five being the most informative. The results showed that

students learned most about on campus events through Facebook, which received 108 responses

in the 4 and 5 choices combined. Students also found table tents and posters to be highly

informative as well. Students found The Signal and Twitter to be the least informative channels

to learn about clubs on campus.

Next, Olympic PR asked how respondents learned about events on campus. As displayed

in Figure Two, channels students find effective in learning about events differ slightly from how

students learn about clubs on campus. Students once again found Facebook to be the most

informative method, followed by fliers and table tents. Students once again received the least

amount of information from The Signal and Twitter.

0

10

20

30

40

50

60

70

80

No Informa3on

Not Informa3ve

Neutral

Informa3ve

Very Informa3ve


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Students surveyed were asked whether or not they would support an on-campus program

designed to help students with disabilities acclimate to independent life on campus. Responses

were overwhelmingly supportive; 44 percent of surveyors strongly supported the idea of a

program on campus (Figure 3). However, there was a severe disconnect between students who

support a program and students who know about the program; only 50 percent of respondents

knew of the CCS program on campus (Figure 4).

0

10

20

30

40

50

60

70

80

90

Support Program for Students with Disabilities (Figure Three)

Strongly Oppose

Oppose

Neutral

Support

Strongly Support


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Surveyors were asked if they had an individual in their life that they considered a mentor;

75% responded yes. Olympic PR used this question to gauge how important mentorship is the

community.

50% 50%

Heard of CCS (Figure Four)

Yes

No

75%

25%

Do you have an individual you consider to be a mentor? (Figure five)

Yes

No


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On a scale of one to five, one being unimportant and five being extremely important,

surveyors were asked to rank the importance of mentors in an individual’s life. Results found

that 70 percent of respondents believed that having a mentor was important (Figure Six).

Students were then asked to rate their interest in mentoring college-aged students with

special needs (Figure Seven). In an attempt to see how the distribution would change if mentors

were categorized into three separate positions (academic, vocational, and social), Olympic PR

asked students to rate their interest for each category of mentor as well (Figure Eight).

0

10

20

30

40

50

60

70

80

Mentor Importance (Figure Six)

Least Important

Not Important

Neutral

Important

Very Important

0

10

20

30

40

50

60

Interest in Mentoring (Figure Seven)

Absolutely Uninterested

Uninterested

Possibly

Interested

Extremely Interested


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When asked to rank their interest of mentoring if they were paid for their hours devoted

to mentoring, the amount of surveyors who stated that they would be interested in mentoring

increased by 28 students (Figure Nine).

0

10

20

30

40

50

60

Academic Vocational Social (Figure Eight)


Uninterested

Possibly

Interested

Very Interested


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Students surveyed were asked to rank their interest in attending the following events with

students with disabilities as peers on a scale of one to five; Sporting event, Karaoke, Poetry

Night, Movie Night, Casual Lunch, and Theme Dinner. Movie night, Lunch, and Dinner were

the most popular answers overall (Figure Ten).

Due to the significant lack of male mentors involved in the program, Olympic PR also

observed the statistics of the 72 male respondents in an attempt to find what tactics would work

best to find more male mentors.

Of the 72 male respondents, 80 percent of males (Figure 11) would support a program for

individuals with special needs on campus, and 69 percent of individuals were not aware of the

CCS program on campus (Figure 12). Interest in mentoring for the male population was not

grand (Figure 13). However, when male individuals were asked to rate their interest in mentoring

if they were to be paid for their time, (ranking of 4 or 5) increased by 23% (Figure 14). Other

findings in the male population mirrored the answers of the general population of respondents.

