1. ! ! 1
Amanda Jennings Fall2014 Portfolio
The University of Rhode Island
The Washington Center
Pan American Health Organization (PAHO) Foundation

2. Table of Contents
Capstone Reflection .…..……………………….………..3
Independent Development Plan ..………………………..7
Informational Interview Reflection …..…………………9
Resume/Cover Letter ………………..…………………10
Civic Engagement Project ……………………………..15
Program Specific Project ………………………………19
Work Samples from Internship .………………………..27
Work Samples from Academic Course .………………..34
Academic Syllabus …………………………………….44
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3. Capstone Reflection
The process of writing my individual development plan is somewhat fluid. Meaning that
I’m constantly changing and learning from my experiences while in DC. The plans I had made in
the beginning of this program have changed slightly. There were areas of my life where I
excelled or devoted more time to and others where I mismanaged my time or lost opportunities
while in DC.
My original independent development plan was incomplete. Specifically, I left out my
personal development plan for the next 3-5 years. I didn’t really think it had any bearing on this
assignment. I have no plans to start a relationship nor desire to have a family. I am only focused
on my career plans and researching grad school programs. Potentially in 5-10 years I will
reconsider my plans, but first I would like to work in the field of PR or nonprofits and complete
my masters degree.
The areas I strengthened include the understanding and the functionality of a nonprofit.
Specifically PAHO Foundation and it's rebuilding which requires a new strategic plan, a
dedicated board of directors with a stronger commitment to the foundation, the need for new
donors, and a revised branding and communications plan to reach the foundations goal of 7
million dollars in donations.
Most of my responsibilities during my internship has allowed me to enhance my writing
skills. I completed an interview with the new President and CEO Dr. Jennie Ward-Robinson and
wrote a constant contact sent to over 3,000 people. Over the course of writing this constant
contact, I went through several revisions. These revisions have taught me that the first draft is
only that, a draft, not the finished product. Throughout my six revisions I have learned about
myself and how to better present information to the reader.
The area where I can still improve is social media. I have made more of an effort to use
social media specifically in crafting and posting tweets. I posted live tweets of PAHO
Foundation’s Champions of Malaria event. This event was about raising awareness about Malaria
in Latin America and the Caribbean. Three countries created videos about Malaria and what they
do to combat it. My job was to tweet about the event and announce the winner. I still need more
practice with social media and twitter specifically. I have come to find that live tweeting is
extremely nerve-racking and difficult to form a tweet under the constraints of 140 characters or
less.
As part of my internship I also participated in an academic class for 15 weeks called
Campaigning for a Cause: How Advocacy Groups Change the World. I learned how to
implement a campaign and the importance of social media to enact change and or action. I
created a mock campaign persuading for start up funding. I had to determine the campaign
objective, its target audience, visual messages and the integration of funding into the campaign.
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4. This class helped me gain more knowledge of my overall career plan of working in public
relations for a nonprofit as well as campaign work. Through my academic course, I have learned
about other successful organizations and their campaigns and how they reach their target
audience. One of the most important takeaways from my academic class was, every good
campaign tells a story. The frame of the message is critical to encourage action.
Besides learning about campaigns I also learned about funding and what types of people
contribute to a cause. From my academic class, I learned of a donor who I could research for my
internship, PAHO Foundation. PAHO Foundation is always looking for donations. Learning of
this potential donor started my prospect researching skills. I enjoy researching and analyzing
whether a potential donor would be a good fit with the foundation. Learning of this potential
donor was an amazing opportunity that could possibly open doors for the foundation in the
future. Once I complete my prospect research, I deliver my findings to my boss Elly Brtva, Chief
Philanthropy Officer. It is her job to make the initial meeting to discuss the foundation and its
needs, then the courtship begins and she can stewards a donor into making a major gift.
I worked in an organization where health is important and often neglected or underfunded
in the Americas. I chose this organization because I wanted to make a difference. I had no idea
how The Washington Center would challenge me and my dream of making a difference. All
students in The Washington Center Internship Program are required to complete a program
specific project. I was in the media and communications program and I completed a public
relations campaign for a nutrition education program. My project was a campaign persuading the
Rhode Island Department of Education to start a new nutrition program that focused on healthy
eating and nutrition education for urban school children. This project has led me to set up a
meeting with my state US Representative David Cicilline. My goal is to raise this issue further so
the children of Providence, Rhode Island have a better understanding of healthy food and the
benefit of nutrition education. For my civic engagement project I also pursued health and
wellness, but on a smaller scale. I took an interest in wellness particularly in Hispanic people. I
participated in several events raising awareness about health and wellness in Hispanic people.
Over the course of my education and exploring more about my civic engagement project, I
learned that the main health risks in Hispanics are diabetes, heart disease and stroke. The events I
volunteered at were informative and offered free diabetes, hypertension and BMI screenings.
One of the reasons why I excelled at my internship at PAHO Foundation was my
supervisor Elly Brtva. She had a popular style of managing called “managing up.” I had no idea
what this meant when I first arrived 15 weeks ago. I now understand managing up to mean as
working together to establish a rhythm and doing what is necessary to make your boss’s work life
easier. I saw myself as an extension of PAHO Foundation so I needed to provide the best work I
could so my boss could do her job effectively. This has worked very well. I have received
tremendous feedback from my supervisor and new President and CEO Dr. Jennie Ward-
Robinson. I blush every time I receive a compliment, as if I was shocked to hear I was doing a
good job.
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5. Apart from expecting high quality assignments from her interns, my boss also had an open
door policy. I found this to be very helpful. I was especially shy at the beginning, but with time
and her open door policy I felt at ease and comfortable enough to voice my opinions and or
concerns. Beside’s my boss’s managerial style, she was also a mentor. I told my boss I wanted to
learn how a nonprofit operates and in particular how a nonprofit brands its self, so she included
me in certain areas that I may not have had the opportunity to participate in. For example, I was
involved in the foundation’s RFP proposal. I took on the leadership role and read
communications firms proposals and provided comments to my boss. I was part of the
conversation that would later shape this organization. This was a great experience to see what a
nonprofits’ strategic plan was and how a communications firm could deliver on its needs.
As my first internship and major specific job, I felt I have gained the experience needed in
a nonprofit position. As my internship came to an end, my boss started interviews for next
semester. For the first time, my boss asked an intern to sit in on the interview. I was extremely
honored to have been asked and amazed by the respect I had garnered from my boss. As the
present intern I had a different perspective and asked questions differently. My questions were
related to what my fellow interns and I had been doing. I was also trying to obtain information
and see if the next potential intern could follow along in my assignments and provide the same
coverage for my boss. I wanted the transition between myself and the next intern to be smooth
for my boss. To me the definition of leadership is listening to your fellow coworkers, having the
responsibility to deliver to a superior whether it be the president and CEO or stakeholders. I was
proud to work at PAHO Foundation and held such influence in the next selection of interns.
As I look back on my 15 weeks at PAHO Foundation, I have really seen as transformation
in my work style. In preparation for writing my IDP, I was involved in a strength and weakness
workshop. The goal was to circle what you thought were your strengths and weaknesses. My
weakness included shy, slow undisciplined and vague. Used to be timid and unsure of myself
when I had a question or concern. By the time my internship was over, I had no problem voicing
my concerns or when applicable suggestions. At the midpoint of my internship, I received an
evaluation assessment. Under the professional awareness category, I improved from a 4 to a 5,
“Continually strives to assess and improve processes.” Under the category of time management
which I thought was a threat has turned into a strength. I originally revived a 3, but achieved a 5,
“Dependable on all tasks, little to no supervision, oftentimes forgot she was an intern.” The last
comment in my final evaluation is the best feedback anyone could possibly ask for. I use this
quote to measure my success here in Washington, DC as an intern at PAHO Foundation.
Now that my time in DC has come to an end, I must return home and search for my first
job. In the short term of 3-5 years I plan on working in the field of public relations. I was once
advised to not limit myself to one specific speciality. I will take that advice to heart and apply for
a position in a public relations firm possibly in Boston where there is more positions. I would
prefer a public relations firm with a diverse client list with some nonprofit experience. In my
third year of employment I will start researching grad schools and public health programs in the
Rhode Island, Massachusetts or DC area. To be honest, I never considered getting a masters in
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6. public health. I was originally going to get a masters in English and Library Science degree. I am
an English major and I had worked in my university library for two years and was doing rather
well. After a month or so of working at PAHO Foundation, my views shifted and I became more
interested in public health and nutrition education. Depending on my financial status, I plan on
completing my masters in 2-3 years. Then I will start thinking about moving to DC. My potential
dream job in the field of public health would be with PAHO Foundation, UNICEF, American
Diabetes Association, the Red Cross or the US Department of Health and Human Services.
My long term goals are unknown. Meaning I’m not sure yet. I hope to have grown a strong
network of colleagues as well as mentors including my old bosses Elly Brtva and Dr. Jennie
Ward-Robinson at PAHO Foundation. I am very grateful to have cultivated such relationships
during my time at PAHO Foundation, that I hope it continues throughout my career wherever it
takes me. Upon reflection of my time in DC, I am most grateful for the opportunities at PAHO
and the growth I have seen in these last three months. I find myself more confident as I prepare
for my first job search. I will no longer be denied or passed over for lack of experience. On a
personal note, I am grateful for the friendships I have created. I had three wonderful roommates
from Mexico to Russia. We lived in a diverse household, but had the courage and openness to
come together and live as an adopted family. These are woman who will stay with me forever.
This experience has taught my about civic engagement, the practicality of an academic course in
the work place and the leadership skills one requires in DC.
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7. Independent Development Plan
Fall 2014
Paragraph 1: I envision myself as a public relations practitioner interested in many facets, with a
passion for nonprofit and the betterment of public health. I hope to be completing my masters in
public health and soon secure a position with an organization who I believe is making terrific strides
in public health such as PAHO Foundation, WHO, American Diabetes Association or the Red
Cross. Perhaps even a PR firm who has a diverse client list and the desire to promote and brand
nonprofits. I hope to be working with passionate and creative people, who desires to learn and make
a difference in the world. There are many cities around the world I would love to see and live in. DC
will be my home for the next two and half months, and it's a great city, DC is politically charged,
diverse, and the capitol of The United States of America. This city inspires thought, action and
accountability. I am not to concerned. I am more interested in my profession education and my
desire to learn. It is possible I could meet someone and start a family, but I can only think about
now and whats ahead of me. I do however want to travel. There is so much to be seen and I would
like to travel while I’m young to really enjoy it. My biggest wish is to see Paris and visit Rome. One
day, I know this will happen. In the meantime, I hope to save what I can so I’ll be able to afford that
vacation.
Paragraph 2: My internship at PAHO Foundation is the beginning of my nonprofit experience.
During this semester, I will understand how an NGO operates and what it needs to be successful so
