Goals
Transfer
Learners will be able to independently use their learning to …
<What kids of long-term independent accomplishments are desired?>
T1: Chapter Leaders will be able to independently use their learning to successfully recruit new
members to a budding organization
T2: Chapter leaders will be able to independently use their learning to engage members to participate
in the day to day activates the organization deems essential to its purpose
T3: Chapter leaders will be able to independently use their learning to tailor communication strategies
to their applicants
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: Chapter Leaders will understand that the trends
that lead to a successful social media guide and how
they can be reapplied/replicated to other social sites
U2: Chapter Leaders will understand the importance
of positive social media in the recruiting process
U3: Chapter Leaders will understand the types of
activities that are most effective at engaging members
in an organization's’ mission of political activism
U4: Chapter Leaders will understand that the social
media channels they use must remain current and
coincide with candidates’ perceptions of social media
popularity
<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: How do I become a good facilitator?
Q7: What kinds of individualized
characteristics (e.g. personal values and
strengths) impact their facilitation techniques
Q8: How will communication methodologies
and social media channels remain up-todate
Acquisition
Students [chapter leaders] will know…
<What facts and basic concepts should students know
and be able to recall?>
K1: Chapter Leaders will know that effective social
media reaches an entire social network, and is easily
recognized as associated with the organization
K2: Chapter Leaders will know that the first onboarding
activity will be Rethinking Communities
K3: Chapter Leaders will know that the core mission of
Roosevelt Institute is to engage students in politics
K4: Chapter Leaders will know the Chapter Leader’s
Loft Space will be used as an ideation board where
they can self-pace their exploration
K5: Chapter Leaders will know that interactive activities
during early membership promotes retention
Students [chapter leaders] will be skilled
at…
<What discrete skills and processes should
students be able to use?>
S1: Chapter Leaders will be skilled at
following lesson plans and activity write ups
S2: Chapter Leaders will be skilled at working
with individuals across all levels of familiarity
with ROO
S3: Chapter Leaders will be skilled at sharing
their knowledge of ROO through social media
and processing information in their own words
S4: Chapter Leaders will be skilled at
promoting audience participation
S5: Chapter Leaders will be skilled at asking
questions to participants
S6: Chapter Leaders will be skilled at
recording attendance at events to measure
success
S7: Chapter Leaders will be skilled at
influencing others to hear about ROO
S8: Chapter Leaders will be skilled at
communicating across various levels of a
project team
S9: Chapter Leaders will be skilled at
uploading files, creating events, tagging, and
sharing images within social media platforms
S10: Chapter Leaders will be skilled at setting
realistic expectations for meeting attendance,
participation, and recruitment activities
S11: Chapter Leaders will be skilled at
gathering feedback from new members
regarding their recruitment experience
S12: Chapter Leaders will be skilled at
uploading files and communicating via
discussion boards in Loft
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 how to recruit new members. The guide should cover what a
day-to-day activity might look like in a chapter.
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.
Impact Map
Milestone
Actor
New
Chapter
Coordinator
Impact
Feature
Able to quickly
provide
recruitingrelated resources
to interested
chapter leads
Recruiting
with Social
Media guide
Use social media
to recruit new
members
Understand
techniques
to recruit
new
members
New
Chapter
Leaders
Understand
which
activities
engage new
members
and support
retention
New
Chapter
Leader
Seek help or
resources from
existing chapter
leaders
Loft Files
section for
Chapter
leaders
Recruiting
with Social
Media guide
RI Chapter
Leaders Loft
activity
section
Utilize existing
fliers and
marketing
materials
RI Chapter
Leaders Loft
files section
Activities/related
resources are
provided to
interested
chapter leaders
Re-thinking
Communities
Activity
Seek help or
resources from
existing chapter
leaders
RI Chapter
Leaders Loft
activity
section
Principle
- establishing value to potential recruits
by bringing material to student’s
interests (students like social media)
- Build positive expectancies
- show examples of target tweets/posts
- establishing value through passion &
enthusiasm
- build positive expectancies
-follows deductive reasoning, qualitative
factors are discussed and examples are
then provided
- establishing value through passion &
enthusiasm
- early success opportunities
-ideas are not dismissed
-efficacy expectations, other leaders are
doing it, so can you
-examples will follow the social media
“non-redundancy principle”
-having a collective source allows
chapter leads to self pace their
exploration
- catalyst: help with work, chapter
leaders brainstorm together
- catalyst: learn from problems &
successes
-after viewing other documents, chapter
leaders will engage in the self
explanation principle before choosing to
engage in conversation with other
leaders (what makes this good/bad)
- develop component skills: being
provided materials with task analyses &
leaders are told where to focus their
energy
- activity itself encourages transfer,
engages all students to discuss where
else skills can be applied and generalized
larger principles
-Catalyst factor: allows ideas to flow
-Component skills: speak with colleagues
Utilize existing
successful
activities from
other chapters
RI Chapter
Leaders Loft
files section
- Allows leaders to provide peer
feedback
-Can identity trends and patterns of
errors/success, what components seem
to lead to good vs. bad campaigns
-Place for real time feedback
Assessments
Understand techniques to recruit new members  New Chapter Coordinator  Recruiting with Social
Media guide & Loft Files section for Chapter leaders
Metric 1
Scale
Use of help resources
Meter
Decreased % request for additional
documents/examples?
