Service-Learning PR Campaign by Bryce Spivey

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Table of Contents 3

Executive Summary

Situation Analysis

Research

Problem, Opportunity & Goal Statement

Goals & Objectives

Key Publics

Central Messages

Strategies & Tactics

40 Production Process 43

Communication Channels

Calendar

Responsibility Chart

Budget

Evaluation

Appendix

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executive summary

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The Office of Service-Learning exists to foster the growth and learning of people through transformational relationships. The office, limited in its resources, must rely on interns, student teaching assistants, professors and participating students to promote the mission. Therefore, every person in the service-learning process is vital to the organization’s success. A three-year communications campaign will rebrand the web site to focus on user-generated content, target key audiences with the benefits of service-learning and create an on-campus presence. To empower these groups, the office must give them the tools and ability to promote themselves, to share their stories and receive recognition for their work. As part of this message of empowerment, we are calling on all service-learning participants to: “Experience Learning. Connect to Your Future.” This theme will replace the “Making the Connections” concept, which is passive and lacks excitement. This new phrase is declarative and action-oriented. The phrase “Experience learning” concisely summarizes the essence of the service-learning definition. The phrase “Connect to Your Future” applies to all target groups. Underclassmen students can connect with their peers, upperclassmen can connect to future job opportunities, professors can build student engagement and the university as a whole can continue to foster an environment dedicated to community engagement. The existing service-learning web site is static and does not promote user involvement. This leads to a one-way communication process, visitors are able to receive information but not engage in the service-learning experience. To generate excitement and increase involvement, a new interactive web site will be created to give users a platform for two-way conversation. The web site will not add workload of service-learning staff since interns, service-learning teaching assistants and students will create, filter and share their own user-generated content as part of their course assignments. The users’ up-to-date stories as told through videos, photos and other creative works will form the core of the new site. The amount of text on the site will be minimized. Clear calls to action on each page will enable students and faculty to take steps to get involved. Content will be updated regularly by a team of student interns to create excitement and a sense of community. To accompany the web site, an on-campus presence will to be built through tabling, campus media and building advocates in current service-learning courses. These tactics will help to raise the awareness on campus and lead the community to tell inspiring and empowering stories.

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situation analysis

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Organizational Audit Organizational Overview The VCU Office of Service-Learning reports directly to the Vice Provost of the Division of Community Engagement. Service-Learning is one of more than ten community-oriented initiatives from reading programs and youth mentoring partnerships to neighborhood initiatives that together compose VCU’s Division of Community Engagement. Many of the projects that compose VCU’s Division of Community Engagement are jointly administered and funded by both the Division of Community Engagement and a nonprofit foundation that works in partnership with the university. The Virginia Mentoring Partnership and AmeriCorps programs are two such examples. These programs report both to their parent nonprofit foundation and to the Division of Community Engagement, resulting in more surveillance and greater resources. The Office of Service-Learning is different. Service-Learning resides entirely within the Division of Community Engagement and reports only to the Division of Community Engagement. Service-Learning receives funding both from the Division of Community Engagement and various grants. The office is composed primarily of two employees, one full-time program director and one part-time graduate assistant. In years past, funding existed to hire two graduate assistants, but due to recent economic hardships, the office was forced to make cuts. Because of the limited human resources, the Office of Service-Learning now relies heavily on the support of undergraduate teaching assistants and professors.

Organizational Structure The structure of the organization is not hierarchical but rather linear in nature. The students and professors who carry out the service-learning courses are equally as important as the program director and graduate assistant in the Office of Service-Learning. In terms of communications, there is little delineation between internal and external publics, every person in the service-learning process, from community partner to program director, is vital to the success of the VCU Office of Service-Learning. This type of organization is a “learning organization” as described by Peter Senge, author of The Fifth Discipline. A learning organization is defined as an “organization where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to learn together.” This style of organization fosters individual exploration, risk-taking and growth. This organization exists to foster the growth of people—not an external product. The growth takes place through transformational relationships. Such relationships are the heart of service-learning. All players work towards a common vision; they are committed to the underlying purpose of the organization.1 Senge, Peter. The Fifth Discipline: The Art & Practice of the Learning Organization. Random House, Inc., 2006. Print. 1

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The following the list of job descriptions of the people who turn service-learning from an idea to a reality.

Program Director, Service-Learning (Dr. Lynn Pelco) The position of program director is a full-time paid staff position. Because the program director is the only full-time paid employee of service-learning, the program director’s duties are wide and varied. The program director is the public face of the Office of Service-Learning. She must participate in the VCU Council for Community Engagement and act as an advocate for service-learning to maintain strong institutional support. The program director is also responsible for fund raising. Since service-learning is separate from any academic program, they do not have access to a development officer. They must procure finding directly from the university, as well as identify, write and apply for grants to secure additional external funding. The program director’s primary responsibility is to promote service-learning. To do this, the program director uses online media, lectures and faculty development programs. Currently, the director oversees a media production intern and graduate assistant. The program director gives the direction for projects and assists in daily administration. The media intern assists with providing media content for service-learning. The program director shows other VCU professors how to incorporate service-learning into their courses through several faculty workshops offered by VCU’s Center for Teaching Excellence. In addition, the program director offers the Service-Learning Faculty Associates Program as a semester long program designed to support faculty members in creating new service-learning courses. Faculty outreach and service-learning course development are the primary duties of the program director. In addition to formal faculty development programs, the program director works one-on-one with faculty to help them develop professionally through the publication of peer-reviewed academic research related to service-learning.

Graduate Assistant, Service Learning (Kevin Reeves) The graduate assistant is a part-time paid position of 20 hours per week. The number of graduate assistants fluctuates depending on the budget of the department. Currently there is only enough funding to pay for one graduate assistant. The graduate assistant has two primary duties: data collection and evaluation. The graduate assistant collects both qualitative and quantitative data from SLTAs, students and professors to find ways to improve the program. The data collected includes: • Professors’ evaluations of SLTAs. • SLTAs’ comprehensive Service-Learning Course Descriptions. 7

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• SLTAs’ HONR 399 & 492 course evaluations. • The best of the students’ self reflection pieces. • Professors’ evaluations of the community partners. The amount of data that is created by the various people is very significant. Much of the qualitative data is collected in hard copy format and then manually entered into a database for analysis. The purpose of the data collection is not clearly stated to the creators of the data.

Service-Learning Teaching Assistant Program To oversee the SLTA program, the graduate assistant administers and teaches two 1.5 credit courses at VCU. The courses enable undergraduate students to develop themselves as service-learning student leaders and enables the graduate assistant to collect detailed data from the SLTAs about the courses in which they are TAs. HONR 399 is a 1.5 credit Service-Learning Teaching Assistant Orientation course to prepare invited undergraduate students to work as service-learning teaching assistants. According to the course syllabus, the graduate assistant teaches students 1) objectives related to understanding service-learning, 2) objectives related to building skills for leadership and civic engagement and 3) objectives related to improving written and oral communication skills. Students must complete a comprehensive ServiceLearning Course Description assignment. HONR 492 is a 1.5 credit Independent Study course that serves as the core of the Service-Learning Teaching Assistant Program. According to the syllabus, the course provides undergraduate students with support and instruction during the semester(s) when they are serving as teaching assistants within VCU service-learning courses. The job of the graduate assistant is to enable students in the course to develop an overall view of leadership, strengthen their communication skills and improve their decision making abilities.

Undergraduate Teaching Assistants, Service-Learning (SLTAs) Each semester there are approximately 30-35 SLTAs. The service-learning teaching assistants work part-time approximately 3.5-6 hours per week for academic credit. They are unpaid. Within the service-learning organization, service-learning teaching assistants act as the primary bridge between the Office of Service-Learning and the students on campus. They must report to both their professors and to the graduate assistant. Their duties in the classroom are not clearly defined by the Office of Service-Learning, but rather by the professors they assist. There are several roles that SLTAs often play. Ideally, SLTAs get students excited about service-learning to empower the students and help them understand their role in the service-learning process. Servicelearning teaching assistants often help the faculty members manage the logistical details of their service-learning class and assist students with service placements. In addition, SLTAs may act as traditional teaching assistants – grading assignments and answering student questions. Teaching assistants are also responsible for program evaluation and quantitative data collection. Comprehensive Service-Learning Course Descriptions collected from SLTAs in HONR 399 are an avenue for 8

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feedback and a major student assignment for the course. This description will detail the academic and service goals for the course, describe the community partners and projects for the course, and explain the reflection activities used in the course. These assignments give the graduate assistant real-time insight into the service-learning courses on campus.

Media Production Intern, Service-Learning (Bryce Spivey) This is a part-time, informal and unpaid internship position that gives proactive students the ability to build their portfolios and gain experience while filling a need in the Office of Service-Learning. In the past, the intern filmed student and teacher testimonials and produced high-quality web videos.

Additional Human Resources The primary internal staff of the Office of Service-Learning consists of the previously mentioned program director, graduate assistant, student interns and SLTAs. Outside of this critical group is a broad audience of professors, students and community partners who personally administer the service-learning courses. Professors must choose a community partner for the students to work with. Community partners must be willing to open themselves to student assistance. Lastly, the students carry out vital work that helps serve the community. Students are the reason that service-learning exists at VCU and

Information Resources Audit are central to all service-learning activities. The web site is currently the main source of information for and about service-learning. The site is housed as a subsection of the Division of Community Service site. The site is segmented to target students, professors and community partners, each with their own page and sub-pages. Below is a summary of the components the make up the service-learning web site.

