2. 2
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
3. 3
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
4. 4
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
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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)
Absolutely
Uninterested
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:
9
16
16
10
10
0
2
4
6
8
10
12
14
16
18
Paid
Males
(Figure
14)
Absolutely
Uninterested
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
growth being compiled of underclassmen.
• 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
growth being compiled of underclassmen.
• 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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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:
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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
