1. COMMUNICATION DEPARTMENT
PUBLIC RELATIONS PROBLEM
Byron Brenneman
Jillian McKee Frazier
Kerri Moore
Adam Piccin
Sydney McSweeney

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3. 03
TABLE OF CONTENTS
01
02-03
04
04-10
11-19
20-21
22-23
24-25
26-27
28
29-31
32
33
Cover
Logos, Table of Contents
Introduction
Situation Analysis
Research
Problem & Goal
Target Audience #1
Target Audience #2
Target Audience #3
Evaluation
Gantt Chart
Overall Project Summary
Contact

4. 04
INTRODUCTION
Our client for whom we are doing research,
is Otterbein University, specifically the
Communication Department, to work on a
campaign to increase the number of
students studying communication.
SITUATION ANALYSIS
Current Situation:
School History and Information
Founded in 1847, Otterbein is a private, liberal
arts, coeducational undergraduate and graduate uni-
versity. The university is located in Westerville, Ohio,
it has a campus composed of 26 buildings covering
140 acres, with approximately 3,000 students.
Tuition at Otterbein is approximately $31,424
without on-campus living fees and applications for
admission are accepted on a rolling basis. About
75.5 percent of applicants are accepted. Otterbein’s
commitment to liberal arts is at the root of the edu-
cational programs in order to produce well-rounded
graduates.

5. 05
General Facts
There are many interesting things about Otterbein that
should be taken into consideration during the research method
of this public relations campaign. Of the students at Otterbein,
about 62 percent are female and 38 are male. The student to
faculty ratio is 12:1, and 72.5 percent of the courses taught have
less than 20 students in the class. One good measure of student
satisfaction is the average freshman retention rate, which is 76.3
percent. The 4-year graduation rate is 48 percent. About 63
percent of students live in college-owned or affiliated housing
and 37 percent of students do not live on campus. You may
have your car on campus as a freshman (about 50 percent of
on-campus students have their cars), and you are required to
live on campus until your senior year (but there are exceptions).
The university also has a religious affiliation with the United
Methodist Church. The University has a very strong dry-cam-
pus policy, which may be tied to the religious affiliation. Ath-
letically, Otterbein is involved in the NCAA III conference, and
has a variety of men’s and women’s sports teams, including foot-
ball, basketball, soccer, volleyball, and lacrosse. Greek life on
campus is also very prevalent, with approximately 15 percent of
undergraduate men and 20 percent of undergraduate women
involving themselves in fraternities and sorority life. Any num-
ber of these factors could be imperative in resolving problems
with the university, coming up with selling-point promotional
statistics and deciding target audiences for our message.
Some amenities the campus offers are nonremedial tu-
toring, health service, health insurance, 24-hour foot and ve-
hicle patrols, late night escort service, 24-hour emergency tele-
phones, lighted walkways, controlled dorm access, financial aid
options, and scholarship opportunities.

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The Communications department is located within
the Art and Communications Building, 33 Collegeview
Road, at the western most point of the University’s Campus.
The building was acquired and renovated by the university
in 2006.
Majors offered in the Communication Department
are communication studies, public relations, journalism &
media communications and health communication. All
four of majors are also available for study as minors along
with sports communication.
Communication related student organizations at Ot-
terbein include a radio station, WOBN 97.5, Otterbein.tv,
Otterbein’s television station, Otterbein360.com, the online
news website and Tan & Cardinal, a quarterly student mag-
azine. The department also has other student organizations
like COMM-MENT, a program for communication stud-
ies to have a mentor in their major, Forensics, a team that
focuses on debate and individual events, Public Relations
Student Society of America (PRSSA), a national, pre-pro-
fessional organization for students interested in public rela-
tions.
There are many opportunities for Otterbein Univer-
sity students in the Communications department. Besides
numerous areas of study and many student organizations,
the department also offers internships and professional
experiences, one-on-one time with faculty members. There
is, however, a lot of competitions from other colleges and
universities.
Communications Department Information