it can continue to serve its mission and goals. At my internship I have access to sit in on meetings,
understand what members are needed to have a successful board of directors, and most importantly
how to steward our donors. Building relationships with donors is key for continued gift giving. I will
learn from my supervisor and be able to communicate with potential donors in the future when I
start my career in nonprofit. Another aspect of the TWC program is my academic course. This
course will help me to learn more about campaigns and what makes the successful. When I graduate
and look for a job, my campaigning class could come in handy to either create a campaign analyze
the success for future campaigns. As a media and communications intern, I hope to be introduced to
people pertinent to public relations. I would like to make at least one connection while I’m here in
DC. I met an alumni member of my university and we spoke about public relations and the changes
in the field. I hope to one day reach out to her when I come back to DC. I also connected with a
person via LinkedIn who is in communications in Boston. I made this connection to seek advice for
where to look for a job in this competitive job market.
Paragraph 3: I need to be more organized and proactive to write my assignments down.
Preferably in different places with reminders set. I also need to work on remembering names in a
professional setting. It is important in the field of communications and networking and speaking
to potential donors that you can remember their names. When it comes to my internship and the
responsibilities I have their, I will be vocal and address my concerns. I will focusing heavily on
writing assignments such as press releases, stories, and donor biographies. When I am unsure
about the format or the correct style of writing something, I will look to my writing for PR book.
I will also make a better effort at familiarizing myself with social media sites so I can be a
competitive employee when looking for a job. One of the most important areas of improvement
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8. could be the opportunities I listed, such as further develop my writing skills. I was able to write a
constant contact with the new President and CEO. This article is a highlight in my portfolio and
will make a great writing sample that is creative and persuasive to our target audience.
SWOT Analysis
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9. Information Interview Reflection
Sage advice to expected
graduate
By: Amanda Jennings
On a drizzly Wednesday afternoon in
DC, a future public relations graduate
sat down to interview an alumni and
senior associate at a communications
firm.
“Of all the cities in all the world,” The
one Rhode Island representative at
The Washington Center meets an
alumni of the expected graduate’s
school, The University of Rhode
Island. Coincidently, this alumni
member participated in the same
internship program with The
Washington Center. What are the
chances? Jessica Reape, a former
journalism and political science major,
interned at the National Governors
Association. It’s eight years later, and
Reape is now a senior associate at
Widmeyer Communications. When
asked what’s interesting about PR, she
responded, “The versatility and the
ability to shape messages,” said
Reape.
As graduation nears, students all over
the country are dreading finding a job.
Since 2009, it is the toughest job
market for college graduates.
According to Bloomberg.com, the
unemployment rate for college
graduates ages 22 to 27 fell to 5.6
percent in 2013 from 6.4 percent at the
recession’s peak in 2009.
To continue to build college grads
c o m p e t i t i v e e d g e , R e a p e
recommended staying up to date with
social media and the most recent
trends. Besides new writing skills and
techniques, graduates should also be
aware of subspecialties of PR like
crisis communications and event
management. She even suggested
news sites to follow called Mashable
which focuses on the digital
environment.
Upon graduation in December, Reape
advised the expected graduate to
select a diverse PR firm. “Don’t be
closed minded explore the different
areas of the agency world, don’t limit
yourself in any way,” said Reape. To
me the most awkward conversation is
negotiating a salary. Reape said for an
entry level position, salary would be
no less than $40, 000.
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10. Resume/Cover Letter
Resume Reflection
For this resume assignment, I asked my intern supervisor, Elly Brtva and an alumni
member of The University of Rhode Island. Elly Brtva is the Chief Philanthropy Officer at Pan
American Health Organization (PAHO) Foundation. Apart from her full time career at the
foundation, she is also an adjunct professor at George Mason University. Jessica Reape an
alumni of my university, a fellow Washington Center alumni, currently works at Widmeyer
Communications a diverse public relations agency.
Between my university and coming to The Washington Center, I have received mixed
messages on the presentation of my resume. The different opinions I have been hearing is
professional VS. Academic. So I prepared both kinds and presented them both to Elly Brtva and
Jessica Reape, two professional women who I admire. They both preferred the academic format
VS. a professional resume or a CV. Each offered ways to make it look more professional as to
enhance my skills and leadership throughout my education and employment.
I never thought about this and how important it is to frame your resume is such a direct
way. I never really engaged with my resume, to me it was filling in information into a blank
space. Now that I’m close to graduation and will be looking for a job, every adjective I use is
important. Each time I can quantify something is an advantage. After receiving helpful critique
from my resume advisors, I believe I have a sharp resume with thoughtful adjectives and strong
leadership skills based on my work experience.
The most helpful advise I received from my intern supervisor was to be specific and at any
opportunity quantify your achievements or tasks. For instance on my resume, under projects, I
added my experience as a CO-Manager for a library project. My bullet points were delegated to
assistants and completed assigned tasks. Elly commented “big deal and Isn’t that a part of every
job?” What she was trying to tell me is that I can’t throw away words like that, I have to be
specific so that my accomplishments are important and will standout on my resume and
potentially get the attention from an employer. So I edited my bullet points to demonstrate my
efficiency as leader and quantified the results of my role and the help of my assistants. In my
participation as CO-Manager of the library maintenance project, 111,020 pounds or 55 tons of
books were recycled between the months of June and August of 2014.
When meeting with Jessica to discuss my resume she advised that I change the format to
highlight my employment and skills. Typically in the academic format of resume writing,
education and relevant material are first and second followed by employment and skills. Jessica
advised that I make the employment and skills the first headings. These will be the first headings
an employer sees, and it is my first opportunity to make a good impression. My academic
achievements mean very little when applying for a job. As my intern supervisor said, “I’m only
concerned that you received the degree, nothing else.”
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11. Second, Jessica also advised that I reword my bullet points under Social Media Expert for
URI Theatre Chicago Campaign. My biggest problem was vague language. Jessica advised more
detailed language. My bullet points were unimpressive such as “identified social media tactics
based on David Meerman Scott’s New Rules book, Compiled tactics for social media team to
enhance the campaign and presented social media tactics for final presentation.” The bullet
points I had previously were dull and provided no information to what I contributed to the
campaign. My revised bullet points are direct and demonstrate my participation on the campaign.
The bullets that showed my participation in the campaign are result driven.
After meeting with both women I started to make my changes. Most of them where format
issues and moving things around. Others included more specific language. A personal decision I
made was to omit a section in my final resume. Previously I had Writing for Community Service
as part of my project experience. The reason I chose to leave it out is because it wasn’t a strong a
project as my others. I wanted to highlight projects that I had direct change or responsibility in. I
also thought my bullet points were to vague to make an impact and thought it would distract
from the entirety of the resume.
One of the many observations I noticed during my meetings was self promotion. One area
that both my resume advisors agreed upon is my contact information. They both suggested I add
my twitter handle and LinkedIn profile. This information can add a difference when potential
employers are seeking new hires. Adding my twitter handle let’s potential employers know what
I’m interested in and who I’m following. Adding my LinkedIn profile is only appropriate when
and if you information corresponds to your resume. By having a mirror image of your resume on
LinkedIn shows your attention to detail.
Another major observation that Jessica noticed was that I didn’t have my current internship
listed under employment. She also mentioned that one of my fellow program members excluded
his as well. It was complete oversight, if anything the internship is my first step towards my first
job. Immediately after we met I added Pan American Health Organization (PAHO) Foundation
and briefly described my responsibilities such as prospect research, wrote press releases, and
published a constant contact for the President and CEO sent to 3,000 people.
This resume review session helped me to focus my employment and skills section. It is
much more impressive than the original. I now believe I have the confidence when I next submit
my resume for a job. I feel extremely grateful that both of these women who’s careers I admire
and would one day like to have took the time to look over my resume and offer suggestions.
There prospective is one of hiring someone. They gave me direct advise that would help
strengthen my resume. In their eyes I have a solid resume and with the completion of this
internship will only add to my experience in the future.
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12. First Draft
Amanda Jennings
77 Lena Street, East Providence, RI 02914 (401) 663-5245
amanda_jennings@my.uri.edu
Education
Bachelor of Arts: English and Public RelationsExpected Dec 2014
Overall GPA: 3.47 Spring 2014 Dean’s List
The University of Rhode Island, Kingston, RI
Associate of Arts: General Studies 2010
Community College of Rhode Island
Relevant Courses
Marketing Principles, Public Relations Campaigns and Practices, Strategic Media Communication,
Writing for Community Service, Writing in Electronic Environment and Writing Public Relations
Employment
Library Assistant in Circulation and Media Resource Center Summer 2012–Present
The University of Rhode Island, Kingston, Rhode Island
• Assist public with services
• Resolve patron complaints or issues
• Effective team work
• Mentor new hires
Projects
Electronic writing portfolio Fall 2013
http://ajenningswrt235portfolio.wordpress.com
Writing for Community Service
Volunteered at Mary House
• Identified Issues
• Targeted messages to audience
• Contributed need-focused writing to organization’s newsletter
URI Theatre Chicago Campaign Spring 2014
Social Media Expert
• Identified social media tactics based on David Meerman Scott’s New Rules book
• Compiled tactics for social media team to enhance URI Theatre’s social media
campaign
• Presented social media tactics for final presentation
URI Library Collection Maintenance-CO manager Summer 2014
• Communicated effectively with supervisor
• Delegated to assistants
• Completed assigned tasks
Skills
Computer: Microsoft Office (Word and Powerpoint) Mac OSX
Social Networking Sites: Working Knowledge of Blogger, Facebook, Wix and Wordpress
Languages: Conversational French
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13. Final Draft
Amanda Jennings
77 Lena Street, East Providence, RI 02914 (401) 663-5245
amanda_jennings@my.uri.edu Twitter: @AmandaKJennings LinkedIn Profile:
www.linkedin.com/in/amandakjennings/
Employment
Communications and Resource Mobilization Intern Sept 2014-Dec 2014
Pan America Health Organization(PAHO) Foundation, Washington, D.C.
• Prospect research
• Wrote press releases
• Published a constant contact for President and CEO sent to 3,000 people
Library Assistant in Circulation and Media Resource Center Summer 2012-August 2014
The University of Rhode Island, Kingston, RI
• Assisted public with services on average 50 patrons per day
• Resolved patron complaints or issues
• Mentored one new hire each week
• Exemplified leader in library protocols
Skills
Electronic writing portfolio: http://ajenningswrt235portfolio.wordpress.com Fall
2013
URI Theatre Chicago Campaign Social Media Expert Spring 2014
• Identified messaging research tactics
• Established target audience
• Presented social media tactics to PR class, Theatre Dept. and Communications Dean
URI Library Media Resource Center Pinterest Manager www.pinterest.com/uremia Spring 2014
URI Library Collection Maintenance CO-Manager Summer 2014
• Communicated effectively with supervisor
• Completed tasks ahead of schedule
• Recycled 111,020 LB or 55 tons of books
Computer: Microsoft Office and Mac OSX
Social Networking Sites: Blogger, Constant Contact, Facebook, Wx and Wordpress
Languages: Conversation French
Education
Bachelor of Arts: English and Public Relation Expected Dec 2014
The University of Rhode Island
Associate of Arts: General Studies 2010
Community College of Rhode Island
Relevant Courses
Marketing Principles, Public Relations Campaigns and Practices, Strategic Media Communications,
Writing for Community Service, Writing in an Electronic Environment and Writing Public Relations
! ! 13

