Goals
Transfer
Learners will be able to independently use their learning to …
<What kids of long-term independent accomplishments are desired?>
T1: Be able to successfully recruit new members to a budding organization
T2: Engage members to participate in the day to day activates the organization deems essential to its
purpose
T3: Identify talent and create a leadership team to further sustain the organization
Meaning
UNDERSTANDINGS
Learners will understand that …
ESSENTIAL QUESTIONS
Learners will keep considering…
<What specifically do you want learners to
understand?
What inferences should they make?>
U1: The trends that lead to a successful social media
guide and how they can be reapplied/replicated to
other social sites
U2: The importance of positive social media in the
recruiting process
U3: The types of activities that are most effective at
engaging members in an organization's’ mission
<What thought-provoking questions will
foster inquiry, meaning-making and
transfer?>
Q1: How can I improve my use of social
media to attract and engage new chapter
members?
Q2: How do I ensure members are kept
engaged in the organization once they join?
Q3: Why should new chapter members be
interested/invested in our organization?
Q4: How do I ensure my organization
sustains progress towards the core mission?
Q5: What kinds of everyday activities are
most correlated with the ROO mission of
engagement, innovation and improvement?
Q6: Beyond the basics of policy
development and implementation, what
other knowledge is needed to successfully
run an organization?
Q7: Is ROO success specific to the Chapter,
or nationally held?
Acquisition
Students [chapter leaders] will know…
<What facts and basic concepts should students know
and be able to recall?>
K1: Students will know that effective social media
requires reaches an entire social network, and is easily
recognized as associated with the organization
K2: Students will know what activities to do, and how
to engage, with their new members
K3: Students will know that the core mission of
Roosevelt Institute is to engage students in politics
K4: Students will know how to structure their
leadership team and what responsibilities are typically
associated with each role
K5: Students will know how to schedule events
K6: Students will know that interactive activities
during early membership promotes retention
K7: Students will know that they can establish a
leadership team through an election process
K8: Students will know that an effective
leadership team consists of the following
positions:
Students [chapter leaders] will be skilled
at…
<What discrete skills and processes should
students be able to use?>
S1: Students will be skilled at following lesson
plans and activity write ups
S2: Students will be skilled at working with
individuals across all levels of familiarity with
ROO
S3: Students will be skilled at sharing their
knowledge of ROO through social media
S4: Students will be skilled at influencing
others to hear about ROO
S5: Students will be skilled at communicating
across various levels of a project team
S6: Students will be skilled at defining roles in
the organization
S7: Students will be skilled at balloting,
tallying votes, nomination procedures, and
conduct elections to fill leadership roles
S8: Students will know how to use social
media to communicate with both current and
potential members
S9: Students will be skilled at using various
functionalities within social media platforms
Focus
Develop a leadership guide to help students start Roosevelt Institute
chapters in their own schools
Name:
Organization:
Client:
Mentor:
Team:
Roosevelt Chapter Leadership Guide
Roosevelt Institute Campus Network
Brenna Conway, Illinois Field Director
Daniel Rees Lewis, Brantley Harris
Justin Hatfield, Stephany Rosa, Nikita Ramanujam, Brooke Rischbieth
Organizational and Learning Context
 Organization: Roosevelt Institute Campus network (www.rooseveltcampusnetwork.org/)
is the largest student policy organization in the US, with over 10,000 members and 115
chapters in 38 states. The Campus Network aims to generate powerful policy change in
dozens of localities and to leverage its presence nationwide towards elevating young
people’s priorities and serving as a thought leader on how the Millennial generation is
redefining political engagement. Students have changed policies around predatory
lending; established a tax fund in New Haven capable of sending every high-school
graduate to college tuition free; and even included an automatic healthcare enrollment
policy in the Affordable Care Act.
 Learners: Roosevelt Network students consist primarily undergraduates aged 18-22.
 Domain: Roosevelt Network trains students in writing policy briefs. This includes a
yearly 10 big ideas competition. Roosevelt Network is also looking to branch out to
other forms of activism.
Project background
This project will focus on create a “Chapter Leadership Guide”. The leadership guide will be a
resource for the Midwest regional leadership team (comprised of undergraduates) to share with
students interested in started a chapter at their own university. The guide will cover topics such
as membership, leadership/structure, culture, and what the day-to-day activity might look like in
a chapter.