7. 07
Competition
Higher education and post-high school options are endless. In terms of students
who continue their education at a collegiate level, there are countless other options that
would be considered part of the industry, including community colleges, colleges, tech-
nical institutes, universities, work options and more that would be competition for Otter-
bein. One challenge is that competition ranges from Columbus, to Ohio, to the United
States, to the whole world. Otterbein has to compete against the other options in the
post-secondary education world to enroll incoming freshmen, transfer students, adult
learners and more. Students have the opportunity to choose which schools to apply to
and attend based on innumerable factors. Campus size, major options, cost, programs,
opportunities available, athletics, location, transportation factors, attention from faculty,
residence options, campus life, city life or nearby recreational and leisure activities, schol-
arships, financial aid, clubs or student organizations are factors that often go into some-
one’s college selection decisions.
However, our public relations problem is further complicated by our focus on not
just increasing enrollment in the university altogether, but by increasing enrollment in the
Communications department specifically. Increasing enrollment in the university alto-
gether would probably increase enrollment in the communication department, so that is
something else to keep in mind.
According to the Otterbein University Assistant Director of Admission and Re-
cruitment Marketing, Jarrod Harchalk, the main focus should be on trying to recruit
incoming freshmen to become communication students. He said other options include
converting Otterbein Collegiate Institute Students (local students taking post-secondary
coursework at Otterbein) offering courses specific to them to get them to attend, pitching
the idea to other major students to add a communication minor in fields where it may
benefit them and also undeclared students who are open to exploring and learning about
other options. Harchalk is a reputable source of information because he knows about
enrollment and admission to Otterbein University and used to work as an Out-of-State
Admissions Counselor at Kent State University, a much larger school.
His advice leads us to believe that the industry is so competitive that we need to
work on the marketing for Otterbein’s Communications department. We can begin by
“highlighting the program by providing special stories of student outcome success for
recent alumni, current students in notable internships, conducting research, participating
in study abroad, attending or presenting at national conferences, faculty conducting nota-
ble research or recognized with professional organizations” and more.
In order for us to increase enrollment in the communication department at Otter-
bein University, we need to compare ourselves to other colleges and universities. We need
to establish our strengths and weaknesses (areas that could be improved), refine our mar-
keting strategies, decide who the focuses need to be on and then act on this information.
Once this research is complete, we can then move to the action part of the RACE method.

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Competition (cont.)

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11. 11
RESEARCH
Interview with Marietta College
Tom Perry
Executive Director of Strategic Communications & Marketing
Marietta College
Q: What do some of your work tasks include that relate to marketing, communications, and/or
admission?
A: The Strategic Communications & Marketing team is responsible for the overall direction of mar-
keting for the entire institution, not just admission. We provide editorial content, graphic design,
website design and strategic marketing plans.
Q: What do you think are the strengths and weaknesses of your communication department?
A: We have an experienced and knowledgeable team that gets the most out of our limited resourc-
es. Like anybody in our position, having more staff and funding would help achieve more of our
goals.
Q: What are the most important factors that make people choose a major? How does this re-
late to the
communication department?
A: I have learned in doing this job for more than 10 years that students pick a college or university
because they have the major they want. There is no question that reputation of a department plays
a role in attracting students. I have also found that an accessible faculty will also build the recogni-
tion of a certain major on campus, but I’m not sure how much that helps with overall attraction of
future majors.
Q: How do people hear about your communication department? What admissions and mar-
keting strategies are utilized? How does that differ from a school like Otterbein?
A: I don’t work specifically in the Communication Department (academics), but more in the over-
all marketing department for Marietta.
Q: Where do you think the focus should be to see this happen? Increasing enrollment at the
university altogether, focusing on transfer students, focus on incoming freshman, reach out to
students in other majors at your own university, etc.?
A: I would not suggest reaching out to students in other majors, however there are ways to provide
open houses or information sessions for students who want to explore their options on campus.