Web site (component of VCU Division of Community Engagement) Home Page • Service-learning definition • Download link to current service-learning courses - One page PDF list of service-learning courses from Dec. 2009 • Video: How is service-learning different from volunteering? • Video: Example of service-learning at VCU • Video: “Making the Connections” • List of advantages for students, faculty and community • Links to meet the staff • Video: role of the Division of Community Engagement Students • Intro text – including several key service-learning messages • Video: How does service-learning benefit students? • Bulleted List of benefits to students • Brief anonymous student quotes on service-learning Teaching Assistant Program • Intro- two paragraphs 9

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• Benefits- bulleted list, seven brief points • Components- bulleted list, eight extensive points • Get Started section with links to SLTA application Maximize your Experience Kit • Four sections of 3-6 bullet points each containing suggestions for students to maximize their experience. • How to find service-learning courses, forms, web sites links and contact info Faculty • Advantages of service-learning for faculty in bulleted list, five points • Video: how VCU assists faculty members in learning about service-learning • Links to faculty resources in paragraph form Associates Program • What program offers, four bullet points • Contact info in paragraph form • What the course will help faculty learn Course Designation • Three advantages of a designated service-learning course • Eight considerations for developing service-learning courses • Procedures for obtaining service-learning course designation • Maintaining service-learning course designation Responsibility to Community Partners • Finding a community partner (5 steps) • Before the semester begins (5 steps) • After the semester begins (4 steps) Teaching Assistants • Paragraph about getting a TA with links and contact information • Five guidelines to cultivating constructive relationship with TA Resources • Links Community Partners • Benefits to community partner in paragraph form and bullet points • Responsibilities • Resources Forms • Download links to forms for community, faculty and students Announcements

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SWOT Analysis Strengths Web site content The web site contains a plethora of strong content. The information is presented on separate pages for specific target audiences. The website also contains strong, high-quality video content. The lists of the benefits of service-learning are listed for each target group. Simple, short quotes from students are also used sporadically throughout the site.

Passionate and dedicated individuals The Office of Service-Learning staff, professors and teaching assistants make up a self-selected group passionate about their role in the process of service-learning. Although the staff has only been with the Office of Service-Learning for a few years, they are passionate about expanding the program and building it into something much greater. “I’m not doing this for the money. I’m here because I thoroughly enjoy my job.” - Kevin Reeves, service-learning graduate assistant

Organizational openness and flexibility In the staff’s desire to build the program, they aggressively solicit ideas from students, professors and teaching assistants on ways to improve the program. As evidence of this, the office solicits input from students in the MASC 425 public relations campaigns course. The office’s willingness to involve students in the planning and implementation of the service-learning program is a solid asset that should not be overlooked.

Weaknesses Static web site that fails to engage viewers Aside from the videos, the information contained on the service-learning website is static – like a textbook. Although the content is well written and segmented, it fails to harness the power of the web to engage the viewer. User input is not encouraged at any level – not from students, professors, teaching assistants, community partners or guests. The pages often tell the public about the benefits of service learning rather than show examples that illustrate these benefits.

Shortage of human resources A major limitation to future growth of service-learning at VCU is the severe lack of funding for additional human resources. The office contains only one full-time staff member and few interns. This may result in staff that is being split between too many job duties and ultimately left without the resources or time to ensure that the service-learning experience maintains.

Opportunities People’s desire to share their story Students, professors and teaching assistants want their voices heard. They want to share their stories, show their work and know that others hear and appreciate what they are doing. These people, if given the opportunity, will create content and connect with others through the service-learning website. 11

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Desire of VCU students to gain real-world job experience Students at VCU are hungry for job experience. Students from all majors look for ways to build their résumés. In addition, VCU is home to students from a diverse range of majors from business to art school. According to the web sites for many of the University’s schools, for-credit internships are required by students in order to graduate. The Office of Service-Learning can take advantage of this by offering for-credit internships. These will give students in existing service learning courses a chance to get more involved in the program, earn academic credit and also bolster the human resources at the Office of Service-Learning.

Threats Rapid technological change The structure of our society is changing alongside advances in communications technology. As the nature of work is changing, higher education must keep pace maintaining relevance. The University of Massachusetts Dartmouth Center for Marketing Research published a report in 2008 that discovered that Universities are often ahead of many fortune 500 companies in their use of emerging communications technology such as blogs and social media. The trend now is toward more openness and conversation. According to the 2007 report, 37% the university blogs surveyed did not accept comments. In 2008, that figure dropped to 22%. The report states “schools that don’t allow for conversation will quickly be passed by.”1 The failure to solicit, analyze and implement people’s ideas and allow for comment will result in failure, not simply stagnation. A serious commitment is needed to stay relevant with students in today’s new media environment.

Additional volunteering opportunities Volunteer-based Greek and student organizations at VCU provide an additional outlet for students to connect with the community. In addition to filling students’ interests in volunteering, these organizations require extra time commitments that could be spent being involved in service-learning. These organizations also share the same key characteristics as service-learning such as a chance to build résumés, network and meet new people.

2 Mattson, Eric, and Barnes Ganim. “Social Media and College Admissions: The First Longitudinal Study.” UMass Center for Marketing Research (2008): n. pag. Web. 10 Apr 2010. <http://www.umassd.edu/cmr/studiesresearch/mediaandadmissions.cfm>. 12

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research

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Secondary Research Definition of Service-Learning The University of South Carolina’s Joint Educational Project provides insight to what service-learning stands for and how to inform the public of it. According to USC, VCU’s service-learning program falls under the “discipline-based courses,” where the connection between the course and the community is clearly defined. While this is beneficial to the core understanding of the classroom and community connection, logistics and management of the course can be difficult at times.1 USC continues to mention the importance of student recognition to forward the positive role of service-learning. Suggested events include presentations, awards ceremonies or media coverage. Regardless of the type of the event, it is important that students’ stories be heard and act as inspiration for potential followers.

Encouraging Word of Mouth After researching students and faculty, one major portion of how they receive academic news is through their peers. Therefore, in order to target potential faculty and student involvement, servicelearning must create a larger clout among the VCU population. According to “How to encourage word of mouth”, story telling is mentioned as a way to create an emotional selling point. The stories then create memories and lasting impressions on a individual, therefore people are used as a walking advertisement for a program or product. In addition, stories can be an effective way to educate and inform customers of service-learning, to ensure that the correct message is understood. 2 On the other side, setting rewards for your participants is a great way to increase word of mouth. If students participating in service-learning are rewarded with recognition from their peers, they are more likely to discuss service-learning in a positive light. The conversation then continues among students and faculty taking the courses to the VCU community.

3 “Joint Educational Project”. USC College of Letters, Arts & Sciences. February 26, 2010 <http://college. usc.edu/joint-educational-project/>. 4 “How to encourage word of mouth”. The Small Business Company. March 25 2010 <http://www.business.govt.nz/Help-for-tough-times/Marketing-on-a-shoestring/How-to-encourage-word-of-mouth.aspx>. 14

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Primary Research Research Questions 1) Are students and faculty aware of service-learning at VCU? 2) Do students and faculty have a clear and correct definition of service-learning? 3) Are students interested in enrolling in service-learning courses? 4) Is faculty interested in teaching more service-learning courses?

Proposed Research Methods Quantitative • Surveys – Gauge the level of awareness and knowledge of service-learning program within the VCU community (specifically current students and faculty).

Qualitative • In-depth interviews - Used to discover potential interest within student body and success of service-learning courses by professors. • Focus groups - Discover how web site interaction can increase or decrease a student’s interest in service-learning.

Survey Method Overview The two surveys were used to discover how aware students and faculty were of service-learning courses and their potential interest in taking or teaching a course. Pre-screening questions for the student survey included their academic year, major and gender, while the faculty survey asked position, years spent at VCU, department affiliation and course load. The surveys were carried out by professor Yan Jin, Lynn Pelco and students of MASC 439. Questionnaire used for surveys is available in Appendix A, results are available on attached CD.

Data Collection • Sampling strategy - Two simple non-random samples were created, one targeted toward students and one toward faculty. The survey was conducted online and utilized many online tools, including the VCU TelegRAM, e-mail, Facebook, Twitter and LinkedIn. • Participant recruitment - By reaching out to fellow students and faculty outside of the course, the survey was circulated around the VCU community. • Response rate - A total of 105 students answered the survey while 176 faculty answered their survey.

Data Analysis The surveys were established to judge the level of awareness and interest among students and faculty in service-learning. The findings showed that while both parties agreed on the importance of servicelearning principles, factors unique to both students and faculty made adoption of service-learning difficult. 15

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Student Survey Although the survey was sent to all academic levels, 78.6% of the participants were in their third and fourth year. Therefore, the survey findings can be more confidently applied to upperclassmen. In addition, 82.3% of participants were female.

Awareness of Service-Learning 59.2% of survey participants agreed that they have heard of service-learning at VCU. While this stage of awareness is very high among the sample, it covers only the base level of awareness (ex: hearing the name “service-learning”). Of the majority of students who had heard of service-learning, the majority (16.5%) learned of it by word of mouth from other students and 15.3% from VCU faculty colleagues.

Knowledge of Service-Learning A majority of the students believed that they had a vague idea of service-learning, but most likely the wrong impression. The second highest were students who had no idea what service-learning is.

Agreeableness with Program Concepts Connecting classroom content with real world experiences - 47 of the 84 students strongly agreed that they enjoy relating their in-class material to the outside world (see Graph 1). Helping the community - 35 students agreed that service-learning benefits the community and the majority agreed on the importance of helping the community. In addition, the majority of students answered as “neutral” to being highly involved in their community. Students could also not differentiate service-learning from community service. Networking and career opportunities Students agreed that service-learning could improve their career prospects.