Organizational need: Roosevelt Institute Campus Network is a grassroots organization
whose health and growth depends on developing leaders who can run local chapters.
Learner’s task: Chapter leads need to organize chapters.
Users: To test your prototypes, you will contact Roosevelt chapter leads at
Northwestern, and the Midwest regional leadership team members
Where: Roosevelt NU chapter leaders will access the curriculum online.
When: Roosevelt NU chapter leaders manage their studios through the school year.
Tentative scope of work: produce an online guide and a service blueprint on organizing
on membership including forming a leadership team and recruiting members. The guide
should cover what the day-to-day activity might look like in a chapter. The first guide
could address recruiting.
References
Running a chapter-based organization consists of a number of objectives:
 Leadership -- creating a leadership team and structure for running the studio and
member projects
 Membership -- recruiting members, forming design teams, and managing teams
 Fundraising -- managing studio finances and raising funds
 Partners -- Finding and Maintaining Community Partners for project teams.
 Culture -- Creating a positive social environment, from social activities to swag.
 Administrative support -- Getting Recognition, Buy-in and Resources from your
university campus
 Training -- Teaching the Policy Analysis process and the hard & soft skills that
accompany it.
 Networking -- Connecting to the larger Roosevelt Network and all the resources in it.
Lesson 1: Recruiting using Social Media
Designers: Brooke Rischbieth, Justin Hatfield, Stephany Rosa, Nikita Ramanujam
Title: Recruiting with Social Media
Date: 10/7/2014
Purpose of the guide
The purpose of this guide is to provide Chapter leaders with a social media lever thereby
creating real-time, relevant and targeted two-way communication between individuals and the
Roosevelt Institute. Social media can be leveraged as a recruitment channel tool, and can
additionally craft your brand online by providing an insider’s look at the organizational culture.
Though the guide discusses utilizing Facebook and Twitter to market your chapter, it is
important to be aware that social networking is a communication and recruitment tool that should
not replace traditional recruitment practices.
Ensuring your chapter is off to a good start by utilizing social media to:
● Make sure your purpose is clear and points users in an engaging direction
● Impress and inspire new users
● Build community connections
● Share your successes with the world
● Employ the 3C’s of Recruitment
Creativity
Connections
Commitment
= CHAPTER GROWTH
FACEBOOK:
● Create events for all info sessions, workshops, and social activities
○ Add all necessary information in easily accessible and readable format including
date and time of event, location, and overall purpose
● Create a Facebook group for all active members and post photos, event reminders and
interesting articles for members to read.
● Encourage users to “Like” and “Follow” the Roosevelt Facebook page. Further, they can
“share” updates to increase organization awareness and branding
● Use sponsored advertisements on Facebook feeds to give Roosevelt further publicity
● Assign a savvy social media user who is accessible and can circulate information to a
diverse range of individuals
● Use an aesthetically interesting cover photos for any Facebook group, event, or page
TWITTER:
● Post a “micro-blog” in 140 characters or less
○ Include basic details for chapter events or socials
○ Post links to Facebook events
● Develop a Twitter handle personality
○ Tweet @______ various groups or people to raise interest
○ Use # (hashtags) to label posts for future reference, to spread a specific message,
or to engage an audience
■ EX: #GoCats #GoU #B1GCATS
DO NOTS:
● Post any messages that will reflect poorly on the Roosevelt Institute organization
● Overload users with too many posts on any social media platform
○ General guideline: maximum of 2 posts a day
● Send repetitive messages to Facebook “friends”. Keep the posts informative yet also
interesting to users
● Use social media as the only platform to send urgent or important information since not
all members are tech-savvy
OTHER PLATFORMS:
Pinterest
Google+
LinkedIn
Instagram
Youtube
Visual photo
sharing platform
Similar platform
to Facebook with
less overall
usage
Professional /
Career focused
platform
Visual photo
sharing platform
Video sharing
platform
1.
(a) What the students need to learn, according to standards or curriculum?
How to leverage social media to market their emerging chapter on their college campus
(b) What the students have learned, and have difficulty with based on your observations?
Increasing awareness of the organizational mission and the activities of the Roosevelt college
chapter.
2. How does students’ understanding of this topic develop? How does this lesson fit within the
larger learning environment, or within students’ experiences in prior and subsequent grades?
By laying out clear and distinct guidelines on what to do and what not to do, students will learn
from example. This lesson fits in the larger learning environment because it gives learners an ability to
test what they learn and integrate the lesson into their daily lives.
Prototype 2: Facebook for RI Chapter Leaders
Purpose:
This lesson is intended to provide Chapter leaders with an internal resource to stay
connected nationally, share documents, recruitment materials and activity ideas. This
internal resource is supplementary material that can feed into and positively effect both
our recruitment and creation of daily activity workstreams. It is not a workstream in itself,
merely a connectivity lever so that Chapters do not exist in silos, it is a method to share
ideas otherwise not provided by the ROO team.
Logistics:
This is resource for Chapter leaders and the executive board. It will not be used to post
ROO recruitment events. But again was created for the purpose of idea sharing.
The regional coordinator can add members as new chapters are created. These
Chapter starters can then have administrative access, and can add their executive
leadership group.
Visit:
https://www.facebook.com/groups/790591700987756/
Screenshot 1: Main Group Page

