ATTACHMENT F
LifeMap Environmental Campaign Feedback
from small group discussions at Executive Council on 12/2/2015
We learned…
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It is designed per specific campus (programs, demographics, diverse population).
2-year cycle
All about the student. The message we want to give them promotes an action.
This is more than just a marketing campaign.
We haven’t had a campaign in a while.
LifeMap has been in existence for 15 years.
As Osceola – designed by students – graphics final.
There is a refresh of LifeMap.
Designed for each campus as well as the College.
Had no idea that LifeMap had a well-thought out environmental campaign.
Primary system connection and directions for students and learning.
Must be relevant for 2 years.
The timeline is aggressive.
We wonder…
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What are the outcomes?
Who designs this campaign?
Should this connect to the 50th Anniversary?
Is this intended to be embedded into the virtual environment?
How do we incorporate this into social media, the classroom, course materials, etc.?
Why was a 2-year life cycle selected? Is 2 years long enough?
How do you design a program that’s relevant for 2 years?
How does one get recommended to serve on this work team?
Should NSE get a campaign like LifeMap?
How does this reinforce the 6 P’s?
Does “environmental” mean look and feel to the student? If not, what does it mean?
Is the appearance geared towards a student’s interest based on the campus they attend?
How does this get accomplished with an online student or students that jump around from
campus to campus?
What outcomes are we seeking from the campaign?
Why is there a need to change the LifeMap message?
What is the current LifeMap message?
What will the message be going forward and how will we decide?
What is the budget impact?
How can we use behavioral economics to support the work?
How do we move beyond a marketing campaign or a tool? What will be needed to create social
and behavioral responses across the system?
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ATTACHMENT F
We suggest…
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Figure out how we gather information to give the appropriate message to students (not just
groups but individual students).
QR Reader – utilize technology
Selling points
Connect to the 50th Anniversary.
Use student stories about how Valencia has impacted them.
Student Involvement.
Add students or student focus group in your development process.
Add student narratives/storytelling/vlogging, etc.
Enlarging the team to include stakeholders like students, Atlas technical support, advisors, NSE
faculty, etc.
Connecting to the Alumni Association (story vault?)
Faculty involvement in the design.
Test messages and images with students.
Based on students stories, not college systems.
Student development representation.
Advertising LifeMap externally with our community partners.
Have TED talks to communicate aspects of LifeMap.
Technology-based, interactive, and accessible on multiple devices.
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