14. Cover Letter
77 Lena Street
East Providence, RI 02914
November 10. 2014
Ms. Bob Jones
Director of Development
Corporate Accountability International
10 Milk Street, Suite 610
Boston, MA 02108
Dear Mr. Jones,
I am extremely interested in an internship that will build on my academic background as well as
my experience. I am sending my resume for your consideration for such a position with
Corporate Accountability International next spring.
I am about to graduate University of Rhode Island. I am an English and Public Relations double
major. I would welcome any kind of relationship with Corporate Accountability international.
My record of school work and employment demonstrates attributes that would make me a
valuable member as your internee.
• Reliability and work ethic: Manage time well, need little to no supervision,
strive to execute flawlessly.
• Strong analytic skills: In my previous internship at PAHO Foundation, I was a
problem-solver, and strives to assess and improve processes.
• Deep interest in the nonprofit sector: I have always had an interest in the
nonprofit and advocacy industry. During my fall 2014 semester, I studied many advocacy
campaigns and what made them successful.
I would welcome the opportunity to discuss my qualifications for a spring internship at
Corporate Accountability International with you. I am very enthusiastic about the idea of
becoming an intern at Corporate Accountability International and believe I can be an asset to
Corporate Accountability International. Thank you for your time and considering me for a
development or campaign organizing intern.
Sincerely,
Amanda Jennings
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15. Civic Engagement Project
! ! ! ! ! ! Reflection
I was involved in an independent civic engagement project mostly because I was
interested in a subject previously offered. I have a great passion for nutrition education and
healthy living, especially when it comes to children. Nutrition education is lacking in urban
environments and not seen as a priority. I remember my education and the food offered
throughout my education. It was not the most appetizing food. I saw more frozen, packaged food
than fresh vegetables. When the snack bar line is longer than the lunch line, that should raise
some flags. The school lunch service is broken and no longer works. As a society, I have noticed
that childhood obesity continues to get worse. Change is now.
! My project focused on Hispanic people and raising awareness about the mind, body and
environment. I took part in several events where our target audience were Hispanic people and
trying to get them educated about serious illnesses that effect Hispanics including diabetes, high
blood pressure and heart disease. I interned at Pan American Health Organization (PAHO)
Foundation. They are the philanthropic partner to PAHO, the regional headquarters for the World
Health Organization (WHO). As an intern, I was able to voluntarily volunteer during PAHO’s
Wellness Week. Wellness Week was an event that took place in September and its theme was
“Enabling Opportunities for Healthy Living. Choose health. Eat well. Get moving!” The week
long event fit perfectly with my own personal beliefs about nutrition education. So I participated
at three events including Hike&Bike, an internal PAHO Zumbathon and Fiesta DC. Each event
focused on education and action. At the Hike&Bike event, we encourage healthy lifestyles and
promoted practices such as walking or biking the Columbia Island Marina in Lady Bird Johnson
Park in DC. At the event we also offered lessons in Tai-Chi, Yoga and Line Dancing. The goal of
this event was to remind people to keep yourself physically active. Walk, exercise, dance, do at
least 150 minutes of moderate exercise a week. Have fun and keep moving! When doing group
exercise and having fun at the same time, it takes away the idea that you’re exercising. The
second event I participated at was an internal Zumbathon at PAHO headquarters. It is a
predominantly Hispanic and Caribbean work community, so the idea was to come together as a
community to get the heart pumping and the feet moving. Zumba is a great alternative exercise
for people who enjoy dancing or dislike the repetitiveness of an aerobics workout. My last event
that I volunteered at was Fiesta DC community outreach booth. The goal of this event was to
bring visibility to a large audience of Hispanics in the DC community. My specific tasks was
recording the weight of our patrons. We had several screening areas set up to measure weight for
BMI testing, blood pressure to check for hypertension, and blood sugar tests to check for
diabetes. This was a hugely attended event by the public. Most of the people who attended this
event were predominantly Spanish speaking. It is possible that some people feel intimidated
about going to a doctor due to the language barrier. In partnership with nurse technicians we had
staff on hand to translate and provide education materials.
! ! 15

