Embark
UGA
Table of Contents
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Trends ........................................................................................... 2 Target Publics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Peer Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Public Relations and Communications Tactics __________.. . . . . . . . 5 Perception and Willingness to Help ___.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ._______ 8-9 Goals and Objectives ___________________________ 10-11 Research Methodology and Overview ________________ 12-17 Social Media Content Analysis - Twitter _______________ 18-21 Social Media Content Analysis - Facebook ____________ 22-23 Gantt Chart __________________________________ 24-25 Budget ___________________________________ __ 26-27 Graphic Design Concepts ________________________ 28-29 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ._____ 30
PREPARED BY: MARCELLA ARCHAMBAULT, ABBY BERGQUIST, ELIZABETH ELLIOTT, AYANA ISLES, JASMIN NASH AND JIM THOMPSON
Background
Mission statement: The Embark Georgia statewide network serves postsecondary professionals and institutions to ensure connectivity, share best practices, and provide information exchange among youth, community based stakeholders, and K-12 education.
Embark Georgia was created in 2013 in the hope of ensuring that any youth who has been a part of the foster care system or been homeless receives all of the support he or she needs. From financial, academic, social and emotional needs, Embark Georgia’s mission is to be able to provide any kind of support that an individual might need in order to complete post-secondary education. Georgia is one of only nine states that provides a statewide organization to support youth who have been in either the foster system or homeless. Embark Georgia is currently part of the Fanning Institute’s public service outreach mission and is run by David Meyers, a former social worker who runs all youth and foster family projects affiliated with the Fanning Institute.
While Embark Georgia focuses primarily on statewide programs and relationships with high school counselors and social workers in their quest to help the students achieve their dreams of post-secondary education, Embark UGA is an affiliated organization that focuses on the students’ lives once they arrive at the university. Embark UGA helps to ease the individuals’ transitions into student life in the most seamless way possible. It is also the contact for Embark students regarding any problems they may face during college.
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Trends
Although programs of this variety are still relatively new, a few organizations have already emerged as leaders in the field. The most successful and established organizations with a similar mission are Fostering Success Michigan and the Guardian Scholars program for California schools. However, both organizations (as well as most others) only focus on the foster system, omitting homeless youth. Fostering Success focuses on getting its message of post-secondary education out into the foster care system very early, starting when the child is 12. The belief in early education, as well as its close partnership with Western Michigan University, have been successful strategies for Fostering Success Michigan. However, its most defined, and arguably most successful strategy, has been the use of The Collective Impact Framework, which uses the following as the necessary conditions for large-scale social change: a backbone organization, a common agenda, mutually reinforcing activities, shared measurement, and continuous communication.
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Target Publics
The target publics for Embark Georgia are youth who have experienced
foster care or homelessness. Embark Georgia also targets community based stakeholders and K-12 and postsecondary guidance counselors, statewide that have the potential to aid students in providing ample academic, financial, social and emotional supports to access a higher
education. Embark Georgia focuses on preparing high school counselors with proper tools to assist foster and homeless youth with any questions they may have during the process of applying to universities. They are provided materials and guides to assisting students with applying for financial aid, covering application fee costs and answering any questions.
Embark UGA is specifically geared towards University of Georgia faculty and students. Participating UGA faculty serve as helpful resources to the students as potential mentors and a helpful resource to the students. They
provide information regarding useful resources around campus, assist with the yearly financial aid process and help with any questions Embark students may have while living and studying on campus throughout the year
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Peer Organizations There are universities across the nation that have an existing program in place.These universities include: California State University Fullerton Guardian Scholars Program University of California Santa Barbara Guardian Scholars Program Idaho State University Guardian Scholars Program Fostering Success Michigan The main difference between Embark UGA and these other state programs is that Embark UGA strives to help both foster youth and homeless youth. These programs mission statements only address youth coming out of foster care programs. Embark UGA was the first program of its kind that existed in Georgia. The following universities have adopted similar programs: Kennesaw State University C.A.R.E. Program Savannah State Star Program These programs both help foster and homeless youth. They have programs in place such as food drives, “celebration clubs,� monthly events, and an event to take in freshman during the holidays. Embark UGA provides the necessary training guides, informational brochures, and existing networks that UGA has to other postsecondary institutions and high school counselors across the state.