12. 12
Interview with Xavier University
Dr. Wendy Maxian
Assistant Professor
Communication Arts Department
Q: What do some of your work tasks include that relate to marketing, communications, and/or
admission?
A: I have attended admissions recruiting events as a representative of the communication arts department
or conducted a mock class. If asked by admissions, I also host prospective students on a campus tour to
sit in on a class. In terms of marketing, I do talk with current students directly about changing majors or
about the PR major and profession in general.
Q: What do you think are the strengths and weaknesses of your communication department?
A: PR is one of four majors in Xavier’s communication arts department. The PR major’s strengths include
dedicated and eager students, good relationships with local employers or nonprofits (for internships), and
a strong network of alumni who like to give back and help our students any way they can (with intern-
ships, networking, career advice). An active and growing PRSSA chapter. Our weaknesses include too
few faculty. We have several students in our four majors, and faculty are currently maxed out. This, I
think, leads to less flexibility in the PR major and having students receive limited perspectives on PR.
Q: What are the most important factors that make people choose a major? How does this relate to the
communication department?
A: Right now, when talking with current majors or prospective majors, their biggest concern is that they
will be employed in PR after graduation. Their also seems to be some pressure from their family and
friends to have a “real” major that will help them in their careers. There is also a concern whether stu-
dents will enjoy the major they are choosing as well. In terms of how that affects our department, I think
it motivates the faculty (or at least myself) to ensure that students get what they need and want out of the
major. I try to keep my course content current and to maintain excellent relationships with my profes-
sional network and alumni so that I can help student with their career goals. In general, our department
doesn’t make decisions based upon reasons students choose majors, but we do make decisions to remain
up-to-date in our practices, teaching, and understanding of communications.
Q: How do people hear about your communication department? What admissions and marketing
strategies are utilized? How does that differ from a school like Otterbein?
A: Our admissions office is in charge of the actual strategies, so I’m not sure. Likewise, I’m not sure about
how Xavier’s admissions activities are different from Otterbein’s. I can say that we do get a reasonable
number of incoming freshmen who have declared a communications major. We also get many students
who were undeclared or who switch majors in their junior year. I assume that is due, in part, because of
word-of-mouth from other students and from student interest in the field.
Q: How would you go about trying to increase enrollment in your communication department? Any
thoughts on Otterbein’s communication department?
A: Good question. I think we do a decent job of retaining students once they are majors. I believe we have
a solid reputation on campus as being a fun and challenging major. In terms of increasing enrollment,
relying on word-of-mouth would be a good strategy for current students. Working more closely with ad-
missions would be our option to increase prospective student enrollment. I’m not sure about Otterbein’s
department.

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Interview with Columbus State Community College
Q: Where do you think the focus should be to see this happen? Increasing enrollment at the university
altogether, focusing on transfer students, focus on incoming freshman, reach out to students in other
majors at your own university, etc.?
A: I think that increasing enrollment at the university has other implications outside of the department and
would not easily be achieved if only the communications department wants to increase enrollment. Transfer
students and incoming freshmen would be effective. Depending on the politics of your campus, trying to
recruit students away from other majors may be problematic.
Q: Any other information you might find helpful?
A: I have found the following things helpful when talking with prospective PR students (either incoming
freshmen or enrolled students): dispel rumors that communications is a weak or jock major or career, cor-
rect misinformation about the PR profession, emphasize the flexibility of the major (this may be unique to
Xavier) and career paths and opportunities.
Angie Shear
Program Coordinator, Marketing and Communications Department
Q: What do some of your work tasks include that relate to marketing, communications, or admission?
A: I primarily focus on communication to current students via social media, email/newsletters, on-campus
signage, etc.
Q: What is the 2+2 Program with Otterbein University?
A: A partnership option we have for students interested in transferring to Otterbein.
Q: Who is the program intended for? (ex: undecided Columbus State students who know they wants to
transfer at some point, students who start at Columbus State knowing they want to transfer to Otterbe-
in specifically, etc.)
A: All of the above -- I’d say some students come in knowing they want to transfer to Otterbein, but others
may only find that out after determining their major or meeting with a representative from Otterbein (who
came to CSCC’s campus for a transfer fair, etc.)
Q: What are the most important factors that make people choose a major? How does this relate to the
communication department? (location, professors, coursework, university reputation, etc.)
A: I think it is increasingly about “what can I get a job in.” Some may know before coming here, others may
find out at major fairs we hold, from their professor, etc.
Q: How do people hear about your communication department? What admissions and marketing
strategies are utilized to increase enrollment? How does that differ from a school like Otterbein?
A: Many of our enrollment campaigns are general -- to promote the college as a whole first -- and then we
hope students will look into our majors, etc. before applying (or after if they are undecided since we’re happy
to help point them in a direction).
Q: Where do you think the focus should be to see this happen?
A: I think there likely are multiple approaches since many students do not know what they want to do when
they start out. Therefore, you need transfer fairs to learn what other colleges have/what they can transfer
into, and you need to promote career options on the front end and throughout their degree as well.

