Unbound Voices Process Manual by Serena Marini

Unbound

voices

Process Manual Kara Chin, Magdalen Li, Serena Marini

Table of Contents Introduction......................2

Editorial..........................38

Case Studies.......................6

Illustrations.....................42

Research..........................14

Promotional Pieces..........48

Branding.........................22

Conclusion.......................74

Campaign Proposal.........30

Unbound Voices Process Manual

Introduction

Unbound Voices Process Manual

Our Campaign

About Unbound Voices aims to create a community, voice, and support system for Asian Pacific Islander (API) undocumented students who aspire to fit into American society and obtain legal documents that affirm their American citizenship. The overall goal of Unbound Voices is to provide a connection between API undocumented students and the AB540 and Undocumented Student Center at University of California, Davis; to make these students feel safe telling their stories as well as bringing forward more voices like their own.

The Issue Undocumented students are often brought to the United States as small children by their parents without inspection, with false documentation or came legally as non-immigrants but let their visa expire. As children, they go through the primary education system of kindergarten through twelfth grade like any other American child with no repercussions. Uncertainties and difficulties arise when undocumented students decide to enter the higher education system. Such examples of this are discovering they are unable to receive financial aid and living in fear of their status being discovered due to lack of documentation. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and legally obtaining a job.

Unbound Voices Process Manual

Mission Statement To create a community, voice, and support system for Asian Pacific Islander undocumented students and to ultimately give them hope in being able help them achieve their dreams of receiving a degree higher education and being legally able to work in the United States.

Creative Brief

Needs

Project Strategy

Message

There is both a lack of awareness of the issue that undocumented students are part of the UC Davis community, as well as the presence of the university’s resource on campus for undocumented to feel like they are not alone. This campaign will advocate for the need of togetherness to create a voice for these individuals who make up the UC Davis community, and to create a greater sense of support among the students, regardless of their legal status.

Our marketing strategy is to create pieces that bring people together to foster a sense of community. These such pieces include 1.5” buttons, 12.5” by 16” puzzles, and 3” by 3” stickers. We will also have marketing pieces that bring awareness to our campaign such as 12” by 18” posters, 3” by 4” brochures, 4.25” by 6” postcards, standard 2” by 3.5” business cards, bus shelter ads, a website, and a video. In order to make our campaign more human-centered, some marketing materials will include illustrations and testimonials from undocumented students on campus who are willing to share their stories. For example, these illustrations will be incorporated into the brochures, posters, and postcards to show that the stories, hopes and aspirations of these undocumented students are real. This would not only inspire connectivity and collaboration, but would also be informative and personal.

To create a community, voice and support system for Asian Pacific Islander undocumented students and to ultimately give them hope in being able help them achieve their dreams of receiving a degree higher education and being legally able to work in the United States.

Project Objective

Background

Audience

From speaking with members of the student population, many students are not educated on the issue of undocumented students and do not know or understand the extent of the challenges that the undocumented students face. We want to educate these students on the issue so that they can voice support for their fellow students who may be undocumented. Additionally, the AB540 and Undocumented Student Center, which is mostly comprised of members of the Hispanic community, has found that its resources are not being utilized by other ethnic groups, such as Asians, who make up a large portion of undocumented students on campus. We hope to target the reason as to why the center is underused by other ethnic communities through research and interviews, and work with the center to make changes that would appeal to undocumented students as a whole. By raising awareness to the issue and the presence of the center, we hope to help others overcome educational, legal and financial struggles they may face by connecting them among the UC Davis community.

There are some organizations such as United We Dream, SPEAK (Scholars Promoting Education Awareness and Knowledge) and ASPIRE (Asian Students Promoting Immigrant Rights through Education) that offer resources for undocumented students and aim to bring awareness to this issue. The current legislation for undocumented students is unclear, limited, and incomplete, but improving slowly. The California state law, AB540, and presidential mandate, DACA, allow for undocumented students to have certain privileges under specific guidelines. Regardless of the legislation in act, undocumented students still face major challenges regarding paying exorbitant tuition rates, employment opportunities, methods of transportation, social stigmas, and much more. Even with on-campus resources such as the AB540 and Undocumented Student Center, many students do not reach out to the center and it is primarily composed of Hispanic members which is not an accurate sample of the range of backgrounds of undocumented students on campus. Additionally, most documented students do not actually know what being undocumented entails, or the struggles undocumented students face in upper education.

Our campaign targets undocumented members of the Asian Pacific Islander community at UC Davis. According to the AB540 and Undocumented Student Center, the API community and Latino community are almost comparable in size at 46% and 42% respectively. Our campaign wants to help students who may feel alone or helpless, and connect them to a community where they feel supported and meet other students in similar situations. Many undocumented API students attend community college prior to coming to UC Davis or take an extra few years to work and save up money in order to afford out-of-state tuition. Therefore, we are targeting a wider range of ages, 18-27, to account for these students who may start their higher education later than the standard. Additionally, we hope to extend our campaign to those who are uninformed of the existing AB540 & Undocumented Student Center on campus, regardless of documentation and ethnicity, which will ultimately help to raise awareness to the general campus and administration.

Unbound Voices Process Manual

Case Studies

These case studies are examples of current campaigns that provided guidance to the way we formatted Unbound Voices. The campaigns we studied were both related and unrelated to our campaign but were vital to our beginning research process. These campaigns included: » One America/Hate Free Zone » Campaign for the Future of Higher Education » Students First » Save Japan Dolphins » Being Black at the University of Michigan » Talk to Me London From these case studies, we gathered information on the purpose, effectiveness, and strategy of their campaign. We analyzed them and took the best from each campaign to apply to Unbound Voices.

Unbound Voices Process Manual

OneAmerica/Hate Free Zone Kara Chin // DES 154 // Spring 2015

Purpose

Principles

OneAmerica believes that it can change the limits of what is possible and this can be achieved if all organize and advocate together. It strongly enforces community organization and helps to create leaders who are able to lead the struggle for justice and form groups that utilize the creative talents of everyone. These groups are able to meet with legislative officials and local law enforcement to fight for immigration reform. They have influenced local, state, and federal leaders, legislation and policies that impact immigrant communities, maintaining a place as a nationally recognized movement builder.

Policy

Assessment OneAmerica is a call-to-action campaign that not only brings to light the issue of immigration reform and racial profiling but is actually forming groups and talking to legislation. They urge their volunteers to take part in the community, to donate, to share their stories and to advocate for what they believe in. The active nature of this campaign is what makes it the largest immigrant advocacy organization in Washington State. Their outdoors and media presence allows their voice to be heard and brings the community together to make change.

Although OneAmerica focuses on immigration reform, it also believes that everyone has the opportunity and responsibility to contribute to their communities, schools, and workplaces. From obtaining citizenship to registering to vote, OneAmerica ultimately wants equality for all. Their five primary goals are as follows: It’s mission is to advance the fundamental principles of democracy and justice through building power in immigrant communities, in collaboration with key allies. It envisions a peaceful world where every person’s human rights and dignity are respected, where communities appreciate differences and stand together for justice and equality, and where each person contributes to the common good.

1) To increase and enhance the participation of immigrants in civic life. 2) To win positive policy change for immigrant communities locally and nationally. 3) To improve the public climate for immigrant communities locally and nationally. 4) To increase the capacity of immigrant organizations across the state to lead and advocate for change. 5) To increase OneAmerica’s organizational capacity to achieve our mission effectively, efficiently and sustainably.

Unbound Voices Process Manual

OneAmerica takes pride in being able to actively shape policy about issues around immigrants and immigration. The key issues they work on are immigration reform, immigrant integration, environmental justice, and racial profiling. Some policies OneAmerica has played a key role in are as follows. • New Americans Policy Council • Rights Working Group • Fair Immigration Reform Movement • Washington Voting Rights Act • Dual-Language Education Bill

Sources http://weareoneamerica.org/

Campaign for the Future of Higher Education (CFHE) Kara Chin // DES 154 // Spring 2015

Purpose

Principles

Policy

Assessment

The Campaign for the Future of Higher Education was founded in 2011 with the purpose in mind to guarantee affordable education to all sectors of society. The voices behind CFHE are not just limited to administrators and politicians but expands to the participants in higher education such as students, faculty and staff.

The Campaign for the Future of Higher Education main goal is to reform the education system so it fits the needs of the 21st Century. There is a higher demand for more college educated individuals yet higher education needs to be improved in order to prepare students for the real world. The principles of Campaign for the Future of Higher Education are as follows.

In January 2015, during the CFHEâ&#x20AC;&#x2122;s Eighth National Gathering, they urged colleges and universities to provide adequate funding and resources, especially in ethnic studies departments. This reaffirms Principle 2 of CFHE. It calls for more courses, programs and departments that offer students the opportunity to study the historical development and social significance of race and ethnicity in the United States, and to develop skills and knowledge necessary for success in an increasingly diverse society.

As an awareness campaign, CFHE, focuses on revealing the issues with the current higher education system through written articles, conferences, research and social media. They want to build a foundation for addressing the issue of the problems with cutting corners in todayâ&#x20AC;&#x2122;s higher education system.

1) Higher Education of the 21st Century should be all inclusive; it should be available and affordable for all who can benefit from and want a higher education. 2) The curriculum for a quality 21st Century higher education must be broad and diverse. 3) Quality higher education in the 21st Century will require a sufficient investment in excellent faculty who have the academic freedom, terms of employment, and institutional support needed to do state-of-the-art professional work.

CFHE also aims to address the penalty of defunding higher education. This means tuition increases which creates less support and access to education for low-income students. In addition, education becomes streamlined so that the value of learning gets overrun with the push to increase graduation rates. CFHE strives to bring together all individuals involved and affected by the higher education to reform the current system and also issues regarding human rights and equality.

4) Quality higher education in the 21st Century should incorporate technology in ways that expand opportunity and maintain quality. 5) Quality education in the 21st Century will require the pursuit of real efficiencies and the avoidance of false economies. 6) Quality higher education in the 21st Century will require substantially more public investment over current levels. 7) Quality higher education on the 21st Century cannot be measured by a standardized, simplistic set of metrics.

CFHE also focuses on discussing the key players in the higher education system. For example, it reveals the perspective of faculty in the higher education system. They are paid and treated as an after thought which causes the students to suffer as well. CFHE takes the time to define the needs and to bring awareness to the individual problems with the higher education system with the desire to reform and reach out to fit the needs of the 21st Century.

Sources http://futureofhighered.org/

Unbound Voices Process Manual

STUDENTS FIRST

SERENA MARINI, CASE STUDY 2, DES154

BACKGROUND

There has been an increasing amount of criticism and attempts to reform America’s public school system over the past decade. Over a fourth of students in the U.S. do not graduate high school and of those that do, less than 25% are ready to attend college based on test scores. This could be in large part to the fact that our education system is twice as likely to put a poor or minority student with a new teacher and four times as likely to suspend black students. There has been an increased gap between low-income and wealthy students in terms of academic performance, as well as large gaps between various races. Even in successful public schools, American students still rank far below students in other countries in subjects such as math and science. Additionally, there are many statistics that show student performance is greatly affected by the quality of teachers.

MISSION

StudentsFirst is a call-to-action organization to gain support in an attempt to reform America’s public school system. Through advocating for numerous policies which would give parents increased information about school options for their children in their community, StudentsFirst hopes to make the school system more accessible and useful to the parents. Overall, their mission is to ensure that all students in the U.S., regardless of background, have access to high-quality schools that are right for their specific needs, and are taught by excellent teachers who inspire and promote their education and well-being.

STRATEGY

StudentsFirst believes that the key to education reform is better teachers and better schools. They aim to recruit teachers from the top of their college class, support and evaluate their progress in order to ensure that they are making the best impact on the students, and then reward them based on that impact. In terms of schools, they believe in transparency between the school system and the parents so the parents are educated about what is happening in their child’s school, as well as be able to choose a specific school based on their child’s learning needs to ensure each child gets the best education that suits them. StudentsFirst encourages people to help through emailing public officials, attending or hosting an educational event, testifying at public hearings, meeting with legislators and donating money.

IMPACT

The organization travels and works with numerous communities across America to raise awareness and help the opinions of parents, teachers and the community be heard by legislators. StudentsFirst and their members have helped pass more than 130 student-centered laws and policies across America which has impacted over 23 million students. They have offices in ten states and are working to expand their locations to more states to increase the amount of communities they work with.

Unbound Voices Process Manual

WORKS CITED 1. "Empowering Parents with Choice: The Parent Trigger." Publications. Stu dentsFirst. Web. 7 Apr. 2015. <https://www.studentsfirst.org/publications>. 2. "StudentsFirst." After 20 Years, Judges Ruling Shifts the Landscape for Kids. N.p., 12 Nov. 2014. Web. 7 Apr. 2015. <http://lowcountrybizsc.whosonthemove. com/after-20-years-judges-ruling-shifts-the-landscape-for-kids/>. 3. "StudentsFirst.org." StudentsFirst. N.p., n.d. Web. 7 Apr. 2015. <https://www.studentsfirst.org/>.