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Public Relations & Communication Tactics
The logo for Embark Georgia that is currently used was designed and created by an Embark student, so it holds sentimental value to the organization. Upon surveying, UGA students and faculty were overwhelmingly unaware of Embark Georgia and did not recognize the logo.
Focus groups conducted with groups of students showed that students were unaware of the significant amount of homeless or foster youth currently attending UGA. They were willing to serve as allies, but were unaware of the most appropriate way to do so. These focus group participants had also never seen Embark Georgia’s logo and found the logo did not accurately resonate the purpose the organization serves.
Embark Georgia currently operates a Facebook page, with no other online presence. Aside from a few posts regarding upcoming events, the page is relatively inactive with little interaction with followers.
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Perception & Willingness to Help Student Perspective To gage student awareness of homelessness and foster care, a focus group was conducted with 10 undergraduate students who are not currently affiliated with Embark UGA. The students represented multiple areas of campus life and academic study. None of the focus group participants knew about Embark UGA prior to the focus group. They felt confident their lack of awareness was shared by the larger student body. When asked to illustrate their general perceptions of homeless individuals, focus group participants described stereotypical views of older individuals with worn-down clothing and mental health problems. Many admitted to never having thought about the prospect of attending school with homeless individuals or peers in foster care. The focus group participants were overwhelmingly enthusiastic about helping advance Embark UGA’s mission. All of them expressed a willingness to help both Embark UGA and the students it serves. However, they expressed concerns about handling interactions in an appropriate and inoffensive manner; they would not want their actions construed as patronization. Based on the findings of this focus group, it is clear that University students are willing to help support Embark UGA in whatever capacity they can.
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Faculty Perspective
Perception & Willingness to Help A survey was sent to more than 400 UGA faculty and staff members using Qualtrics with the focus of awareness of Embark UGA. Seventy-one faculty and staff members responded to the survey. The significant information that we gathered from the survey is that 87 percent of those that responded to the survey prefer to receive information via email. This is important when trying to send information about Embark UGA events. Among the respondents 78 percent of them indicated that they had no familiarity of Embark UGA; 86 percent said they had never heard of the organization. Less than 25 percent responded that they were unaware that homelessness was an issue among college students at UGA. Only four of the people surveyed knew which resources were available to help homeless students at UGA. The findings of this survey indicate that faculty and staff at UGA are extremely unaware that there is an issue among students at the University of Georgia and have no knowledge of organizations like Embark UGA. Though the awareness is low, the willingness to help is extremely high. According to the survey 100 percent of respondents indicated that they would be willing to donate personal items and 79 percent stated they would be willing to help students locate resources.Twenty percent responded that they would be willing to host a student during school breaks. Also a majority of the survey takers would like to receive more information about Embark UGA. Based on the findings of this survey the UGA faculty and staff would be willing to help if given more information and were made aware of Emark UGA and its mission.More detailed results are listed in the appendix.
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Embark UGA has established some relationships with other organizations and departments on campus.
The organization has a mission and purpose that people would like to be involved with.
Strengths
Embark UGA has not made great efforts to form relationships with several potentially useful campus organization.
Embark UGA’s Facebook page does not give any explanation or provide understanding about the organization.
Embark UGA has been ineffective in creating awareness of the service and its purpose.
Weaknesses
Threats
The lack of awareness about the foster and homeless youth on campus can limit the resources offered to those students.
Opportunities There is a potential to take advantage of the growing national awareness of foster youth issues on campus.
The perception that being homeless or a foster youth is shameful, which can prevent students from coming forward and acknowledging they need help and access to resources (i.e. financial or provisional aid).
There are competing student organizations that can take focus away from Embark UGA.
The evolving awareness of foster youth issues allows room for the state network to grow with it.
The university setting has many different organizations that can provide resources to foster youth and homeless youth.
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S W O T Embark UGA has had success locating resources and helping the students in need of their services on campus.
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Goals and Objectives Goal I: To increase awareness about the Embark UGA program within the University community. Objective 1: To create a Twitter account and gain 150 followers by June 30, 2015. Tactic 1: Create a twitter account. Tactic 2: Search University-related accounts and appropriate hashtags to identify and follow 300 Twitter users who are currently affiliated with the University of Georgia. Tactic 3: Post on Twitter 2-3 times a week until July 6, 2015 Tactic 4: Post external links involving relevant information to foster and homeless youth once a week until July 6, 2015.