Depicted above is the main page for the Roosevelt Institute Chapter Leaders where
they can share best practices, post relevant information, and coordinate events
Screenshot 2: Intro Post

Example of an introduction post for the Facebook group
Screenshot 3: File Sharing Tab

A tab in the Facebook group allows for easy sharing of files such as the chapter
manual, the starting a chapter guide, any policy-related activities, fliers and posters,
etc.
Screenshot 4: Events Tab

A tab in the Facebook group allows for members to create events to easily promote
and share them within the Chapter Leader network, and allow members to create
events that bring together multiple Chapter Leaders like a virtual meet up
Who would be managing the Facebook account?
The New Chapter Coordinator for the Midwest – we are working on creating a short guide on
how to use the functionalities of each of these tabs with some example use cases to reference.
Workstream Organizer
In progress
Not Yet Started
Item
[purpose]
Lesson 1: Recruiting
with Social Media
To-Be Included
[showing leaders
how to use social
media to recruit]
[expand to be
exhaustive
recruitment
source?]
Lesson 2: Chapter
leader Facebook
group
[internal resource
for chapter leaders
to stay connected
nationally, share
docs and activity
ideas, this feeds into
both recruitment
and understanding
day to day activities]
Goals
Upload feedback
from Brenna
-
Better intro-how will this be used by
our client
- principles of compelling tweets/posts
- screenshot examples of what is good vs
bad, drawing in principles as evidence
- create user journey graph (take user
through steps of recruit engagement w/
screenshots)
- Change goal, what it is really? Not just a
lever…
- Split into 2 sections (for 1. Brenna/userinclude signs/measures of success, who
will own the social media page and 2.
what others will see)
- Use loft checklist to create section for
other recruitment techniques
- Define the 3C’s, what are learning
strategies (pull from text) that enable
this
- How to actually use the platforms
- How/if platforms should link together
- What does success look like? Or a
successful social media recruitment
campaign?
- provide document guidance depicting
purpose/how this Facebook page
should be used/ this could be a
transition document[only by leaders to
connect]
- more learning support- what happens
after they read all docs on the group?
What are they supposed to do? [should
we create online scorecards to learn
what they like/don’t like?
- Include rational, assessment, and goals
at top
- Define how people will be added to the
group [ask regional coordinator if she
wants this responsibility]
- team to review goals/ split work along
three work streams: recruitment, day to
day activities, leadership team
- what activities do we want them to do
- Do we want to create a leadership
structure or not (if so, update goals
according to “ideal” structure)
Lesson 1 and 2, create file on our workbench
May include?
Notes
Gathered feedback
from class and
Rachel
Expected
Due Date
Support our ideas
with learning
principles
Team to decide how
big do we want to
make this?
Look at fb current
page, how would we
redesign the
verbiage?
Update content
accordingly with
finalized materials
Due
Wednesday
Oct 29th
Revise Prototype 2
Test prototype 2
with real students
Create Impact Map
Revamp Rethinking
Communities
Activity
Identify/create
other activities the
leaders can
facilitate
Is organizational
leadership
structure in scope?
Create a doc indicating the purpose
Due
Wednesday
Oct 29th
Due
Wednesday
Oct 29th