0

10

20

30

40

50

60

Absolutely Not Interested

No Intersted

Probably

Interested

Very Interested


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33%

67%

Heard of CCS Males (Figure 12)

Yes

No


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Below are the demographics of individuals surveyed:

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16 16

10 10

0

2

4

6

8

10

12

14

16

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Paid Males (Figure 14)


Not Interested

Probably

Interested

Very Interested

12%

14%

41%

33%

Year in School

Freshman

Sophomore

Junior

Senior


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35%

65%

Gender

Male

Female

78%

22%

Volunteered for Non-‐Pro@it Organization

Yes

No


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Beyond a survey, Olympic PR also conducted an intercept study of twelve male students

at The College of New Jersey to gain some more information about the CCS program. Of these

12, three did not know the CCS program existed. Of the 12 interviewed, six would be interested

in becoming a mentor, and were interested for an abundance of reasons. One student had a

brother with Down Syndrome and was interested in the program because he knew how important

the program was for the future of CCS students, one student wants to pursue a career in physical

therapy, and wants the experience of working with individuals with disabilities before entering

the field. One individual of the three who did not know of the program was a strong advocate of

the idea of a program similar to CCS on campus and expressed strong interest in becoming a

mentor because he believed that a lot of the campus was ignorant of individuals with disabilities,

and does not want to shun that community of individuals.

The other three individuals who participated in the intercept study knew about the CCS

program, but did not want to become mentors. One individual stated that he “does not have the

52%

48%

Worked with People with Disabilities

Yes

No


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temperament to work with students with disabilities,” and the other two stated that they would be

interested, but do not have time to commit to the program.


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Audience Segmentation

Internal Audiences

1) Current CCS Mentors

• Recruit new mentors based on their personal experience as mentors by word of

mouth

• Attend events to inform students and faculty about the CCS program

2) CCS Faculty and Staff

• Present information about the CCS program and participating students at events

• Maintain the CCS Facebook page and webpage on the TCNJ website

• Schedule and plan events for the CCS program

• Manage budget for events and the program itself

External Audiences

1) TCNJ Student Body

• Potential mentors for the CCS program; both volunteer and paid mentors

• Encourage them to attend events with the CCS program and/or current mentors

2) Male Students

• Ideal potential mentors for the CCS program; very few males on campus are

mentors and very few males know about the program

• Encourage them to attend events with the CCS program and/or current mentors

3) Non-Education Majors

• Most are unaware of the CCS program because most mentors are Education or

Special Education majors

• Friends of Education majors can be used to inform others of events and mentor

opportunities

4) TCNJ Faculty and Staff

• CCS students are enrolled in classes on campus and professors can inform other

faculty and staff of the experience of having CCS students in their classes

• Can inform their students about CCS students and mentoring during their classes

• Can recruit other professors to accept CCS students in their classes as well


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5) Incoming Students

• Potential mentors for the CCS program

6) TCNJ Media

• The CCS Facebook page is an important medium to find out about events, look at

photos, and for mentors and students in the program to communicate and share

information

• Maintaining a page on the TCNJ website is important to increase awareness and

provide information about the program’s mission, events, staff, mentors, and

students in the program

• Potential place for events and information regarding the CCS Program in The

Signal

• Potential place for events and information regarding the CCS Program on fliers

and table tents


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Channel and Media Selection

Olympic PR will use three channels to spread awareness of the CCS Program at TCNJ to

the students on campus through key messages. These three channels include the CCS Facebook

page, posters and table tents, and events including CCS students and mentors. Based on our

research, most of the students at TCNJ receive their information about clubs and events on

campus from Facebook, posters, and table tents.

The CCS Program currently has an active Facebook page; however, it is not a page that

can be ‘Liked.’ Instead, it is a ‘Friend’ account, where a friend request is required to become

‘friends’ with the CCS Program at TCNJ. As of now, CCS’s Facebook page has 302 friends.

Fortunately, this page is not private; therefore, viewers can see information that ‘friends’ of the

page can also see. We recommend that the Facebook page is updated frequently, and either be

changed to a ‘Like’ page or have both options.

One of the most common ways students at TCNJ find out about events is through posters

and table tents. If the CCS Program distributed posters and table tents with a distinct logo for the

program, more students would recognize the logo and seek more information about the program

and what it has to offer. On these posters and table tents you could find a description of the CCS

program and its mission, upcoming events, and possibly a link to the CCS Facebook page.

A crucial way to spread awareness about the CCS Program is to hold certain events

involving the CCS students and mentors. Due to the need of male mentors for the CCS Program,

in addition to our survey data, we focused on the male student respondents. Males surveyed were

interested in attending movie nights, casual meals, and different sporting events with the CCS

students. If the CCS Program sponsored more events such as these, it would potentially recruit

more males to become mentors for the program. It would also be an enjoyable time for both the


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CCS students and those who attend these events. This will also spread more awareness about the

program.