Graph 1

Student Awareness 16

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Potential for Additional Enrollments After students were aware of the definition of service-learning, 51.8% of students were still unsure as to whether or not they would enroll in a service-learning class (see Graph 2). The greatest encouragements for student enrollment were a preferred teacher, recommendation by an academic adviser or the course was specifically required by a department. Following close behind were recommendations from friends and rĂŠsumĂŠ appeal.

Graph 2

Enrollment Potential

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Faculty Survey Of the faculty that participated, 32.6% were collateral faculty and the majority taught up to three to five years at VCU. 18.8% of the participants also taught at least one service-learning course in the past.

Awareness of Service-Learning 79.4% of faculty heard of service-learning. The majority of faculty heard of service-learning from colleagues (see Graph 3).

Knowledge of Service-Learning Majority of faculty gave a correct answer as to what service-learning is, but some still gave mixed or incorrect answers. “Applying skills learned at VCU in real world settings for the benefit of both the VCU student and the community.” “I have no idea.” “A way to get help if you’re having trouble in your classes. Better understanding what you are doing in class.” “Learning outside of the classroom by helping to meet community needs in a particular area.”

Graph 3

Agreeableness with Service-Learning Concepts Enhancing students’ learning - Increasing students’ knowledge of the course was the greatest benefit for faculty. Helping the community - Community engagement fell second within the benefits for teaching servicelearning. As VCU employees and in their personal lives, the majority of faculty stated they were only somewhat involved in the community.

Potential for Course Implementation When asked if service-learning courses faculty taught were designated as so, 26.2% stated no. This shows a disconnect for some professors who do not understand whether their courses are or are not service-learning, but also shows potential for increased implementation of new courses. A majority of faculty believe that service-learning should be required for students to graduate and that service-learning could enhance their curriculum. In addition, 80.6% of faculty find service-learning to be “somewhat important” or “very important.” Although all of these answers are positive for service18

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learning, the majority of faculty are unsure that they wish to teach a service-learning class if they are not already. Factors that faculty listed as important to start teaching service-learning included increasing personal success as a teacher, additional funding and departmental recognition (see Graphs 4 and 5). Training and consulting for service-learning was also considered an important factor.

Enhancing Teacher Success

Graph 4

Additional Funding

Graph 5

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In-Depth Interviews Method Overview For student interviews, students were randomly found on the VCU campus. While the only parameter for the interviewee was to be a student, a diverse group of participants were chosen. For faculty, e-mails were sent to faculty members who taught service-learning courses in the past. The only requirement for the questionnaire was that the professor must have taught a service-learning class. Full transcripts of interviews are available in Appendix B.

Data Collection â&#x20AC;˘ Sampling strategy - Brief questionnaires were established for both audiences. Students were randomly selected from campus and were encouraged to answer the questions, while random faculty members from a provided list were contacted via e-mail. â&#x20AC;˘ Interview recruitment and participation - Both students and faculty were initially asked if they would answer the questions if the time was available. â&#x20AC;˘ Description of interviewees - A mix of students from all academic levels were interviewed, totaling eight. Faculty from various departments ranging from Criminal Justice to Religious Studies were questioned.

Data Analysis The interviews of the students showed a small understanding of service-learning, but overall valuing the principles that the courses stand for. The faculty interviews voiced a positive experience from teaching service-learning and would recommend it to other faculty.

Students Eight students were filmed answering a brief questionnaire on service-learning to gauge the amount of awareness and interest they had in the program. Lack of awareness and understanding - Seven of the eight students gave an improper definition of service-learning. Interest in course - All of the students were interested in taking a service-learning course once they understood what it was. Freshmen - Unlike the survey, the in-depth interviews gave a greater understanding of underclassmen, specifically freshmen, and the process of how they choose courses.

Faculty 11 faculty members were contacted via e-mail to answer questions concerning their experience with teaching service-learning. Of the 11, three replied and voiced common positive experiences with service-learning. This shows that the principles of service-learning are understood and retained by professors who teach the courses.

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Student Benefit - “To provide the students the opportunity to experience practical application of knowledge they are learning, thus gaining wisdom ... it’s people working with people. Those skills are hard to ‘teach’ to people.” - Captain G.J. Warren, professor for CRJS 352 “Students have the opportunity to engage in course topics in the real world.” - Cindy Kissel, professor for INTL 341/RELS 340. Community Benefit -“I try to model a globally ethical society in the ways students interact with each other and with community partners.” - Kissel. Recommendation to other professors - All three professors stated they have recommended servicelearning to other faculty. “Constantly” - Kissel. “Yes, but they don’t ever want to teach a service-learning class...they say it takes too much time.” - Dr. Marilyn Miller, professor for FRSC 490. Interest in continuance of their course - All three professors also expressed interest in continuing service-learning in their curriculum.

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Focus Group Method Overview In order to better understand what students look for in web development, a focus group session was held with high school students in a Mass Communications specialty center at Manchester High School. These students were not only well versed in multimedia, but were able to effectively communicate their thoughts and viewpoints on successful implementations of coursework in an online environment. Notes from focus group are in Appendix C.

Data Collection Sampling strategy - Students were randomly split up into three separate groups of similar size. Interview recruitment and participation - The questions and answers were loosely laid out in order to ensure free and casual conversation.

Data Analysis The students expressed interest in creating a website that could host their assignments from class for the school community to view. Students were disappointed that their work was only being completed for a grade and therefore lost interest in what they were accomplishing. Although their work is not similar to service-learning, the aspect of public recognition for assignments is the same. Because these students work hard in accomplishing their assignments for a course, they find that showing it to their peers would be beneficial and act as a positive outlet for feedback and improvement. This can be translatable for service-learning in order to gain more recognition for the students and their assignments in the community. By telling stories about their work and knowing that there is an audience, students will be more likely to produce high caliber work. “It’s not about the work anymore; it’s just about the grade because we don’t get any recognition. We have no motivation.” - Student

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problem, opportunity & goal statement

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The Office of Service-Learning ... ... communicates in a static, one-way process that fails to empower members of the large and diverse VCU community. People at VCU want to be entrusted with the power to make a difference and to be leaders of change. The Office of Service-Learning must give all involved audiences the tools and permission needed to promote themselves through their work, to share their voice and receive recognition for their work.

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goals & objectives

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Goal 1 The first goal of the campaign is to make students and faculty aware of service-learning at VCU and provide them with the information and knowledge necessary to fully understand the meaning of service-learning and what the program entails.

Corresponding Objectives Objective 1.1: To increase awareness of current students about VCU service-learning by 20% by February 2013. According to the student survey, 59.2% of current students are aware of service-learning at VCU. This number indicates that a little over half of the students who took the survey knew of the existence of the program and recognized the name, but they could not describe it in any detail. Objective 1.2: To inform 45% of students of benefits of service-learning by February 2013. The student survey states that only 29.3% of students have a good/expert understanding of servicelearning. Although over half of the students that took the survey know that the service-learning program exists, a much smaller number of students can be classified as informed about the program. An informed student understands the definition of service-learning and its courses. Objective 1.3: To increase faculty awareness of service-learning by 10% by February 2013. According to the faculty survey, 79.4% of faculty at VCU has heard of service-learning. By 2013, service-learning can expect more VCU faculty to have heard of the program. Objective 1.4: To inform 20% of faculty of the benefits of service-learning by February 2013. In an in-depth interview, a professor currently teaching a service-learning class stated, â&#x20AC;&#x153;People think it takes too much time [to teach a service-learning course].â&#x20AC;? This campaign seeks to eliminate false perceptions of service-learning.

Goal 2 The second goal the campaign seeks to accomplish is to motivate students and faculty to become part of service-learning at VCU and increase participation.

Corresponding Objectives Objective 2.1: To increase enrollment of students in service-learning courses by 25% by Spring 2013. Objective 2.2: To increase the number of professors who teach service-learning courses by 15% by Spring 2013.

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key publics

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Current students, underclassmen (freshmen & sophomores) The underclassmen at VCU are key in spreading awareness about the presence of service-learning at VCU and increasing participation in the program. As freshmen and sophomores at the beginning of their college careers, many of these students are looking to become more involved with the university that will be their home for the next four years. This makes it more likely that they will take part in new activities and want to open themselves up to different experiences. Our in-depth interviews provided us with a greater understanding of the freshmen perspective at VCU. Many of these new students want to become active members in the university and the community, but they are often unsure about what is available to them and how to go about doing it.

Current students, upperclassmen (juniors & seniors) Juniors and seniors at VCU play a vital role in increasing enrollment in service-learning courses and spreading word of their experiences with the program. At this point in their college careers, these students are usually comfortable on campus and have entered into their chosen majors. Their thoughts are focused mainly on their futures and their career options after they graduate. In our student survey, 78.6% of the participants were in their third or fourth year at VCU and ranked networking and career opportunities very high on the scale of service-learning concepts. These students will be more inclined to incorporate hands-on learning and experiences outside of the classroom into their coursework to boost the appeal of their resume and improve job prospects.

Faculty (professors, deans & department chairs) The faculty at VCU has the opportunity to make a great impact with the distribution of information about service-learning at VCU. Through the sharing of their knowledge and their passion for the service-learning program, professors, deans and department chairs provide a powerful channel through which students can become informed and actively engaged with the concept of service-learning. According to our faculty survey, VCU faculty believes the greatest benefit from incorporating servicelearning would be enhancing their studentsâ&#x20AC;&#x2122; learning and increasing their knowledge of the course.