16. As part of my education on healthy eating and nutrition education, I attended an event
held at the Institute for Medicine of the Nation Academies called: Solving Obesity: Everyone’s
Issue. This was a workshop that discussed prevention, treatment and weight management.
Obesity affects 17 percent of children and adolescents and almost 36 percent of adults. A
conservative estimate suggest that obesity now accounts for almost 10 percent of the national
health care budget. Until the obesity epidemic is reversed, obesity will continue to drive rates of
chronic diseases such as heart disease, stroke, type 2 diabetes, and certain types of cancer. I also
watched a startling documentary called Forks over Knives. This documentary was about
changing your lifestyle through healthy eating, specifically through a whole foods plant based
diet. The documentary is framed by choosing this over that and the that in this documentary is
surgery. Surgery is an easy fix, but so is eating good food and it’s also much less expensive. The
documentary follows two doctors Caldwell Esselsytn and T. Colin Campbell and their patients
who eat their way to good health and in the process, reducing weight, blood pressure and get off
prescription pills for numerous health diseases.
In my program specific project that every TWC student completes, I created a public
relations campaign to get the Rhode Island department of education (RIDE) (my home state) to
create a new nutrition program called Healthy Schools, Healthy Communities. I named my
campaign this because children spend most of their time between school and the home
environment and these are where the meals are consumed. Between the high obesity rates in this
country, it is now becoming prevalent in children as well. Something needs to be down now. So I
created a campaign to persuade RIDE to start nutrition education in schools combined with
school community gardens. This is a three part system to cultivate young minds, have children
participate in a school garden, followed by nutrition education. The goal of this campaign is to
change students perception of healthy eating, get children enthusiastic about growing food and to
have children take what they learned at school back to their parents so the same message can be
instilled at home as well.
I created this campaign on a state level because change starts in communities. I wanted
this to be a grassroots campaign that brings the communities of an urban environment like
Providence, Rhode Island to change the way children think about healthy eating and provide
them with the tools to eat better. I’ve seen how this healthy schools, community garden method
works right here in DC with the help of First Lady Michelle Obama. She has made it her mission
to create the campaign “Let’s Move.” She’s had tremendous success and has even restarted the
White House Garden to take action against obesity. By educating the children of this generation
"they will begin to educate their families and that will, in turn, begin to educate our
communities.”
Another reason why I made this a local campaign was because it is difficult to enact
change without support. The federal government has contracts with the meat industry, meaning
that policy favors industry. The meat industry would never allow the federal government to
promote healthy living and community gardens that reduced the consumption of meat. In the
documentary I watched, Forks Over Knives Dr. Neal Bernard said, “When a kid pulls his tray
! ! 16

17. down a school lunch line, you see federal policies in action.” You would think the federal
government would approve or endorse healthy eating, that way that wont have to spend as much
on healthcare. The government cares about the financial health of the US, not children’s health.
I believe I participated in a worthy civic engagement project. We have a large Hispanic
community in the US and as a country we are all getting heavier. According to ABC news, we all
carry and extra 23 pounds over our ideal weight. I know Michelle Obama has made kids get up
and move and community gardens are cropping up everywhere, and yes former mayor Michael
Bloomberg tried to reduce the size of sugary drink in New York City, but there is more to be
done. How much longer before we stop talking about the risks of childhood obesity till
something is done. Action must be taken. In 2009, President Obama put together a task force on
childhood obesity. This task force was charged with developing a national plan based on
recommendation. Those recommendation are: getting children a healthy start on life better
prenatal care for mothers, empowering parents and caregivers educate about nutrition labels and
food menus, providing healthy food in schools healthy options and an upgrade of the nutrition
quality of the for sold in schools, affordable food for all and lastly getting children more active.
As part of my public relations campaign project, I reached out to US Representative
David Cicilline. I have been in contact with his office to set up a meeting to discuss this and
possible implementation in Rhode Island. If the meeting is a success, I will also find other
potential supporters. In fact during my presentation, my advisor suggested a person to reach out
to. To me, I already feel successful that I took the initiative to create this campaign and reach out
to my representative who intact is former mayor of Providence. I thought with Cicilline’s ties to
Providence, he may be more willing to lend his support and fight childhood obesity in Rhode
Island.
The activities I participated in will only help the campaign that I completed. I learned so
much more about the Hispanic community and what health risks they suffer from. The
demographics in Providence include Hispanics, African-Americans and whites. Especially in
urban communities like Pawtucket, Providence and Woonsocket. I also hope that I made a
difference during PAHO’s Wellness Week. I interacted with the public and listened to them and
got to see first hand the interest they took in our community outreach and the educational tools
we offered them. With the use of the educational tools, people are more aware of the health risks
of being unfit. As I develop my campaign more and with the help of named supporters, I hope to
make a difference in the lives of children throughout Rhode Island.
! I have always know, I’ve been a leader. Whenever we had a group assignment in school
and had to assign tasks I was always the first one to step up and offer to do something. I also love
knowledge and like to educate myself on certain subjects. For example, I wanted to learn
everything I possibly could about nonprofits. I took on an active role at my internship PAHO
Foundation. My boss even came to rely on me when we started working on a critical project. But
somehow this seams different I chose to act on my own, with no other help. I chose to take action
and research the Hispanic community and healthy risks Hispanics suffer from.
! ! 17

18. I owe so much to The Washington Center and the program they have, because of this
internship program, my involvement at PAHO Foundation, my academic class of learning about
campaigns, my media program, allowing me to express my ideas and this civic engagement has
all made my goals in life much clearer. By participating in this civic engagement project, I have
learned the importance of health and the accessibility to proper health care for all. This project
helped cement my passion and raising awareness for public health in the Americas. I will go to
graduate school and pursue my interest further in Public Health especially how health is effected
in Latin America.
! ! 18

19. Independent Civic Engagement Tracker
! ! 19

20. Program Specific Project
PR Campaign
I want to run a campaign for the city of Pawtucket, Rhode Island. The campaign
will persuade the local elementary and high schools to adopt a community garden
and nutrition class. In conjunction with the class, students will learn how produce
grows and how healthy it can be. My PR campaign consist of an overview, goals,
strategies such as press releases, a brochure and ads. Then I will determine my
target audience and what media tools to best reach my target audience. Finally I
will provide next steps and recommendations.
Revised Plan
This campaign will be directed at the Rhode Island Department of Education and
specifically Providence public schools. The Healthy Schools, Healthy
Communities campaign is to a three part system to cultivate young minds,
participation in a school garden, followed by nutrition education. This campaign is
necessary in the results of a statistic produced by the USDA saying between
2008-2012, 21 percent of children under the age of six lived below the poverty
threshold. This campaign is aimed at providing nutrition education to children.
This is a grassroots effort where community partners join together and reduce the
statewide childhood obesity rates and to make sure children have proper nutrition
education that can be reinforced at home.
During the Healthy Schools, Healthy Communities campaign, our target audience
will be defined and the best ways how to reach those targets. Whether those
avenues be traditional print journalism or digital media. Apart from media
exposure the campaign is also a grassroots effort so community engagement is
important to the success of this campaign.
! ! 20