SAVE JAPAN DOLPHINS, EARTH ISLAND INSTITUTE SERENA MARINI, CASE STUDY 1, DES154

BACKGROUND

Save Japan Dolphins, a campaign led by the International Marine Mammal Project (IMMP) at the Earth Island Institute, works to protect dolphins worldwide, and eliminate dolphin slaughter and exploitation. Save Japan Dolphins is centered around the daily slaughter, capture, and trade of dolphins in Taiji, Japan. The dolphins are captured and sold to be used primarily in shows around the world, and the remaining dolphins are inhumanely killed. The Japanese government defends their actions by claiming the hunts are a cultural tradition, which has been proven false, and the Earth Island Institute is working hard to protect these marine mammals. The campaign and this issue was brought to light primarily by the 2009 Academy Award winning documentary, The Cove, which uncovered the unseen and extremely graphic dolphin slaughter in Taiji, through the use of hidden cameras and investigative journalism.

MISSION

The mission of Save Japan Dolphins is to end the slaughter of dolphins in Taiji. This campaign works to call awareness to the issue and open people’s eyes to the cruelty and immense number of dolphins who are brutally killed each day in Japan. They are committed to persuading the Japanese government to stop endorsing dolphin hunts and make them understand that the treatment of these sea mammals is unethical and brutal. In addition, they want to encourage zoos and aquariums to stop supporting dolphin slaughter and capture through the exchange of money for live dolphins. Overall, their mission is to protect dolphins and ensure their safety and well-being through increased awareness of the dangers these dolphins face every day.

STRATEGY

Since the issue is in the hands of the Japanese government, Save Japan Dolphins works primarily by informing the public about the wrongdoings of the fishermen in Taiji. These killings are being done by a small group of less than fifty Japanese fishermen through permits from the Japanese government. However, outside of this small group, the people of Japan are mostly unaware of what is happening due to media cover-ups. By informing the public around the world using specific numbers, weekly updates on the number of dolphins killed, why it is difficult to stop the killings through legal action, the work of the activists in Japan who are speaking out against the killings, and much more. Additionally, Save Japan Dolphins encourages people to sign a pledge against purchasing tickets to captive dolphin shows, since most of the dolphins performing there were captured in Taiji.

IMPACT

Since the beginning of their efforts to stop dolphin hunting in 2004, Earth Island and the Save Japan Dolphins campaign has made significant progress, but has not been able to end dolphin hunting as a whole. There has been almost a 50% drop in the number of dolphins killed annually in the past ten years. This is due mostly to the increase in educated Japanese people about the mercury poisoning in dolphin meat. Additionally, there have been many more Japanese activists that have held protests against dolphin hunting, both in and outside of Taiji. Not only has there been increased awareness among the Japanese people, but people around the world as well, largely due to The Cove, which resulted in people becoming more involved with Save Japan Dolphins. Earth Island is determined to continue their efforts until the dolphin slaughter has ended.

WORKS CITED 1. Gonzalez Martinez, Helena. “Cove Report Graphic.” Blog: COVE REPORT. Save Japan Dolphins, 6 Jan. 2015. Web. 7 Apr. 2015. <http://savejapandolphins.org/ blog/post/cove-report-september-though-december-2014>. 2. “Home SaveJapanDolphins.” Save Japan Dolphins. N.p., n.d. Web. 7 Apr. 2015. <http://savejapandolphins.org/>. 3. Take Action: FAQ. Save Japan Dolphins, n.d. Web. 7 Apr. 2015. <http://savejapandolphins.org/take-action/frequently-asked-questions>.

Unbound Voices Process Manual

The Campaign

Response on the Internet The Black Student Union at the University of Michigan, also known as BSU, hosted a campaign that brought attention to discrimination in a predominantly white education system. This campaign began as a hashtag on Twitter called #BBUM (Being Black at the University of Michigan) after the fraternity Theta Xi decied to throw a “Hood Ratchet Thursday” party. Students feel frustrated at the school’s empty promises for higher education and are rallying for equality.

This is a print done by Shepard Fairey that depics a black woman as an image of power. She is a woman from the 60s who looks towards the future for self respect. Using this image as part of #BBUM’s campaign, the image sends a wordless message of empowerment and freedom to the audience.

Students wrote messages about what it means to be black at a predominantly white university. Additionally, students took their stories to twitter, sparking conversations about diversity and race on campus. Examples of some of the responses from #BBUM are outlined in the images on the right side of the page.

Suprisingly, but not suprising at all, was the overwhelming amount of negative reactions to the campaign. One person’s reaction was that blacks need to stop taking rights and actually earn them. The comment above may have been worded under good intentions, but it also shows the ignorance of the general public.

Collier, who is the president of University of Michigan’s club BSU, “encouraged students to tweet both negative and positive experiences, though the tweets have been predominantly negative, which he expected. . . . ‘I would like to see the lives of black students valued more,’ Collier said.” While many feel that black students should appreciate that they even have an education, people of color believe that they won’t settle for less than a right that should be free.

http://diverseeducation.com/article/60295/ http://michigantoday.umich.edu/being-black-at-michigan/ http://america.aljazeera.com/watch/shows/the-stream/the-stream-

#Beingblack at the University of Michigan

Unbound Voices Process Manual

Robert Greenfield, the treasurer of the club compiled a list of demands he believes the university should address. Even with an acceptance letter into the university, many Black students do not feel as if they belong. To the left, is the list and cationed as 7 days. 7 demands. Some who opposed the campaign believed that while blacks do not have equality, they are demanding too much. Spreading awareness and encouraging others to talk, led other minority voices to share their stories. To the left, the story by Lizzie Mac, an asian american, gives insight to the discrimination she experiences and how it parralels with black discrimination.

Talk to Me

TALK TO ME

LONDON

Talk to Me London is a campaign that aims to get people talking. With all the electronic distractions, people have become accustomed to interacting more with their phone intstead of with people. To aid in turning this around, Talk to me London is finding ways for people to talk to each other. The main ways they implemented this was by handing out badges that encouraged people to talk to one another and by setting up Chat Cafes.

Getting Started The idea started with stories. The people behind the campaign were inspired by how peoples’ interactions and discoveries of one another through stories, could dramatically affect someone. One of the examples they gave was of a guy named Rossa. One day, he wanted to talk to someone, so he started speaking to the woman next to him. She told him about how her and her husband had just moved here from Pakistan. She was thankful that Rossa took the time to talk to her and told him that although she has been here for two months, no one has spoken to her before. Starting the research, they found that people actually do want to be talked to, but several things keep them from initiating conversation. One of the key reasons why people don’t, is because of judgement. People are afraid of how others will react or respond. People who want to find more information abou the campaign can go to www.talktomelondon.org. There, people can find stories, updates, and how to’s. If you want to engage in conversations but are not sure how to, there is a page that summarizes how to approach conversations. The ultimate goal of the campaign to make people in London happier. People should feel able to talk to each other. Since the start of the campaign in 2013, Talk to Me London has since been giving talks about the positivity behind talking around the world. The organization continues to host monthy Talk to Me Chat Cafe socials around the UK.

The images above and to the right show the process of how people can collaborate and share their stories on the internet. To submit your own story, you would fill in the comments box. Afterwards, your story would appear on the map along with your story listed below the map.

Here is a video documentation of the campaign and some of its participants. The campaign drew together people who would not normally interact with one another.

http://www.talktomelondon.org/home

Unbound Voices Process Manual

Research

Survey & Results We created a survey, aimed for undergraduate students at Davis, to help us gain a better understanding of the perception and knowledge regarding undocumented students and the AB540 and Undocumented Student Center. All surveys were anonymous and were distributed in an Asian American Studies class, as well as online to the general Davis population. We received fifty responses, all from documented students and forty-six of which were of API descent.

What is your primary language?

Overall, this survey was helpful in establishing ground for the ways the AB540 and Undocumented Student Center could reach and relate to the greatest amount of students at UC Davis. It was also an important step for us to gain a better understanding of the level of awareness from documented students since our campaign will likely reach this audience as well by default.

Nearly all of those surveyed knew that undocumented students were considered illegal in the United States and held less rights than a U.S. citizen. About half went on to list a few places where undocumented students faced challenges such as finance, employment and fear of deportation. However, few of them spoke confidently about their knowledge of undocumented students. This helped us understand that the majority students do not know the full extent of what it means to be undocumented and the scope of difficulties they face in the education system. We feel that it is important to change this and educate students, even with documentation, about the challenges faced by undocumented students so they can provide support, and simply be aware of the issue.

Most of the students primarily spoke English but a few students answered that they speak mainly Tagalog.

Describe what your interpretation of who undocumented students are and the challenges they face.

Who do you feel like you receive the most support from? What aspects would you like to receive more support in? (ie. legal, academic, emotional, financial advice) Although there was a range of reported sources of support, most students said that they would like more support with their financial and emotional endeavors. We can assume that many undocumented students probably share similar beliefs, especially with their added

Have you heard of the AB540 and Undocumented Student Center on campus? If yes, have you utilized their resources? If not, what would make you visit? Twenty-nine students reported that they were aware of the AB540 and Undocumented Student Center on campus, but not one had ever visited the center. Many of the reasons as to why they had never visited was that they did not feel like they had use for any of the resources they provide. There were also numerous suggestions, both from those who had heard of the center and those who had not, that the center should advertise their initiative more widely around the school and hold more events for the general population to participate in. Through the responses we received, it is apparent that we could help the center reach a wider audience and spread their name and goals around the entirety of the school since many students have not heard of it. It is important for the center to reach as large of an audience as possible because if almost half of the API students polled had never heard of the center, it is very likely that many undocumented students are unaware of the center as well.

What do you believe is your biggest challenge as a student regardless of documentation? This question provided a wide array of answers, but many students agreed that academics and balancing their lives were their most demanding stresses.

challenges of out-of-state tuition and limited employment opportunities.

Unbound Voices Process Manual

Reaching Out CONNECTION

BRITT SUMIDA ASIAN AMERICAN STUDIES STUDENT AFFAIRS OFFICER

VANESSA SEGUNDO AB540 AND UNDOCUMENTED STUDENT CENTER EDUCATION AND TRAINING COORDINATOR

Unbound Voices Process Manual

We contacted Britt Sumida via email on April 20th asking if we could speak with her about ways to gear our campaign towards API students. She was eager to help, expressing her personal interest in developing a support network for API AB540 students. Additionally, she invited us to the AB540 and Undocumented Student Centerâ&#x20AC;&#x2122;s Coffee Talk. We met with Britt on April 29th and gathered input from her about how to appeal to the API community, the perceptions of the API community on undocumentation, and our logo and naming developments. We continued to keep in contact with Britt via email, Facebook and text and she updated us on various events we would be interested in as we updated her on the progress of our project. We decided to give one of our extra t-shirts to her to thank her for her help.

We met Vanessa Segundo in early April during our first visit to the AB540 and Undocumented Student Center when we were still narrowing down our campaign. Vanessa immediately made us feel welcome at the center and was very enthusiastic when we told her about our ideas. We spoke with her briefly about what we were interested in pursuing and she gave us insight into the main challenges faced by the center including outreach, awareness, and creating a sense of community. This was an essential conversation which eventually guided us to narrowing down our campaign to API undocumented students. We sent her a follow up email on April 10th and communicated with her about the centerâ&#x20AC;&#x2122;s upcoming events, obtaining student testimonials, and distributing our survey.

COMMUNICATION

CONNECTION MARIETTE MACARAEG 4 YEAR UC DAVIS STUDENT ASIAN AMERICAN STUDIES MINOR TH

ASIAN AMERICAN STUDIES DEPARTMENT: ROBYN RODRIGUEZ RICHARD KIM SUNAINA MAIRA KIEU-LINH CAROLINE VALVERDE

COMMUNICATION

Mariette was working as an intern for the ASA department when we visited Britt on April 29th. She helped give us fresh eyes and feedback on our logo and naming developments. Although she is not undocumented, she mentioned that she has a friend who is. We reconnected with her via email to get in touch with her friend for a potential interview. Her friend ended up being Bernice Lacerna whom Martin was working on connecting us with as well.

On April 20th we reached out to four professors in the Asian American Studies Department: Robyn Rodriguez, Richard Kim, Sunaina Maira, and Kieu-Linh Caroline Valverde. We gave them a brief background about our project and campaign, and asked them if we could distribute our survey in their classes. We received replies from Professor Rodriguez and Professor Kim. Professor Rodriguez invited us to her ASA150 class and we were able to distribute physical copies of our survey there. Professor Kim preferred to distribute the survey via email so we provided him with an electronic version.

Unbound Voices Process Manual

Events AB540 AND UNDOCUMENTED STUDENT CENTER COFFEE TALK

Unbound Voices Process Manual

A few times per quarter, the AB540 and Undocumented Student Center holds Coffee Talks to bring together members and allies of the AB540 community in a safe space. Each Coffee Talk has a different topic relating to immigration and is facilitated by a few leaders, but is meant to be an open forum for anyone to speak and express their thoughts. We attended a Coffee Talk titled “Broadening the Lens: Learning from the API Experience” on April 28th. We did not feel that it was appropriate to photograph this event due to the confidential and safe atmosphere. This particular Coffee Talk was facilitated by UC Davis student, Fong Tran, who began the Coffee Talk with introductions and establishing community guidelines such as respecting everyone’s opinions and keeping confidentiality. This was followed by the testimonials of two speakers, both of whom are AB540 students. The first speaker, Martin De Guzman, is a 3rd year student at UC Davis. He shared his experience being

undocumented and working four jobs, attending community college, and caring for his mother and siblings, all while living in his aunt’s unkind household. The second speaker, Kiki Vo, is a recent UC Berkeley graduate. She shared a moving story about her background as a burn victim and moving to the U.S. for medical treatment. This was closely followed by the death of her father at 18, and the adoption of her sisters, ultimately leaving her on her own. People responded to these speakers, sharing their own stories and reflecting on shared experiences. We left the Coffee Talk with a whole new perspective on undocumentation and felt incredibly thankful for the privileges we have just for being documented, which take for granted. Hearing the experiences of people our age who had undergone so many challenges to receive a higher education greatly inspired us to want to help as much as we could through our campaign.