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central messages

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Overall Message/Theme “Experience Learning. Connect to your future.” This will replace the program’s previous theme of “Making the Connections.” “Making the Connections” is a strong concept, but the phrase is passive and lacks excitement. This new phrase is declarative, impelling users to empower themselves to create their own future. This phrase puts responsibility on the user to connect with others and allow them to experience something. The phrase “experience learning” is a an action-oriented definition of what service-learning is. Much like “Making the Connections”, this overall message cuts across all target groups. For students, service-learning is a way to connect with potential, future employees and create a piece for their résumé. For professors, service-learning is an alternate path towards tenure, building their program and better engaging students who later become advocates for the professor and their program. For the faculty and staff of service-learning, and the university as a whole, service-learning is the future of higher education. It enables the university to build their brand and connect with their own future.

Student Message Primary Message: Service-Learning at VCU enables students to connect concepts in the classroom to real world experiences.

Underclassmen (freshmen/sophomores) 1. Taking part in service-learning at VCU allows freshmen and sophomore students to become more familiar with the university and take advantage of the diverse opportunities available in the Richmond community.

Upperclassmen (juniors/seniors) 1. Service-learning provides students with a way to build their networks in the community and serves as a résumé boost to open the door for more career prospects.

Faculty Message 1. Service-learning can create a more engaging class environment without adding to the faculty member’s workload. 2. By incorporating service-learning in the curriculum, students become more engaged in the course and its material while benefiting the community and instilling a sense of civic responsibility. 3. Service-learning allows students to learn and comprehend course material at a deeper level by linking the subject of the course with practical experience outside the classroom.

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strategies & tactics

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The goal of our strategies is to encourage word of mouth by making students excited about their accomplishments in service-learning. This student-centric approach will help build advocates of the service-learning brand. Students and faculty will generate content by documenting their experiences with service-learning to create excitement on campus about what VCU is doing within the community. These stories will help build connections with faculty and students to raise awareness and participation in service-learning courses.

Strategy 1: Re-brand web presence An interactive website will serve as the central hub for all audiences. The website will give faculty and students the tools they need to share their stories, get feedback and connect with peers. This website will be centered on user-generated content to create excitement and a sense of community. Additionally, the website will be geared toward specific audiences with different tabs for students and faculty. This way, key messages will be targeted toward the audience they resonate with. This will ensure a better recognition of how service-learning can satisfy their needs.

Tactic 1.1: Create a sleek website suited to the needs of the audience A website that is audience-centered will help different people find the information that is important and relevant to them. Currently, the service-learning website does have separate tabs if a person is a student, potential teaching assistant or faculty. The content on the pages themselves, however, is overwhelming; it takes several scrolls to reach the bottom of most pages, and there are several lists that exceed seven or eight bullet points. This makes it difficult for audiences to retain the information the service-learning website is trying to convey. Most of the content on the web pages is static; it doesnâ&#x20AC;&#x2122;t share the benefits of service-learning in a way that engages the visitors. The teaching assistant page reads much like a job posting with responsibilities, duties and qualifications. The new website design will be centered on engaging the visitors instead of being a reservoir of information. Each part of the site will have only three or four key messages. This will allow the visitor to retain the most important aspects of service-learning. A multimedia piece will accompany each section so any visitor can connect to peers.

Home page The home page will feature a very sleek design, allowing people to easily find information. There will be less content so different components will not be fighting for attention. The home page will have copy to encompass the new service-learning slogan is and will feature a rotation of three multimedia components to engage visitors with the experiences of fellow faculty and students. The specifics of the multimedia components can be found in Tactic 1.3. Below the newly designed logo (see Appendix D), there will be five tabs that run across the top of the page: Faculty, Students, Community, Courses and Get Connected. See suggested home page web design in Appendix E.

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Faculty Section Over 55% of respondents to the faculty portion of the survey admitted that they are not sure of what service-learning is. A “Benefits of Service-Learning” sub-page would help address this immediate concern. After faculty click this sub-page, the essence of what service-learning is can be described with a featured video with service-learning faculty members sharing their experience. An additional sub-page will have simple step-by-step check list of how to implement a service-learning course. This sub-page will be titled “Getting Started.” Content generated by faculty sharing positive experiences will be used to alleviate this concern. See suggested faculty section web design in Appendix F.

Student Section For students, the site will provide resources needed to understand the mission, process and benefits of being involved in service-learning. The stories will be in the form of text, photos and videos. To give prospective students tangible benefits that service-learning provides, a sub-page will include the specific benefits that students can receive. Similar to the faculty section, students will share their stories through videos. This will reinforce what the copy is trying to say with something a little more engaging than a simple list. All the copy within the student section will have a call to action that will redirect to the courses tab. Here, students can find the service-learning opportunities within their major and discover what handson experience that class incorporates. Students will be able to see and share these service-learning stories with others through an online forum (‘Get Connected’). See suggested student section web design in Appendix G.

Community The Community Tab will highlight the partnerships that service-learning has within the community. The strongest partnerships with service-learning courses can be the focal point of this page. A subpage called “How to Join” will give community members an opportunity to identify needs directly to those involved with service-learning. This can lead to more partnerships and better opportunities for faculty and students.

Courses Students who are excited to get involved in service-learning can explore the current service-learning course directory through the website. Each course will have a thorough description to help students discover what hands-on experience is incorporated into that course. The course descriptions will be categorized by various attributes such as major or list letter (List F, etc.). There will be a step-by-step video showing screen shots of how to search for service-learning courses using VCU eServices.

Get Connected The source and center piece of the new online experience is the “Get Connected” feature. This is where many of the multimedia pieces discussed in this section will be created. This will be an online forum discussed fully in our next tactic. 33

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Below is a comprehensive visual of the web site layout (Figure 1) and a visual for how different audiences will utilize the new web site (Figure 2).

Figure 1

Providing content

Receiving information

Current faculty

Community

Potential faculty

Potential students

Web site

Current SLTAs

Current students Figure 2

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Tactic 1.2: Create an online forum An online forum would be an opportunity for both students and faculty to share their experiences from service-learning courses. Since there are over 60 service-learning courses, a forum would allow for each class to have its own section; this would make it easier to manage than just one blog for all courses. The website will have controls to ensure a balance between openness (so students, faculty and community members can comment) and quality content (gatekeepers will accept comments before they are posted for quality assurance). To figure out the specific needs of students in regards to interactivity, we held a focus group with high school seniors in a Mass Communications specialty center. This focus group showed that not only do students want to share experiences, but also they want to have an effective venue to do so. This online forum will give students that opportunity to share with colleges, friends and family what they are doing at VCU. It will generate excitement among viewers because of the amazing accomplishments of service-learning participants. To ensure that students will be able to share their content in a meaningful way, the reflection period already incorporated in service-learning courses will change to help build this online community. The reflection period already gives students an opportunity to make a creative piece of work. Now, students will be asked to submit these works to the discussion board on the service-learning website. When a story is particularly of high-quality it will be showcased on the service-learning home page. A homework grade can be attached to this creative work to add extra incentive that students complete the activity. With the incentive of recognition, sharing with fellow students and a small grade, students will want to create quality, creative pieces. Reflection pieces should not be restrained to only 500 word essays. Photos, videos and other pieces of creative work should be eligible as well. Concentrating on the strengths of a department can provide for diversified content. For example, English students can write poems and haikus describing their experiences. Courses that are oriented with outside organizations can be required to interview someone they have directly affected through service-learning. This will provide a diverse and flexible collection of content that shows the multiple angles of the service-learning experience. An online forum using a tagging system will create an easy way to organize content. Each department can use its own unique tag. These tags will make stories accessible to all visitors of the website. This will help users find specific content in regards to their search entry. The standard hierarchy will be by department then class. Additional tags will be used for when visitors use the search feature located in the discussion board by events, locations or names. Share buttons will be available to promote stories to go viral outside of the service-learning website. Share buttons give the opportunity for students to post work they find interesting directly to their personal social media profiles (i.e.: Digg, del.i.cious, Tumblr, Twitter, Facebook). This directly links the content back to the service-learning website and will raise more awareness of the service-learning program. See suggested forum web design in Appendix H.

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Internship Opportunities To help manage this vibrant online community, an internship opportunity will be available for a Community Manager. The job responsibilities would include updating the new courses of service-learning to the discussion board with each new semester while archiving old threads, approving of comments that are pending to post on the discussion board and selecting the best content pieces for use on the home page. The position would be 10-15 hours per week but would need to be increased during periods when courses are posting their reflection pieces (see Figure 3 for anticipated flow of reflection pieces and additional content to the web site). A person with a strong background in public relations is preferred because they will be managing a lot of different content from different audiences. A person with experience in public relations will be aware of when certain stories have strong potential for other venues.

Flow of Content Professor

Student Web

Community Manager

SLTA

Line Key: Assigns Submits Approves Figure 3

In Tactic 2.2, there is a push for relationships with campus media. This same intern will know the best stories to pitch to the media, since they are reviewing all the content and experiences being shared. Since media relations is PR function, we suggest finding something that fits that type of background.

Tactic 1.3: Multimedia Multimedia will be an important aspect of the online brand of service-learning. Videos excel at conveying emotions and creating connections with viewers. Using students and faculty as the focal point of the videos, prospective service-learning participants can feel empowered about the possibilities service-learning courses offer. Videos will create a tangible connection between taking a service-learning course and the benefits that are possible. After the purchase of two flip cams, service-learning TAs or instructors will be able to reserve a camera to document the class experience within the community. This will further enable students to create

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innovative and engaging methods of story telling. In turn, the video will promote service-learning and create interest among website visitors.