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Jefferson Blackburn-Smith
Vice-President for Enrollment Management
Q: What is the current retention rate for Communication majors?
A: 72.7% for last fall
Q: What is the percentage of students coming from Franklin County?
A: 60%
Q: What is the percentage of students coming from out of state?
A: 13%, goal is 20%
Q: Why aren’t the freshman taking the career test?
A: Freshman are unwilling.
Q: What are we doing with our partnership with Columbus State?
A: 2+2 program; students can get a dual degree from Columbus State and Otterbein. Benefit of low cost
of Columbus State, but have benefits of Otterbein and obtain a degree from Otterbein. Recruiters go to
Columbus State at least once a week.
Q: What are we doing with local high schools?
A: We host college fairs where we can get the first touch, but they are a bad communication method due to
the large number of attendees and colleges at the fairs.
Q: What happens when money is an issue for a student to attend Otterbein?
A: All financial aid options are looked at and finally it is the families’ decision.
Q: What is the amount of students that come to Otterbein from another school?
A: 122 annual/ goal is 170; 240 adult students. 85% come from OSU, 83% come from CSCC. 7 out of 10
students that transfer to Otterbein come from a public school.
Interview with Otterbein University

15. 15
Q: How many students come to Otterbein as freshman?
A: 550 annual/ goal is 675.
Q: What school is the largest competition for Otterbein?
A: Capital University
Q: What is the #1 selling point of Otterbein?
A: Perfect location with a great sense of community; I think that it is the smartest way to get an great educa-
tion with all of the financial aid available it is can be a great value.
Q: What is the graduation rate for Communication majors?
A: 51% for those that come in as a Communications major.
Q: What is the largest major with freshmen?
A: Nursing.
Q: What is correlation between the economy and degrees?
A: A study from Georgetown University found that for people who only have a high school diploma there is
no job growth; for people with a 4 year degree or higher there was and is job growth, even in the recession.
Q: Is there a correlation between lower Communication majors, specific skill majors, and the economy?
A: I think that a very narrow set of skills may not assist in job growth; but there might be a fear of what kind
of jobs are available with a degree that is not a specific skill.
Q: When does the campus tour come down to the Communications building?
A: Only when the student shows interest in a communications major.
Q: Have recent Communication graduates been able to find a job?
A: In 2011 96% of graduates were able to find jobs in their fields.
Q: What are the other school that Otterbein competes with?
A: Capital, Ohio Wesleyan, and Wittenberg.

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SWOT Analysis
Strengths Weaknesses
Opportunities Threats
• Centralized facilities
• Radio/TV stations
• Knowledgeable professors/staff
• Thorough curriculum
• 4 distinct communications related
majors (including Communications,
Journalism & Media Communica-
tions, Public Relations, Health Com-
munications) and a minor (Sports
Communications)
• Opportunities for internships and
other professional experiences
• Job opportunities after graduation
• Flexibility in term of a wide range of
careers and professions
• Poor location of building
• Lack of strong recruitment
• Lack or strong publicity
• Lack of food and other amenities in
communication building
• No central tour of communication
building
• No running water and awkward
layout on communications area of
building
• Not comfortable
• Cost of tuition
• Great student organizations (ex:
PRSSA, Otterbein360, WOBN 97.5
FM, Otterbein.tv, Forensic, COMM-
MENT Mentor Program, Ubuntu
Mentoring)
• Great facilities
• Publicize how more student-friendly
• Class size/Student to faculty ratio
• Partnership with Columbus State
and the 2+2 Program
• Getting students involved as fresh-
men
• Ability to have cars on campus
• Proximity to city of Columbus (night
life internships, etc.)
• Economy
• Dying and amalgamating media
industry
• Other universities (competition,
larger schools, campus life, campus
size, things to do on and around cam-
pus, etc.)
• Other programs
• Other majors (ex: marketing, busi-
ness, etc.)
• No advertising or graphic design
programs
• The Communication major’s reputa-
tion as the “easy major”
• The idea that communications isn’t a
major applicable to life/very profitable