TRANSNATIONAL ASIA INITIATIVE ASIAN AMERICAN STUDIES DEPARTMENT â&#x20AC;&#x153;THE CHANGING DYNAMICS OF ASIAN MIGRATION IN THE 21ST CENTURYâ&#x20AC;?

We were invited to a speaker series held by the Transnational Asia Initiative and the Asian American Studies Department on May 1st on the second floor of the Memorial Union. Professor Robyn Rodriguez, ASA teacher whose class we distributed surveys in, facilitated the event. The event explored how Asian migration is changing and what are the economic, political, and cultural impacts on the origin and destination countries. The speakers ranged from researchers and professors to students and migrants themselves. They came from around the world, flying in from as far as Hong Kong and Taiwan. We were able to attend two of the sections: the Migrant Labor In and From Asia Panel and the Asian International Students at UC Davis Roundtable. The Migrant Labor In and From Asia Panel featured six panel members consisting of three Ph.Ds, the Managing Director of the Asian Pacific Migrants Mission, and a migrante organizer who migrated from the Philippines. Each speaker

gave a short ten to fifteen minute presentation on topics of their expertise, providing a wide range of perspectives and information regarding Asian migration from various countries. The most interesting was that of Harold Butanas, a Filipino migrant who shared his experience of coming to America under a work contract which he was unable to read, and facing brutal working and living conditions. The Asian International Students at UC Davis Roundtable consisted of two Ph.Ds who discussed international student experiences on campus. Although UC Davis has a large number of Asian students, these students often have trouble fitting in the community due to language barriers and feelings of isolation as a result of cultural differences. Although this symposium did not directly relate to our undocumented student campaign, it was still valuable in gaining knowledge regarding immigration laws, conditions, and Asian American students on campus.

Unbound Voices Process Manual

Student Contacts MARTIN DE GUZMAN 3RD YEAR CHEMICAL ENGINEERING STUDENT

Martin De Guzman was one of the two speakers at the AB540 and Undocumented Student Center’s Coffee Talk which we attended. Following the event, we approached him and asked if he would be willing to help us with our project to which he gladly agreed. We met with Martin twice at the center over the course of our project, once to ask him preliminary questions and complete an illustration, and the second time to film for our promotional video. Martin has been very involved with the center since he transferred to UC Davis this year. He was accepted to Cal Poly San Luis Obispo, his dream school, but decided to attend UC Davis because of the center and the amount of support provided by the school. He believes the center is important to building a strong foundation for API undocumented students and helping them grow. In providing advice to other undocumented students, Martin emphasizes that they do not have to carry the burden by themselves. Since he now realizes that he is not alone and has a supportive community to help him through challenging situations, he is able to focus on more aspects of life that he enjoys. He encourages other API students to come to the center and reach out to the community in hopes that they will gain as much from the center as he has. Martin is an incredibly admirable person who always has a smile on his face and we are very grateful that he was so supportive and helpful throughout the development of our campaign.

As part of our campaign, we wanted to obtain illustrations from undocumented students to provide a visual testimonial. We asked Martin to draw responding to the question, “How do you see your future?” He created a piece of artwork with “Dreams” written in large letters across the center but constrained by barbed wire. He describes his dreams as feeling constricted and limited due to his undocumentation. His main dream is for his father to see him walk at graduation. He told us that his mother’s dream was for her children to graduate from college and that she made a lot of sacrifices throughout her life for that dream to come true. His father has yet to see any of his three sons graduate, so Martin hopes as the youngest son, that his father will be able to witness his graduation. At the top of a portion of the wire are three flowers and three stars which are drawn with the colors of the Philippine flag. The flowers symbolize hope in conjunction with his Philippine roots and his family. Although his undocumentation is restrictive, he is still able to grow as a person by maintaining hope from his family and heritage. He finished the illustration with a fingerprint in the bottom right corner, under which he wrote “Identity.” We used Martin’s illustration throughout our campaign and in many of our promotional pieces because we feel that it is a powerful visual representation of the challenges of being an undocumented student.

Unbound Voices Process Manual

BERNICE LACERNA 2ND YEAR PSYCHOLOGY AND ASIAN AMERICAN STUDIES STUDENT

We were introduced to Bernice Lacerna through both Martin and Mariette Macaraeg, an ASA student. Meeting with her once at the Student Community Center, we spoke with her about her experience being undocumented and how she views the stigma from the API community. She came to UC Davis after growing up unsure if she would be able to attend her dream school due to the financial burden. Luckily, AB540 passed when she graduated high school and she was able to attend UC Davis under financial aid. Bernice now works with the AB540 and Undocumented Student Center to implement workshops to bring awareness to the UC Davis community. Bernice explained to us that she grew up learning from her culture to not express her problems, clarifying the root of the problem as to why API students are less likely to be open about their documentation status. Personally, she feels unashamed of her undocumentation and believes that it is an issue that should be discussed and addressed by the API community. She is passionate about educating people about undocumentation because she recognizes that most students do not fully understand what being undocumented means. Without more API representation in the undocumented community, other API students will be reluctant to be open about their status. It was inspiring to speak with a student who holds herself with so much confidence when speaking about her status and who provides such a positive example for other API undocumented students.

Bernice created an illustration to the same prompt of “How do you see your future?” She started off her drawing with a pair of feet in chains. She said this part of the illustration represents how she often feels stuck as an undocumented student, unable to take the next step in life. On the right hand side of the page, she drew a golden key which reads “Hope” and is surrounded by colorful lines and a number of smiling people. These people represent her family, friends, and community to which she credits her successes, and who are constantly supporting her and leading her towards a more hopeful future that is not restricted by her undocumented status. We used Bernice’s illustration in multiple promotional pieces throughout our campaign as a strong graphic to convey the juxtaposition of being restricted versus maintaining a hopeful, bright future as an undocumented student.

Unbound Voices Process Manual

Branding

Naming

Deciding the name for our campaign was one of the hardest decisions. It was crucial that we chose a name that spoke to Asian Pacific Islander undocumented students but also expressed the message of our campaign. We used techniques such as Post-it notes and word maps to brainstorm words related to our campaign. Our first ideas were Faces Like You (FLY), Empowering Dreams Unseen (EDU), and Value Your Voice. However, these names still did not feel right or speak to the API community. In the end, we finally decided on Unbound Voices to emphasize the stories of undocumented students and how they should not be afraid to tell their stories and gain support from their peers and the UC Davis community.

Unbound Voices Process Manual

Beginning Sketches

Unbound Voices Process Manual

Logo Development Developing our logo was challenging because there were so many directions we could go. From our initial sketches, we developed logos revolving around the idea of the shape of a puzzle, abstract ways of connecting, and organic lines. In the end, integrating the puzzle piece and human profile was the most promising and spoke to the ideas of connectivity, presence, and support that we wanted to convey with our logo.

faces

faces like you 26

Unbound Voices Process Manual

faces like you

es e u

Logo Development

faces like you

FLY

faces like you

FLY

As we got the symbol of our logo down, it became apparent that our initial plan of calling our campaign Faces Like You (FLY) did not fit our brand after all. We went back to our naming boards and hashed out more word pairings that would fit our campaign better. We felt that Voices was a more appropriate word to describe undocumented students rather than Faces which ultimately lead us to finalize our campaign name to Unbound Voices. Unbound Voices Process Manual

Logo Development

our

voice

our voice

Unbound

voices

Unbound

voices

Unbound Unbound

voices

Unbound Voices Process Manual

Unbound

voices

Unbound Voices

voices

Final Logo

Unbound

voices

Unbound

voices

Unbound Voices Process Manual

Campaign Proposal

The Campaign Proposal is an essential piece that talks about the specifics of our campaign. This includes the audience, the issue, the needs, the branding, and the campaign strategy. We first started by creating a Google Document where we could share all of our research and cohesively write the material for our campaign. Then we designed a spiral bound book to house all this information. After initial feedback that helped us refine our content, we printed another final version for the final critique.

unbound

voices

Campaign Proposal

Table of Contents Introduction Tagline & Mission Statement Issue Goals Case Studies

2 3 4 5–6

Project Strategy Audience Survey & Results Promotional Pieces

8 9–10 11–12

Logo About Specifications & Uses Type & Color

14 15 16

Conclusion Future Initiatives Contact Information Sources

18 19 20

Unbound Voices Process Manual

Tagline Let it be told.

Introduction Mission Statement Unbound Voices aims to create a community, voice and support system for Asian Pacific Islander undocumented students and to ultimately help them achieve their dreams.

Issue: Immigration in the United States extends not only to adults who choose to leave their home country in pursuit of the American Dream of achieving prosperity and success through hard work, but also to the children of these immigrants. These children are either brought to the United States as small children by their parents without inspection, have false documentation, or legally came as non-immigrants but let their visa expire. As children, they go through the primary education system of kindergarten through twelfth grade like any other American child with no repercussions. As undocumented students, they can enter the higher education system but end up facing uncertainties and difficulties. These challenges include doubt regarding how to receive financial aid and fear of their status being discovered. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and in American society. More legislation is being put in place to aid and protect these students, such as AB540, which declares the exemption of out-of-state tuition for undocumented students who attended a California high school for 3+ years and earned a high school diploma or the equivalent. This legislation provides a glimmer

Unbound Voices Process Manual

Introduction

Goals: of hope that the path to American citizenship will be easier for future undocumented students in the higher education system. Currently, 40% of undocumented students reside in California and there are an estimated 2.6 million undocumented Californians. There is the stigma that undocumented students are primarily Latino. Although this is true, Asian Pacific Islanders (API) are the second largest group of undocumented students in the United States. This is often not recognized for several reasons. One such reason is due to the assumption that API immigrants are thriving in the work force and successfully assimilating as a model minority. Cultural reasons such as shame, silence and fear also contribute to this. These differences have created a disconnect between the Latino and API undocumented student communities. While the University of California, Davis has an AB540 and Undocumented Student Center that provides a safe and welcoming community for all undocumented students, they have found that only the Latino undocumented students have utilized their resources. Despite the differences in stories and experiences, all of these students strive for the same thing: they aspire to fit into American society and obtain documents that affirm their American citizenship.

The overall goal for our campaign is to provide a connection between the AB540 and Undocumented Student Center and API undocumented students. Those undocumented students who have utilized the Centerâ&#x20AC;&#x2122;s resources have found that they feel greater support and are less alone regarding their predicament, knowing that there are others who are going through the same thing. However, due to cultural differences, API undocumented students often do not choose to reach out to a resource like the AB540 and Undocumented Student Center. Therefore, this campaignâ&#x20AC;&#x2122;s goal is to reach out to the students and show them that they do not have to face their emotional, legal, and financial challenges on their own. There are people on campus who want to support them, listen to their stories and provide any help they can. This campaign aims to bring forward these voices and create a safe space for API undocumented students by continuing to develop the AB540 and Undocumented Student Center into a confidential and welcoming environment for all undocumented students.

Case Study: One America

Case Study: Talk to Me London

OneAmerica is the largest immigrant advocacy organization in Washington State that was founded immediately after 9/11 to counteract the discrimination created against immigrant communities of color especially Muslims, Arab Americans, East Africans, and South Asians. Today, it advocates for all communities including Latino, African, and Asian. Its mission is to advance the fundamental principles of democracy and justice through building power in immigrant communities, in collaboration with key allies. It envisions a peaceful world where every person’s human rights and dignity are respected, where communities appreciate differences and stand together for justice and equality, and where each person contributes to the common good.

Talk to Me London is a campaign that aims to get people talking. With all the electronic distractions, people have become accustomed to interacting more with their phone instead of with people. To aid in turning this around, Talk to Me London is finding ways for people to talk to each other. The main ways they implemented this was by handing out badges that encouraged people to talk to one another and by setting up Chat Cafes.

and racial profiling. OneAmerica is a call-toaction campaign that not only brings to light the issue of immigration reform and racial profiling but is actually forming groups and talking to legislation. They urge their volunteers to take part in the community, to donate, to share their stories and to advocate for what they believe in. The active nature of this campaign is what makes it the largest immigrant advocacy organization in Washington State. Their outdoors and media presence allows their voice to be heard and brings the community together to make change.

OneAmerica takes pride in being able to actively shape policy about issues around immigrants and immigration. The key issues they focus on are immigration reform, immigrant integration, environmental justice,

The idea started with stories. The people behind the campaign were inspired by how peoples’ interactions and discoveries of one another through stories could dramatically affect someone. One of the examples they gave was of a man named Rossa. One day, he wanted to talk to someone, so he started speaking to the woman next to him. She told him about how her and her husband had just moved here from Pakistan. She was thankful that Rossa took the time to talk to her and told him that although she has been here for two months, no one has spoken to her before.

Starting the research, they found that people actually do want to be spoken to, but several things kept them from initiating conversation. One of the key reasons why people don’t is because of judgement. Individuals are often afraid of how others will react or respond. More information about the campaign is available at www.talktomelondon.org. There, people can find stories, updates, and how to’s. If one want to engage in conversations but are not sure how to, there is a page that summarizes how to approach conversations.