Goal I: To increase awareness about the Embark UGA program within the University community.
Objective 3: To educate 300 additional people about Embark UGA’s services by April 20, 2015.
Tactic 1: Email 300 University of Georgia faculty and staff members about Embark UGA’s services.
Tactic 2: Display 75 copies of a flyer around campus and surrounding Athens areas.
Tactic 3: Table at Tate plaza to inform students about the Embark UGA program.
Tactic 4: Create an Embark Georgia brochure template to distribute to other organizations in the network.
Objective 4: Increase brand recognition by 50 percent by April 13, 2015
Tactic 1: Design a new logo that is more easily attributed to Embark UGA’s mission.
Objective 2: To reach 200 Facebook “likes” by April 20, 2015. Tactic 1: Search public, University-related groups and invite 500 individuals who are currently affiliated with the University of Georgia to “like” the Embark UGA Facebook account.
Tactic 2: Create and print 200 stickers to be displayed on campus and on cars.
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Tactic 5: Display advertisement on computers at the SLC and Tate Student Center.
Tactic 4: Distribute 10 bus cards.
Tactic 3: Enhance the content and readability of the existing Facebook page.
Tactic 2: Post on Facebook 2-3 times a week until July 6, 2015. Tactic 3: Update cover photo and relevant content to make the Facebook page more visually enticing and a better resource for individuals seeking information about Embark UGA by April 20, 2015. Tactic 4: Create an official “Facebook event” for every event hosted by Embark UGA through April 20, 2015.
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Goals and Objectives Goal II: To create a sense of community among current students. Objective 1: To improve university relations by 20 percent by April 20, 2015. Tactic 1: Host three events that organization participants can be involved in. Tactic 2: Curate a designated communal spot for Embark UGA students. Tactic 3: Integrate a “student corner� into the e-newsletter giving tips and prizes.
Objective 2: To establish a mentorship program by April 20, 2016. Tactic 1: Identify students currently in their second year or higher willing to serve as mentors to incoming and current freshman by 2016. Tactic 2: Create a student-relevant brochure detailing what mentorship would look like. Tactic 3: Host an event with interested and existing members to meet possible mentors by the end of 2015. Tactic 4: Pair mentor and mentees together.
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Goal II: To create a sense of community among current students.
Objective 3: To identify 10 staff members to serve as professional and academic mentors to program participants by April 20, 2015.
Tactic 1: To reach out to 50 qualified professors and secure 5 professors to pilot a student mentorship program.
Tactic 2: Create a brochure from Embark template to send to selected professors.
Tactic 3: Create a training guide and set terms of service for the selected mentors.
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Research Methodology & Overview Awareness of Embark UGA among UGA Faculty and Staff An online survey using Qualtrics was sent to 300 UGA faculty and staff members on Wednesday February 11, 2015 to measure their awareness of Embark UGA. 71 of those 300 faculty completed the survey. 62 percent of the respondents were female and 38 percent were male.The questions on the surveyed aimed to gather information about not only the awareness but their understanding of homelessness, and willingness to help. After gathering demographic information such as how long they have been employed at the University of Georgia and how they prefer to receive information and more specific questions were asked. We gathered from the survey is that 75 percent of those that responded to the survey prefer to receive information via email. This is important when trying to send information about Embark UGA events.
0%
38%
4%
2%
4%
UGA Master Calendar
Events
Websites
Printed Materials (i.e. flyers, brochures, etc)
Email/ Listservs
Preference For Recieving Informa1on
50%
2%
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2%
6%
0%
0% 0%
0% 1% 1%
78%
extremly familiar
familiar
neutral
somewhat familiar
How familiar are you with Embark UGA scale 0-‐10 notat all familiar
Most of the questions asked were likert scale questions. Respondents were asked to identify how willing they would be to help students in need as well as how much they knew about homelessness among students. Unfortunately, 78 percent indicated that they had no familiarity with Embark UGA and 86 percent showed that they never hear about Embark UGA.
3%
9%
5
10
15
20
25
30
35
40
Majority of respondents indicated that they were unaware that homelessness was an issue among UGA students. Based on the information gathered from the survey a majority of the faculty and staff are willing to help in ways such as hosting a student over the break, helping to locate resources and donating personal items. Thirty-nine people wanted to receive further information on how they could help with Embark UGA.