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Surveys
This survey we are conducting is to get some basic information from the Communication majors here
at Otterbein University. The survey is collecting data on Comm majors opinions on the Comm depart-
ment here at Otterbein. There are only 16 questions and will take 5-10 minutes of your time. Thank
you. Survey for Comm. Majors:
1. What is your year?
a. first year
b. second year
c. third year
d. fourth year
e. other
2. Are you a…
a. transfer student
b. adult student
c. traditional student
3. Where are you from?
a. central Ohio (within 30 miles)
b. non-central Ohio (outside of 30 miles)
c. out of state
4. What is your Comm major?
a. PR
b. Communications
c. Health Communications
d. JAMC
e. Individualized
5. How did you hear about the comm. Department?
a. high school
b. friend
c. college fair
d. college visit
e. other, specify ____________
6. Was comm. Your first selected major?
a. yes
b. no
7. If you answered no on the previous question, what was your first major?
________________________________________________
8. How do you feel about the building’s location?
a. too far, it’s out of the way
b. doesn’t bug me

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9. What is your level of satisfaction with Otterbein? 1 being not satisfied, 5 being
extremely satisfied.
1……2…..3……4……5
10. What is your satisfaction level with the comm. Program? 1 being not satis-
fied, 5 being extremely satisfied.
1……2…..3……4……5
11. Does the comm. Department have a strong reputation?
a. yes
b. no
c. I don’t know
12. What is your likelihood of recommending the comm. major?
a. very likely
b. somewhat likely
c. not likely
13. The comm. Major provides students with a lot of opportunities for intern-
ships and careers?
a. yes
b. no
c. I don’t know
14. What is your confidence level that you will find a job in your area of study?
a. very confident
b. somewhat confident
c. not confident
15. What do you dislike about the comm. major?
a. internships
b. professors
c. curriculum
d. building location
e. other _____________________
16. What do you like about the comm. major? Check all that applies.
a. internships
b. professors
c. curriculum
d. variety of job options
e. other ____________________

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Survey for High School Students
1. I already know what I would like to major in.
a. Agree
b. Disagree
c. Uncertain
2. I feel it would benefit me if colleges came to talk about their programs at my school.
a. Agree
b. Disagree
c. Uncertain
3. I have heard of Otterbein University.
a. Agree
b. Disagree
c. Uncertain
4. I have heard good things about Otterbein University.
a. Agree
b. Disagree
c. Uncertain
5. I am a part of my school’s newspaper or broadcasting program.
a. Agree
b. Disagree
c. Uncertain
6. I am familiar with careers that are associated with communication majors.
a. Agree
b. Disagree
c. Uncertain
Communications majors that are offered at Otterbein University are: Communications, Public Rela-
tions, Journalism/Media Communications, Health Communications, and Organizational Communica-
tions. The communication minors offered are all of the above and Sports Communications.
7. After reading the excerpt, I am interested in attending Otterbein.
a. Agree
b. Disagree
c. Uncertain
8. After reading the excerpt, I am interested in checking out the communications major.
a. Agree
b. Disagree
c. Uncertain

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GOAL STATEMENT
To increase the number of communications
majors at Otterbein University.

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PROBLEM STATEMENT
Since 2008, the number of students major-
ing in the communications department at
Otterbein University has decreased sharply.

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TARGET AUDIENCE #1
Incoming freshmen
These students are very important as they are fresh to the college experience, and
many are still very uncertain about what the future holds for them. It is freshman year
that students decide whether the college they have chosen to attend and also their
major are the right fit for them. They will also be discovering their life passions and
opportunities for the future. Freshmen are more likely to change majors and add or
change minors than higher level students who have already been through this process
or may not have the time necessary to change majors. This makes them open to the
possibility of changing or adopting the communications major if introduced to the
department and its opportunities.
Objective 1:
Objective 2:
To increase the number of freshman communication
majors by 10 percent by fall of 2014.
To increase the number of freshmen communication
minors by 15 percent by fall of 2014.