Introduction

The ultimate goal of the campaign to make people in London happier by encouraging them to feel comfortable talking to each other. Since the start of the campaign in 2013, Talk to Me London has since been giving talks about the positivity behind talking around the world. The organization continues to host monthly Talk to Me Chat Cafe socials around England.

Introduction

Project Strategy

Audience

Project Strategy

This campaign targets undocumented members of the Asian Pacific Islander community at UC Davis. According to the AB540 and Undocumented Student Center, the API community closely trails the Latino community in the highest percentage of undocumented students at UC Davis at 42% and 46% respectively. Unbound Voices aims to help students who may feel alone or helpless, and connect them to a community where they can feel supported and meet other students in similar situations. Many undocumented API students attend community college prior to coming to UC Davis or take an extra few years to work and save up money in order to afford out-of-state tuition. Therefore, we are targeting a wider range of ages, 18–27, to account for these students who may start their higher education after a few years working or attending community college. Additionally, this campaign hopes to extend to those who are uninformed of the existing AB540 & Undocumented Student Center on campus, regardless of documentation and ethnicity, which will ultimately help to raise awareness to the general campus and administration.

Unbound Voices Process Manual

Survey & Results

Survey & Results We created a survey, aimed for undergraduate students at UC Davis, to help us gain a better understanding of the perception and knowledge regarding undocumented students and the AB540 and Undocumented Student Center. All surveys were anonymous and were distributed in an Asian American Studies class, as well as online to the general Davis population. We received fifty responses, all from documented students and forty-six of which were of API descent. Although the term Asian Pacific Islander encompasses a wide range of Asian and Pacific Islander countries including, but not limited to, China, Japan, Korea, the Philippines and Samoa, the majority of the API students who took this survey identified as Filipino.

What is your primary language? Most of the students primarily spoke English but a few Filipino students answered that they speak mainly Tagalog. Describe what your interpretation of who undocumented students are and the challenges they face. Nearly all of those surveyed knew that undocumented students were considered illegal in the United States and held less rights than a U.S. citizen. About half went on to list a few places where undocumented students faced challenges such as finance, employment and fear of deportation. However, few of them spoke confidently about their knowledge of undocumented students. This helped us understand that the majority students do not know the full extent of what it means to be undocumented and the scope of difficulties they face in the education system. We feel that it is important to change this and educate students, even with documentation, about the challenges faced by undocumented students so they can provide support, and simply be aware of the issue. Who do you feel like you receive the most support from? What aspects would you like to receive more support in? (ie. legal, academic, emotional, financial advice) Although there was a range of reported sources of support, most students said that they would like more support with their financial and emotional endeavors. We can assume that many undocumented students probably share similar beliefs, especially with their added challenges of out-of-state tuition and limited employment opportunities.

What do you believe is your biggest challenge as a student regardless of documentation? This question provided for a wide array of answers, but many students agreed that academics and balancing their lives were their most demanding stresses.

Project Strategy 10

Project Strategy

Promotional Pieces The goal of Unbound Voices’ marketing strategy is to create pieces that bring people together to foster the sense of community while promoting the campaign. These promotional pieces are essential to reaching a broad audience and informing as many people as possible about the work that the campaign is doing. Additionally, the wearable pieces allow for allies of Unbound Voices to publicly show their affiliation.

Promotional Pieces COST PER UNIT (USD)

QUANTITY

TOTAL COST

Posters

$24.00

x 100

$2,400

Brochures

0.16

2,500

$400

Buttons

0.35

200

$70

Stickers

0.04

1,000

$40

T-Shirts

9.70

250

$2,425

Business Cards

1.00

500

$500

POSTERS

BROCHURE What is Unbound Voices?

Who are undocumented students?

Unbound Voices aims to create a community, voice, and support system for Asian Pacific Islander (API) undocumented students who aspire to fit into American society and obtain legal documents that affirm their American citizenship.

Undocumented students are often brought to the United States as small children by their parents without inspection, with false documentation or came legally as nonimmigrants but let their visa expire. As children, they go through the primary education system of kindergarten through twelfth grade like any other American child with no repercussions.

The overall goal of Unbound Voices is to provide a connection between API undocumented students and the AB540 and Undocumented Student Center at University of California, Davis; to make these students feel safe telling their stories as well as bringing forward more voices like their own.

Uncertainties and difficulties arise when undocumented students decide to enter the higher education system. Such examples of this are discovering they are unable to receive financial aid and living in fear of their status being discovered due to lack of documentation. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and legally obtaining a job.

What is the AB540 & Undocumented Student Center? Located on the first floor of the Student Community Center at the University of California, Davis, this center offers support to students who may be trying to overcome legal, emotional and financial struggles in the higher education system. The AB540 and Undocumented Student Center aims to be a safe space for students to receive mentoring in their academic and personal life. The center stresses the importance of community and togetherness in order for students to reach their life-long aspirations.

40% of undocumented

students live in California Median age: 31

2.6 million undocumented persons live in California 10 states have laws permitting undocumented students to apply for in-state tuition 1.3 million undocumented persons are of Asian descent

18˝ “The barbed wire symbolizes how my dreams exist but are still bound. I included the colors of the Philippine flag as a symbol of hope for myself and my family.”

Let it be told.

4˝

Direct Mail

0.48

1,000

$480

Puzzles

23.00

$115

Website Domain

10.00

1 per year

$10

Bus Ad

12,000.00

$12,000

Video

0.00

TOTAL

$18,440

Illustration & Story by Martin de Guzman, a 2nd year UC Davis Chemical Engineering major

“I know it’s hard for others to identify as undocumented, but you shouldn’t feel alone because others are going through the same thing. For me, I have a more solid foundation because of the AB540 and Undocumented Student Center.”

Kara Chin Magdalen Li Serena Marini 1 Shields Ave Davis, CA 95616 (530)-756-2890 unboundvoices.ucdavis.edu kara @ unboundvoices.ucdavis.edu magdalen @ unboundvoices.ucdavis.edu serena @ unboundvoices.ucdavis.edu

unbound

voices

Tear. Tell. Tack

Unbound Voices Process Manual

Tell your story.

11 Project Strategy

3˝

12˝ The posters are to be hung up around campus in locations such as classrooms, the Student Community Center, the Memorial Union, the Silo, the Financial Aid office, CAPS, Unitrans stations, the library, student dorms, and the Asian American Studies department. We will also reach outside of campus and display our posters at restaurants and locations that specifically appeal and attract a large number of API customers.

These brochures will provide a deeper look into the work being done by our campaign, the challenges faced by undocumented students and the resources provided by the AB540 and Undocumented Student Center. They will be available at the center and in the administrative buildings listed previously, as well as handed out to undergraduate UC Davis students at the MU. Project Strategy 12

Promotional Pieces

BUTTONS & STICkERS

DIRECT mAIL

BUSINESS CARD

T-SHIRT

Place stamp here

1 Shields Ave. Davis, CA 95616

1.5˝ 3˝ unbound

voices

3.5˝

3˝

Let it be told.

3˝

Kara Chin kara @ unboundvoices.com (530) 756-2890

4˝ Buttons and stickers can be used as an indicator of people who are allies to undocumented students and can provide support and safety to those students who wish to have someone to talk to. There are six total sticker designs in two different sizes.

Tell your story.

unboundvoices.ucdavis.edu

4.25˝

Unbound Voices unboundvoices.ucdavis.edu 1 Shields Ave. Davis, CA 95616

2˝ These t-shirts can be distributed or sold at events and can serve as a way for supporters of Unbound Voices to show their association. They will also help spread word and awareness of our campaign to a wider audience of people that those wearing the shirt will interact with.

These business cards are an easy way to allow those who are interested in helping our campaign to reach us in the future and remember our message at a later time. The front of the card has personal contact information while the back of the card displays information for Unbound Voices as a whole.

6˝ Direct mail is a simple way to expose our campaign to a large number of people. These postcards would be sent to Davis residents to inform them about our campaign and local events. The back of the card has the Unbound Voices website so people can easily look up the campaign for more information. Project Strategy 14

13 Project Strategy

Promotional Pieces PUzzLES

Promotional Pieces wEBSITE AND mOBILE

Interactive bus shelter ads would be implemented around Davis bus stops. The interface would be touch screen and would display stories and illustrations about undocumentation, drawing in people waiting for the bus. People could even submit their own stories through text message or through the Unbound Voices website. Standard bus shelter ads are 68.5” high by 47.5” wide.

A promotional video featuring testimonials from undocumented API students at UC Davis would be an effective way to inform and incentivize viewers. This video could be played in the AB540 Undocumented Student Center, at related conferences, and even put on the internet such as on the Unbound Voices website and on YouTube to reach a larger audience.

voices

home

15 Project Strategy

vIDEO

Unbound

These double-sided puzzles are to be placed in safe spaces such as the AB540 and Undocumented Student Center as a conversation starter and community builder. The pieces come together to form a images of Unbound Voices as well as artwork by undocumented students who have illustrated how they see their future. There are two puzzle versions, one with 54 pieces and one with 285 pieces.

BUS AD

about

get educated

tell your story

contact

The website and mobile app would allow for individuals, including those outside of Davis, to learn more about Unbound Voices via computer and smartphone. The site would contain information regarding Unbound Voices and about undocumented students, particularly API students at UC Davis. Additionally, visitors can submit their own personal stories to the website.

Project Strategy 16

Unbound Voices Process Manual

About

Logo

Unbound Voice’s logo integrates the ideas of community, collaboration, and problem solving. We abstracted a puzzle piece to incorporate the idea of one silhouette surrounded by many. The figure ground relationship of our logo relates to how API undocumented students often live in fear and silence about their situation. Including the horizontal lines is a metaphor for the presence of being seen but unseen. Overall, we want our campaign logo to relate to how API undocumented students feel about their predicament. We wanted the

name “Unbound Voices” to relate to the graphic logo imagery as well. The lines that make up the logo is not contained which is reminiscent to “unbound” and also the wish of undocumented students to break free from the daily constraints they face. Above the x-height of “i” from “voices,” is separated from the rest of the letter to form the period at the end of the name. The logo tells a story. From the form, color, and placement of each imagery, the logo shares the fears, silence, and dreams of many undocumented students.

Logo 18

Specifications and Uses

Type and Color

This is a flexible logo that can be used in a variety of different applications. The standard logo can be used in print applications such as on the brochure, business cards, stickers, magnets and buttons. However, the logo can be enlarged to integrate additional images and illustrations.

The logo is made up of two fonts: Clarendon Light and Akzidenz Grotesk Roman. “Unbound” is in Clarendon and is placed under the puzzle piece. “Voices” uses Akzidenz Grotesk and should be sized to the word above. Both words should act as the grounding piece to the puzzle. The main color theme used for the identity of the logo is a gradient that has the effect of going dark to light from top to bottom.

unbound

voices

19 Logo

Unbound Voices Process Manual

Clarendon Light Akzidenz Grotesk Roman

Logo 20

Future Initiatives

Conclusion

With the marketing pieces in our campaign, we aim to provide a further connection between the Latino undocumented student community, the API undocumented student community and the AB540 and Undocumented Student Center. For example, the puzzle can be placed in the AB540 and Undocumented Student Center as a conversation starter or community builder. Other pieces such as the stickers and magnets can be used to show undocumented students which places and people provide a safe space to talk about their stories or experiences without fear of repercussions. As these pieces are continually seen around UC Davis, we hope more undocumented students will be willing to share their stories and provide pieces of artwork that show visually show their emotions, experiences, and future aspirations. As these will be incorporated into our posters, seeing a fresh turnover of these pieces of work will show that undocumented students are continuing to share their stories and allowing their voices to be heard.

Conclusion 22

Contact Information Kara Chin Magdalen Li Serena Marini 1 Shields Ave Davis, CA 95616 (530) 756-2890 unboundvoices.ucdavis.edu kara@unboundvoices.ucdavis.edu magdalen@unboundvoices.ucdavis.edu serena@unboundvoices.ucdavis.edu

Sources AB540 and Undocumented Student Center <http://undocumented.ucdavis.edu/> 5 Terrifying Facts About Undocumented Asian Americans <http://www.huffingtonpost.com/sahra-vang-nguyen/5terrifying-facts-about-_b_5670005.html> Create Jigsaw Puzzles <http://www.createjigsawpuzzles.com/design/create-own -500-or-70-piece-custom-puzzle.html> GotPrint <http://gotprint.net/g/welcome.do> OneAmerica <http://weareoneamerica.org/> Talk to me London <http://www.talktomelondon.org/home> Undocumented Students in the United States <http://en.wikipedia.org/wiki/Undocumented_students _in_the_United_States>

23 Conclusion

Conclusion 24

Unbound Voices Process Manual

Editorial

EDITORIAL

VICTIMS OF AN UNCONTROLLABLE SITUATION

EMPOWERING DREAMS UNSEEN ASIAN PACIFIC ISLANDER UNDOCUMENTED STUDENTS WORDS KARA CHIN, MAGDALEN LI, & SERENA MARINI

ILLUSTRATION MAGDALEN LI

Immigration in the United States is a serious issue that has many repercussions for the individuals involved, the country, and its citizens. Immigration extends not only to adults who choose to leave their home country in pursuit of the American Dream but also to the children and young adults of these immigrants. Unfortunately, the American Dream comes at a price especially to those children and young adults who were brought to the United States without formal documentation. Becoming an American citizen is a long and difficult process that those who are born as American citizens will never have to go through. But what about the children who were raised as Americans but just do not have the paperwork to prove it? As these children grow up and aspire to obtain the American Dream of success, they often find out that they are unable to achieve these dreams because of their lack of pieces of paper stamped with the government’s approval of their citizenship. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and in American society. As more legislation is put in place to aid and protect these students, there is a glimmer of hope that the path to American citizenship will be easier for future undocumented students in the higher education system.