M-A-C Triad Chart

Audience Message Channel Current CCS Mentors Promote program to

peers and recruit new mentors

Events, Facebook page, face-to-face,

CCS Faculty and Staff Embrace pride in diversity.

Posters, events, public Facebook page

TCNJ Student Body Emphasizes that diversity includes disabilities to student body at TCNJ. Promote a more fun way to satisfy the need of giving back to the community. Résumé builder.

Events, Facebook page, table tents, posters

Male Students “Be a team player. Be a mentor.”

Events, Facebook page, table tents, posters, face-to-face

Non-Education Majors Cultivate lifelong friendships. Make your résumé stand out from the rest.

Table tents, posters, Facebook groups, face-to-face

TCNJ Faculty and Staff Emphasizes that diversity includes disabilities in the classroom.

E-mail, posters, face-to-face

Incoming Students Be proud of choosing TCNJ and embrace opportunities with diversity.

Flier in welcome week package, Facebook group, interest session, student activities fair, “Meet the Mentors” event


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Competition Analysis

CCS is the only program of its kind not only at TCNJ, but throughout the country. While

TCNJ does have other clubs garnered towards students with disabilities, nothing is comparable to

the academic, social, and vocational support given by CCS. At TCNJ, the club “Best Buddies”

matches TCNJ students with students with disabilities, and the students with disabilities come

from the CCS program. While many of the CCS mentors are also in Best Buddies, there are

many Best Buddies who aren’t mentors, who could most definitely cross over and become CCS

mentors along with being Best Buddies. This is not seen as legitimate competition since there is

already significant crossover between the programs.


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Plan Outline

Objective 1 – Increase overall campus awareness of the Career & Community Studies

Program by 10 percent within one year.

• Strategy 1.1 – Sponsor on-campus events involving CCS students and mentors.

o Tactic 1.1.1 – Reach out to incoming students and freshman.

§ Promote upcoming events and information about the program at the

student activities fair.

§ Sponsor a “Meet the Mentors” event where incoming students and

freshman can have a chance to meet the mentors and ask questions about

the program.

o Tactic 1.1.2 – Target male TCNJ students.

§ Arrange sporting events, casual meals, and movie nights with the CCS

students and other mentors.

§ Encourage current male mentors to inform their male peers about the CCS

Program and recruit new mentors.

o Tactic 1.1.3 – Provide more options for TCNJ students to receive information

about the program and its events.

§ Create a Facebook event and send notice to all TCNJ class groups.

§ Distribute table tents and posters on campus with information about

upcoming events at the beginning of every month.

§ Provide interest sessions about the program at the start of each semester.

• Strategy 1.2 – Make the CCS Program more visually present on campus.

o Tactic 1.2.1 – Create a distinctive logo for the CCS program.


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§ Ask students to volunteer, to create a logo, potentially for class credit or to

add to personal portfolios.

§ Incorporate the logo on all posters, table tents, Facebook page, and TCNJ

website.

o Tactic 1.2.2 – Create large posters to hang in all academic buildings, and dining

halls, on campus.

§ Posters will include information about the program, logo, contact

information, and be colorful.

§ Utilize the chalkboards outside of the student center emphasizing mentors

and CCS students.

Objective 2: Increase the overall participation of male TCNJ students as mentors for the

CCS program by one third.

• Strategy 2.1: Increase awareness of the CCS program to male students at TCNJ by

emphasizing the benefits of having a mentor in one’s life.

o Tactic 2.1.1: Use of testimonials from previous male mentors and male students in

the CCS program in a “Dinner with the Dudes” night in Eickhoff Hall.

• Strategy 2.2: Increase participation of male students as CCS mentors by reaching out to

male student organizations (fraternities, sports, etc.) through technology.

o Tactic 2.2.1: Use social media, specifically Facebook and Facebook events, to

reach out to the male student body at TCNJ.