0
I would be willing to help homeless students and students from a foster care background locate resources: Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree
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Research Methodology & Overview Embark Georgia Brand Awareness Focus Group A focus group was conducted on February 9th with 5 UGA students. The focus group began with a general introduction and a blind introduction to Embark Georgia’s current logo. The students generally perceived the logo to be for some kind of outdoor recreational program and did not pay attention to the tagline on the logo. After I directed them to the tagline and asked to think about what the logo would then symbolize, the students began to understand the tree was symbolic for strength and growth. The students liked the logo, but felt it looked data and needed something more to make it stand out.
Embark UGA Awareness and Perception Focus Group
A focus group was held at 5:30 p.m. on Wednesday, Feb. 11, 2015, to determine awareness
about homeless and foster youth among current students at the University of Georgia. The
focus group consisted of 10 individuals: one second-year, four third-year and five fourth-
year undergraduate students. None of the focus group participants were involved with Embark UGA.
When asked to depict physical, emotional and mental characteristics of homeless individuals,
many members of the focus group described older persons with worn-down clothing. They
discussed stereotypes associated with homeless individuals, including mental illness, minority
racial identities and affective disorders like depression. However, the focus group members
had not previously thought about the possibility of homeless and foster youth attending school with them.
Many group members admitted ignorance to the experience of homeless and foster youth at
institutes of higher education prior to the conversation. They assumed that most, if not all,
persons attending a university had the resources necessary to attend college (which included
a permanent residency to return to). None of the focus group participants knew about
Embark UGA’s services prior to the meeting. They were confident that this was the case for most students at the University.
Ultimately, the focus group participants highlighted a lack of awareness as the biggest
obstacle that Embark UGA and homeless/foster youth may face. Many expressed interest
in serving as an ally for homeless and foster peers, but they expressed greater hesitations
about not knowing the appropriate way to do so without having their actions be construed
developed to inform students about the experience of homeless and foster youth and to
as patronizing. They recommended that educational materials and awareness campaigns be help break down any stigmas.
Alternate mock-ups of logos were then presented to the student to gauge interest in different logo concepts. Of the others that were presented, the students found the other tree logo to be the most catching and unique. The students all agreed that the symbol that should be on the logo should be a tree. After showing all of the logo options, the focus group was then told more about
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Embark Georgia and the purpose it serves as an organization. The students all agreed that the other tree logo fits the organization’s mission best and that emphasizes the symbolism of the tree the most. The students overall felt that the organization’s name was misleading and the tagline on the logo did not stand out enough to dispel any confusion over Embark Georgia’s mission statement.
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Social Media Content Analysis - Twitter Method Overview In order to thoroughly and effectively examine the Twitter pages of Embark UGA’s competitors, a content analysis research method was selected. The organization does not have a Twitter page, so only competitors were researched. The coding book created allows the researcher to analyze each Twitter by succinct parameters in order to present the research in a quantifiable manner.
Data Collection Sampling Strategy The process began by researching organizations similar to Embark Georgia on a web search. Once on the website of those organizations, a Twitter page was looked for. Our efforts were directed towards this past year’s social media activity of the organizations in order to analyze and direct how Embark Georgia should proceed in their possible Twitter page.
Twitter Page Selection Process The Twitter pages to be coded were selected because they were the only organizations with an account. Foster Success Michigan, Guardian Scholars and Foster Youth in Action were the unique few that were active on the platform.
Coding Process and Coder Inter-Coder Reliability A coding book was created in order to begin the process. Each question was designed to be clear and to the point, while being inclusive of all the possible results, as well as still producing the most significant data possible. After the coding book was completed, one person was responsible for the Twitter content analysis. Therefore, inter-coder reliability was not an issue for our group.
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Data Analysis and Results
Responses to Tweets
Tweets with Responses
Tweets without Responses
While the majority of the tweets recorded did not have responses, the thirty that did are extremely important (see chart below). They show what will get responses on Twitter if Embark Georgia chooses to create and run one. If they do create an account, not everything will get responses but they can learn from the coded accounts on what will garner attention from their followers.
After narrowing down which Tweets received feedback and which did not, the content of the posts with feedback were examined. The chart below features what content topics were prevalent. An explanation of each section follows the graph.