Undocumented students are students in the higher education system who are not legally citizens of the United States. There are many ways to become an undocumented student. Some undocumented students are brought into the United States as small children by their parents without inspection. Others have false documentation or legally came as non-immigrants but let their visa expire. Undocumented students go through the primary education system of kindergarten through twelfth grade like any other American child with no repercussions. When it comes to applying for and attending a higher education system, they end up facing difficulties and uncertainties either due to lack of legal documentation or financial aid. This is a continuous cycle as these students try to fulfill dreams of obtaining a graduate degree and a stable job. Undocumented students are usually just victims of a situation they have no control over.

For undocumented students, many of which came in to the U.S. at a young age with their parents, it is nearly impossible to obtain these legal documents on their own, nevertheless attain citizenship.

PAPER PATHWAYS TO AMERICAN CITIZENSHIP

Visa: Gives the right to travel in the United States for a limited amount of time.

Green card: Gives the right for lawful conditional residence in the United States.

DOCUMENTS ON TOP OF DOCUMENTS The goal of many of these students is to become a legal, American citizen. However, the process to becoming an American citizen is comprised of multiple parts which proves to be very difficult, starting with obtaining a green card prior to applying for citizenship. When obtaining a green card, one must have a familial or work connection to the U.S. and have entered the U.S. with a visa.Those who entered illegally are sent out of the country for a number of years, thus delaying or ending the application process. Although illegal immigrants are not legally supposed to work, in recent months, President Obama has granted millions of work permits for illegal immigrants as well as brief legal status to avoid deportation. However, as of now an undocumented person may not apply for a social security card and may not receive a driver’s license in most states.

Driver’s license: Gives the right for one to drive in the United Staes; however it requires Social Security Card, proof of lawful residence, and proof of identity.

DREAM, DACA, DAPA, AND OTHER FEDERAL LEGISLATION In order to assist undocumented students and immigrants, a number of federal laws have been created, including many by President Obama, ultimately giving illegal immigrants more temporary privileges under certain circumstances. The most recognized is the Development, Relief, and Education Act for Minors (DREAM) Act, which has failed to pass on numerous attempts, but generally receives strong support in the government. The DREAM Act would allow for current, former and future high school graduates and GED recipients to receive citizenship through college or the armed forces. Although the DREAM Act has yet to pass, there are two significant federal legislations which have made a notable impact on the rights of illegal immigrants in the past few years. The first, Deferred Action for Childhood Arrivals (DACA), was instated as a presidential mandate by Obama in 2012 and allows temporary privileges including deferred removal action for two years, with opportunity for renewable periods, as well as work authorization. DACA applies to those who came to the U.S. prior to sixteen years of age and are completing, or have completed, a high school degree or the equivalent. Therefore, DACA is largely applicable to undocumented students in upper education and has an important impact on temporarily reducing certain stresses faced by undocumented students. The second piece of legislation is Deferred Action for Parental Accountability (DAPA). DAPA allows for parents of a U.S. citizen or a lawful permanent resident to have temporary protection from deportation and have the ability to become employed. These legislative acts are just the start of the changes being made by the federal government under the Obama administration, and are working in conjunction with many state laws regarding illegal immigrants.

Social Security Card: Gives the right to get a job, collect Social Security benefits and other government services; the most important card of American citizenship and the most desired among undocumented students.

HYPHEN SPRING.15

by: Kara Chin

EDITORIAL

CALIFORNIA’S LEGISLATION Undocumented students in the state of California rely on several additional state assembly bills which allow for increased privileges in addition to the federal laws. Leading the California state immigration laws is AB540. This assembly bill added a section to the California Education Code declaring the exemption of out-of-state tuition for undocumented students who attended a California high school for 3+ years and earned a high school diploma or the equivalent. Additionally, the individual must be in the process of becoming a legal citizen, or agree to do so as soon as they are eligible through signing the California Nonresident Exemption Request. Working alongside AB540 to reduce financial strain on undocumented students in upper education is the California DREAM Act which is composed of AB130 and AB131. AB130 allows for gifts and donations in the University of California system to be awarded to undocumented students. AB131 deems all AB540 students eligible for Cal Grant entitlement awards as well as awards from other institutional aid funds. In addition to the California DREAM Act, another state law, AB60 grants undocumented students, ages sixteen and older, to apply for a California State Driver’s License. These four California state assembly bills are effective in targeting and providing some relief for few of the most pressing concerns faced by undocumented students.

UC DAVIS’ EFFORTS TO PROVIDE SUPPORT The main resource for undocumented students at UC Davis is the AB540 and Undocumented Student Center. In September 2014, Ana Marciel, an undocumented student immigrant at UC Davis, established the center to help other students achieve their dreams. There, leaders of the organization hope to offer support to students who may be trying to overcome legal and financial struggles students may experience during

ISSUE 29: UNBOUND VOICES

ABOVE UC Davis’ AB540 and Undocumented Student Center located at the Student Community Center.

college. The center aims to become a safe space for students to receive mentoring in their academic and personal life. The center stresses the importance of community and togetherness for students to reach their lifelong aspirations. While the center has drawn many students, it primarily attracts the Latino community. Asian Pacific Islanders (API) are the second majority of undocumented immigrants at UC Davis, yet they seldom utilize the resources at the center. One of the main struggles the center has had since opening its doors is drawing in the API community. The center’s efforts are clear, but upon reaching out to Asian American Studies Student Affairs Officer Britt Sumida, they discovered that different cultural groups require different assistance.

API VS. LATINO UNDOCUMENTED STUDENTS Undocumented Latino students are greatly more publicized than API immigrants living in America. This is partially due to the stigma of “crossing the border” between Mexico and the United States. According to an article about Catherine, an undocumented student, there are few resources and role models for API students like her to be comfortable voicing their status. Lacking that voice, they keep silent. Ever since she was young, her mother would quickly shut down any conversation that she would ask about

“I know that it is hard for others to identify as undocumented, but you shouldn’t feel alone because others are going through the same thing as you. For me I have a more solid foundation because of the AB540 and Undocumented Student Center.” -Martin de Guzman, a second year Chemical Engineering major

Hyphen Magazine EDITORIAL

BEING BRANDED AS AN ILLEGAL IMMIGRANT TAKES AWAY THE CHANCE OF RECEIVING A DRIVER’S LICENSE, TRAVELING OUTSIDE THE COUNTRY, OBTAINING STUDENT LOANS, AND LEGALLY WORKING IN THE UNITED STATES. green cards or coming to America as a child. Catherine equated this silence to shame. As she grew up, she began to understand what it meant to be undocumented. Catherine declined admission to the University of California, San Diego, and attended a community college because she was ineligible for financial aid. Many students who are in similar situations as Catherine and had come here as a child grew up following the rules towards the American dream. While they are doing all that society has told them to do, such as to work and study hard, they are tightly constrained. Being branded as an illegal immigrant takes away the chance of receiving a driver’s license, traveling outside the country, obtaining student loans, and legally working in the United States. However, as stated earlier, one of the biggest problems undocumented Asians face is silence.

API CULTURAL AND ECONOMIC BARRIERS Across the immigration movement, many students experience fear and frustration about being undocumented within their families and communities. However, there are cultural differences that change the way these students choose to handle their undocumented situation. Latino communities tend to be more tight-knit and vocal about their situation and how they can make change. In API communities, this vocality is shunned and undocumented students are forced to keep this secret through fear of being found out. Sometimes this is due to shame and other times this is due to fear for their families. This often means that API undocumented students are less targeted as culprits of violating immigration laws because of the stigma of the Model Minority Myth and that API immigrants are doing well and adapting to American society. However, they must continue to live in the United States in secrecy with the heavy burden of their undocumented status on their shoulders. Additionally, financial and academic struggles from being undocumented further pressures and overwhelms these students which prevents many from

ABOVE Illustration by Martin de Guzman, a second year Chemical Engineering major. Here he has illustrated how his dreams are still bound but he is hopeful for the future.

applying for DACA. While the undocumented Latino community at UC Davis are more vocal about their status, the AB540 and Undocumented Student Center finds that the larger API undocumented student sector at UC Davis are quietly taking on their struggles within their own community. These other ethnic communities are struggling with the constraints being undocumented without anyone suspecting the wiser. Regardless of upbringing and ethnicity, each group is brought up in unique ways and therefore require different forms of attention.

ACHIEVING THE AMERICAN DREAM The United Stated is a country that symbolizes opportunity and hope, yet many undocumented students are unable to achieve their dreams due to legislative setbacks. Despite this, UC Davis is one of the few college campuses that has a center geared specifically towards helping and providing a welcoming community for undocumented students. The AB540 and Undocumented Student Center wants nothing more than to provide a support system for all undocumented students no matter their country of origin. Cultural differences and the prevalent Latino community at the center plays an important factor in why very few in the API community seek out to utilize their services. This doesn’t mean that API undocumented students care any less. They just care more internally without realizing that they may be surrounded by other faces similar to their own who are experiencing the same situation. As 40 percent of undocumented students are API, there needs to be a community for them to come together and discuss their dreams and aspirations; to tie together the purpose of the AB540 and Undocumented Student Center and the desire of achieving the American Dream. Kara Chin, Magdalen Li, and Serena Marini are the founders of Unbound Voices, an awareness campaign about Asian Pacific Islander undocumented students and their experiences. They are currently 4th year Design students at the University of California, Davis.

HYPHEN SPRING.15

Hyphen Magazine is a San Francisco based magazine published three times a year that aims to provide a more complex representation of all Asian Americans. This includes Asian American activism, arts, culture, and politics. It challenges many stigmas and stereotypes about Asian Americans to raise awareness to this community and also all other ethnic communities. The style of this magazine integrates many hand-drawn illustrations, large images, bold colors, pull out quotes and hidden elements such as short inspirational stories on the edge or inside of the magazine. It breaks up the body copy to bring its readers into this more friendly layout.

Unbound Voices Process Manual

The Atlantic Magazine page 26

The Atlantic Monthly

may 2015

page 27

DI V E R S I T Y

The Atlantic Monthly

page 28

The Atlantic Monthly

may 2015

“Being branded as an illegal immigrant takes away the chance of receiving a driver’s license, traveling outside the country, obtaining student loans, and legally working in the United States.”

Illustration by Magdalen Li DI V E R S I T Y

Empowering Dreams Unseen: Undocumented Students By Unbound Voices Immigration in the United States is a serious issue that has many repercussions for the individuals involved, the country, and its citizens. Immigration extends not only to adults who choose to leave their home country in pursuit of the American Dream but also to the children and young adults of these immigrants. Unfortunately, the American Dream comes at a price especially to those children and young adults who were brought to the United States without formal documentation. Becoming an American citizen is a long and difficult process that those who are born as American citizens will never have to go through. But what about the

children who were raised as Americans but just do not have the paperwork to prove it? As these children grow up and aspire to obtain the American Dream of success, they often find out that they are unable to achieve these dreams because of their lack of pieces of paper stamped with the government’s approval of their citizenship. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and in American society. As more legislation is put in place to aid and protect these students, there is a glimmer of hope that the path to American citizenship

by: Magdalen Li

will be easier for future undocumented students in the higher education system. Undocumented students are students in the higher education system who are not legally citizens of the United States. There are many ways to become an undocumented student. Some undocumented students are brought into the United States as small children by their parents without inspection. Others have false documentation or legally came as nonimmigrants but let their visa expire. Undocumented students go through the primary education system of kindergarten through twelfth

grade like any other American child card prior to applying for citizenship. with no repercussions. When it comes When obtaining a green card, one must have a familial or work connection to to applying for and attending a higher the U.S. and have entered the U.S. with education system, they end up facing difficulties and uncertainties either due a visa. Those who entered illegally are to lack of legal documentation or finansent out of the country for a number of cial aid. This is a continyears, thus delaying or ending the uous cycle as these stuapplication process. Although Martin’s Story dents try to fulfill dreams illegal immigrants are not legally of obtaining a graduate supposed to work, in recent A story about his struggles, determination, degree and a stable job. months, President Obama has and dreams he has as an Undocumented students granted millions of work permits undocumented student. are usually just victims of for illegal immigrants as well as a situation they have no brief legal status to avoid deporMORE ON PG 29 tation. However, as of now an control over. undocumented person may not apply for a social security card and may The goal of many of these students is to become a legal, American citizen. not receive a driver’s license in most However, the process to becoming states. For undocumented students, an American citizen is comprised of many of which came in to the U.S. multiple parts which proves to be very at a young age with their parents, it is difficult, starting with obtaining a green nearly impossible to obtain these legal

documents on their own, nevertheless attain citizenship. D R E A M ACT

In order to assist undocumented students and immigrants, a number of federal laws have been created, including many by President Obama, ultimately giving illegal immigrants more temporary privileges under certain circumstances. The most recognized is the Development, Relief, and Education Act for Minors (DREAM) Act, which has failed to pass on numerous attempts, but generally receives strong support in the government. The DREAM Act would allow for current, former and future high school graduates and GED recipients to receive citizenship through college or the armed forces. Although the DREAM Act has yet to pass, there are two significant federal legislations

tuition for undocumented students who attended a California high school for 3+ years and earned a high school diploma or the equivalent. Additionally, the individual must be in the process of becoming a legal citizen, or agree to do so as soon as they are eligible through signing the California Nonresident Exemption Request. Working alongside AB540 to reduce financial strain on undocumented students in upper education is the California DREAM Act which is composed of AB130 and AB131. AB130 allows for gifts and donations in the University of California system to be awarded to undocumented students. AB131 deems all AB540 students eligible for Cal Grant entitlement awards as well as awards from other institutional aid funds. In addition to the California DREAM Act, another state law, AB60 grants undocumented students, ages sixteen and older, to apply for a California State Driver’s License. These four California state assembly bills are effective in targeting and providing some relief for few of the most pressing concerns faced by undocumented students. UC DAVIS Undocumented Student Center