21. Anchor Communications
1954 Main St
Providence, RI 02903
CONTACT:
Anchor Communications
Amanda Jennings
(401) 278-5555
ajennings@anchorcommunications.com
NEWS RELEASE
For Immediate Release
November 24, 2014
RI Department of Education Develops New Healthy Eating Education Initiative
The Rhode Island Department of Education (RIDE) has developed a new healthy eating
education initiative called Healthy Schools, Healthy Communities. This new campaign is a three
part system of children cultivating gardens, watching their crops grow and in the process
educating them on healthy eating habits. As part of RIDE’s mission to provide education,
leadership and training resources to ensure the nutritional wellbeing of all Rhode Islanders, this
new campaign will prepare children with the healthy eating skills needed to become productive
students. This campaign was initially devised after a USDA blog reported that in Rhode Island
between 2008 through 2012, 21 percent of children under the age of six lived below the poverty
threshold.
“We recognize the need for change,” said Board Chair Susan Dunne. “Students need the best
education possible and it starts with healthy eating habits.” Students will plant and watch as the
seeds take shape and grow. While observing their school garden, students will participate in
nutrition classes where they learn about healthy eating. All students will take home literature so
parents or guardians can continue the work of the schools. To keep parents and guardians aware
! ! 21

22. of the school garden, There will be a monthly newsletter available by mail and online at
rider.i.gov
For further information, contact Amanda Jennings at ajennings@anchorcommunications.com
###
! ! 22

23. ! ! 23

24. ! ! 24

25. ! ! 25

26. ! ! 26

27. Work Samples from Internship
My internship was with the Pan American Health Organization (PAHO) Foundation. I created a
constant contact for the new President & CEO, Dr. Jennie Ward-Robinson. This constant contact
updating people on how she was adapting to her new position and the direction she saw the
foundation going. I asked her a series of questions and the drafted my article. This is the result of
my conversation with the President and CEO.
My second work sample is a series of tweets I crafted for out Champions of Malaria event. My
job was to live tweet the event and post the winner of Champions of Malaria.
! ! 27

28. ! ! 28

29. ! ! 29

30. Live tweets during Champions of Malaria event
on November 06, 2014
! ! 30

31. ! ! 31

32. ! ! 32

33. ! ! 33

34. Work Sample from Academic Course
TWC 3233 Campaigning for a Cause: How Advocacy Groups Change the World
Robert San George
Midterm Research Paper
I had to compare and contrast the campaigns of two organizations that are on opposite sides of an
issue. I did a contrasting analysis of each campaign discussing the target audiences, how the
organizations frame the issue, messages both primary and secondary, use of visual images, online
and offline engagement tools being used to encourage support and funding, the balance between
negative and positive messages and images and lastly how the campaigns were funded.
I learned what is involved in creating a campaign including fundamental elements of issue
campaigning, from planning to implementation to evaluation; social media activism and trends;
data visualization; the elements of a compelling narrative – visual and written. The one take
away I learned in Campaigning for a Cause is that story telling is key to a successful campaign.
! ! 34

35. Amanda Jennings
Professor Robert SanGeorge
Campaigning for a Cause Midterm Paper
Immigration
I chose to analyze two opposing immigration campaigns in particular because it has been a
political problem America has neglected for a while. This seems to be an issue where neither
party can agree or solved through congress. I believe everyone has the right to a better life no
matter your skin color or your beliefs. Everyone wants to obtain the “American Dream,” it is
everyone’s right to want to better themselves. This country was founded on independent freedom
and since the late 1800s immigrants have been coming to this country or colloquially called the
“promised land.” I understand these immigrants are entering the country illegally, but since when
as a country, have we turned people away? The Statue of Liberty literally says: “Give me your
tired, your poor, your huddled masses yearning to breathe free.”
My first organizations campaign that I chose is Americans for Immigrant Justice. This is a
cause that I admire. There is agenda or motive, is that this organization is simply about
protecting and promoting human rights. The campaign is very clear cut and all inclusive. This is
a campaign that has undertaken a huge responsibility to ensure immigrants have justice for
advocacy, litigation, domestic violence and human trafficking programs, asylum and citizenship
programs and finally detention or deportation rights programs. This organization originated in
Florida, and now has an office in Washington, DC an odd choice considering most immigrants
are entering the United States on the West Coast, in particular New Mexico, Nevada, Arizona and
Texas.
! ! 35

36. According to the website, Americans for Immigrants Justice’s main goals are to protect and
promote the basic human rights of immigrants through direct services, litigation, policy reform,
and public education at the local, state and national levels. Their objective is to cause an
American society where immigrants are not subject to abuse or injustice; are not afraid to seek
help; to have a fair opportunity to make their case in the system that governs them; and have
their contributions valued and encouraged.
The second organizations campaign that I will be analyzing is Campaign to Stop Illegal
Immigration. This is the most opinionated organization about immigrants. This opposition
campaign aims at increasing border patrol and enforcement of immigration laws. This campaign
is a grassroots project by RightMarch.com PAC. So right away this is a republican funded
campaign that will deny access to immigrants and all potential amnesty decisions.
Some of Campaign to Stop Illegal Immigration goals includes getting Congress to secure
the border, by building a fence on the border with Mexico and adding Border Patrol personnel.
Defeating candidates like Presidential candidate Hillary Clinton, who support amnesty for people
who have entered the United States illegally.
Other goals include radio messaging, outreach to senators and only endorsing candidates
committed to securing the border.
Americans for Immigrant Justice has several target audiences which include: The target
audience of Americans for Immigrant Justice is both male and female. The target audience age is
18 and above. The income can vary to under 20k to 200k and over based on their annual report
from 2012.
! ! 36

37. The education of Americans for Immigrant Justice can vary from no high school diploma to
graduate or professional degree. The primary target audience for the organization Hispanic
Americans. All secondary target audiences include white Americans, African-Americans and
Asians. The language is predominately Spanish and English. If the subject is immigration there is
a higher chance that the campaigns target audience is Roman Catholic or some other form of
Christianity. The demographic of married or single can be both. Sexual orientation is most likely
heterosexual but possibly gay or lesbian. The organizations target audience lives in urban areas.
If the target audience lives in an urban area, the size of the community is anywhere from
50-500,000 people. The target audience is more likely to live on the West Coast, Mid-Atlantic or
Northeast Coast.
The target audience of Americans for Immigrant Justice is mostly Democrat with a few
Republican and Independents as well. According a Pew Research Center for the People & the
Press poll, “The goal of enacting immigration legislation has taken on greater importance among
Democrats – particularly liberal Democrats. Currently, 60% of Democrats say it is extremely or
very important to pass new immigration legislation this year, up from 53% last June.” Social
media has become a huge communication vehicle for reaching key demographics for Americans
for Immigrant Justice target audiences. Latinos are the leading social media users; according to
politico, today, 72 percent of Latino Internet users say they are on social media sites compared to
58 percent of all US internet users, according to the Pew Research Hispanic Center.
The opposition organization’s campaign is Campaign to Stop Illegal Justice. The
demographics for their target audience include both males and females with an age range
anywhere between 40years old and over. The income of the campaigns target audience varies
! ! 37

38. from under $20,000 to $100,000. In 2013-2014 alone, both men and women mostly in the
Midwest and on the West Coast donated $200-$3,000.
The education of the campaigns target audience ranges from a high school grad to a graduate or
professional degree. Predominantly, the target audience is Caucasian who speak English. The
target audience is highly religious, mostly Christian and Protestant. The marital status of the
campaign’s target audience is usually married with children, possible divorced or single. The
target audience is almost all heterosexual if not all. Typically, the target audience lives away from
cities, most likely in rural or suburban communities. The community size is smaller less than
50,000 people. As mentioned above, the campaign’s donors live in the South, Midwest and the
Mountain states. The target audience for the Campaign to Stop Illegal Immigration is mostly
republicans and independents. Republicans are slower when it comes to using technology.
Landlines are still being used as social media sites are underused in the Republican Party.
The primary message for this organization is to protect and promote the basic human
rights of immigrants through a unique combination of free direct services, impact litigation,
policy reform, and public education at local, state, and national levels. The underlying message is
that Americans for Immigrant Justice will not sit idly by while Immigrants are either ignored or
victimized. In Andreasen’s chapter entitled, “Creating and Framing the Agenda,” Anthony
Downs, an economist and urbanologist, says there are five stages of framing a message when
considering holding public attention, those are: the problem stage, alarmed discovery and
Euphoric Enthusiasm, realizing the cost of significant progress, gradual decline of intense public
interest, and finally the postproblem stage.
! ! 38