Internship Opportunities This would be a great internship opportunity for someone with a background in video. A Multimedia Intern would have the responsibilities of filming the activities of service-learning courses, interviewing key class and faculty members and editing video to work with the website format. A student majoring in Film and Photography, Kinetic Imaging or Cinema is highly recommended, to ensure that the intern can produce professional multimedia independently.

Strategy 2: Create a presence on campus While re-branding the web site will create a rich online experience, an on-campus presence can create another venue for students to be informed about service-learning. VCU has a very large and diverse student body, making it very difficult to find just one method to reach many students at a time. Using tabling events and campus media, service-learning will begin to establish recognition on campus. Students already in service-learning courses need to be strongly educated about the service-learning mission to become informants for other students.

Tactic 2.1: SOVO Fair Tabling events are not only a great way to reach students, but they are easy to prepare for. The SOVO Fair (Student Organizations and Volunteer Opportunities) is a great opportunity for service-learning to reach many students at one time. According to John Butt, the coordinator for Student Organization Development, the fair attracts an average of 3,000 - 5,000 students to the Stuart C. Siegel Center each year. This makes it a popular event every year for students who want to be involved in the community, the exact students that the community-related aspect of service-learning will appeal to. Service-learning teaching assistants will attend this fair to talk to prospective students about servicelearning. TAs will be well-equipped to run this event since they have strong knowledge of the benefits of service-learning for students. Those running the table will be required to be informed of the talking points, which have been created and attached to the Appendix I. This document will have all of the key messages for each specific audience. If the student is a freshmen or sophomore, the people running the table will focus on making friends and becoming a part of VCU. If the student is a junior or senior, the talking points will include how to build a resume and create networks. To create a lasting impression, postcard-sized handouts will be available for students to take with them. These cards will possess two elements: key messages and how to sign up for service-learning courses. On the front side, the new service-learning logo will be displayed with the web address. On the back, the benefits of service-learning will be demonstrated to incite action to sign up for servicelearning courses. To make the table more attractive, posters and handouts can be used to draw attention. The handouts would be postcard-sized and feature the service-learning message, benefits and steps to register of

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service-learning courses. The will give students something tangible to remind them of service-learning. Sample postcards are viewable in Appendix K. Posters will also help the table look more inviting and share the key messages of service-learning. Sample posters are attached in Appendix L. In addition, free service-learning cups will be handed out to students and faculty visiting the table. Similar to the postcards, this will act as a form of guerrilla advertising. As visitors take the cups away and use them in their daily activities, the service-learning image will be visible to all around campus and the community. A sample cup is also available in Appendix M. To sign up for the SOVO fair, the Program Director should contact Beth Ward, the Volunteer Services Coordinator. She will be able to reserve a table at the event and answer any pertinent questions. Her contact information is bhward@vcu.edu. Though there is no set deadline, the event usually is closed to new participants in the middle of July. John Butt recommends getting in contact with Beth Ward as soon as possible.

Tactic 2.2: Use campus media (The Commonwealth Times and Ink) to increase exposure Campus media is a great way to reach the student body. The Commonwealth Times (The CT) and Ink focus greatly on students being active in the community. Since service-learning incorporates the community while applying classroom principles in the real world, there are many angles available for reporters to use. Building a relationship with on-campus media will help service-learning find a venue to directly communicate with more students. Reporters are always looking for stories for the next issue. This gives service-learning multiple opportunities to pitch stories to both The CT and Ink, the campusâ&#x20AC;&#x2122; most widely read publications. The stories that are pitched should be event-oriented; this gives a reporter the opportunity to have more angles to create a story. Instead of just going into a classroom, a reporter would be able to cover students within the community. The current executive editor of The CT expressed a high interest in future servicelearning related stories. It is recommended that the Community Manager contact the editor, managing editor, news editor and the multimedia editor with future press releases. Since Ink only releases two issues per semester, it is recommended that press releases are sent at the beginning and mid-points of each semester. A sample press release can be found in Appendix J.

Internship Opportunity The Community Manager internship can be expanded to also pitch media stories. Since they are already reading and reviewing content shared by students, they will know which courses will be best to pitch to the media.

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Tactic 2.3: Educate current service-learning students of their role in the process Students who are already in service-learning courses can be easily reached to promote the mission and benefits of service-learning. Some service-learning courses are required courses; there are students in the course who did not actively choose to be involved in service-learning. These students might not be aware of all the benefits and opportunities. Every class should begin with an introduction promoting and informing the students of the mission and benefits of service-learning. This will prepare all students to be informants within the student body. Using three different methods, students will have the key messages of service-learning reinforced in several ways. An in-class explanation by a TA or faculty member can help inform students of the benefits of service-learning. Syllabuses should have an easily understandable definition of what servicelearning is and what it entails. Use of the following definition will help people remember the mission of service-learning: “Service-learning is an opportunity for students to connect concepts in the classroom to real world experiences. Students satisfy community-identified needs by participating in a service activity. These activities promote connections within the community, civic engagement and personal growth.” This makes the concept of service-learning straightforward and easy to understand and helps students inform their peers about the program. Finally, using a media piece in class will help students grasp exactly what service-learning is trying to accomplish. The video used on the current web site titled “Making the Connection,” is a good example of a video that would inspire students to take advantage of this opportunity. Using all three methods of in-class explanation, syllabuses and a service-learning video will help different pieces of the service-learning puzzle come in to place for students. In-class explanations will inform the students of their role within the service-learning process. Reworking the syllabus will make the mission and values easier to remember. Finally, a video will help students realize the benefits of service-learning.

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production process

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Student Generated Video Renting Students enrolled in service-learning courses will have the opportunity to checkout a Flip Camera for one day at a time. These cameras need to be stored somewhere secure, yet accessible. The graduate assistant can be responsible for lending and returning the flip cameras. Damaging, not returning or abusing the use of a flip camera should result in suspension of the privilege to rent a Flip Camera for an indefinite length of time and/or being required to replace the equipment.

Operation These flip cameras are simple to use. The graduate assistant needs to explain how to properly operate and handle the Flip Cameras. The Flip Cameras should be used only for the purpose of capturing the experience(s) within service-learning coursework. Any indication of abusing the usage of equipment should result in questioning and potentially suspending the privilege to rent a camera for an indefinite length of time.

Uploading Video All VCU students have access to video editing computers in the James Branch Cabell Libraryâ&#x20AC;&#x2122;s Media Center. There students can log footage, edit and upload their video onto the Internet. Some popular ways to upload video include YouTube, Vimeo and Facebook. Service-learning students can then copy the embedded code of their video and paste it in a post on the forum. The Community Manager should hold the responsibility to approve posts. Posts with inappropriate content will be denied. Once approved, the video will be available on the service-learning website.

Intern Generated Video Pre-Production The Community Manager and the Multimedia Intern will also work as a team and meet on a weekly basis to conceptualize, organize and execute messages in creative, yet effective ways. The Community Manager will assemble the most significant service-learning experiences by communicating with the service-learning faculty, SLTAs and students. This information will serve as the backbone of content used to produce promotional videos. The Multimedia Intern is responsible to contact the necessary crew and attain fundamental resources. Although it is highly recommended that the Multimedia Intern has a high level of experience with producing video, some resources may have to be borrowed or rented form VCU. The following is a list of appropriate contacts within VCU academic departments: School of Theatre (voice over & original music) Dr. Aaron Anderson Voice and Movement, Associate Professor adanderson@vcu.edu

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Department of English (script writer) Margaret Vopel Business and Personnel Manager (804) 828-1331 mschluer@vcu.edu Department of Graphic Design (graphic designer) John DeMao Interim Chair jdemao@vcu.edu (804) 828-1609 Cabell Library: Media and Reserve Services (camera rental & video editing) (804) 828-1088 libjbcmrs@vcu.edu Department of Kinetic Imaging (camera rental, sound recording, editing & green screen) Bob Kaputof Department Chair and Associate Professor rkaputof@vcu.edu (804) 828-2813 Department of Photography and Film (camera rental, sound recording & editing) John N. Heroy, Jr. Department Chair jnheroy@vcu.edu Creative Services (web site) Patti Ferguson Director (804) 828-1188 pjfergus@vcu.edu

Production It is the Multimedia Internâ&#x20AC;&#x2122;s responsibility to generate the video by directing and filming all necessary production components. Additional factors such as voice-over, sound equipment, lighting equipment and actors need to be acquired ahead of time. The Multimedia Intern must keep in mind the vision and ideas that were conceptualized during the pre-production planning process.

Post-Production After planning and filming, the Multimedia Intern is required to edit the footage and master additional elements (such as music, voice overs, etc.) of the final video.

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communication channels

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The Community Manager is responsible for carrying out any on campus media relations, specifically with The CT and Ink magazine. The following is a list of appropriate contacts to send press releases to: The CT (print & online media) www.commonwealthtimes.org • editor@commonwealthtimes.com • managing@commonwealthtimes.com • news@commonwealthtimes.com • multimediaeditor@commonwealthtimes.com Ink magazine (print media) • inkmagazin2008@gmail.com Another outlet for recognition is using the Student Government Association (SGA). These students have a high level of influence at VCU and are able to send service-learning’s message amongst the campus. Instead of sending press releases, the Community Manager should attend SGA meetings open to the student body and come prepared with specific problems and solutions that service-learning faces. Because positions change every academic year, the Community Manager must check the SGA web site to find the correct contacts.