The main resource for undocumented students at UC Davis is the AB540 and Undocumented Student Center. In September 2014, Ana Marciel, an undocumented student immigrant at UC Davis, established the center to help other students achieve their dreams. There, leaders of the organization hope to offer

support to students who may be trying to overcome legal and financial struggles students may experience during college. The center aims to become a safe space for students to receive mentoring in their academic and personal life. The center stresses the importance of community and togetherness for students to reach their life-long aspirations. While the center has drawn many students, it primarily attracts the Hispanic community. Asians make up the majority of undocumented immigrants at UC Davis, yet they seldom utilize the resources at the center. One of the main struggles the center has had since opening its doors is drawing in the Asian community. The center’s efforts are clear, but upon reaching out to Asian American Studies Student Affairs Officer Britt Sumida, they found that different cultural groups need different assistance. Their Voice

Undocumented Hispanic students are greatly more publicized than Asian immigrants living in America. This is partially due to the stigma of “crossing the border” between Mexico and the United States. According to an article about Catherine, an undocumented student, there are few resources and role models for Asian students like her to be comfortable voicing their status. Lacking that voice, they keep silent. Ever since she was young, her mother would quickly shut down any conversation that she would ask about green cards or coming to America as a child. Catherine equated this silence to shame. As she grew up, she began to understand what it meant to be undocu-

which have made a notable impact on the rights of illegal immigrants in the past few years. The first, Deferred Action for Childhood Arrivals (DACA), was instated as a presidential mandate by Obama in 2012 and allows temporary privileges including deferred removal action for two years, with opportunity for renewable periods, as well as work authorization. DACA applies to those who came to the U.S. prior to sixteen years of age and are completing, or have completed, a high school degree or the equivalent. Therefore, DACA is largely applicable to undocumented students in upper education and has an important impact on temporarily reducing certain stressors faced by undocumented students. The second piece of legislation is Deferred Action for Parental Accountability (DAPA). DAPA allows for parents of a U.S. citizen or a lawful permanent resident to have temporary protection from deportation and have the ability to become employed. These legislative acts are just the start of the changes being made by the federal government under the Obama administration, and are working in conjunction with many state laws regarding illegal immigrants. AB540

Undocumented students in the state of California rely on several additional state assembly bills which allow for increased privileges in addition to the federal laws. Leading the California state immigration laws is AB540. This assembly bill added a section to the California Education Code declaring the exemption of out-of-state

page 29

The Atlantic Monthly

DI V E R S I T Y

“As she grew up, she began to understand what it meant to be undocumented” mented. Catherine declined admission to the University of California, San Diego, and attended a community college because she was ineligible for financial aid. Many students who are in similar situations as Catherine and had come here as a child grew up following the rules towards the American dream. While they are doing all that society has told them to do, such as to work and study hard, they are tightly constrained. Being branded as an illegal immigrant takes away the chance of receiving a driver’s license, traveling outside the country, obtaining student loans, and legally working in the United States. However, as stated earlier, one of the biggest problems undocumented Asians face is silence.

academic struggles from being undocumented further pressures and overwhelms these students. While the undocumented Hispanic community at UC Davis is more vocal about their status, the AB540 and Undocumented Student Center finds that the larger Asian student sector at UC Davis are quietly taking on their struggles within their own community. These other ethnic communities who are struggling with the constraints being undocumented without anyone suspecting the wiser. Regardless of upbringing and ethnicity, each group is brought up in unique ways and require different forms of attention.

40 percent of undocumented students are Asian, there needs to be a community for them to come together and discuss their dreams and aspirations; to tie together the purpose of the AB540 and Undocumented Student Center and the desire of achieving the American Dream.

Unbound Voices is a campaign started by Kara Chin, Magdalen Li, and Serena Marini to bring awareness to the undocumented students at UC Davis. Through this campaign, they aim to share the stories of those unheard voices.

N e e d for a C o m m u n i t y

The United Stated is a country that symbolizes opportunity and hope, yet many undocumented students are unable to Across the immigration movement, many achieve their dreams due to legislative students experience fear and frustration setbacks. Despite this, UC Davis is one of about being undocumented within their the few college campuses that has a center families and communities. However, there geared specifically towards helping and are cultural differences that change the providing a welcoming community for way these students choose to handle undocumented students. The AB540 and their undocumented situation. Hispanic Undocumented Student Center wants communities tend to be more tight-knit nothing more than to provide a support and vocal about their situation and how system for all undocumented students no they can make change. In Asian com- matter their country of origin. Cultural munities, this is vocality is shunned and differences and the prevalent Hispanic undocumented students are forced to community at the center plays an imkeep these secret through fear of being portant factor in why very few in the found out. This often means that Asian Asian community seek out to utilize their undocumented students are less targeted services. This doesn't mean that Asian as culprits of violating immigration laws. undocumented students care any less. However, they must continue to live in the They just care more internally without United States in secrecy with the heavy realizing that they may be surrounded burden of their undocumented status on by other faces similar to their own who their shoulders. Additionally, financial and are experiencing the same situation. As Living in Secrecy

We got to talk to Martin, an undocumented student at UC Davis. Here, he illustrates his dreams and is “hopeful” for his future.

The Atlantic Magazine is a literary and cultural commentary publication that introduces many published poets and writers. It also features guests who tell their own stories and focuses on a wide array of global and local issues. Its style includes large illustrations that accompanies its stories and aims to draw the readers in. These illustrations are complemented by text heavy articles and isolated pullout quotes. The main goal of these articles is to visually tell stories from the point of view of the writer.

Unbound Voices Process Manual

UC Davis Magazine COMMUNITY

Immigration in the United States is a serious issue

continuous cycle as these students try to fulfill dreams

federal legislations which have made a notable impact

Additionally, the individual must be in the process of

that has many repercussions for the individuals

of obtaining a graduate degree and a stable job.

on the rights of illegal immigrants in the past few

becoming a legal citizen, or agree to do so as soon as

involved, the country, and its citizens. Immigration

Undocumented students are usually just victims of a

years. The first, Deferred Action for Childhood Arriv-

they are eligible through signing the California Nonres-

extends not only to adults who choose to leave their

situation they have no control over.

als (DACA), was instated as a presidential mandate by

ident Exemption Request. Working alongside AB540 to

Obama in 2012 and allows temporary privileges

reduce financial strain on undocumented students in

including deferred removal action for two years, with

upper education is the California DREAM Act which is

home country in pursuit of the American Dream but

EMPOWERING DREAMS UNSEEN by Serena Marini

also to the children and young adults of these immi-

Rebuilding the American Dream

grants. Unfortunately, the American Dream comes at a

The goal of many of these students is to become a

opportunity for renewable periods, as well as work

composed of AB130 and AB131. AB130 allows for gifts

price, especially to those children and young adults

legal, American citizen. However, the process to

authorization. DACA applies to those who came to the

and donations in the University of California system to

who were brought to the United States without formal

becoming an American citizen is comprised of multi-

U.S. prior to sixteen years of age and are completing, or

be awarded to undocumented students. AB131 deems

documentation.

ple parts which proves to be very difficult, starting

have completed, a high school degree or the equiva-

As these children grow up and aspire to obtain the

with obtaining a green card prior to applying for

American Dream of success, they often find out that

life-long aspirations. While the center has drawn many

student at UC Davis, established the AB540 and Undocu-

students, it primarily attracts the Latino community. Asian

mented Student Center. There, leaders of the organization

Pacific Islanders are the second majority of undocumented

hope to offer support to students who may be trying to

immigrants at UC Davis, yet they seldom utilize the resourc-

all AB540 students eligible for Cal Grant entitlement

overcome legal and financial struggles students may experi-

es at the center. Since opening, the center has struggled to

lent. Therefore, DACA is largely applicable to undocu-

awards as well as awards from other institutional aid

ence during college. The center aims to become a safe

draw in the API community. The center’s efforts are clear,

citizenship. When obtaining a green card, one must

mented students in upper education and has an

funds. In addition to the California DREAM Act, anoth-

space for students to receive mentoring in their academic

but upon reaching out to Asian American Studies Student

they are unable to achieve these dreams because of

have a familial or work connection to the U.S. and

important impact on temporarily reducing certain

er state law, AB60 grants undocumented students, ages

and personal life. The center stresses the importance of

Affairs Officer Britt Sumida, they discovered that different

their lack of pieces of paper stamped with the govern-

have entered the U.S. with a visa. Those who entered

stressors faced by undocumented students. The second

sixteen and older, to apply for a California State Driver’s

community and togetherness for students to reach their

cultural groups require different assistance.

ment’s approval of their citizenship. There are exten-

illegally are sent out of the country for a number of

piece of legislation is Deferred Action for Parental

License. These four California state assembly bills are

sive steps one must take to become an American

years, thus delaying or ending the application process.

Accountability (DAPA). DAPA allows for parents of a

effective in targeting and providing some relief for few

driver’s license, traveling outside the country, obtain-

larger API undocumented student sector at UC Davis

citizen, and completing these steps is often out of

Although illegal immigrants are not legally supposed

U.S. citizen or a lawful permanent resident to have

of the most pressing concerns faced by undocumented

ing student loans, and legally working in the United

is quietly taking on their struggles within their own

reach for these children who grow up as Americans

to work, in recent months, President Obama has

temporary protection from deportation and have the

students.

States. However, as stated earlier, one of the biggest

community. Regardless of upbringing and ethnicity,

but do not have the paperwork to prove it. This status

granted millions of work permits for illegal immi-

ability to become employed. These legislative acts are

problems undocumented Asians face is silence.

each group is brought up in unique ways and there-

of undocumented students is a disadvantageous

grants as well as brief legal status to avoid deportation.

just the start of the changes being made by the federal

Finding Common Ground

predicament that prohibits these students from excel-

However, as of now an undocumented person may not

government under the Obama administration, and are

Undocumented Latino students are more publicized

experience fear and frustration about being undocu-

The United States is a country that symbolizes hope

ling in both the higher education system and in Amer-

apply for a social security card and may not receive a

working in conjunction with many state laws regard-

than API immigrants living in America. This is partially

mented within their families and communities.

and opportunity, yet many undocumented students

ican society. As more legislation is put in place to aid

driver’s license in most states. For undocumented

ing illegal immigrants.

due to the stigma of “crossing the border” between

However, there are cultural differences that change

are unable to achieve their dreams due to legislative

and protect these students, there is a glimmer of hope

students, many of which came in to the U.S. at a

Undocumented students in the state of California

Mexico and the United States. According to an article

the way these students choose to handle their undocu-

setbacks. Despite this, UC Davis is one of the few

that the path to American citizenship will be easier for

young age with their parents, it is nearly impossible to

rely on several additional state assembly bills which

about Catherine, an undocumented student, there are

mented situation. Latino communities tend to be

colleges that has a center geared specifically towards

future undocumented students in the higher educa-

obtain these legal documents on their own, neverthe-

allow for increased privileges in addition to the federal

few resources and role models for API students like her

more tight-knit and vocal about their situation and

helping and providing a welcoming community for

tion system.

less attain citizenship.

laws. Leading the California state

who are comfortable voicing their status. Lacking that

how they can make change. In API communities, this

undocumented students. The AB540 and Undocu-

immigration laws is AB540. This

voice, they keep silent. Ever since she was young, her

is vocality is shunned and undocumented students are

mented Student Center wants nothing more than to

assembly bill added a section to the

mother would quickly shut down any conversation

forced to keep this secret due to fear. This often means

provide a support system for all undocumented

California Education Code declaring

that she would ask about green cards or coming to

that API undocumented students are less targeted as

students, no matter their country of origin. Cultural

the exemption of out-of-state

America. Catherine equated this silence to shame. As

culprits of violating immigration laws because of the

differences and the prevalent Latino presence at the

tuition for undocumented students

she grew up, she began to understand what it meant to

stigma of the Model Minority Myth and that API

center plays an important factor in why very few in

who attended a California high

be undocumented. She declined admission to the

immigrants are doing well and adapting to American

the API community utilize their services. They simply

school for 3+ years and earned

University of California, San Diego because she was

society. However, they must continue to live in the

care internally rather than seeking external help,

a high school diploma or

ineligible for financial aid, and attended a community

United States in secrecy with the heavy burden of their

without realizing that they are surrounded by other

the equivalent.

college. Many students who are in similar situations as

undocumented status on their shoulders. Financial

faces who are experiencing the same situation. As 40%

Catherine came here as a child grew up following the

and academic struggles from being undocumented

of undocumented students are API, there needs to be

track towards the American Dream. Although they do

further pressures and overwhelms these students.

a community for them to come together and discuss

all that society has told them to do, such as to work and

While the undocumented Latino community at UC

their dreams and aspirations, tying together the goals

study hard, they are constrained. Being branded as an

Davis are more vocal about their status, the AB540

of the AB540 and Undocumented Student Center and

illegal immigrant takes away the chance of receiving a

and Undocumented Student Center finds that the

the desire of achieving the American Dream.