39. These are cyclic changes that must be present to keep public attention on the social issue,
for example immigration. The campaign for Americans for Immigrant Justice need to keep the
public informed and give reasons to stay interested in the persecution of immigrants and the
rights they are being denied.
For Campaign to Stop Illegal Immigration, the primary message for this organization by
grassroots project of RightMarch.com PAC. Its goals are to get congress to secure and control the
border. Securing the border is done by building a fence on the border of Mexico and adding
border patrol guards. Second, through the help of RightMarch.com PAC, it ensures existing
immigration laws are enforced without amnesty. Another message that the Campaign to Stop
Illegal Immigration promotes is to defeat democratic candidates like Hillary Clinton, who
support amnesty for Illegal Immigrants. Furthermore, they only support candidates with the same
agenda as the campaign. In an advocacy effort, the Campaign to Stop Illegal Immigration urges
its supporters to get involved by sending letters of some kind to the US Senate, to stop amnesty
laws for illegal immigrants. The campaign also encourages radio ads in key Republican states
like South Carolina, Pennsylvania, Nebraska and Kansas on illegal immigration issue.
There are four key images present on the website for Americans for Immigrant Justice.
According to an article on PR daily, “Framing a painting focuses attention on the artwork it
surrounds. By framing a campaign, you can promote values that can motivate engagement.”
Image A is the logo of the organization, Lady Liberty, the welcoming image that many
immigrants saw as they arrived in America. The Statue of Liberty is a symbol of freedom,
Democracy. Image B is the national litigation symbol. It stands for objectivity and justice that is
not biased. Image C is one of the most powerful images presented. The last image is image D, it
! ! 39

40. is of a demonstration of mostly Latinos and a few Caucasian and African-American supporters.
These people are demonstrating for equal rights and citizenship for immigrants. During this
protest, American flags are waving in the heart of D.C on the National Mall.
A. B.
C. D.
The website for Campaign to Stop Illegal Immigration frames the message primarily
through words. Little to no visual images is used. In an article posted by Todd Baker of the
Nonprofit Times, entitled 13 Ways for Your Message to Dominate, “The presentation of your core
message matters more than the demographic it reaches. A powerful and compelling message
stands on its own, without the help of fanfare artwork to entice a target audience.” The webpage
for Campaign to Stop Illegal Immigration is very simplistic, somewhat official or governmental
with a seal and a flag in the foreground. This is a campaign where words matter. Interestingly
enough, the websites background is blue. Maybe I’m reading too much into this, but blue is the
color for Democrats. The campaign’s a conservative Republican site. Why blue? Even though the
! ! 40

41. Republican Party is known for red, blue is the traditional color of the right or conservative side.
For the Americans for Immigrant Justice, the campaign encourages to become a member
of the organization. Each donation membership enables the organization to provide free legal
services to human trafficking survivors. Provide free legal services to immigrant children in
detention. Assist immigrant women who are survivors of domestic violence. Reunite immigrant
families. Besides becoming a member, you can be a Young Professional of AI Justice which
advocates awareness in the community. Finally you can join the organizations mailing list and
donate. This particular campaign is funded both by individual giving and giving by foundations.
For the larger donors, there is a five tier system to signify different amounts of giving: platinum
is $10,000 and above, gold is $5,000 to $9,999, silver is $3,500 to $4,999, bronze is $1,000 to
$3,499 and finally the champion level is $500 to $999.
For the Campaign to Stop Illegal Immigration, it asks its supporters to write letters to the
US Senate, buy radio ads in key Republican States and finally endorse candidates with similar
ideas, especially securing the border. Most of its money comes from PACs and then individual
donors. Most of Right March whom funds the Campaign to Stop Illegal Immigration is funded
through PACs. The donations range in size from $1,000 to $40,000. Individual donors donate
anywhere from $200 to $1,000.
! ! 41

42. Bibliography
"About Americans for Immigrant Justice." Americans for Immigrant Justice. N.p., n.d. Web. 10
Oct. 2014. http://www.aijustice.org/who_we_are
Andreasen, A. (2005). Creating and Framing the Agenda. In: A. Andreasen, ed., Social
Marketing in the 21st Century, 1st ed. SAGE Publications, pp.31-60. [Accessed 11 Oct. 2014].
"Annual Reports." Americans for Immigrant Justice. N.p., n.d. Web. 10 Oct. 2014.
http://www.aijustice.org/annual_reports
Baker, Todd. 13 Ways For Your Message To Dominate. N.p.: n.p., 19 June 2008. PDF.
"Campaign to Stop Illegal Immigration." Campaign to Stop Illegal Immigration. N.p., 2013.
Web. 11 Oct. 2014. https://www.bordercampaign.org/about.aspx
Delahay, Richard. "5 Tips for Framing Your Communications." PR Daily News: Public Relations
News and Marketing in the Age of Social Media. N.p., 28 Feb. 2014. Web. 12 Oct. 2014.
http://www.prdaily.com/Main/Articles/5_tips_for_framing_your_communications_16174.aspx
Krogstad, Jens Manuel, and Micheal Keegan. "15 States with the Highest Share of Immigrants in
Their Population." Pew Research Center RSS. N.p., 14 May 2014. Web. 13 Oct. 2014.
http://www.pewresearch.org/fact-tank/2014/05/14/15-states-with-the-highest-share-of-
immigrants-in-their-population/
"OpenSecrets." Opensecrets RSS. N.p., 24 Sept. 2014. Web. 14 Oct. 2014.
https://www.opensecrets.org/pacs/pac2pac.php?cmte=&cycle=2014
Our Funders & Sponsors." Americans for Immigrant Justice. N.p., n.d. Web. 11 Oct. 2014. http://
www.aijustice.org/funders_and_sponsors
! ! 42

43. "Public Divided Over Increased Deportation of Unauthorized Immigrants." Pew Research Center
for the People and the Press RSS. N.p., 27 Feb. 2014. Web. 14 Oct. 2014. http://www.people-
press.org/2014/02/27/public-divided-over-increased-deportation-of-unauthorized-immigrants/
"Rightmarch.com." Opensecrets RSS. N.p., 2014. Web. 14 Oct. 2014.
https://www.opensecrets.org/pacs/pacgave2.php?cmte=C00386482&cycle=2014
Romano, Lois. "Latinos Push Immigration Reform on Social Media - Lois Romano."
POLITICO. N.p., 27 May 2013. Web. 13 Oct. 2014. http://www.politico.com/story/2013/05/
latinos-reform-social-media-91901.html#ixzz3GB3V8QG9
! ! 43

44. Academic Course Syllabus
Course Name
TWC 3233 Campaigning for a Cause
Instructor Name: Robert SanGeorge
Contact Information
American University office tel: 202-885-1808; Mobile: 240-994-3082
twc.rsangeorge@gmail.com
Course Date: Fall 2014
Course Description
How do dynamic organizations like Amnesty International, the Sierra Club, Human Rights Campaign and Doctors
Without Borders conduct dynamic campaigns that mobilize people – locally and globally – both traditionally and
increasingly via social media? Using social media, how can groups – both in the USA and in other countries – as
small as local and campus organizations work effectively to make their corner of the world a better place?
Throughout a fast-moving semester of Campaigning for a Cause, students learn to analyze and create campaigns on
the key issues of our time: democracy, human rights, the environment, women’s empowerment, public health,
children’s issues, GLBT rights. Each class takes students inside the world of local, national and international
advocacy campaigning, with a focus on digital and social media. Using case studies, students learn the fundamental
challenges facing professional campaigners as they research, plan, fund, implement and evaluate: demographics/
audience targeting, issue framing/messaging, use of imagery and overcoming public “crisis fatigue.”
Course Goals
Students will develop a fundamental understanding of modern policy campaigning, with a emphasis on the role of
social media. This will benefit anyone considering careers within the public policy arena on a local, state, national
or international level – as well as careers affected by public policy decisions. Utilizing theory and case studies,
students will acquire a solid background in online campaign techniques. Given the certainty that online media –
especially social media – is evolving in ways that impact most aspects of daily life, students will develop an
understanding of 21st century media that will serve them well in the future as they grapple with its effects on every
profession.
Student Learning Outcomes Objectives
Knowledge
•
Key concepts: (I) the fundamental elements of issue campaigning, from planning to implementation to
evaluation; (ii) social media activism and trends; (iii) data visualization; (iv) the elements of a compelling
narrative – visual and written.
•
Specific areas of course content: demographic analysis, issue framing and messaging, campaign planning,
anti-drug campaigning, website useability; online video production, cross-cultural communication, project
evaluation.
Skills
! ! 44