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Strategy 1:
Strategy 2:
Strategy 3:
Provide tours of the communications building to freshman
students while they are touring campus.
Tactics:
Contact admissions to plan tours. Then we will acquire a shuttle or golf cart to transport
the visiting freshman to the communication building. Contact the communications and art
departments’ staff to create a joint venture between the two departments. Plan what visiting
students may see and do when they are touring the building. Create brochures to give to tour-
ing students. Contact communications professors to give presentations to touring students.
Hold an event that all freshmen have to attend or can attend to count as
First Year Seminar event attendance in the communication building to
get them familiar with the department and building.
Tactics:
Contact FYS professors, ask them how to get an event set up that will count as FYS atten-
dance. Then contact communication professionals as well as current communication students
and professors to attend the event and talk with freshmen about the department. Start a part-
nership with the Center for Career & Professional Development, PRSSA, Otterbein360 and
WOBN to put on the event and establish their presence at the event. Tweet and post on Face-
book accounts for all those different professional and communication organizations to spread
the word to all freshmen. Create an event and invite freshmen, order snacks and beverages
to attract students. Plan the date with the communication department secretary and send an
email to all students as a reminder of the event.
Give presentations to students of other majors on how picking up
a communication related minor will complement their degree.
Tactics:
Contact department chairs and professors from other departments to get permission for
presentations. Contact communication professors, current students, former students and/or
professionals in the field and ask them to speak to classes. Then contact professors of all de-
partments and ask them to allow a speaker to briefly talk to their class(es). Make a brochure
for the students of other majors to read summarizing the benefits and contact information on
who they can contact about getting a communication minor or more information. Prepare
a PowerPoint for speakers to present. Make a schedule for speakers to sign up for time slots
saying where and when and give the schedule to the communication department secretary
for people to come to sign up.

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TARGET AUDIENCE #2
Undeclared, uncertain and other
Otterbein students
These students already attend Otterbein, but are not really sure about what they want
to do for a major. These students are more open to promotion of departments and
majors, as they are already openly looking for one to settle with. If we then give some
focus to these students, showing them the possibilities and positive qualities of the
communications department and major, we may be able to convince them to major or
minor in the communications field.
Objective 1:
Objective 2:
To get 50 percent of undeclared Otterbein students to
attend a communications department related event.
To increase the number of undeclared students declaring
as communications majors by 10 percent by fall of 2014.

25. 25
Strategy 1:
Strategy 2:
Strategy 3:
Create a video for undeclared students about why they should consider the
communications major to be given at event or for visiting students of perspec-
tive students who are undeclared, or be used by the Center for Student Success.
Tactics:
Consult with registrar about giving video presentation. Ask for assistance from JAMC on creation
of video. Then consult with communication majors and professors on being involved with the video.
Create 30-45 second clips for each communication major and minor. Get student volunteers from
major to be in video clips. Schedule shooting time for the video, and then edit the video. Then sub-
mit video to the Center for Student Success and the departments in charge of presentations to unde-
clared students during visitation days.
Create an event held by the communication department that focuses on
helping undeclared students discover their interests, I.E. “Major Fair.”
Tactics:
Coordinate the event with administration and professors of all the departments involved. Pick a
venue and organize with building staff for the event, like in the lounge of the communication and
art building, or if done with related department, at the Campus Center. Create a plan of what will
be done at the event, including possible presentations, speakers and activities. Create and distribute
posters, flyers and brochures for the event. Create brochures about how communications compli-
ments other major and minors. Email undeclared students and professors who teach classes on
major discovery about the event. Make brochures for the communications department highlighting
information and qualities about the department to distribute to students at event. Give away prizes at
the event, like Otterbein related products, as well as refreshments to entice students to attend. Have
the event covered by school media, like Otterbein 360, and WOBN in order to publicize event. Addi-
tional events can then be planned accordingly.
Send emails to undeclared students about communications de-
partment events and about the department in general. This could
include an invitation to events.
Tactics:
Compile a list of the email addresses of undeclared students from registration. Create 11
emails about the communication major and events being held over the course of the semester
to be sent out over time. Then send the emails to the contacts on the distribution list, once a
month.