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o Tactic 2.2.2: E-mail all Male sports teams and male-heavy organizations on

campus explaining the CCS program, what mentors do, and how to become a

mentor.

Objective 3: Increase the overall amount of mentors by 10 percent in one year, half of the


• Strategy 3.1: Increase awareness of the program by informing students about the program

and about how and why to be a mentor.

o Tactic 3.1.1: Use of social media

§ Post in each years’ open Facebook group from the CCS page explaining

the program and urging students who are interested in mentoring to apply.

§ Create public and informational Facebook page and invite students to

“like” page.

§ Post on other TCNJ Organizations’ Facebook pages.

o Tactic 3.1.2: Use table tents, posters, and fliers throughout campus.

§ Include literature in Welcome Week bags for incoming freshman about the

CCS program, its students, and its mission.

§ Place table tents in Eickhoff, Lion’s Den, and TDubs dining highlighting

upcoming CCS events.

§ Hang up posters on all major bulletin boards in Freshman Dorms

including basic information about the program and who to contact with

questions about how to become a mentor.

o Tactic 3.1.3: Use media resources on campus.


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§ Have The Signal publish a feature story on a successful CCS student or

mentor.

§ Have The Signal cover a CCS or Best Buddies sponsored event.

§ Have Lions TV have a segment about the CCS program.

o Tactic 3.1.4: Special events showcasing the social aspect of being a mentor

§ Sponsor a “Welcome Back” BBQ lunch run and hosted by CCS students

and mentors.

§ Have a movie night per semester for CCS mentors and students.

§ Have a day of on-campus community service run by CCS mentors and

students.

• Strategy 3.2: Increase sense of pride for individuals, both CCS students and mentors,

already involved in the program.

o Tactic 3.2.1: Launch “Why I Mentor” Social Media Campaign.

§ Have current mentors post on their personal page a “Why I Mentor” status

or picture on Facebook, Instagram, and Twitter.

§ Use hashtag #WhyIMentorCCS.

o Tactic 3.2.2: Purchase t-shirts for CCS Students and Mentors to promote sense of

belonging and increase visibility of program.

Objective 4 - Increase awareness and participation in CCS among TCNJ faculty by having

one member of each department include CCS students in their classes within one year.

• Strategy 4.1 - Educate TCNJ faculty about the benefits of having CCS students in

mainstream classes.


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o Tactic 4.1.1: Invite participating faculty members to departmental meetings to

present on their experiences with CCS.

o Tactic 4.1.2: Hold interest sessions specifically for staff members where

professors can speak with CCS staff and participating faculty about the program.

o Tactic 4.1.3: Provide biannual updates of CCS student achievement via email for

all TCNJ faculty.

o Tactic 4.1.4: Invite all faculty to an annual CCS student showcase where CCS

students and staff can spread awareness of the program and display student work.

• Strategy 4.2 – Provide tools for faculty to ease the integration of CCS students into their

classes.

o Tactic 4.2.1: Offer training sessions for faculty as a resource to learn better ways

to adapt curriculum for CCS students.

o Tactic 4.2.2: Arrange one-on-one meetings with academic mentors and faculty

members to go over class guidelines and how to best aid CCS students.


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Evaluative Research Outline

Objective 1: Increase overall awareness of the Career & Community Studies Program by

10 percent within one year.

• Conduct a similar survey to the one administered this year to evaluate increasing levels of

awareness among the student body.

• Measure attendance of TCNJ freshmen students at CCS “Meet the Mentors” event.

• Monitor the number of hits on the CCS public Facebook page.

• Measure the attendance at interest sessions about the program.

Objective 2: Increase the overall participation of male TCNJ students as mentors for the

CCS program by one third.

• Monitor attendance of male students at CCS events and interest sessions

• Measure the number of male mentors at the end of the spring 2015 semester.

Objective 3: Increase the overall amount of mentors by 10 percent in one year, half of the


• Measure attendance of at the “Welcome Back” BBQ lunch, specifically underclassmen

• Measure attendance of non-mentors at CCS movie nights

• Monitor social media shares and likes of current mentors’ posts about their experiences

with CCS

Objective 4: Increase awareness and participation in CCS among TCNJ faculty by having

one member of each department include CCS students in their classes within one year.