45. •
Analytical: will be demonstrated in the mid-term research paper and final research paper; also
demonstrated in a minimum of five in-class essay quizzes throughout the semester.
•
Research and information literacy: In-depth research is required for the mid-term and final papers using
the 150-plus sources available within the Class Intranet, along with external sources that include Google
Scholar, open source Internet and scholarly information databases available to students via their home
institution libraries. Students are required to demonstrate professional use of research citations and
bibliographies their research papers.
•
Oral: Students are expected to be prepared – via the assigned readings and video viewings – for interactive
class discussions every week on the themes of the week.
Civic Learning
•
Norms, standards or expectations of professional ethics: Students will demonstrate acquisition of
knowledge necessary for informed civic engagement in the context of advocacy campaigning.
•
Ability to describe/analyze diversity of perspective. Students will learn to analyze public policy issues –
including sensitive and controversial topics (e.g., gun control, abortion), in an even-handed manner,
demonstrating respect for opposing points-of-view.
•
Ability to analyze ethical issues related to specific cases or policy. Students in particular will
demonstrate a clear understanding of the difference between persuasion versus manipulation in advocacy
campaigning.
Required Texts
Students will have access to a Class Intranet, a Class YouTube Channel and a Class Pinterest Site – established
and maintained exclusively for their use – that is a cutting-edge repository of more than 150 research papers,
surveys, analytical and informational essays, infographics, Ted Talks, PBS and BBC content, and other videos. This
content is updated throughout the semester as relevant research and analyses emerge. Among this material is the
following required content:
•
Demographic Analysis
§ The Tipping Point, Malcolm Gladwell, The New Yorker
§ America’s Four Middle Classes, Pew Research Center
§ Anger Can Be Power, Thomas Edsall, New York Times
§ How Demography Shapes the National Agenda, National Journal
§ Is Google Making Us Stupid? Atlantic Monthly
§ Does Google Make us Stupid? Pew Internet Project
§ Online Generations Survey, Pew Internet & American Life Project
§ Religious Landscape Survey, Pew Forum on Religion & Public Life
§ Audience Targeting, The Spin Project
§ Assessing Opinion Surveys, Pew Research Center
§ What Voters Actually Care About, Pew Research Center
•
Campaign Planning
§ The Revolution Will Not Be Televised, Malcolm Gladwell, The New Yorker,
§ Strategic Communications Planning, The Spin Project
§ United Nations Handbook for the Millennium Development Goals
§ How Google’s Algorithms Rule the Web, Wired Magazine
! ! 45

46. § The Physiology of Belief, Nicholas Kristof, New York Times
•
Messaging
§ Why the “Death Panel” Myth Wouldn’t Die: Misinformation in the Health Care Reform Debate, Brendan
Nyhan
§ When Corrections Fail: The Persistence of Political Misperceptions, Brendan Nyhan
§ Issue Framing, Marc Andreasen
§ Climate Messaging, Thomas Friedman, New York Times
§ How the Public Views Scientists, Pew Research Center:
§ The Messaging Crisis Plaguing NGOs, Nancy Schwartz
§ What Climate Hawks Can Learn from Public Health Campaigns, Grist Magazine
§ When ‘he said,’‘she said’is Dangerous, Brendan Nyhan, Columbia Journalism Review
•
Politics, News Media & Advocacy
§ When Coverage Gets Ahead of the Facts, Brenden Nyhan
§ How the Presidential Campaigns Use Social Media, Pew Research Center
§ Political Campaigns & Social Media, New York Times
§ Twitter Becomes Real-time Tool for Campaigns, Washington Post
§ 2012 Republican candidates online planning, Politico.com
§ The New News Landscape, Pew Research Center
§ State of the News Media, Pew Research Center
§ How Obama Did It, Time.com
§ Micro-Targeting by the Obama Campaign, Business Week
•
Campaign Video & Podcasting
§ Strong Emotions Drive Online Video, GreenPeace International
§ The State of Online Video, Pew Research Center
§ Why Videos Go Viral, Kevin Alloaca of YouTube
§ Voters Going Off the Grid, Rosenberg & Shlachter:
§ The Future of YouTube, The New Yorker
§ Podcasts as a Campaign Vehicle, Nancy Schwartz
§ How Google Makes Money with YouTube, The New Yorker
•
Web Use-ability & Social Media
§ Slacktivism, Evegny Morozov (Foreign Affairs),
§ Six Conversation & Group Network Structures in Twitter, Pew Research Internet Project
! ! 46

47. § Social Media Update, Pew Research Internet Project
§ How Maryland Legislators Use Social Media, The Hatcher Group
§ Project Cascade, (New York Times video)
§ Petition Power, Stanford Social Innovation Review
§ Non-Profit Website Design Best Practices, Wired Magazine
§ How People Read E-newsletters, Jakob Nielsen
§ Writing for Print vs Web, Jakob Nielsen
§ Writing for Low-Literacy Users, Jakob Nielsen
§ Short-Term Memory & Web Usability, Jakob Nielsen
§ How to Structure Websites, Jakob Nielsen
•
Fundraising
§ The Wired Wealthy, Convio
§ Emotion vs Logic in Fundraising, Bloomberg View
§ Generational Giving Patterns, Convio
§ Why We Can’t Seel Charities Like Perfume, The Wall Street Journal
§ The Top 100 Global NGOs, The Global Journal
§ Report on Mobile Giving for Haiti, Convio
•
Special Events
§ Special Events & Social Networking, Blackbaud
§ Special Events Planning, Stallings & McMillian
§ Monitoring & Evaluation
§ The Many Faces of Non-Profit Accountability, Harvard Business School
§ How 350.org went to the head of the green class, Grist.org
Recommended Secondary Readings
§ The Least Free Places on Earth (Foreign Policy magazine, annual report)
§ New Demography of Motherhood, Pew Research Center
§ Top Rated Non-Profit Brands, Harris Survey
§ Social Networking Content, Jakob Nielsen
§ Reaching Illiterate Audiences, Jakob Nielsen
Course Requirements
Classroom and Grading Policies
Grade Calculation
! ! 47

48. Final Research Paper 40%
Midterm Research Paper 30%
In-class Reading Quizzes 25%
Class Participation 5%
Participation
This is a highly interactive class; therefore your responsibility as a student is to come to class prepared. This means
reading the assigned course material, reviewing the assigned campaigning web sites, and preparing to discuss them.
All of this work will allow you to immediately get into the rhythm of the week’s class and learning. In addition, to
be fully engaged in the class discussions and to show proper respect to your fellow students and your instructor, no
electronic devices may be used while class is in session – no laptops, no IPADS, no smart phones, no cell phones, no
texting, etc.
Required Readings -- There will be regularly assigned readings of short research papers and essays assigned
throughout the semester. All of this material will be available for download on Class Intranet. There also will be
regularly assigned viewings of relevant videos, all of which are available on the Class YouTube Channel. These
papers and videos are topical, current and freely available online; they are authored by the world’s top experts in
subjects such as: persuasive online writing, online readership metrics, demographic analysis, audience targeting,
donor targeting, fundraising online.
In-class Reading Quizzes. There will be several regular, in-class essay quizzes – given without advance notice – to
assess your understanding of the assigned readings. These will be given at the start of class during any week of the
semester when readings were assigned for that class. Cumulatively they will be worth 25% of your grade.
Mid-term Research Paper of eight-to-ten pages will be due in class for Week 6. You will be required to submit a
maximum one-page outline of this paper by Week 5. I will provide prompt feedback about your outline via email
and will be available for further guidance by phone or in-person, during the time you are developing the mid-term
paper.
Final Research Paper of 10 pages will be due on or about the day of our last class. You will be required to submit a
maximum one-page outline of this paper no later than Week 13, but you are encouraged to submit it earlier. As with
the mid-term paper, I will provide prompt feedback about your outline via email and will be available for further
guidance by phone or in-person, during the time you are developing the final paper.
Attendance Policy
Attendance is mandatory and students are expected to be on time. Missed written assignments must be turned in on
time unless the instructor has granted an excused absence – in which case the assignment must be turned in by the
time of the next scheduled class. Students who miss a pop quiz due to an unexcused absence will receive a failing
grade for that week’s quiz. If the absence is excused, the missed pop quiz must be replaced by an additional
reflection essay for that week.
Disclaimer
Readings, assignments and due dates may be subject to change over the course of the semester. Your professor will
advise you of any changes and present them to you in writing.
Week
10
Our
Focus
This
Week
–
the
YouTube
Revolu8on
•
Pew
Center:
“State
of
Online
Video”
•
“Podcasts
as
a
Campaign
Vehicle”
! ! 48