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TARGET AUDIENCE #3
High school students, with a focus
on those in communication-related
clubs, activities or courses
According to Executive Director of Strategic Communications & Marketing at Mar-
ietta College Tom Perry, “I have learned in doing this job for more than 10 years that
students pick a college or university because they have the major they want.” If we
can sell our university along with our communications department to prospective
students, they are likely to look into applying to Otterbein. Many high school stu-
dents may not know about or realize the number of possibilities that come with a
major in communications. This can also be said for many students who are involved
with communications in their school already; whether it is the newspaper, television
or announcements. They may think that their interests cannot translate into an actual
profession. When they learn more about the communications field and the different
opportunities available during college and post-college, they may want to major in
communications. They may also be more than likely to apply to Otterbein because
we would be the school that they would then associate with a good communications
department, due to our outreach.
Objective 1:
Objective 2:
To begin an outreach to 10 Central Ohio high schools
and their communications related clubs, activities and
programs by 2015.
To increase the number of high school visits to the
Otterbein communications department by 15 percent
by 2015.

27. 27
Strategy 1:
Strategy 2:
Have communication students go to local schools to talk about
Otterbein and the communications department.
Tactics:
Email or phone school administration and the teachers in charge of the “communication
clubs” at the local schools; newspapers, radio, and television clubs. Create brochures for the
students that will highlight positive aspects of the communication department, like the radio
station, TV station, professor and internship opportunities, etc. Then these can be handed out
at the presentations, as well as kept in the classroom. Create a presentation for the students,
either with PowerPoint or Prezi, that also highlights aspects of the department, as well as the
students giving their experiences with the department to give it a human touch.
Host events in the Communications Department for local students,
whether it is a demonstration of our latest equipment or an open house
where students can see what it would be like to go to Otterbein.
Tactics:
Contact communication department administration, professors, university media and
the administration of local schools and teachers to set up an open house type event.
Coordinate the event with a presentation or tour of the facilities. Advertise the event
with flyers that can be hung at the target schools. Serve small refreshments during the
event for the visiting students. Create a press release for the high school’s media, so
they may cover the event.
We could invite alumni from Otterbein that graduated with a
communications degree and have them speak at either high
schools or at an event.
Tactics:
Contact alumni through phone, letters or emails to see if they would be willing to
come speak. Then set up the event with communications department administration
and staff. If we have alumni that are well know, we could hold a press conference or
send out a press release to the local media. Create poster to advertise the event at local
schools, as well as send out announcements to communications classes, clubs and other
organization leaders to let them know that the event is taking place. Create a program
for the event. Host the event and serve refreshments.
Strategy 3:

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EVALUATION
1) Find out how many freshmen became com-
munication students.
2) Find out how many undeclared majors
switched to communication majors.
3) Find out how many incoming high school
students who heard our message became commu-
nication majors.
4) Compare those numbers to past years to see if
they have increased, decreased or stayed the same
and how close we came to meeting our objectives
for each target audience.
5) Analyze results. Decide what has worked and
what has not worked for the future.

29. 29
GANTT CHARTS

30. 30

31. 31

32. 32
With the sharp decrease in the number of students majoring
in communications at Otterbein University, it was decided that a
public relations plan would be crafted in order to bring students
back to the major.
In performing research for the project, we looked at the uni-
versity industry, examining similar schools with communications
departments around Ohio that were similar to Otterbein, which
included both statistical data and actual interviews with faculty.
Then a SWOT analysis was created to see the strengths and weak-
ness, opportunities and threats faced to the department. Surveys
for students were also created, as part of the information gather-
ing process.
We then picked target audiences of incoming freshman,
undeclared students and high-school aged children, as we deter-
mined that they were the most likely audience to be affected by
the campaign. We created two objectives for each audience, fo-
cusing on percentage increases in the number of each group be-
coming communications majors, with a timeline of completion of
2014 and 2015. For the objective we then created three support-
ing strategies. For each strategy we then have a list of tactics to be
used in order to enact it. There are three separate Gantt charts for
each audience, listing the tactics for each strategy and the time-
line and enactment of key tactics.
We believe that this campaign will help to restore the num-
ber of communications majors to beyond the level that was seen
before 2008, and can affectively help in increasing majors into the
future with continues implementation.
OVERALL PROJECT SUMMARY

33. CONTACT
33
Byron Brenneman
Editor
(740) 202-4932
byron.brenneman@otterbein.edu
Jillian McKee Frazier
(614) 495-7289
jilllian.frazier@otterbein.edu
Kerri Moore
(614) 783-5346
kerri.moore@otterbein.edu
Adam Piccin
Group Leader
(614) 678-6488
adam.piccin@otterbein.edu
Sydney McSweeney
(614) 940-2356
sydney.mcsweeney@otterbein.edu