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• Measure attendance at faculty interest sessions

• Measure attendance by faculty members to the CCS student showcase

• Monitor overall response by TCNJ faculty to biannual emails citing CCS student

achievement

• Measure number of faculty involved with CCS at the end of the spring 2015 semester


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Gantt Chart

Objective One Tactic Aug-14

Sep-14

Oct-14

Nov-14

Dec-14

Jan-15

Feb-15

Mar-15

Apr-15

May-15

vvvv vvvv 1.1.1 vvvv 1.1.2 vvvv vvvv vvvv vvvv vvvv vvvv vvvv vvvv vvvv 1.1.3 vvvv 1.2.1 vvvv vvv 1.2.2 Objective Two Aug-14

Sep-14

Oct-14

Nov-14

Dec-14

Jan-15

Feb-15

Mar-15

Apr-15

May-15

Tactic

vvvv vvvv vvvv vvv 2.1.1 vvvv vvvv vvvv vvvv vvvv vv v vvvv vvvv vvvv vvvv 2.1.2 vvvv vvvv 2.2.2 Objective Three vvvv vvvv vvvv vvvv vvvv vvv vvvv vvvv vvvv 3.1.1 vvvv vvvv vvvv vvvv 3.1.2 vvvv vvvv vvvv 3.1.3 vvvv vvvvv vvvv 3.1.4 vvvv vvvv vvvv vvvv vvvv 3.2.1 vvvv vvvv 3.2.2 Objective Four vvvv vvvv vvv vvvv 4.1.1 vvvv 4.1.2 vvvv vvvv 4.1.3 vvvv 4.1.4 vvvv vvvv 4.2.1 vvvv vvvv vvvv vvvv 4.2.2


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Detailed Budget Objective 1:

Tactic 1.1.2 Food for events**

§ Sporting events

§ Movie nights $250

Tactic 1.1.3 More options to receive information about CCS

§ Table tents and fliers (250)* $200

Tactic 1.2.2 Create large posters (20) to hang in all academic buildings and

dining halls on campus* $320

Objective 3:

Tactic 3.1.2 Increase awareness about program to recruit new mentors

§ Table tents and fliers (250)* $200

§ Posters (5)* $80

Tactic 3.1.3 “Welcome Back” BBQ Lunch** $250

Tactic 3.2.2 Tshirts for CCS students and mentors*** $500

§ CCS program pays 10%; rest is covered by students $50

Other unplanned or emergency expenses $200

Total budget used: $1,550/$2000


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Budget sources:

* Prices from FedEx Kinkos

** Prices from Wegman’s Princeton

*** Prices from www.customink.com


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Appendix

Client Interview Questions

1) Between gaining more students and getting more mentors, what audience would you

want to focus on more?

2) How many mentors currently work for the program?

3) What is the breakdown of mentors by year?

4) Do you prefer mentors who are underclassmen or upperclassmen?

5) What is the gender breakdown of mentors?

6) What is the major breakdown of mentors?

7) What kind of advertising do you have in place?

8) Do you have any online social media?

9) Do you have a webpage?

10) What do you see as your identity?

11) Is the program understood?

12) How do we fit in with the mission of the college?

13) Do you have literature?

14) What clubs are CCS students involved in?

15) Do you have a set logo?

16) What is the history of CCS?

17) Do you have anything about the program published in The Signal

18) Are major visitors to the CCS program publicized?

19) Do you find that PR at TCNJ posts a lot about the program?

20) Do you have a budget set aside for PR?


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21) How do mentors find out about the program?

22) Do you have any major concerns?

Audience Questionnaire

1) On a scale of one to five, one being “never” and five being “always”, how often do you

use the following to get information about clubs on campus?

a. Fliers

b. The Signal

c. Facebook

d. Twitter

e. Activity Fair

f. Table Tents

g. Posters

2) On a scale of one to five, one being “never” and five being “always”, how often do you

use the following to get information about events on campus?

a. Fliers

b. The Signal

c. Facebook

d. Twitter

e. Activity Fair

f. Table Tents

g. Posters


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3) Have you volunteered for a non-profit organization

a. Yes

b. No

4) Have you volunteered or worked for an organization that aided citizens with disabilities?

a. Yes

b. No

5) On a scale of one to five, one being “not important”, five being “extremely important”,

how important do you believe the presence of a mentor is in an individual’s life?