49. •
The
YouTube
RevoluAon
•
All
About
Video
producAon
o ProducAon
values
o Less
is
more
o Difference
between
television
&
online
video
Next
week...
infographics
Themes
to
consider
re
Infographics:
! The
advantages/disadvantages
of
communicaAng
complex
messages
via
infographics.
! The
fundamental
elements
of
effecAve
infographics.
! Which
issues
may
lend
themselves
beLer
to
infographics?
Assigned
readings/viewings
for
next
class
re
Infographics:
•
“The
Beauty
of
Data
Visualiza8on”
(video
in
YouTube
Channel
under
“Infographics”;
also
found
in
Infographics
page
of
Class
Intranet.
•
Review
examples
of
four
or
five
recent
infographics
from
the
UK
Guardian
newspaper:
hLp://www.theguardian.com/news/datablog
•
Review
Slate.com’s
gun
deaths
infographic:
h L p : / / w w w . s l a t e . c o m / a r A c l e s / n e w s _ a n d _ p o l i A c s / c r i m e / 2 0 1 2 / 1 2 /
gun_death_tally_every_american_gun_death_since_newtown_sandy_hook_shooAng.html
•
Review
the
Union
of
Concerned
ScienAst’s
climate
change
infographic
(requires
a
long
scroll):
hLp://www.ucsusa.org/global_warming/science_and_impacts/impacts/infographic-­‐sea-­‐level-­‐rise-­‐global-­‐
warming.html
•
View
several
of
the
animated
infographics
in
the
playlist
“Infographics”
on
our
Class
YouTube
Channel.
Due
next
week:
Outline
of
Final
Research
Paper
Week
11
Our
Focus
This
Week
–
Data
Visualiza8on
&
Infographics
•
What
is
data
visualizaAon?
•
Whiteboarding
–
animated
•
Advantages/disadvantages
of
communicaAng
complex
messages
via
infographics.
•
The
fundamental
elements
of
effecAve
infographics.
•
Which
issues
may
lend
themselves
beLer
to
infographics?
•
Should
designers
reconsider
the
“long
rectangular”
format
that
seems
to
be
standard
for
most
infographics?
•
Can
infographics
ever
work
well
for
smart
phones?
•
Animated
infographics?
Readings/Viewings
for
Week
13:
•
The
Many
Faces
of
Non-­‐Profit
Accountability
(p
1-­‐21),
Harvard
Business
School
•
Monitoring
and
EvaluaAon
–
the
Basics
Due
this
week:
Outline
of
Final
Research
Paper
Week
12
! ! 49

50. Our
Focus
This
Week
–
Defining
Success:
Monitoring
&
Evalua8on
! Campaign
objecAves
vs
the
reality
of
a
campaign
! Measuring
up
to
indicators
of
success
! QuanAfying
success
Campaigning
Cross-­‐Culturally
•
The
Least
Free
Places
on
Earth
•
China’s
AnA-­‐campaign
Against
Uighurs
•
Jakob
Nielsen
on
Low-­‐Literacy
Users
•
Reaching
illiterate
audiences
•
InternaAonal
campaign
on
child
labor
•
Campaigning
in
countries
with
limited
freedoms
•
Campaigning
in
various
regions
of
the
world
Cultural
issues
specific
campaigning
in
various
regions
of
the
world
! LaAn
America
! Europe
! Middle
East
! Sub-­‐Saharan
Africa
! India
Week
13
The
Future
of
Campaigning
in
the
21st
Century
! Ultra-­‐segmentaAon
of
audiences
! Merging
of
television
and
the
web
! ImplicaAons
of
super
high-­‐speed
broadband
! Increasingly
powerful
hand-­‐held
devices
! Data
visualizaAon
! The
death
of
print?
! A
two-­‐Aer
informaAon
world,
where
billions
lack
access
to
these
technologies?
! “Second
Life”
social
networking
Due
this
week:
Final
Research
Paper!
TWC Course Policies
For a detailed list of all TWC policies, please refer to your student handbook.
Professionalism
We strongly encourage students to be professional at all times.
Equal Opportunity/Affirmative Action
The Washington Center actively subscribes to a policy of equal opportunity in education.
Class Cancellation
Students are expected to attend every class period as scheduled unless there is an unavoidable circumstance or
illness. Classes do not meet on federal holidays; however, your professor may elect to reschedule the class for
another evening to make-up time and work.
Verbal, Sexual, Ethnic/Racial Harassment
! ! 50

51. The Washington Center does not tolerate harassment of any nature. Verbal, sexual, ethnic and or racial harassment in
any way of its students, staff, and faculty are prohibited. The Washington Center advises students to notify their
Program Advisor if they believe they may have been exposed to sexual or verbal harassment.
Disability Services
If you are a student who is defined under the American with Disabilities Act and requires assistance or support
services, please inform The Washington Center's disability coordinator, by emailing disabilityservices@twc.edu. The
coordinator will organize such services as note takers, readers, sign language interpreters, etc. If you need course
adaptations or accommodations because of a disability, if you have emergency medical information to share, or if
you need special arrangements in case the building must be evacuated, please make an appointment to speak with
disability services upon arrival. Disability services information is available on online at www.twc.edu/
disability_services.shtml.
Academic Misconduct
Academic misconduct includes, but is not limited to the acts listed here. For a full statement of the policy of TWC
on academic misconduct, please refer to the TWC Academic Course Handbook. The Washington Center reserves
the right to impose penalties and sanctions for any incident of academic misconduct up to and including failure for
the course and expulsion from the program.
1. Plagiarism. Plagiarism is a form of academic misconduct and is considered academic fraud. It is an attempt to
receive a grade or other credit that would not be granted if the instructor or others knew the full truth. Plagiarism
occurs when someone copies or takes the intellectual work of another as one’s own, and fails to properly
reference or provide proper and fully adequate attribution to the original author of the work. Plagiarism may be
either intentional or unintentional. Plagiarism may also take the form of self-plagiarism in the event of trying to
submit work done for another course or program for credit without the express permission of instructor.
2. Cheating. The use of notes or books when prohibited, and the assistance of another student while
completing a quiz or an exam, or the providing of information to another individual for this purpose, unless
such collaboration is approved by the course instructor.
3. Falsification. The improper alteration of any record, document or evaluation.
4. Obstruction. Behaving in a disruptive manner or participating in activities that interfere with the
educational mission of The Washington Center at lectures, courses, meetings or other sponsored events.
5. Absenteeism. The chronic failure to attend program components (including internship, internship courses,
or other scheduled activities) without a valid reason or prior notification. Missing two or more classes
might result in a lower grade evaluation for the course. Also, in such cases your instructor will notify the
courses coordinator, who will notify your program advisor and possibly your campus liaison.
6. Disruptive Behavior. Any behavior, whether active or passive, that interferes with the environment of
teaching and learning or tone of professionalism as established by the instructor.
7. Complicity in any act of academic misconduct by another person.
Student Grievances
If students have a problem with their instructor, the course material, class format, or other aspects of the course, they
should speak to the instructor first. If that is not possible or they choose otherwise, students should speak with the
course coordinator who will arrange a conference in consultation with the managing director for academic affairs. If
students wish to make a formal complaint, they must submit it in writing to the course coordinator at
courses@twc.edu. The course coordinator will relay it to the director of academic affairs, who will investigate the
situation and will consult the relevant parties and inform the student of the progress of the investigation in order to
come to a resolution of the situation.
! ! 51