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calendar

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Calendar events with an asterisk (*) will occur each year on or around the same time.

Summer 2010 • • • • •

Begin planning for website Sign up for SOVO Fair* Prepare materials for SOVO Fair * - This includes ordering handout postcards and cups and preparing poster displays Confirm workers for SOVO Fair table* Once workers are confirmed, provide talking points*

Fall 2010 • • • •

First day of class: service-learning TA or instructor shows class the service-learning video* - Syllabus is also provided which includes service-learning information August: Fall 2010 SOVO Fair* October: Promote semester-long unpaid internship positions for Spring 2011 November/December: Hire Community Manager and Multimedia Intern for Spring 2011 semester • December: Collect students’ class reflections* - These are being collected before the site is completed because the site will hopefully be launched before the end of the Spring 2011 semester. This way, the site will have already prepared content in case the website launches before new reflections are created. - Reflections are collected by the TA or instructor then critiqued. The best reflections are sent to the Community Manager. • December: Finalize website ideas and designs

Spring 2011 • February: Evaluation survey is launched to gauge student and faculty awareness of servicelearning* • January-May: Website launch - Once the website is launched, the community manager will check the forum weekly to approve and post content. - Multimedia intern needs to begin researching potential interviewees for the Multimedia internship. - By the end of spring, the intern needs to have captured and edited stories of one student, TA and professor to be used for the website.

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responsibility chart

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The following responsibilities are in addition to what the staff is already accomplishing.

Director • Contact Beth Ward to set up SOVO tabling event • Selecting top content for web site home page • Select SLTA(s) to run SOVO Fair

Graduate Assistant • Carry out evaluation of the campaign

SLTAs • Run SOVO event • In-class explanation to set tone for service-learning class • Initiating periods of reflection

Community Manager Intern • • • • • • •

Approve comments for forum Weekly monitor the web site for content Update all service-learning courses at the beginning of every semester Contact media persons at The Commonwealth Times (The CT) and Ink magazine Assist in organizing SOVO Fair and other events Assist in research for finding significant service-learning courses and experiences to cover Manage pre-production planning, production scheduling and post-production deadlines

Multimedia Intern • • • • • •

Manage pre-production aesthetics, production and post-production execution Manage release and consent forms Schedule video shoots Filming activities of service-learning courses Interviewing key class and faculty members Editing video to work for the web site or other additional uses

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budget

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See Appendix N for budget breakdown

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evaluation

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To help gauge the effectiveness of this campaign, a yearly evaluation of the student body and faculty should be conducted. The proposed method of evaluation is a survey. This would be an efficient way to collect data from our target populations; it does not need immense human resources to carry out and implement. Since the graduate assistant, Kevin Barnes, currently conducts research on multiple levels, he will be in charge of implementing the survey. The surveys should be sent out in February throughout the telegram, VCU social media and other venues. The reason for the February distribution is that it leaves enough time to implement changes. Students sign up for classes in the month of April. If the survey runs for the month of February, this would leave the entire month of March for the Office of Service-Learning to analyze the needs of the current student body and promote accuracy. To keep the research findings consistent, the identical survey used to find our primary research for this campaign will be the same one used to judge its effectiveness. The survey will be the same format as the one conducted in the primary research, which can be located in Appendix A.

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appendix

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Appendix A Survey Questionnaire See attached CD for results Faculty Survey Questions 1) Are you: 1- Administrator 2- Tenured faculty 3- Tenure-eligible faculty 4- Collateral faculty 5- Adjunct 6- Other 2) How many years have you worked at VCU? ______ 3) Your gender: 1- Male 2- Female 4) In which department/program is your primary affiliation? __________ 5) Do you teach courses? Yes No (if “Yes”, complete Questions #.......) 5a) How many class sections do you teach during a typical academic year? _________ 6) As a VCU employee, how involved are you in the community? 1- Not involved at all 2- Somewhat uninvolved 3- Somewhat involved 4- Involved 5- Very involved 7) As a private citizen, how involved are you in the community? 1- Not involved at all (etc) 8) Have you ever heard of VCU Service Learning? 1- Yes 2- No 8) If you answered “Yes” to question 6), how did you hear about VCU Service Learning? (check all that apply) 1- VCU Website 2- TelegRAM 54

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3- Faculty colleagues 4- Dean/department chairs 5- My students 6- VCU Service-Learning Office staff 7- Academic publications 8- News media 9- Other (Specify_______) 10- N/A (I have not heard about Service Learning) 9) What is Service Learning in your definition or impression? (Please write down one or two sentences to describe your own definition of Service Learning____________________) 10) Have you taught or are you currently teaching any Service Learning class(es) at VCU? 1- Yes, once 2- Yes, multiple times 3- No 4- Not sure what a Service Learning class is 11) If you answered “Yes” to question 10), was/were the class(s) designated as SL? 1- Yes 2- No 3- Not sure 4- N/A (I have never taught a Service Learning class) 12) If you answered “Yes” to question 10), are you willing to teach a Service Learning class again in the future? 1- Yes (Please specify the reason:_____________) 2- No (Please specify the reason:______________) 3- Not sure (It depends on: _____________) 4- N/A (I have never taught a Service Learning class) 13) If you answered & “Yes” to question 10), compared to other formats of teaching, would you say you enjoy teaching a Service Learning class more? 1- Yes (Reason: ___________) 2- No (Reason: _____________) 3- N/A (never taught one before) 14) If you answered “Yes” to question 10), which of the following benefits are most important in motivating you to teach a Service Learning class? (check all that apply) 1- Increasing professional connections/networks 2- Increasing opportunities for research or publishing 3- Engaging students’ 4- Enhancing students’ learning 5- Benefiting the community 6- Increasing opportunities for external or internal financial support 55

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789-

Availability of teaching assistant(s) Other (specify: _______) N/A (Not sure what Service Learning is)

15) If you answered “No” to question 10), are you interested in teaching a Service Learning class in the future? 1- Yes (Please specify the reason:_____________) 2- No (Please specify the reason:______________) 3- Not sure (It depends on: _____________) 4- N/A (I taught a Service Learning class before) {INSERT HERE: OFFICIAL DEFINITION OF VCU SERVICE LEARNING} 16) Do you think Service Learning should be a requirement for all VCU students to graduate? 1- Yes 2- No 3- Not sure 17) Do you think Service Learning could enhance your curriculum? 1- Yes 2- No 3- I don’t know 18) How important is Service Learning to VCU in general? 1- 5 scale, 1= Not important at all, 5 = Extremely important 19) Do you think Service Learning could be something helpful toward a faculty member’s tenure and promotion process? 1-Yes 2- No 3- It depends on (please specify: ______________) 3- Not sure 20) If you were to teach a Service Learning course, please rate the importance of the following list of resources would you need? 1- 5 scale, 1= Not important at all, 5 = Extremely important 1- Teaching Assistant 2- Departmental Support 3- Extra Funding 4- Tenure and Promotion guideline related recognition of teaching SL courses 5- Smaller class size 6- Other Resources: Please specify_____________

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21) If you haven’t taught a Service Learning class before, what would encourage you to teach a Service Learning Class? Please evaluate each of the following items on a 5-point scale, 1 as Not important at All and 5 as Very extremely important (can the anchors—e.g., “not at all”, “extremely important” be kept consistent throughout the survey?) 1- Becoming more personally involved in the community 2- Receiving recognition from my department 3- Enhancing my portfolio for tenure or promotion 4- Enhancing my success as a teacher 5- Receiving additional funding 6- Having access to teaching assistants 7- Increasing opportunities for externally funded research/scholarship 8- Receiving training in service-learning pedagogy 9- Consulting with other service-learning instructors at VCU 10- Other (specify)

Student Survey Questions 1) 12345-

Which year are you at VCU? Freshman/First year Sophomore/Second year Junior/Third year Senior/Fourth year Graduate Student

2) Your major: ________ 3) Your gender: 1- Male 2- Female 4) How involved are you in the community. 1-Not involved at all 2-Somewhat uninvolved 3-Somewhat involved 4-Involved 5-Very involved 5) Have you ever heard of VCU Service Learning? 1-Yes 2-No

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6) If you answered “Yes” to question 6), how did you hear about VCU Service Learning? 1-VCU Website 2-Telegram 3-My advisor 4-Course instructor 5-Dean/department chairs 6-My classmates 7-News media 8-Other (Specify_______) 9-N/A (I have not heard about Service Learning) 7) What is Service Learning in your definition or impression? (Please write down one or two sentences to describe your own definition of Service Learning____________________) 9) Have you ever taken a Service Learning class at VCU? 1- Yes 2- No 3- Not sure 10) If yes to question 1), rate your experience? 1- Very Positive 2- Positive 3- Neutral 4- Negative 5- Very Negative 6- N/A (never took one) {INSERT HERE: OFFICIAL DEFINITION OF VCU SERVICE LEARNING} 11) Please describe how you agree with each of the following items according to your own experience. 1- 5 scale, 1= Strongly Disagree 5 = Strongly Agree. 1. I enjoy connecting concepts learned in the classroom to real world experiences. 2. I value helping in my community 3. I prefer a hands on learning experience 4. I prefer lecture-based learning experience 5. I’m highly involved in the community 6. I think Service Learning is very important to my education 7. I believe Service Learning can improve my career prospects 8. Service Learning is important to the community 9. Service Learning is the same as community service.