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Content of Tweet Responses
Data Analysis and Results cont’d. 25 20 15 10 5 0 So
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Outside Source Picture Tes3monial Foster Youth Issues S3gma Reducing Student Pertaining
Out of the 30 tweets with responses, 21 of them were non-original content from the organizations, and all were retweets. Many of them were articles, testimonies or encouragements that showed progression for foster youth and occasionally homeless youth. Eight out of the 30 tweets that had responses contained pictures. The important factor behind these tweets was that the pictures were of people apart of the organizations. Without the connection to the organization, the tweet would most likely not have been “favorited” or retweeted. Testimonial links played a part in garnering interactions on Twitter for the organizations. Six out of the 30 included testimonials. The stories did not have to be specifically from the organization, but could be national or local stories without connections to the program. Showing progression for foster youth was important for the stories. Thirteen of the 30 depicted issues faced by foster kids, and 11 of them tried to reduce stigmas associated foster youth. Lastly, the majority of the 30 pertained to students. While, there was overlap within the 30 tweets with responses content wise, it is important to see what gains followers’ attention. Embark Georgia should focus on current events for foster and homeless youth, show pictures of events and people important to the program, try to reduce stigmas, depict issues faced by the youth, display their stories and retweet other organization’s content. The organization should reach out to students more so than adults who work with foster youth because they are using Twitter as a platform more often.
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Data Analysis and Results
The most significant results of the Facebook page content analysis were the findings that the most successful pages (with success being measured by the amount of likes and comments on posts, as well as on the general feel and image) were those that used their Facebook pages as a tool to help create a space for an online community of individuals united behind a common mission. It is the goal of social media to merge the sense of community and togetherness that is present in the organization itself with the convenience of online activity. The Facebook page for the University of California Santa Barbara chapter of the Guardian Scholars program as well as the page for Fostering Success Michigan program were the most notable examples of pages that created a sense of community online. The feeling of community was primarily created through the content of the posts. Both of these organizations used their Facebook pages for so much more than merely announcing their organization’s next event. The content of the posts created by these two pages ranged from coverage of local food bank hours and job opportunities to baby birth announcements and local concerts the program’s youth might enjoy. Notable, UCSB’s page also posted frequent, simple reminders that someone is always there to listen, should any of the program’s youth need someone to talk to.
Fostering Success Michigan (the page with the most “likes”) went a step farther and was the only organization coded that regularly posts daily. While most organizations used their logo for their profile picture, the organizations coded showed much more variance in cover photo subject matter. However, it is worth noting that the organizations that used their Facebook to create a continuation of community were the only ones that chose to use engaging photos where you could see the individuals’ faces for their cover photos. Ultimately, the results showed the promise of potential and the means of creating an online community that mimics and adds to the existing community surrounding the organization at hand.
0$likes$ 1,5$Likes$
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20%$
20%$
20%$
40%$
V6.$Amount$of$Page$"Likes"$
The following graphs refer to the results of the Facebook Content Analysis:
40%$
60%$
V3.$Amount$of$"Likes"$on$First$Post$$
Social Media Content Analysis - Facebook Method Overview Content Analysis was the research method chosen to examine the Facebook pages of both Embark UGA and its competitors as thoroughly, efficiently and uniformly as possible. By creating a coding book, it allows the coder to easily analyze each of the Facebook pages by the same set of parameters in order to turn information presented on a page into quantifiable data.
Data Collection Sampling Strategy The search function on Facebook was utilized in order to find the Facebook pages of organizations with a similar mission as Embark Georgia. We were not interested in simply coding Facebook posts that mentioned Embark Georgia. Instead, our focus was on the posts that Embark Georgia themselves produced and to analyze Embark Georgia’s current social media activity, as well as the activity of similar organizations, in order to improve their social media presence as a whole.
Facebook Page Selection Process The Facebook pages to be coded were initially narrowed down by their mission. Only organizations with a similar mission as Embark Georgia were coded. From there, certain organizations were eliminated due to the type of Facebook page they had. Organizations like Reach at the University of Alabama were eliminated because they had the page style of an individual and not an organization, making their results of the coding book void. From these parameters, five organizations were able to be coded.