6) Do you have an individual in your life that you consider to be a mentor?

a. Yes

b. No

7) On a scale of one to five, one being “not at all”, five being “fiercely support”, would you

support an on campus program specifically designed to help students with disabilities by

helping them acclimate to the TCNJ community?

8) If there were a mentor program where TCNJ students could mentor students with

disabilities in academic, social, and vocational situations, would you be interested in

becoming involved as a mentor? Please rate your interest on a scale of 1-5, one being

“not interested” to five being “extremely interested.”


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9) If there were an academic mentor program for students with special needs, where a

mentor would attend class with students and assist in completing homework, would you

be interested in becoming a mentor? Please rate you interest on a scale of 1-5, one being

“not interested”, five being “extremely interested.”

10) If there were a vocational mentor program for students with special needs, where a

mentor would aid students in job settings, would you be interested in becoming a mentor?

Please rate you interest on a scale of 1-5, one being “not interested”, five being

“extremely interested.”

11) If there were an social mentor program for students with special needs, where a mentor

would aid students in a social setting, would you be interested in becoming a mentor?

Please rate you interest on a scale of 1-5, one being “not interested”, five being

“extremely interested.”

12) If you were provided monetary compensation for your involvement as a mentor to

students with disabilities, would you be interested in becoming a mentor? Please rate you

interest on a scale of 1-5, one being “not interested”, five being “extremely interested.”

13) On a scale of one to five, one being “unlikely to attend”, five being “very likely to

attend”, please rank the likeliness to attend the following on-campus events:


40

a. Sporting event

b. Karaoke

c. Open Mic Night/Poetry Slam

d. Movie Night

e. Casual Lunch

f. Theme Dinner

14) On a scale of one to five, one being “unlikely to attend”, five being “very likely to

attend”, please rank the likeliness to attend the following on-campus events as a peer with

students with disabilities:

a. Sporting event

b. Karaoke

c. Open Mic Night/Poetry Slam

d. Movie Night

e. Casual Lunch

f. Theme Dinner

15) Have you heard of the Career and Community Studies Program?

a. Yes

b. No

16) Are you a TCNJ Student?

a. Yes


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b. No

17) Sex:

a. Male

b. Female

18) Year in School:

a. Freshman

b. Sophomore

c. Junior

d. Senior

19) Do you live on or off campus?

a. On

b. Off

20) How far off campus do you live?

a. 0-5 miles

b. 5-10 miles

c. 10 or more miles

Intercept Study Questions

1) Have you heard of the CCS Program?

2) Are you interested in becoming a mentor?

3) Why or why not?

4) Would you be more interested in becoming a mentor if you were paid?


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Work Log

Preliminary Meeting with Professor Daly Jenna, Hillary, Noelle, Krystin Second Meeting with Professor Daly Noelle, Krystin, John Interview Transcript Jenna and Krystin Survey Jenna Creation of Intercept Study Krystin, Jenna, Noelle, Hillary Intercept Study Results Jenna Analysis of Survey Results Jenna Cover Letter Noelle Group Introduction Page Noelle Goals Hillary Client History Noelle and Jenna Problem and How PR Can Solve It Hillary Formative Research Jenna Plan Outline Hillary, Krystin, Jenna, Noelle Gantt Charts Hillary and Jenna MAC Triad Krystin, Hillary, Jenna Audience Segmentation Krystin Competition Analysis John and Hillary Evaluative Research Outline Noelle Budgeted Expenses Noelle, Jenna, Krystin, Hillary Compiled Budget Hillary and Krystin Appendices Jenna Editing Hillary and Krystin Team Logo Noelle CCS Logo and T-shirt Design Krystin Cover Page, Table of Contents Hillary Work Log Noelle

Jenna Rose Hillary Siegel

Noelle Paredes Krystin Peitz

John Leelike


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PR Plan CCS Program Final

Documents

Transcript of PR Plan CCS Program Final