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12) Would you be more willing to take a class if it were a Service Learning class? 1- Yes 2- No 3- It depends on (please specify:________) 4- I don’t know 13) What would encourage you to take a Service Learning class? Please evaluate each of the following items on a 5-point scale, 1 as Not important at All and 5 as Very important (make anchors the same as in the faculty survey and consistent across all questions—e.g. ‘extremely important’) 1- Credits 2- Specifically required 3- Instructor 4- Community Involvement 5- Resume Appeal 6- My friends recommended it 7- Other (specify)

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Appendix B In-Depth Interview Student Darren Alexander Junior, Social Work major 1) Do you know what service-learning is? If no, could you guess what it is? If yes, how did you know? No. Probably someone that helps. (Explain service-learning to interviewee) 2) Would you be interested in taking service-learning courses for your major? It’s something that is going to help me better with my major. Why not give it a try? There might be something that you might learn in there. 3) Have you taken service-learning in the past? Not that I recall. Sharmaine Placides Sophomore, Pre-Nursing major 1) Do you know what Service-Learning is? If no, could you guess what it is? If yes, how did you know? No I don’t. Service-Learning … um … I don’t know. Yea, I don’t know what service-learning is, but what comes to mind … all the things they provide for you here, I guess. (Explain service-learning to interviewee) 2) Would you be interested in taking Service-Learning courses for your major? Of course, yea I would definitely be interested. Like you said, it involves community. 3) Have you taken service-learning in the past? No, I do not think I have taken Service-Learning classes. Agneta Liubinaite Junior, Pre-Pharmacy major Meagan McCoy Sophomore, Pre-Med major 1) Do you know what service-learning is? If no, could you guess what it is? If yes, how did you know? Agneta- I’ve heard of it, that you can basically have drop-in tutors if you need help with a something or writing papers.

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Meagan- No, I haven’t heard of service-learning. (Explain Service-Learning to interviewee) 2) Would you be interested in taking service-learning courses for your major? Agneta- I might be interested in taking a course like that because that would probably include what you learn in class with what you can use outside of the class. Meagan- I agree with her answer. 3) Have you taken service-learning in the past? Agneta- I cannot think of any at the moment. Meagan- Yea, I haven’t taken any like that either. Scott Miller Senior, International Studies major 1) Do you know what service-learning is? If no, could you guess what it is? If yes, how did you know? I have no idea what service-learning … Oh wait, I do know what service-learning at VCU is. It’s when part of class credit is going out into the community to help the local community. Right? I was just browsing through the course listings and saw “Service-Learning” and thought, “What is that?” and then I searched and found out. I also have friends that have done it after I found out what it is. 2) Have you taken service-learning in the past? No, I have not, because I work full time. I didn’t find out about them until a little bit later in my college career and I was already working full time. But I find them really interesting and would have enjoyed doing it if I had the time. 3) What Service-Learning classes have you heard of? I think it was something about the Religions and Ethics or something, no not Religion. It was some sort of Ethics course. And I do know that their volunteer had to do with Chesapeake Bay Foundation. 4) Did the individual have a good experience? Yes, she has actually remained active with CBF after the course had ending so she definitely had a positive experience. Lauren Hayes Freshman, Graphic Design major 1) Do you know what Service-Learning is? If no, could you guess what it is? If yes, how did you know? No, I don’t know what Service-Learning is at all. Not really an educated guess, but it would be some kind of like online class on something like that. That would be my guess as to what service-learning was. 61

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(Explain Service-Learning to interviewee) 2) Would you be interested in taking service-learning courses for your major? It gives you outside experience so after you graduate it’s not like you only have classroom experience. So Service-Learning sounds like something most people would want to get into. 3) Have you taken service-learning in the past? All my friends and I are pretty much freshmen, so it doesn’t come up too much. 4) Do you have any ideas of Service-Learning courses? Maybe a few, not so much because I’m in Art Foundation and they give us purposely vague classes. But I could see a couple where you could have outside campus experience from class. Like when certain studio classes you can have exhibits outside of campus, working with other professional artists or just listening and talking to others. Sally Blakemore Freshman, Early Childhood Education major, Social Work minor 1) Do you know what service-learning is? If no, could you guess what it is? If yes, how did you know? I have never heard of service-learning at VCU. I don’t have the slightest idea what that could possibly be. I mean, it just sounds like you’re doing something for the community. Food Not Bombs popped into my head. (Explain Service-Learning to interviewee) 2) Would you be interested in taking service-learning courses for your major? Service-Learning sounds like that would be a great opportunity because it gives you experience before you go out into the “real world” and get a job. And it gives you a little bit more experience before you have to start up right away and figure yourself out. I would definitely be interested in taking that. 3) Have you taken service-learning in the past? I don’t actually know, ‘cause I’m just a freshman so I’m just taking ‘gen eds.’ But I’m sure that later on in the education program, service-learning is a part of some of my courses. I don’t think I’ve heard of anything from my friends about Service-Learning. 4) Where does a freshman usually look for classes? I have the Education Majors Worksheet and I went to my advisor and I have to pick one from each category. Then I just looked on eServices for the classes. Matt Timko Freshman, Art History major 1) Do you know what service-learning is? If no, could you guess what it is? If yes, how did you know? I am unaware of what service-learning is. Based on the name … maybe it’s a service for learning? I guess. 62

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(Explain Service-Learning to interviewee) 2) Would you be interested in taking service-learning courses for your major? Yea, I think that sounds pretty cool. Definitely learning outside the classroom would make it last longer or make you more interested in what you’re learning. There could be problems though, it couldn’t work with every class. 3) Have you heard of people taking a service-learning course? I haven’t heard of anyone doing service-learning. 4) Where do you go to look for courses? I usually look up classes on the course description and see if I’m interested and then take them.

In-Depth Interview Faculty Dr. Marilyn T. Miller 1) What courses have you taught under service-learning? FRSC 490 Professional Practices in Forensic Science 2) In your opinion, what is the greatest gain for a teacher to teach service-learning courses? The fact that the course students get so much out of them. 3) Is there anything you would change about the program? No, I like the SL program now the way it is. 4) Would you teacher service-learning courses again in the future? Yes, I look forward to including SL in my next FRSC 490 class. 5) Do you inform other faculty of service-learning? Why or why not? Yes, but they don’t ever want to teach a service-learning class...they say it takes too much time. Capt. Grant Warren 1) What courses have you taught under service-learning? CRJS 352 Crime & Delinquency Prevention about 6 years service-learning. 2) In your opinion, what is the greatest gain for a teacher to teach service-learning courses? To provide the students to experience practical application of knowledge they are learning, thus gaining wisdom. 3) Is there anything you would change about the program? Commitment to longer term than 1 semester.

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4) Would you teacher service-learning courses again in the future? Yes. I would include service-learning with any criminal justice or public admin. course I would teach because of all the inherent benefits to both the students, the providers and our community. Itâ&#x20AC;&#x2122;s people working with people. Those skills are hard to â&#x20AC;&#x2DC;teachâ&#x20AC;&#x2122; to people. Plus, if knowledge plus experience earns wisdom, my students get a full chance at it. 5) Do you inform other faculty of service-learning? Why or why not? Yes - for practical application and partnership and service to our community. Dr. Cindy Kissel 1) In your opinion, what is the greatest gain for a teacher to teach service-learning courses? Students have the opportunity to engage in course topics in the real world. I try to model a globally ethical society in the ways students interact with each other and with community partners. Students also learn that words need to be put into action. 2) Is there anything you would change about the program? NO 3) Would you teacher service-learning courses again in the future? YES 4) Do you inform other faculty of Service Learning? Why or why not? Constantly: was just involved in a conference presentation in which I told faculty about the benefits of service learning in English Language proficiency.

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Appendix C Focus Group notes Center for Mass Communications: Manchester High School Chesterfield County Public Schools At 10:30 on March 26, 2010, a team of three VCU students travelled to Manchester high to talk with a class of about 35 graduating seniors from in the mass communication specialty track. The VCU students split the high school class into three separate groups. The groups talked about college, the job market, classes and the state of their Manchester’s Mass Communications program. According to the web site... Students enrolled in the center take classes in journalism, graphic design and video production. The Mass Communications staff fosters a student centered, hands-on learning environment emphasizing creativity, independence and critical thinking. This atmosphere prepares students for any college or career path they choose. One of the best characteristics of the center is the school within a school atmosphere. With fewer than 200 students enrolled, Mass Communications classes are small averaging 22 students per class. Teachers and students know each other better because they work together in different classes over the course of four years. In this way, teachers can provide individualized instruction based on individual student needs. Here is what the students had to say: On Motivation: The students felt like they are wasting their time at school. They want to start a conversation so that the other students can see the work that they’re doing. They film a lot and make short documentaries, but are bored with the repetitiveness of the assignment and feel their work has little purpose. They want some recognition for their work. They feel like they’re releasing their work into a “black void.” Student 1: “It’s not about the work anymore; it’s just about the grade because we don’t get any recognition. We have no motivation.” Q: What’s something you could do to change that? Student 1: “Put it (our work) somewhere. We wanted to put in on YouTube but because we’re minors there’s too much legality behind it.”