Logo
20%
"Other"
People$(face)$ People$(no$face)$
No$Cover$Photo$
The$Facility$
80%
V10. Profile Picture Subject Ma5er
Coding Process and Coder Inter-Coder Reliability The coding process began by creating a coding book. Questions were designed to be clear, concise and inclusive enough to include the possibility of all results, whilst still producing the most significant data possible. From there, one person was responsible for the content analysis of all Facebook pages. Therefore, inter-coder reliability was not an issue for our group.
20%$ 40%$
V13.%Cover%Photo%Subject%Ma5er%
20%$
20%$
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51(100$likes$$
101(150$likes$
151(200$likes$
301$+$$
Gantt Chart Create a Twitter
X
X
X
X
X
X
X
X
Design Flyer
X
X
Design Flyer Design Bus Card X
X
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X
X
X X
X
X
X
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X X
X
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X
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Task Mar. 15-21 Mar. 22-28 Mar. 29-Apr.4 Apr.Mar. 5-1129-Apr.4 Apr. 12-18 '15 June Aug.'15 '15 July Sept. Oct. Nov. Jan. Feb. Task Mar. 15-21 Mar. 22-28 Apr.June 5-11 '15 Apr.July 12-18 '15'15 Aug. '15'15 Sept. '15'15Oct. '15'16 Nov. '15 '16 Jan.Mar. '16 '16 Feb.Apr. '16 '16 Mar. '16 Apr. '16 Meet with Embark Student Meet Wed. with Embark Student Wed.X X X X X Create a Twitter
Become FB AdminX
Twitter Calendar Twitter Calendar Increase Twitter presence Increase Twitter presence Become FB Admin
Design Bus Card Design Stickers
X
Design Stickers Table at Tate
Delete alternate FB Page Delete alternate FB Page
Table at Tate X X
X
X
Interviews
X
X X X
X
X
Interviews Design Brochure Template Design Brochure Template Plan 2-3 events Plan 2-3 events
X
Informational email blast to teachers Informational email blast to teachers Situation Analysis
Update Creative Brief Update Creative Brief Situation Analysis X
X
X
X
X
Budget
X
Budget Design Concept for Plan Design Concept for Plan Finalized Plan Finalized Plan Presentation
Gantt Chart (year long) Gantt Chart (year long) Presentation Run Bus Card
Bus Card Application Bus Card Application Run Bus Card Sponsor Student Pantry Sponsor Student Pantry Print Stickers
Valentine's Personal Items Drive Personal Items Drive Valentine's Print Stickers
Create email templateCreate email template Distribute flyer
Send out email to professors Send out email to professors Distribute flyer
Welcome back group Welcome dinner back group dinner Finalize 10 mentors Finalize 10 mentors Implement mentor program Implement mentor program
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Budget Item Facebook Paid Promotion Bus Card 200 3in Logo Stickers 75 Flyers Tate Table Brochures
Cost $40.00 $120.00 $19.80 -$0.60 per page of 6 $30.00- $0.40 per page $40.00/day 50- $61.00, 100-$122.00, 200-$244.00 500-$610.00
= $859.80*
Brochures are $1.22 per brochure a 10% discount starts once the dollar amount reaches $250. Prices listed above do not reflect discount.
Total: 500 brochures, flyers Tate table, stickers and bus card
*This quote does not reflect the various discounts offered and tax. All of the quotes listed above come from Tate Print and Copy. Ordering the materials online will give 10% discount on the products. To submit an online print request you can visit:http://dawgprints.uga.edu/. You will then click on the image illustrated to the left which will then direct you to print request form for which you will enter the print specifications. For stickers you will specify that you want 200 3 inch stickers. The form will also request that you upload the design to be printed on the stickers which we have provided on a thumb drive for your convenience. A similar process can be used for printing brochures, flyers and the bus cards. For the price of $160.00 the bus card we designed will be placed in 36 UGA buses for reservation periods of 4 week. In the appendix you will find the time schedule for running the bus cards. Our suggestion is that you run bus cards during the first time slot in August as you will find in our proposed schedule. Again, you will need to upload the design online during the time period specified in the included schedule. To reserve a table at Tate for the branding campaign you will need to visit: http://www.reservations. uga.edu/reserve/tate_table.html where you will be directed to submit an online reservation that specifies the date and time for which you would like to reserve the table. An example of the online form is included in the appendix.
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Design Concepts
70%
Did you know. . .
Did you know. . .
example
of youth who have experienced foster care express an interest in continuing their education
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template
brochure template
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To get involved with EmbarkUGA, contact: