School of Education - University of California,...

STRATEGIC MARKETING AND COMMUNICATIONS PLAN2014-2017Executive Summary

Over the last 12 years, the UC Davis School of Education has built a reputation for excellence and ingenuity among its peers, volunteer leaders, major donors, and campus peers in development, alumni relations, marketing and communications. We take advantage of this position to strengthen our brand in the context of UC Davis, as well as to convey our unique contributions to the key markets identified in this plan.

As one of the newest Schools of Education in the country, we have a platform for legitimately distinguishing ourselves among our peers as innovative, impactful and collaborative. We aspire to be recognized among the top tier of the nation’s schools or colleges of education that are committed to equity and diversity, as well as the application of research to address public education’s most challenging issues. Building on both the history and commitments of UC Davis as a public land-grant institution, we focus on four comprehensive strategic goals (see SOE Five-Year Strategic Plan, Appendix I):

(1) Creation of a community of scholars and education practitioners that demonstrates through its joint actions a broad-based and continuous commitment to equity and diversity.

(2) Enhanced capacity for innovative, interdisciplinary and cutting-edge educational research that both focuses on, and yields solutions for, the achievement gaps that reflect inequities in the schooling and learning opportunities of diverse learners.

(3) Commitment to innovative and second-to-none education programs for our students so that they will develop careers as educators and assume leadership roles in their chosen fields.

(4) Meaningful and fruitful partnerships with leading institutions and individuals who will join and broaden our efforts to produce an equitable, learner- and community-centered public education system.

Over the next three years (2014-2017), the School will focus its marketing and communications efforts on demonstrating the achievement of these goals, strengthening its brand among key constituents, and garnering greater alumni

School of Education Strategic Marketing and Communications Plan 2014, p. 1

engagement and donor support. At the same time, we will continue to diversify and target our communications as our key constituent groups grow.

Context

HistoryThe School of Education was formed in 2002 as a reconstitution of a long-standing division within the College of Letters and Sciences. The School of Education is built on a legacy that began with the first teacher-training program on the Davis campus 95 years ago. Establishing the School was an exciting and ambitious step, one that reflects the importance that UC Davis and the entire University of California place on serving all of California’s learners and on strengthening education in our state and nation.

The School of Education is organized to encourage the integration of research, doctoral study, preparation of P-14 teachers, and professional development for practicing teachers.

As an academic unit, the School of Education is designed to support the development of knowledge useful to improving the education and schooling of all segments of the diverse and changing population of California and beyond. To achieve this mission, faculty and staff within the school are committed to offering high quality graduate and professional preparation programs and to initiating and administering collaborative research, development, and reform projects with elementary and secondary school teachers, administrators, and other educators.

As a professional school, the School of Education also participates in a larger effort by the Davis campus and several other research universities to reform the structure and function of university programs in education. Toward this end, faculty are committed to using empirical and theoretical studies to challenge traditional assumptions about educational research, the preparation of educators and educational researchers, and the improvement of elementary and secondary education.

The School’s Teacher Education program has links to the School’s graduate and undergraduate programs. The Master of Arts/Credential program offers students a K-12 teaching credential and a master’s degree.

Over its first decade, the School has seen significant growth in students and faculty. We are now at 40 full-time faculty members (senate and federation), plus four open senate faculty positions, up from 20 in 2001-02. The School has nearly 400 students, up from 100 in 01-02. We also had fewer than 2,000 alumni associated with the School in 2002; we now have nearly 7,500.

Chronology


Education on this campus dates back to 1918, shortly after opening, with a training program to prepare teachers to provide instruction in raising crops and animals commercially.

The reconstitution of the School from a division within the College of Letters and Science in 2002 indicated recognition by the campus and the UC system that P-14 education is one of the most crucial issues facing the state. As a land-grant university, UC Davis has a major part to play in training teachers and education leaders, providing education policy analysis and recommendations, conducting research to improve instruction, and increasing the public’s awareness and knowledge of education issues.

Between 2002 and 2005, the School nearly doubled the number of faculty. The teaching credential program had grown by 50 percent, the School increased staff by 40 percent, and faculty grants doubled.

By 2007, the School had established a partnership with Washington Unified School District and Sacramento City College to open a charter school in West Sacramento. The dean chairs the independent board for the school. We also helped design and open an inclusive preschool in Oak Park through a partnership with St. HOPE Public Schools and the UC Davis MIND Institute.

PerformanceThe School represents many areas of expertise that are aligned with the needs of the state. Efforts in faculty hiring, program development and partnership building focus on those needs: English learners; assessment; professional development; STEM; neurodevelopment and education; literacy; and policy. We have expanded our work with practicing educators through professional development programs and graduate degree programs designed especially for veteran educators.

In all, the School has added four new academic programs since its founding. The School has also established or taken management of other key centers of excellence, including the Center for Applied Policy in Education, the California Institute for School Improvement (CISI), and the Center for Innovation in Education (EdForward). Finally, the School has invested in significant growth in its CRESS Center programs and staff, adding a Center for Education and Evaluation Services and the California Afterschool Network.

Successes and Challenges As noted earlier, the School’s successes have been many. We have recruited a strong group of faculty, many of whom have a tremendous amount of potential for raising greater amounts of research dollars. Most importantly, our faculty is committed to working with practitioners (teachers, administrators, community leaders and policymakers) to identify root causes for low performance in schools and create real-world solutions together. At the same time, many of our faculty members are leaders in the creation of basic knowledge and best practices in


literacy, assessment and learning. All of this bodes well for our ability to attract top-quality students and to enhance our reputation and rankings among the leading schools of education in the country.

Similarly, the School itself has achieved key successes beyond simply growing in size. These include establishing new academic programs and centers, as well as realizing projects that extend our work concretely to the communities we serve (e.g., West Sacramento Early College Prep).

We have also enjoyed success in development and external relations. One of the key challenges we faced at the founding of the School was the very small number of alumni associated with the School of Education. Because the bulk of our “graduates” received credentials and therefore were not considered degree holders, they did not show up in the advancement database. We now have nearly XXXX people identified as School alumni and execute a communications program to engage them regularly.

The School’s D&ER program has achieved many of the goals initially established when it began in 2002. There have been notable fundraising successes, with the School on track to exceed its goal of raising $16 million through The Campaign for UC Davis; increasing effective engagement of volunteers, including the establishment of the School of Education Alumni Association; and a marketing communications program that has helped to shape a strong School identity among our key constituencies.

The greatest challenges moving forward are ongoing:

Recruit a more diverse group of students (and faculty) for all of our academic programs

Raise the School’s profile nationally among influencers in the field Provide the support faculty and professional staff need to raise additional

private support (from individuals, foundations and corportations) for research and programs

Increase giving from alumni and other annual fund donors Increase private support for student scholarships and for a new building

The School is making significant progress on a few other ongoing challenges, including low levels of staffing and less than optimal technology infrastructure that has strained the School’s ability to grow and enhance its marketing and communications program.


The Marketplace

Current Market Landscape

EconomicsWith recovery from the recent recession, the campus and School are beginning to recover from the economic strain that limited its ability to grow and innovate and may have led to stagnation in annual giving to the School over the last few years.

Geography and DemographyCalifornia is home to the 8th largest economy in the world and is both a national and international trendsetter in culture, technology, and lifestyle. UC Davis is situated 12 miles from the state capital in Sacramento, home, of course, to the legislative policy-making apparatus of the State. It is also home to many of the statewide professional organizations or their advocacy, lobbying, or government relations offices. This is no less true for the education sector.

The School ‘s proximity and expertise in policy positions the dean and our faculty to build strong relationships with the state department of education and other related agencies, the governor’s education staff, and with key legislators at the Capitol. Many School of Education faculty and staff have professional relationships with these government and policy-oriented individuals, and we enjoy remarkable access and opportunities to provide them with independent, high quality policy-relevant research, programs, training, forums, and advice on key educational policy issues being debated in the state.

In addition, the School is located close to the Office of the President, and our dean and key faculty are recognized statewide for their expertise on P-14 needs and connections to higher education. This positions the School to play a key role in the development and execution of a system-wide strategy for P-14.

The School of Education is attracting students to its programs primarily from Northern California, particularly for its teaching credential program. There is a great demand in Northern California for leadership training for superintendents and community college leaders. Our joint EdD program with Sonoma State is helping to fill that void.

The CRESS Center has a long-standing reputation for providing top-quality professional development throughout the region and is the host of the statewide afterschool network.

Political Activity and IssuesThere is a growing understanding among the general public of the importance of STEM (science, technology, engineering and math) education and a corollary demand for talented STEM teachers. At the same time, the introduction of the Common Core Standards and the Next Generation Science Standards has created a lot of uncertainty, excitement, and anxiety among P-14 educators and


administrators. Education policymakers are grappling with the corresponding demand for curriculum, professional development, and assessment. Our faculty and professional staff are in an excellent position to provide advice, research-based analyses, and best practices to meet the challenges these changes represent.

Market size Our academic programs will continue to grow modestly over the next several years, but we will remain relatively small in terms of the number of teachers we train each year and the number of doctoral candidates we graduate as compared to our peers regionally and nationally (e.g., CSU Sacramento, UC Berkeley, Stanford, Harvard).

We are well positioned to provide key professional development to teachers and administrators in the region and state, and we are the state headquarters for technical advice and assistance to afterschool program providers and policymakers.

We have a small alumni base and an even smaller pool of major donor prospects, but our alumni are loyal and committed to the goals of the School.

Technology Issues (adoption, trends, etc.)There is a growing awareness among educators and policymakers that technology needs to be applied ubiquitously and effectively in the classroom and beyond. The School has faculty expertise in the application and efficacy of using technology to deliver instructional content and to facilitate learning within and beyond a classroom setting. Our research has great potential to shape the way teachers, policymakers, and administrators leverage technology to facilitate learning.

The School has invested in a restructuring of its IT infrastructure and personnel and has added one staff member focused on online (web and social media) communications. This has positioned the School to make significant improvements in its ability to market the School online and communicate more effectively with key constituents.

Social and Cultural IssuesStudents and faculty have identified a number of issues that they would like the School to address, including providing more multi-year financial support for students. Though we have made significant improvements in this area over the last few years, we have much work to do. There are many other schools of education better resourced to offer greater financial support and research opportunities. The best candidates are looking for the “whole package,” which includes these kinds of resources and amenities. Faculty have addressed this, in part, with a revamp of the way student aid is packaged to more effectively compete for the top student applicants. The need for additional private support for students and faculty remains a top priority for development.


Limited diversity (ethnic, geographic, and cultural) among students is another issue the School must address in order to better reflect the diversity of California’s student population and to ensure continued innovation and relevance in our research.

For its entire existence, the School has had less than optimal space on campus. In 2009, the School moved into its permanent space at the corner of First and A Streets, but this building does not provide enough office space for all faculty and staff and lacks instructional space. Currently, the School houses staff in TB 206 and utilizes classroom space in Academic Surge. Meeting space is also at a premium. These space limitations have placed a strain at times on staff and faculty, making it more difficult to collaborate and build a stronger internal community, particularly with some CRESS staff housed in TB 206.

Market Segments & Audiences

Campus faculty and administrators who supported the establishment of the School saw it as a way to break new ground. Their intent was not to establish a school of education cut in the traditional mold, but to develop an alternative, and better, way of directing university research toward the improvement of elementary and secondary education. As such, the School is charged with creating collaborations and partnerships with educators, policymakers, and community leaders that transform into action the land-grant university’s responsibility to serve society’s greatest needs.

In addition, the School offers a wide range of academic and professional development programs that prepare university faculty and research professionals, as well as teaching and administrative leaders for the world of public education (P-16). Given the broad mandate to collaborate with a variety of partners and stakeholders and our eclectic mix of academic offerings, our target audiences reflect a diversity of interests in education.

Priority Audiences

Alumni, Donors and Volunteers Alumni Donors Volunteers CRESS clients, teacher leaders Foundation board & SOE board of advisors Friends of UC Davis and School

Needs: Opportunities to engage with the School, get involved; variety of opportunities to support the School financially; access to publications and events that help them better understand the strengths of the School and empower them to articulate those strengths to others; recognition


Business Leaders, Funders, and Youth/Education-Related Service Providers

Community organizations (e.g., nonprofits, out-of-school time providers, juvenile justice providers, service clubs)

Foundations Corporations State and local businesses and corporations Education tech providers, publishers and other product/service providers to

P-16

Needs: Meaningful partnership opportunities; access to research-based information they can share with their constituents; variety of opportunities to support the School financially; recognition; access to expertise, products and services provided by School’s Centers of Excellence; quality schools and career pipeline

Policymakers, Policy Influencers and Higher Education Peers State and national government education policymakers and administrators Organizations engaged in P-14 professional development, reform, and/or

policy and governance (e.g., Ed Trust, PACE, CFTL, ACSA, CSBA) Leaders, faculty and researchers at other schools of education around the

country International P-16 educators

Needs: Nonpartisan analysis of education policies; policy recommendations; forecasts; collaboration on and sharing of research

P-14 Reformers and Educators P-14 governing structures (county offices of education, district

administrators, school boards) P-14 educators School, district and community college administrators Higher education colleagues

Needs: Access to or opportunities to co-create best practices in classroom instruction and curriculum development; training and professional development; opportunities to partner with the School to tackle common interests and goals; access to excellent potential employees

Prospective Students UC Davis and other UC or CSU undergraduates interested in teaching

credential or graduate degree Current subject-specific PhD candidates (e.g., chemistry, math, physics)

interested in switching to a graduate degree in education School or community college educators or administrators interested in

earning a doctorate in education


Professionals engaged in education policy or administration interested in earning a graduate degree in education

Prospective community college transfer students interested in education-related careers

Prospective PhD students from across nation, interested in our program emphasis areas

Needs: Opportunities to learn more about our programs, current students, alumni, and faculty; ability to apply and enroll

Secondary Audiences

Internal Audiences SOE Students SOE Faculty (including emeriti/retired) Teacher education supervisors and resident teachers SOE Staff Campus decision makers (CODVC, Provost, Chancellor) and peers

(development and communications professionals), faculty and staff in other departments

Office of the President

Media Newspapers (print and web) Radio Television

General Public Parents of P-16 students Professionals from a variety of fields interested in education

Needs: Information on the School’s strengths and initiatives; access to experts/speakers, key messages and collateral to help them understand current issues in public education and to articulate the School’s strengths to others.Competitor Analysis

Current landscapeThe School is striving to grow from a position of quality vs. quantity. The current program plans to have 35 full-time ladder-rank faculty. Many other top schools of education have 120-140. Our small size demands diversity, ingenuity and flexibility, all traits that the School believes will help it thrive in reputation and influence in the future.

The School’s ability to strengthen its identity and reputation depends, in part, on our ability to attract more and better students, top-notch faculty and greater financial support in the form of grants and gifts. We must keep in mind who our competition is for students and monitor carefully their messages and services to


ensure the School is appropriately differentiating itself from the competition. This is necessary not only because we are in competition for the best students, but also because the key targets of this plan pay attention to our competitors’ communications aimed at students.

In the policy arena, we are less likely to be in competition for “clients” with other education policy analysts than we are to be partners. However, these partners (including, but not limited to, Stanford, Harvard, the Center for the Future of Teaching and Learning, PACE, and other UC schools of education and policy institutes) may be our competition for financial support from funders and donors. Our Center for Applied Policy in Education (CAP-Ed) can help us differentiate the School from competitors when appealing for financial support for education policy initiatives.

We also face potential “competition” for alumni attention and support from other colleges and universities our alumni have attended. Regionally, a variety of nonprofits are in competition for donors, as well. Because of our size and breadth of expertise, we have several strengths we can use to differentiate ourselves from the “competition,” including the ability to provide an intimate experience at our events; give significant personal attention to friends, alumni, and donors; and provide access to the dean and faculty.

During its first decade, the School effectively established a unique brand through consistent messaging to donors, alumni, and peers. The campus is engaged in a branding effort that could also further strengthen the School’s ability to differentiate itself from the competition.

SWOT AnalysisThis analysis of the School’s strengths, weaknesses, opportunities, and threats is a work in progress, but helps to provide a road map for how to establish marketing priorities and where to apply resources.

Strengths Our mission, which clearly emphasizes a focus on learning opportunities and

outcomes for P-14 students Expertise in key areas of need in education: assessment, STEM, ELL,

education policy, literacy, school structure/change, equity & access, educational leadership, teaching

Part of the UC System & UC Davis Research-based expertise, advice, and instruction grounded in practical

concerns and solutions Collaborative/interdisciplinary Openness of faculty to involvement in development and external relations Open to new ideas, opportunities for partnership, and feedback about School

priorities from donors, friends and alumni Mix of senior faculty and promising junior faculty Increasing national recognition of faculty


True collaboration among senate and federation faculty Connections to state-level policymakers and administrators CRESS Center seen as premier provider of professional development,

practical evaluation services, and community-based outreach and research Visionary and enthusiastic leadership Personal, friendly and accessible Engaged with community and schools; focused on research and partnerships

that will have short- and long-term impact on teaching and learning Core alumni loyalty and strong volunteers (alumni council and board of

advisors) Excellent reputation among advancement and marketing professionals on

campus; high profile internally

Weaknesses Lack of student diversity and need for greater financial support for students Lack of strategic student recruitment plan Middling national ranking: National rankings below top 50 Research dollars below peer schools of education Very low levels of annual giving Weak alumni giving and involvement Small pool of qualified major donor prospects Ratio of enrollments to applications too high—not perceived as competitive

enough Small marcom staff unable to meet demand for executing communications

tactics schoolwide or to develop/take advantage of opportunities for more strategic marcom planning

Opportunities Ability to leverage campus branding and marketing platform The Campaign for UC Davis raising campus’s profile regionally and nationally Highlight and honor skilled alumni Regional impact of CANDEL program alumni and teacher education alumni

growing CRESS’s expertise in professional development, out-of-school time programs,

and community-school partnerships offers potential for national attention Publicity about faculty research and publications raising profile of School

among peers and prospective students Leveraging partnerships for greater visibility among key constituents Investing in social media communications to highlight faculty and student

accomplishments, raise awareness of programs and events, increase alumni engagement, steward donors, and reach prospective students

Cross promotion/marketing with external partners, campus school and college peers, Strategic Communications, CAAA, and Central Development

Redesign website to better reflect the diversity of School’s expertise and programs and to serve key constituents


Threats Competition for students can offer better financial packages Low staff morale Low levels of alumni engagement Small pool of qualified major donor prospects West Sac Early College prep may not succeed

Positioning Statement

Vision and Mission

The School of Education at UC Davis is committed to eliminating inequities in schooling and learning opportunities for diverse learners by advancing the power of knowledge and the promise of education.

The UC Davis School of Education (SOE) marshals the knowledge and resources of the University of California, the world’s pre-eminent public research university, to confront and eliminate inequities among people and communities through the generation of impactful knowledge and the promise of education. We accomplish this by engaging in research and policy analysis that bear on student attainment and success; by preparing and mentoring high quality teachers and educational leaders who serve as advocates for all learners; by forging partnerships and collaborations that make a difference in students’ lives today and tomorrow; by broadening definitions of learning and the locations in which it takes place; and by offering interdisciplinary programs that position our graduates to provide leadership and insight into the greatest challenges facing educators in California, in our nation, and around the world.

Our Distinctions

The School of Education recognizes and confronts historical and ongoing inequities that result in many students being underserved in our public schools and higher education system. Our faculty’s particular expertise in areas of diversity including language, culture, ability/disability, socioeconomic status, gender, and sexual orientation, and our commitment to promoting equity for all learners and families, uniquely position the School of Education to confront these inequities through engaged research, policy, and practice that consider the educational challenges of California and the nation.

Beyond our commitment to promote equity and excellence, we look for ways to effectively blur the lines between research, teaching and service. We thereby create new approaches to scholarship, new definitions of the “engaged scholar,” and promote innovative thinking about how best to link theory, policy and practice.

Many School of Education faculty and staff have professional relationships with these government and policy-oriented individuals, and we enjoy remarkable access


and opportunities to provide them with independent, high quality policy-relevant research, programs, training, forums, and advice on key educational policy issues being debated in the state.

The School wants to be known for its commitment to bring lasting success to P-14 schools. From the beginning, we have been serving as a convener as one of our key roles. Another priority is to understand very well what is being done well regionally, and ultimately to become a national model for how research universities can work with public and private institutions and individuals to combine strategies and resources to improve teaching and learning for all.

Notable attributes Focus on serving schools and student populations that are the most

underserved Focus on eliminating inequities in schooling and learning Strong and flexible connections between research and classroom practices Fluidity of relationships and opportunities to share and leverage knowledge

among on-campus and off-campus participants Teacher education is integral to the School and is inextricably linked to the

School’s research agenda Collaborations and partnerships Interdisciplinary (e.g., L & S faculty working with the School on K-12 math

curriculum). The School is accountable for performance at West Sacramento Early College

Prep The School reaches out to business and community leaders to identify how

we can best apply University resources to the problems faced at schools and in communities, rather than “offering” services and advice identified and generated by the University alone.

School provides services and expertise that span the gamut of needs in education, including professional development, community outreach, policy analysis and research.

Benefits The School offers a broad and responsive approach to problem solving in

education. The School prepares people (students, faculty, teachers and partners) to look

at challenges in education from a variety of perspectives in order to develop solutions that are community-based and collaborative.

The School bridges research and practice to ensure an iterative approach where each informs the other.

Key MessagesThese messages reflect key messages identified for the campus as a whole, while at the same time honing in on the School’s unique contributions and strengths.


We recognize and confront historical and ongoing inequities that result in many students being underserved in our public schools and higher education system.

Our faculty, staff, and students conduct and disseminate leading-edge research on public education’s most intractable problems.

Our faculty, staff, students, and alumni are committed to make a lasting impact on the quality of teaching and learning for all students.

The School’s research is informed by practice and by challenges and opportunities facing educators in a diverse array of communities.

Grounded in the land-grant traditions of the University, the School’s top priority is to serve all of California’s learners and to strengthen public education in our state and nation.

California and the nation face tremendous challenges to providing quality education. The School’s goal is to address these challenges and effect change in educational policy and practice through research, engagement, and partnership.

The School prepares its students to address real-world challenges in P-14 education policy and practice, by emphasizing a broad set of skills and a deep understanding of major issues in education.

The School is deeply engaged with schools through direct partnerships and regional collaboration.

The School is growing in size and in stature, but will remain focused on aligning its expertise with the needs of the state and on providing personal attention to its students.

The School is responsive and flexible in its approach to collaboration and problem-solving.

The School is truly interdisciplinary, engaging faculty who provide expertise from many different departments and disciplines across the campus.

The School is uniquely positioned to play an important role in P-14 policy analysis and development because of its proximity to the state capital and its faculty expertise.

The School is taking a lead in forging a team of researchers and implementers engaged in systematic research-based changes in schools, curricula, teaching practices, and student learning.


Major Marketing Objectives

Over the next three years, the School will focus on the following strategic marketing objectives:

1. Leverage the campus investment in an integrated branding initiative to comprehensively convey the School’s key messages to all targets and across all media; continue to personalize the School’s “story” by featuring faculty, students, alumni and donors who impact the School and impact education through their involvement with the School.

2. Strengthen and expand our network of alumni, donors and friends to increase support and giving to the School.

3. Establish the School of Education statewide as a provider of excellent teachers, administrators and researchers to increase enrollment and demand for our students, expertise, and services.

4. Strengthen the School’s national reputation.

Launch Plan

Objective ILeverage the campus investment in an integrated branding initiative to comprehensively convey the School’s key messages to all targets and across all media; continue to personalize the School’s “story” by featuring faculty, students, alumni and donors who impact the School and impact education through their involvement with the School.

Goal 1. Support key messages and communications strategies through the development of consistent and dynamic brand (look and feel and messaging) for all School of Education external communications (online, print, email, etc.).

Audience: All

Tactics Timeline Lead Unit(s)Redesign the School’s website to better reflect our personality, values, and expertise to the wide diversity of users

Spring 14 IT/DER

Ensure appropriate application of School logo and campus identity standards on all external communications vehicles

Ongoing All

Develop and execute a One UC Davis tag line and marketing platform for the School Ongoing DERRedesign of Catalyst to modernize look and feel and to better reflect School’s brand and messaging

Fall 14 DER

Provide key messages/talking points for speakers Ongoing DER


Tactics Timeline Lead Unit(s)at events and for other external vehicles (publications, web, SM, etc.)

Goal 2. Cultivate a greater sense of belonging, ownership and connection among donors, alumni faculty and students to UC Davis and the School of Education.

Audience: alumni, faculty, students, donors, volunteers

Tactics Timeline Lead Unit(s)Facilitate and support Alumni Association’s development of programs and events for alumni Ongoing DERDevelop a periodic email newsletter just for SOE students, including undergraduate students/minors (include invites to events and workshops, a note from the Dean, What’s New section, student news, info on scholarships, financial aid, etc.)

Ongoing Student Services

Continue to build email address list and create e-news and event announcements to be sent to DER list

Ongoing DER

Invite outstanding alumni to speak and make presentations on campus Ongoing DER/SOEAAContinue to host annual Honoring Educators event to recognize outstanding alumni, donors and friends

Spring (yearly) DER

Continue to diversify and strengthen social media channels to create community and exchange of ideas (see Social Media Plan, Appendix II)

Ongoing DER

Continue to develop relationships and be responsive to ideas initiated by those other than staff and faculty (e.g., assisting alumni with fundraising initiatives, such as the Tom Barcellos Fund)

Ongoing All

Get Strategic Communications to feature SOE people in One UC Davis Campaign 2014-2016 DERSend monthly e-news with updates on events, alumni, faculty and programs

Monthly (except July and August)

DER

Goal 3. Support all units within School with expertise and advice on marketing efforts and communications tactics.

Audience: Prospective students, faculty, and “customers”


Tactics Timeline Lead Unit(s)Provide templates for flyers, presentations and emails Ongoing DEREnsure consistency in design and messaging for reports, brochures, newsletters and other collateral through consultation and review

Ongoing DER

Provide CRM capability to more effectively target and manage external communications to variety of constituents

Fall 14/Winter

15?IT

Provide key messages/talking points for SOE event speakers Ongoing DER

Goal 4. Publicize special initiatives, major research grants, and new programs to raise the profile of the School of Education incrementally to illustrate commitment to strategic vision and to continuing growth.

Audience: All

Tactics Timeline Lead Unit(s)Create news releases and social media announcements when major new centers, programs or grants come online or when new faculty members are hired.

Ongoing DER

Pitch ideas to News Service for news media coverage As needed DERDevelop mini-communications plans for each event/announcement/initiative to ensure tactics attract key audience(s).

As needed DER

Include in Catalyst and monthly e-newsletter

Goal 5. Take advantage of cross-marketing opportunities with partners and peers.

Audience: Alumni, donors, community members

Tactics Timeline Lead Unit(s)Co-sponsor and publicize events with regional and campus partners Ongoing

DER, CAP-Ed, EdForward,

CRESSWork with other schools and colleges and university communicators to share common messages, resources and strategies

Ongoing DER

Work with CAAA to publicize SOEAA events and alumni accomplishments Ongoing DER

Objective 2


Strengthen and expand our network of alumni, donors and friends to increase support and giving to the School.

Goal 1. Establish the School as a worthy investment.

Audience: Alumni, donors & volunteers; business & funders

Tactics Timeline Lead Unit(s)Share success stories through publications, events and online media Ongoing DERFeature faculty, students and alumni accomplishments in Catalyst, Dateline, social media channels, and on Website

Ongoing DER

Invite key members to special recognition events for alumni, students and faculty Ongoing DERSend Catalyst to all audiences 2x/year DERAs part of relationship building and stewardship, invite volunteers to participate in planning and implementing communications with donor prospects

Ongoing DER

Execute a comprehensive annual fund and planned giving initiative Ongoing DERPublish a special Annual Fund Report in the Catalyst in the fall Fall DERCreate mini case statements to share with major donor prospects (e.g., Dinner with a Scientist, GTS, DLC)

As needed DER

Send monthly e-enewsletter Monthly (except July and August)

DER

Goal 2. Convince supporters that the School is positioning itself as a leader in P-14 education research, policy and practice and that their support will strengthen UC Davis’ ability to influence P-14 issues in the state.

Audience: Alumni, Donors and Volunteers; Business and Funders; Higher Education Peers

Tactics Timeline Lead Unit(s)Publish a quarterly research newsletter (sent to PhD/EdD alumni, national SOE deans, DLC, volunteer leaders, campus advancement peers)

3x/yr DER

Feature outstanding alumni from SOE on School website, Catalyst, social media channels, UC Davis Magazine and campus Web

Ongoing DER

Invite key members of group to volunteer and/or Ongoing DER


Tactics Timeline Lead Unit(s)be members of advisory board; invite key alumni to serve on Alumni CouncilSend key members a copy of Op-Ed pieces and/or articles featuring faculty with a cover letter from the dean

OngoingDER

Send Insider Update (via email) to DLC members 3x/yr DER

Objective 3Establish the School of Education regionally as a provider of excellent teachers, administrators and researchers to increase demand for our students, expertise, and services.

Goal 1. Position the School of Education as leader in P-14 education issues to articulate the expertise offered at the School and to build demand for that expertise.

Audience: Policymakers and Influencers; P-14 Reformers and Administrators; Higher Ed Peers

Tactics Timeline Lead Unit(s)Invite to attend and/or participate in discussions and speaker forums

Ongoing

DER, CAP-Ed, CRESS,

EdForward, Academic Programs

Invite key members of this audience to attend special events (e.g., major gift presentations; conferences/seminars hosted by School of Ed) Ongoing

DER, CAP-Ed, CRESS,


Place names on general mailing list for receiving news and events announcements from the School of Education (e.g., newsletter).

Ongoing DER

Invite key members to serve on the Board of Advisors and/or in other volunteer capacities Ongoing Dean/DERTarget with special mailings when faculty release research (attach journal article, report, and/or press release)

OngoingDER, CAP-Ed,

CRESS, EdForward

Send research newsletter (email) 3x/yr DER

Objective 4Enhance the School’s national reputation.


Goal 1. Share information about faculty and student research, special accomplishments, and CRESS, CAP-Ed, and EdForward initiatives.

Audience: Policymakers, policy influences, higher education peers, and P-14 reformers & administrators; news media

Tactics Timeline Lead Unit(s)Create and distribute a special AERA/NCME publication to publicize faculty and student research

Spring DER & Faculty

Update School of Education “capabilities” brochure (Gordian Knot) that highlights our strengths and unique contributions to public education

As needed DER

Publicize rise in national rankings As occurs DERInvite audience to speak at UC Davis and to join in discussions with dean, faculty, and board of advisors Ongoing

DER, CAP-Ed, CRESS,


Submit news tips and articles to “trade” publications (e.g., faculty research pieces placed in Leadership Magazine)

Ongoing DER

Create an experts list on website Spring 2014 DERCreate (and maintain) a page on website listing current research grants Spring 2014

DER/grants & contracts

staff

Goal 2. Increase applications of quality students to all programs.

Audience: Prospective students

Tactics Timeline Lead Unit(s)Develop and implement a comprehensive and strategic student recruitment plan

Ongoing Student Services

Conduct usability testing on redesigned website; adjust IA and content accordingly

Spring 2014 DER

Publicize rise in national rankings As occurs DERTake advantage of social media networking to create more interaction with prospective students year-round

Ongoing DER

Other potential tactics Create an intro-to-the-School video to be run on the Web site and shared via

email, at table sessions, etc.


Create short videos to highlight work of students, researchers, faculty and affiliates.

Appendices

I. SOE Five-Year Strategic Plan (Fall 2013)II. SOE Social Media Plan (Updated Feb 2014)III. DER Publication Plan ProposalIV. DER Pubs Plan MatrixV. DER Pubs Plan Schedule Jan-June 14VI. DER Goal #1 SOEAAVII. DER Goal #2 TC4UCDVIII. SOE Major Events FY13-14IX. 2013-14 DER Events CalendarX. School of Education Marketing Plan 2009-11XI. School of Education Marketing Plan 2005-08


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