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On the State of the Media Student 2: “We watched a really cool video freshman year called ‘The Pursuit of Cool.’ But that’s the thing about cool – once the media finds it, it’s going to change. That’s why PR is so interesting to me – you’re trying to pitch a company’s image to the people. “I’m one of the hopeless dreamer people who loves journalism I know it will be replaced by something better online. “The newer generation is just not in touch with our country and values.” Student 1: “The way that the media has become now – it’s like people follow blogs and really unreliable sources and treat the stuff as gold. With wide access of information is also a wide access of opinions. People who previously had no way to voice themselves now can voice some ludicrous opinions. You don’t know weather you want to be more conservative or more liberal and you don’t know weather who’s in the majority.” Student 2: “I think that PR is a really interesting field, but I don’t think it’s the field for me.” “When I think about being a journalist – I think about helping people. When I see something bad happening – it’s almost human nature to want to do something. I see that with documentary. “I basically want to be the Michael Moore of journalism.” Student 3: “I don’t look forward to college because it’s just going to be exhausting with a lot more work. Just a lot more lecturing, notes, reading and tests. It’s going to be so hard to get through college because it’s more work that doesn’t really mean anything.”

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Appendix D New service-learning logo

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students

Service-learning combines campus life with community life by reaching beyond the classroom to assist the local area.

Experience Learning. Connect to Your Future.

faculty

community

Click to view a featured video

courses

get connected

Appendix E

Home page web design

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students community

courses

get connected

If you are teaching a designated service-learning course and would like to have a Service-Learning TA assigned to you, contact Lynn Pelco at (804) 827-8215. Teaching assistants are provided on a first-come, first-served basis.

Teaching Assistants In order to assist you with managing the extra demands of a service-learning course, the Division of Community Engagement has partnered with the VCU Honors College to create the Service-Learning Teaching Assistant Program. Instructors who are teaching designated service-learning courses are encouraged to nominate their own outstanding students to this Program to serve as their Service-Learning TA(s). Instructors who do not nominate their own students to serve as their Service-Learning TA can still have a Service-Learning TA assigned to them.

Service-learning... • Inspires a variety of learner-centered teaching strategies. • Increases possibilities for research and publication. • Promotes your students’ civic responsibility and leadership. • Connects your course learning objectives to service opportunities in the community. • Increases your own and students’ awareness of current issues and unmet community needs that relate to your academic discipline.

Benefits of Service-Learning

faculty

Appendix F

Faculty section web design

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students community

courses

get connected

To find service-learning courses being offered at VCU this semester: Go to the VCU Schedule of Classes and choose the “Term” and “Subject” you are interested in. Then select “Service Learning Course” in the “Attributes Type” box and click on “Class Search” at the bottom of the page.

Click here to learn more about service-learning provides networking and resume-building opportunities.

Service-learning provides a platform for students to meet new people, connect within the community, network and build resumes.

As a service-learning student, you can make a difference in your community while meeting your academic objectives. Service-learning is learning in 3-D — it combines classroom instruction with community-based service. While you’re learning in the classroom, you’ll also go beyond the classroom to address important community issues.

Benefits of Service-Learning

faculty

Appendix G

Student section web design

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students

Comment...

submit

Country Department of Community Revitalization - a department that has many projects that need to be completed in the area. They have been in desparate need of help, so it was awesome that the class could help out as a part of our service-learning course. It was so great to be able to apply what we learned in class to a day of service to our community.

@Business: My MGMT 319 class worked with the Henrico

community

@ArtEd: Just got back from working with the students at Carver 9-25-11 Elementary! Pictures and video are coming soon!

10-1-11

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Share Your Story

faculty courses

Search Department Tags

Department Tags Tag your department and share your story with your fellow classmates and community! @ArtEd @ArtHist @Business @Dent @Geo @MassComm @Pysch @Socy @Wmns see more...

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Appendix H

Forum web design

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Appendix I SOVO Fair talking points Hey! Are you interested in building your resume? What year are you? Depending on year... Freshman/Sophomore: 1) Making connections/making positive impact at the university 2) Become involved at VCU Juniors/Seniors: 1) Resume building 2) Networking 3) Improving Job options TA then explains the benefits of service-learning: 1) Service-learning provides the environment to apply classroom concepts to real world experiences. 2) Employers love seeing this kind of stuff on your resume 3) service-learning allows you to make a positive impact on your community TA then gives testimonial: 1) If he or she took an service-learning class, talk about the experience 2) As a TA, they can explain how it impacts the students in their class TA then shows student list of service-learning courses. Tells them how to find service-learning courses on eServices. Gives a call to action while giving them the service-learning materials: cups and postcards.

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Appendix J Sample press release Name Position Office of Community Engagement Service-Learning Contact

Art Show Celebrates Connection Between VCU Students and the Community

Students connect classroom concepts with hands-on experiences to benefit the Boys & Girls Club of Metro Richmond RICHMOND, Va. (April 28, 2010)-- Students at Virginia Commonwealth University have been making a positive impact on their community inside and outside the classroom. For the past three months, art education students have been making weekly trips to a local Boys & Girls Club to help children develop their artistic abilities. To celebrate this partnership, an art show will be held on May 4 at 6:00 p.m. to culminate their experiences with their families, friends and faculty. Students in ARTED 310 used their class time this semester to benefit children at the Boys & Girls Club. Each student volunteers with the Boys & Girls Club of Metro Richmond as an instructor in the art program, helping the children develop their artistic skills and creativity through education and appreciation of art foundations. With the help of the student volunteers, Boys & Girl Club participants were able to explore and create varied pieces of art work. ARTED Foundations in Art 310 is a designated service-learning class. Service-learning at VCU allows students enrolled in specified courses to apply the skills and knowledge acquired in the classroom to service projects in the Richmond area. Under the direction of Dr. Lynn Pelco, the Office of Service-Learning encourages students to make connections and become more involved with the community, promoting civic engagement and personal growth. Edward Smith, professor of ARTED 310, has seen the effects of service-learning firsthand. “This is such a wonderful program,” Smith said. “It’s great that students get an opportunity to apply things outside of the classroom while making the children happy and improving their lives.” There are over 60 courses currently designated as service-learning courses. Every class has an identified community need to address that corresponds with the subject matter of the course. Students use their knowledge and materials from their course studies to satisfy that community need. “Service-learning gives students exactly what they want: the opportunity to get out of the classroom and use their experience in a real world environment,” said Lynn Pelco, the Director of Service-Learning. ### Service-learning at VCU is a course-based, credit-bearing educational experience in which students participate in an organized service activity that meets community-identified needs. Typically, a service-learning course requires a minimum of 15 hours of service with selected nonprofit and community-based organizations or schools.

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Appendix K Sample postcard (size 4 in x 6 in.) Front

www.community.vcu.edu/solutions/servicelearning

Back

VCU Service Learning Courses connect with the community build your résumé meet new people network

To enroll in Service Learning courses, visit eServices and select ‘Service Learning Course’ under ‘Attribution type.’

Experience Learning. Connect to Your Future. 74

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Appendix L 4/11/10 9:01:55 PM poster1.indd 1

Network

Sample posters (Tabloid size, 11 in. x 17 in.)

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Connect with the community

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Meet new people

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Build your rĂŠsumĂŠ

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Appendix M Sample cup design

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Appendix N Budget Through research of various venues, the following is the recommended execution of producing the materials that will help promote service-learning.

Web site The budget is mainly focused toward the redevelopment of the service-learning website. Through the creative services department at VCU, a Fast-Track redesign would cost between $4,000 and $6,000. This pricing is based on the number of levels, links and pages and includes: • Proposing the site structure and navigation • Editing/rewriting existing copy • Stock photography • Home page and secondary page chosen from existing design templates • Developing the site • Multiple browser and multiple platform (Windows, Mac, Linux, etc.) accessibility and accessibility testing • Ensuring accurate nomenclature and logo usage • Proofreading test site • One free month of maintenance which includes corrections and text updates An additional $800-$1,000 would be allocated for the production of the site’s forum and the cost is based on the features that are requested. Another key element of the website is the URL. The current URL is difficult to remember and does not portray any specific brand. At no cost to the service-learning department, VCU Technical Services can change the URL to www.vcu.edu/servicelearning. This new URL can be linked on the Community Engagement site, but will be free from the clutter of additional departments.

Promotional Materials The SOVO Fair will be a prime opportunity to raise awareness among the student population through key messages, informative handouts and promotional giveaways. This includes handout postcards that explain how to enroll in service-learning courses, promotional signs that display the key messages and free cups that display the service-learning logo Handout Postcards • Vendor: Uptown Color • Material: Full color, full gloss card stock Quantity: 1,000 Estimated Cost: $355.00 Key Message Poster • Vendor: Uptown Color • Material: Foam core board Quantity: 4 80

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Estimated Cost: $25.00 + $12.00 for 4 easels (recommended) = total cost: $37.00 Cups • Vendor: www.branders.com, item no. 30258 • Material: Plastic Quantity: 1,500 Estimated Cost: $615.00

Service-Learning Class Materials When courses participate in community events, they will be able to check-out a flip camera from the service-learning office to document their experiences. Videos created can then be featured on the service-learning website. Flip Cameras • Vendor: Best Buy • Brand: UltraHD Camcorder, Model U2120W, SKU 9281975 Quantity: 2 Total Cost: $199.99 each/ $400.00 total OR • Vendor: Best Buy • Brand: Ultra Camcorder, Model, SKU Quantity: 2 Total Cost: $149.99 each/$300.00 total

Research An annual survey will provide insight to the growing awareness of service-learning throughout the key publics. To launch the survey, an online account should be created and distributed to analyze the effectiveness of this campaign. Since the survey site will only be used between one and two months each year, the account can be canceled after each use to eliminate extraneous costs per month. See appendix A for recommended evaluation survey. Survey Site • Vendor: www.surveygizmo.com • Account Type: Personal Survey Account Cost: $19.00 per month Features: • Unlimited surveys • Unlimited questions per survey • 1,000 responses per survey • Technical support • Ability to export data • Data is never deleted

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