|
|
 |
PUBLIC
HEALTH COURSE: CREATING SOCIAL MARKETING CAMPAIGNS
This year, for the first time, students taking Health
Communications were asked to create a variety of social marketing projects
in response to research that they did evaluating the needs of various
risk groups. Campaigns ranged from dental campaigns for school-aged children
in high-risk rural areas, seat belt use among CU
students, binge drinking among
CU
students, and risky sexual behavior among CU
students.
Debbie (Mitchell) Charles, a 1998 graduate of the
Public Health program, taught the class and found that students found
several aspects of the project to be challenging. For example, some found
it disconcerting to focus on only one segment of the student population
when trying to create a campaign to address the issue of binge-drinking.
They found that among their survey group, a higher percentage of binge
drinkers were male students who were in social fraternities. These respondents
also had misconceptions about the dangers of binge drinking. The group
decided to focus their efforts, and money, on the smaller group of fraternity
students on campus, rather than the entire campus.
Another shock for the groups was the cost and expertise
needed to develop the right kind of message. Tradition mediums, such as
flyers or brochures, would simply not be enough to actively engage a public
accustomed to multimedia rich campaigns. Instead, video commercials, Internet
Web sites, and magazines such as Maxim and Sports Illustrated were preferred
channels of communication for several of the groups’ target audiences.
Upon reflection on the group projects, Charles stated, “One group
found that their target audience enjoyed rap music. So, since one group
member wrote lyrics and had a friend who would permit the group to use
his studio, they produced a rap public service announcement in the studio.
I was blown away because it was so professionally done!”
When they presented their final project to the
class, one group reported, “We almost had heart attacks when we
contacted Sports Illustrated and found it costs tens of thousands of dollars
to run our ad once, let alone for the multiple editions we had planned!”
Groups that developed videos commented on expense of paying for filming,
studio time, and video-editing costs in order to get a professional project.
For the project, students used a video camera, imported the video into
a computer and used Imovie II to edit their
videos. While they did a great job with their limited experience, they
quickly recognized that they would need lots of instruction and better
equipment or would need to hire professionals to produce a professional
product.
Charles explained that her primary goal in designing
the class in this manner “is for [the students] to be able to develop
a sound, theoretically-based communications campaign based on research
and the results of the research.” She also added, “I want
them to get to do the fun, creative message design. That lets them put
it all together, and they know what has to be done to make a message become
a reality. It is one thing to write a paper that states ‘we would
make a video, Web site, put an ad in SI magazine, etc,; it’s another
thing to actually do it. Hopefully, the experiences my students had in
the class will give them an edge in their job searches and make them better
prepared to be successful in their careers.”
Next year, based on the recommendations of her
current students, Charles will add a service learning component to the
course so that students will be able sot see how their works impacts a
real audience.
Link
to original HEHDLines newsletter (Summer 2005)
Adobe Reader required to open HEHDLines.
Click here to download a free copy. |
|
- Alumnus Realizes Her Dream
- Professor Kathleen Meyer Honored
- more...
- Classrooms and Offices
- Academic Advising
- Sullivan Center
- Learning Resources
- Health Science Skills
Adobe Reader required to open the DPHS Brochure.
Click here to download a free copy.
|