Undocumented students are students in the higher BECOMING AN AMERICAN CITIZEN

is a long and difficult

In order to assist undocumented students and immi-

education system who are not legally citizens of the

grants, a number of federal laws have been created,

United States. Some undocumented students are

including many by President Obama, ultimately

brought into the United States as small children by

giving illegal immigrants more temporary privileges

process that those who are

their parents without inspection. Others have false

under certain circumstances. The most recognized is

born as American citizens will

documentation or legally came as nonimmigrants but

the Development, Relief, and Education Act for

never have to go through. But

let their visa expire. Undocumented students go

what about the children who

through the primary education system of kindergarten

numerous attempts, but generally receives strong

were raised as Americans but

through twelfth grade like any other American child

support in the government. The DREAM Act would

just do not have the paperwork to prove it?

Minors (DREAM) Act, which has failed to pass on

with no repercussions. When it comes to applying for

allow for current, former and future high school

and attending a higher education system, they end up

graduates and GED recipients to receive citizenship

facing difficulties and uncertainties either due to lack

through college or the armed forces. Although the

of legal documentation or financial aid. This is a

DREAM Act has yet to pass, there are two significant

U C D AV I S M A G A Z I N E / S p r i n g 2 0 1 5

by: Serena Marini

A Safe Space at UC Davis In September 2014, Ana Marciel, an undocumented

U C D AV I S M A G A Z I N E / S p ri ng 2 0 1 5

Across the immigration movement, many students

fore, require different forms of attention.

U C D AV I S M A G A Z I N E / Sp r i n g 2015

The UC Davis magazine is bi-yearly publication intended for members of the Cal Aggie Alumni Association and the Aggie Parent and Family Association and focuses on updating its subscribers to the happenings at UC Davis. This magazine integrates the colors of UC Davis and utilizes large full bleed photographs as well as color blocks behind the body copy. The body copy is often broken up into smaller segments with subtitles to give the reader a quick look at the overall story. The magazine appeals to all members of the UC Davis community with its current online presence.

Unbound Voices Process Manual

Illustrations

We chose to add an illustrations to our campaign as both a stylistic and humanistic element to our campaign. Since Unbound Voices is strongly focused around the stories of API undocumented students, we felt that illustrations would play a crucial part in portraying those voices visually. Upon obtaining testimonials from Martin de Guzman and Bernice Lacerna, we asking them to illustrate their experience as undocumented students and also their future aspirations. From these handdrawn illustrations, we further enhanced them and applied them to our array of promotional items. These illustrations further inspired integrating other illustrations such as abstracting the logo of Unbound Voices. With these illustrations, we hoped to draw people into our campaign and other API undocumented students who would be willing to share their story in this way.

Abstract Logo

Magdalenâ&#x20AC;&#x2122;s sketch black/white

color abstract of logo/ refined puzzle illustration

Unbound Voices Process Manual

Fingerprints

fingerprint scans

refined puzzle illustration

Unbound Voices Process Manual

Martinâ&#x20AC;&#x2122;s Illustration

Martinâ&#x20AC;&#x2122;s sketch

refined puzle illustration

Unbound Voices Process Manual

Berniceâ&#x20AC;&#x2122;s Illustration

Berniceâ&#x20AC;&#x2122;s sketch

refined puzzle illustration

Unbound Voices Process Manual

Promotional Items

A significant component of any campaign are the promotional items created by the organization in order to publicize their work. Promotional items are essential to educate a widespread audience and recruit allies for the campaign. Our challenge was to not only design a number of promotional items, but also to decide which items would be most effective for our specific campaign, gather details regarding cost per unit, decide on an appropriate quantity for each item, and most of all, produce the items in physical form. By creating pieces that bring people together to foster a sense of community, our team developed a solid and cohesive image for Unbound Voices.

Moodboard

We began our promotional item design process by researching creative ways to make our items unique and relevant to our specific campaign. By creating a collective moodboard, we were able to collect and organize the ideas that we found through our initial research. We gathered concepts such as cards that fit together to form an image, blocks with faces and stories on them, a brochure with pop-outs, 3D business cards and more. We referred back to this moodboard as we brainstormed and sketched out potential items further. 50

Unbound Voices Process Manual

Initial Sketches

As we built our moodboard, we began to hand-sketch our ideas onto paper, combining the inspiration we found online with our own designs. Our hand sketches focused mostly on our print items such as our business card and brochure. At this point, we were still working on a final name and logo for our campaign, so these sketches helped us envision our various name and logo options in use. We sketches many ideas involving faces because we knew we wanted to incorporate individuals and testimonials into our pieces. Our initial brochure ideas revolved around focusing on the faces and stories of API undocumented students. We wanted the folds of the brochure to reveal the stories when opened as indicated in these sketches. We also wanted our brochure to be interactive, whether through the act of just opening the brochure or tearing, pulling or expanding it. This would create a more engaging brochure that would draw the community into utilizing and reading it. Unbound Voices Process Manual

Brochure Mock-ups

The next phase included incorporating the shape of our logo into the brochure. We experimented more with folding and tucking in to make it more visually interesting.

Our first brochure sketches incorporated a 4 panel Z fold. We wanted it to pocket sized from the beginning so that it would be easy for the UC Davis community to carry around.

Unbound Voices Process Manual

Brochure Mock-ups

Here we further experimented with the positioning of the folds and the size of the brochure.

These drafts incorporated color, content and matching up the folds.

As we refined the printed version of our brochure, we got feedback on making the folds more cohesive when the panels were folded together and also unfolded. We also added visual interest with an illustration in the background of the information panels and included more specific instructions on how to utilize our brochure.

Unbound Voices Process Manual

Brochure

Throughout our campaign design, we searched for a way to allow an opportunity for any student to tell their personal story. We found the solution to this in our brochure. We decided to create a brochure that was not only informative about our campaign, but also allowed for interactivity and expression from the reader. Our brochure is 3” by 4” printed on 32lb paper which fits comfortably in the reader’s hands and is easy to fit into a purse or backpack. The cover of the brochure features the Unbound Voices logo for quick recognition. When the reader opens the brochure, they are greeted by a cutout page which bears similarity to our logo. On this page reads “Tell Your Story. Tear. Tell. Tack.” 54

Unbound Voices Process Manual

This page is designed to be torn from the brochure and for the writer to tell their story on the back, through words or drawings. Then, this page is meant to be tacked onto a wall using the sticky substance which initially held the brochure together. This way, the reader can tell their story and it can reach a public audience, which further advertises our campaign. The rest of the interior of the brochure contains information about our campaign and undocumented students. The back of the brochure features our contact information as well as quotes and a piece of art from 3rd year UC Davis student, Martin De Guzman which responds to the prompt, “Draw how you see your future.” This example is shown to give readers a sense of what they could write or illustrate as their personal story.

UNFOLDING

FINAL INTERIOR

FINAL EXTERIOR

Who are undocumented students?

Let it be told.

unbound

voices

40% of undocumented

students live in California Median age: 31

2.6 million undocumented persons live in California 10 states have laws permitting undocumented students to apply for in-state tuition 1.3 million undocumented persons are of Asian descent

Tell your story here.

Tell your story.

Illustration & Story by Martin de Guzman, a 2nd year UC Davis Chemical Engineering major

What is Unbound Voices?

Tear. Tell. Tack

“The barbed wire symbolizes how my dreams exist but are still bound. I included the colors of the Philippine flag as a symbol of hope for myself and my family.”

Unbound Voices Process Manual

Puzzles

One of the main goals of our campaign is to foster a sense of community and create a safe space for API undocumented students. Therefore, we worked with the concept of a puzzle as a theme throughout our campaign which can be seen in our logo and other illustrations. We believe that puzzles represent connectivity and community both in the physical form of puzzle pieces as well as in the process of putting together a puzzle. We wanted to create a real puzzle which would provide a fun conversation starter or group activity to facilitate a connection between people and reinforce a safe and comforting space for undocumented students. 56

Unbound Voices Process Manual

We decided to make two, double-sided puzzles which we ordered from Print Studio. Puzzle 1 is 285 pieces and creates an image of the Unbound Voicesâ&#x20AC;&#x2122; name with fingerprints in the background on one side, and an illustration of an abstraction of the Unbound Voices logo by Magdalen Li on the other side. Puzzle 2 is 54 pieces and creates an illustration by Martin De Guzman on one side, and an illustration by Bernice Lacerna on the other side. These puzzles are going to be donated to the AB540 and Undocumented Student Center at UC Davis to thank them for their help with our project and hopefully be used by the centerâ&#x20AC;&#x2122;s visitors.

PUZZLE 1 FRONT AND BACK

PUZZLE 2 FRONT AND BACK

PUZZLE BOXES

Unbound Voices Process Manual

Business Cards

With the form of puzzle pieces as a reoccurring theme throughout our designs, our initial sketches worked with using a puzzle piece shape for our business cards. In our first iteration, we wanted to create a business card that would be made from two separate cards that fit together as puzzle pieces. Both of the cards would contain the same information. The image on the following page shows only one side of the card and the two cards are denoted by 1 and 2. When handed one of these cards, the receiver would simply take one of the pieces and keep that half of the card for themselves, allowing for an interaction between the giver and receiver. 58

Unbound Voices Process Manual

We decided this would be too complicated and risky in terms of production and execution. Therefore, we developed a singular card and worked off of a comparable design which maintained puzzle-like designs on the front of the card. The front of the card also includes the logo, tagline, and individualâ&#x20AC;&#x2122;s contact information. The back of the card has a semi-transparent illustration across the background, includes our second tagline, and gives contact information for Unbound Voices as a whole. We printed these cards ourselves on 100lb matte cardstock with a smooth finish.

FINAL FRONT

FINAL BACK

PREVIOUS ITERATION 1

Let it be told. Kara Chin kara @ unboundvoices.com (530) 756-2890

Tell your story. Unbound Voices unboundvoices.ucdavis.edu 1 Shields Ave. Davis, CA 95616

Unbound Voices Process Manual

Direct Mail

We chose a postcard format for our direct mail promotional piece. The first step to creating a postcard design was researching the USPS standards for sizing and clearance spaces. The USPS states that postcards must be no more than 6” wide and 4.25” high to qualify for postcard mailing prices, so we used those numbers for the dimensions of our card. There is also a number of required clearance spaces for stamps, mailing addresses, and barcode/postal marking areas. Taking this template into account, we were able to create a two-sided postcard design. 60

Unbound Voices Process Manual

The postcard has a full spread of an illustration by Magdalen Li, the Unbound Voices logo, the tagline, “Let it be told.”, and the campaign website. The back of the postcard includes guidance for stamp and address placement, as well as the address and logo for Unbound Voices as the sender. An illustration in the bottom right corner of flowers in barbed wire, created by Martin De Guzman, adds balance and character. We printed the postcards on 100lb matte cardstock with a smooth finish.

FRONT

BACK

Place stamp here

Let it be told.

1 Shields Ave. Davis, CA 95616

unboundvoices.ucdavis.edu

Unbound Voices Process Manual

Buttons and Stickers

Our button and sticker designs were derived primarily from our logo, campaign illustrations, and illustrations by the undocumented students we interviewed. We ordered buttons from a website called 24HourWristbands, and printed the stickers ourselves. The button design is our logo image tilted at an angle and our campaign name arched across the top. These buttons, which are 1.5â&#x20AC;? in diameter, are an easy way for students to show support for Unbound Voices by wearing the button on their backpack. 62

Unbound Voices Process Manual

We have six sticker designs printed on 60lb High Gloss opaque sticker paper. Descriptions for the artwork on each sticker are as follows: 1) square sticker with Unbound Voices logo 2) rectangular sticker with fingerprints and Unbound Voices name 3) rectangular sticker with artwork by Magdalen Li 4) square sticker with artwork matching the design of the back of the t-shirt 5) rectangular sticker with artwork by undocumented UC Davis student, Bernice Lacerna 6) rectangular sticker with artwork by undocumented UC Davis student, Martin De Guzman. We wanted to make multiple variations of our stickers to appeal to a wider range of people and allow for stickers to be collected.

BUTTON

STICKERS 1

unbound

voices

Unbound Voices Process Manual

T-Shirts

We created a simple, yet attractive, t-shirt design and produced five physical shirts. Each of us kept a shirt and we gave the remaining extras to our favorite teacher, Gale, as well as Britt Sumida, Asian American Studies Student Affairs Officer, to thank her for her help with our project. These shirts would be a great source of promotion for our campaign as allies of Unbound Voices would be able to show their support by wearing these shirts around campus, as well as outside of the Davis community. The initial iteration of our shirt design had the same front, which displays our logo on the top left-hand chest. The back showed our tagline, “Let it be told.” arching across the top with our logo image underneath. We liked 64

Unbound Voices Process Manual

the front design, but felt that the back design could use some more color and personality. From there, we tried two more versions which incorporated more blue and an illustration. Our final t-shirt is a light heather grey color and displays our logo on the front, lefthand chest. The final back design has an illustration inside of a blue circle with “Let it be told.” in orange below. Both the front and the back allow for quick recognition of our campaign. They were printed with the help of UC Davis Reprographics on 100% cotton t-shirts.

FINAL FRONT

FINAL BACK

PREVIOUS BACK ITERATIONS

Unbound Voices Process Manual

Poster

Our initial iterations for our poster design featured variations of our logo while experimenting with lines, color, type size, and representations of the sky and sun. We eventually moved away from these designs and towards a new design that was less focused on our logo and more focused on our tagline and illustrations. Our final 12” by 18” poster design features six circles, four of which are orange and work in conjunction to display the campaign’s tagline, “Let it be told.” while the other two blue circles contain a piece of artwork and the campaign title, “Unbound Voices.” This poster design stemmed from a potential t-shirt design, but 66

Unbound Voices Process Manual

we believed it worked better as a poster due to its bold design and straightforward message. We included an orange bar the bottom of the poster which provides a brief description of our campaign, our website, our logo and credit to the artist. The two variations of our poster design differ by only the artwork inside of the bottom left circle. Poster 1 features artwork which is used throughout our campaign and was created by Magdalen Li. Poster 2 features artwork from UC Davis student, Martin De Guzman in which he illustrates how he sees his future. These posters were printed ourselves on 32lb matte paper with a smooth finish.

POSTER 1

POSTER 2

PREVIOUS ITERATIONS

Unbound Voices Process Manual

Bus Ad

Since many of the residents and students of Davis rely on buses for transportation, we believed it would be beneficial for our campaign to advertise using a bus ad. Our bus ad design was inspired by a project called â&#x20AC;&#x153;Change By Us NYCâ&#x20AC;? in which design firm, Local Projects, created a website where NYC residents could type their ideas on how to make the city a better place. Their ideas are then displayed on digital post-its on the website. We thought this was a great way for people to share ideas so we incorporated a similar idea into our bus ad. 68

Unbound Voices Process Manual

The touchscreen interface displays a number of digital post-its with illustrations and quotes. There would be one post-it displayed large in the middle of the screen. The user could select another post-it from the background to bring it forward and view at a larger scale. People can submit their personal story or artwork to be displayed on the ads through text or through the website. These would be reviewed before being posted publicly to ensure they were appropriate and relevant. This bus ad would create a fun, interactive way for people to learn about Unbound Voices, read stories from the Davis community, and share their own story.

SCREEN INTERFACE

ELEVATION RENDERING

Unbound Voices Process Manual

Website and Mobile

As our society becomes increasingly reliant on technology as our main source of obtaining information, it is essential for companies and campaigns to be accessible through the web and smartphones. We designed layouts for both a website and a mobile device. The computer website homepage layout includes the Unbound Voices logo with blue dots in the background, and a navigation bar which spans across the bottom of the page. The mobile display greets the user with artwork by Martin De Guzman and includes navigation in two columns below the illustration. 70

Unbound Voices Process Manual

The navigation for both the computer and mobile interfaces include links leading the user to the home page, an “About” page to learn about Unbound Voices as a campaign, a “Get Educated” page to provide information and facts regarding undocumented students in California and at UC Davis, a “Tell Your Story” page where users can submit their personal stories to be displayed on the site and on the bus ad interface, and a “Contact” page with Unbound Voices’ contact information. A search bar is also included in both interfaces.

WEBSITE HOMEPAGE

MOBILE HOMEPAGE

Unbound

voices

home

about

get educated

tell your story

contact

Unbound Voices Process Manual

Video

It did not take us long from the beginning of our project for us to realize that meeting undocumented students in person and hearing their individual stories was the most powerful, moving, and effective way to understand the challenges faced by undocumented students. We wanted to ensure that those who saw our campaign would be able to be as inspired as we were by hearing and seeing personal accounts. Therefore, we decided to create a short, promotional video featuring two undocumented students at UC Davis which would give viewers a first glance into the background of API undocumented students, their perspective on being undocumented, and how Unbound Voices is trying to make a difference. The video starts with footage of the Student Community Center and the AB540 and Undocumented Student Center at UC Davis. Then, the viewer is introduced to 72

Unbound Voices Process Manual

Martin De Guzman and Bernice Lacerna who speak about the perspectives of the API community about being undocumented, how it feels to be undocumented, and how they overcome the stigma and challenges. The footage also includes Martin and Bernice creating, showing, and explaining their artwork which responds to the question, “How do you see your future?” The video concludes with Martin utilizing our brochure’s “Tell Your Story” page, giving the viewer a look into Unbound Voices. Overall, we wanted the video to inspire, inform, and incentivize through spoken words, music, and visuals. All footage was filmed by us with a Nikon D90 camera at 1280 x 720 pixels and edited in iMovie. The background music is “Your Hand in Mine” by Explosions in the Sky.

STILL FRAMES

Unbound Voices Process Manual

Conclusion

Design Analysis Kara Chin

Job Description

Design Problem

Research

As a member of the Unbound Voices team, I played an equal role in researching about this campaign, developing this campaignâ&#x20AC;&#x2122;s brand, writing copy for the campaign proposal and process manual and designing our promotional pieces. I attended all class sessions and designated outside meetings.

Undocumented students are often brought to the United States as small children by their parents without inspection, with false documentation or came legally as non-immigrants but let their visa expire. As children, they go through the primary education system of kindergarten through twelfth grade like any other American child with no repercussions. Uncertainties and difficulties arise when undocumented students decide to enter the higher education system. Such examples of this are discovering they are unable to receive financial aid and living in fear of their status being discovered due to lack of documentation. This status of undocumented students is a disadvantageous predicament that prohibits these students from excelling in both the higher education system and legally obtaining a job. This is especially prevalent in the API undocumented student community as these students face additional fear and shame towards their predicament. UC Davisâ&#x20AC;&#x2122; AB540 and Undocumented Student Center has found that these students havenâ&#x20AC;&#x2122;t fully utilized their resources due to these struggles.

Our primary research need was getting stories from UC Davis API undocumented students. By researching about a variety of different campus events and networking, we were able to get in contact with the two most active API undocumented students in this community-Martin de Guzman and Bernice Lacerna. Getting these testimonials was fundamental to our project. From there, we could further enrich our marketing pieces and campaign.

Planning

Communication

Implementation

We planned our campaign around the deadlines as described by this course. In addition, after every class, we would discuss what needed to be done for the next class. We also used Google Docs to determine who was in charge of doing which items of our campaign. Setting these guidelines allowed us to get our marketing pieces done with enough time to spare before the final critique.

We had a variety of email correspondences between Asian American Studies professors and staff members and AB540 and Undocumented Student staff members. Facebook was a primary source of communication between our group and the two API undocumented students we interviewed. Between myself, Serena, and Magdalen, group text messages were extremely important in making sure we were all doing the appropriate tasks.

Overall, I believe my group had strong planning and communication which resulted in a thorough campaign. We could have been more decisive especially when it came to deciding on a name and brand for our campaign. However, our indecisiveness lead us to come up with a name and brand that we all agreed on and were excited to work with. We could have also done more inside research and interviews with members of the AB540 and Undocumented Student Center, the undocumented student community and API student community. Given the limited time for this project, we did the best we could with the time given and were successful in getting testimonials from API undocumented students who were not afraid to let their voices and stories be told.

Unbound Voices Process Manual

Design Analysis Magdalen Li

Job Description

Design Problem

Research

I took equal part in building the idea of the campaign to the implementation of the marketing pieces. As a member of the team, I was an active part in developing the logo, campaign pieces, and its message. In order to successfully work within the group, there had to be consistent feedback between researching on our own and receiving feedback from others.

This campaign targets undocumented members of the Asian Pacific Islander community at UC Davis. According to the AB540 and Undocumented Student Center, the API community closely trails the Latino community in the highest percentage of undocumented students at UC Davis at 42% and 46% respectively. Unbound Voices aims to help students who may feel alone or helpless, and connect them to a community where they can feel supported and meet other students in similar situations. Many undocumented API students attend community college prior to coming to UC Davis or take an extra few years to work and save up money in order to afford out-of-state tuition. Therefore, we are targeting a wider range of ages, 18â&#x20AC;&#x201C;27, to account for these students who may start their higher education after a few years working or attending community college. Additionally, this campaign hopes to extend to those who are uninformed of the existing AB540 & Undocumented Student Center on campus, regardless of documentation and ethnicity, which will ultimately help to raise awareness to the general campus and administration.

Our campaign topic is still a sensitive subject in society today. Many undocumented API students feel the shame of their status and are fearful of speaking up. Since the information from this topic is not general knowledge, we needed to attend conference talks and hold interviews with undocumented students in order to have a better understanding of their story. While it was difficult to find students who were willing to tell their story, the two students we were able to talk to provided a great amount of incite into being an undocumented API student at UC Davis.

Planning

Communication

Implementation

We each worked on individual pieces on our own time and kept a log of our next initiative. Having a schedule of our next steps as well as an idea of the ultimate goal of our project helped provide a persistent and steady time schedule for the group. Because the majority of our campaign is on the stories of API undocumented students, we had to coordinate available time between our group as well as the students we were interviewing. Overall, there was a consistent flow of work from the start to the finish of the project.

As with the planning phase, there was a constant need to communicate between group members. Since we were each contacting potential students who may be willing to tell their story, we had to update and keep in contact with one another. Communicating with other undocumented students was more difficult, because communication between both groups was slower and all of our schedules was different. Towards the end however, we found a way to meet up with the students who were open for interviews.

In general, we each actively worked on the project on our own time and provided consistent feedback for one another. We were never afraid to abandon an idea and brainstorm for another that would fit our campaign better. Having an iterative process from the beginning until the end helped make the message of the campaign clearer as well as give a background of ideas that we could all agree and work on. While there were some parts of the process that we clearly spent more time on, without changing, iterating, and rethinking our ideas behind parts such as the logo and the name, the campaignâ&#x20AC;&#x2122;s message would not be where it is at today.

Unbound Voices Process Manual

Design Analysis Serena Marini

Job Description

Design Problem

Research

Our team consisted of three members, Kara Chin, Magdalen Li and I. Since our project took nearly ten weeks, it was important for all of us to contribute equally throughout all aspects of the design process. We all attended every studio session on time and were all available outside of class to meet up or attend events. We split the work evenly amongst us, working collaboratively and checking in with each other each step of the way. I made sure to complete all pieces of my work and contribute to all phases of the campaign including, but not limited to, brainstorming, hand-sketches, computer iterations, ordering promotional items, conducting interviews, attending events and preparing our final presentation.

We were able to successfully create a campaign with multiple promotional items and a cohesive identity. In looking back to our campaignâ&#x20AC;&#x2122;s goal of providing a connection between the AB540 and Undocumented Student Center and API undocumented students, we can assess each piece of our campaign by determining if it effectively helped to reach that goal. Each one of our promotional items holds a purpose and works to build a connection and sense of community between individuals, regardless of documentation. We ensured that each part of our campaign is relevant to the API and undocumented communities by conducting research and gathering opinions from members of both of those audiences.

It was essential that we did sufficient research on the successes of existing campaigns, as well as research on the issue of undocumented students in higher education. We developed two case studies each, allowing us to gather information and analyze what worked and what did not for each campaign. We also gathered information from the AB540 and Undocumented Student Center regarding the main issues they see at UC Davis regarding undocumented students. By speaking with the center, we were able to narrow down our campaign to creating a safe space for API students, who are more reluctant to expose their status due to cultural differences.

Planning

Communication

Implementation

With only ten weeks to create a full campaign, it was necessary for us to plan ahead to ensure that our final product would be complete by the end of the quarter. We began by focusing on developing our campaignâ&#x20AC;&#x2122;s identity, objectives, audience and strategies through our creative brief and initial design iterations. From there, we reached out to members of the UC Davis community to gain perspective on our issue and create a successful proposal. By conducting interviews and attending events in the beginning of our development, we were able to design our promotional items with that information in mind and ultimately create items that were specific, useful, and relevant to our campaign.

Since our campaign is directly related to the UC Davis community, we knew our best source of information would be from students and faculty themselves. After establishing a solidified basis for our campaign through our creative brief and initial proposal, we reached out to a number of professors and students in the early stages of our design development. Therefore, we were able to create connections with individuals who were able to help us throughout our entire process. Through these connections, we were invited to, and attended, multiple events throughout the quarter. All of the contacts we made were enthusiastic about our campaign and gave us valuable insight, as well as inspiration, for our project.

As stated in our proposal, the design problem we are tackling is creating a comprehensive awareness campaign to form a community, voice and support system for Asian Pacific Islander undocumented students at UC Davis. We approached this challenge by following each stage of the design process and using design thinking throughout the development of our campaign. Our desired end result is to produce a campaign with a strong identity and effective marketing pieces to ultimately inform and inspire other members of the UC Davis community, as well as provide a connection between the AB540 and Undocumented Student Center and API undocumented students.

Unbound Voices Process Manual

Contact: Kara Chin Magdalen Li Serena Marini DES 154 | Spring 2015

Unbound Voices Process Manual