Target
Self sustaining program, after onboarding
Coordinator should not need to supply
additional documents on individual basis
Understand techniques to recruit new members  New Chapter Leaders  Social Media Guide
Metric 1
Scale
Is social media being efficiently used?
Meter
Self Assessments- following user journey?
#Tracker
# of Likes and Followers on Page
Target
90% positive messages
Event attendees
Current Likes: 184, projected increase
Understand techniques to recruit new members  New Chapter Leaders  Loft
Metric 1
Metric 2
Metric 3
Scale
Self Reported feeling of
being prepared
Feedback Tool/ Self-reported
increase in likelihood of
implementing creative
recruitment techniques
Usage
Meter
Qualitative survey
-Ideation/conversation forum
usage
Percentage
-New ideas formulated
Target
Before and After usage
assessment expected
increase
1 conversation per month
Understand engaging activities  Chapter Leaders
Metric 1
Metric 2
Scale
Feedback Tool/ Self-reported
increase in likelihood of
implementing creative activities
Quick Survey
understanding of
Rethinking
Communities Activity
Meter
-Ideation/conversation forum
usage
-New ideas formulated
Rank 1-10 | before-after
understanding
Target
1 conversation per month
Over 50% favor
shortened
implementation version
100% activity
Each chapter uploads a
file per folder section
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 to attain
their goal of attracting and engaging new chapter members. Social media outreach will most
directly outsource Roosevelt Institute to the community through the internet. On a deeper level,
engaging in social media will regularly facilitate the formation of a loyal and supportive
community centered on the mission of Roosevelt Institute. Our guide examines the best
strategies for utilizing social media to build and engage an audience.
Beyond typical recruitment processes, this social media guide demonstrated that to
successfully engage potential members means tailoring communication methodologies to what
most resonates with your audience. Therefore it is in the Leader’s interests to remain up to date
on new social media platforms. Social networking as an asset that can be leveraged, and
additionally craft the Roosevelt 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, and you should maintain relevant reach techniques.
You can ensure your chapter is off to a good start by utilizing social media to maintain a
consistent web pressure resulting in relevant and timely information for Roosevelt chapter
members.
Specific Platforms:
FACEBOOK:
1. Create new Facebook page
Why? To consolidate and update the Facebook presence of Roosevelt Institute. A successful
Facebook page will share impress and inspire new users, as Roosevelt shares their successes with
the world.
a) http://www.facebook.com/pages/create.php
i. Fill out information as completely as possible. Including, but not limited to: name, type
of organization, logo, website, etc.
ii) Include short description of Roosevelt Institute. This could be a concise version of the
Roosevelt organization, such as:
“The Roosevelt Institute is a nonprofit organization devoted to carrying forward the
legacy and values of Franklin and Eleanor Roosevelt by developing progressive ideas
and bold leadership in the service of restoring America’s promise of opportunity for
all.”
b) Invite all friends from current Roosevelt Facebook page.
i)
Post the link to the new page on the wall of the old Roosevelt page account
once a day for two weeks. Make it apparent that Roosevelt is moving to a new
page, that everyone should ‘like’ the page, and that the old Roosevelt account
will shut down shortly. For example:
“ATTENTION! Roosevelt is moving on Facebook! ‘Like’ and ‘Join’ our new
page in order to stay up to date with life as a Roosevelt Chapter member. The
current page will be shutting down shortly, so be sure to become a member in
our new page today.”
ii)
After two weeks of posting on the ‘old’ Facebook page encouraging FB
members to ‘Join’ the new page, send out a final wallpost on the old Facebook
group with a link to the new page and final encouragement to ‘Like’ the page.
 when logged into the ‘old’ Roosevelt page, go to account settings->
security settings->deactivate account.
c) Share new Facebook page with Roosevelt’s email contact list; include a message
similar to the one posted on Roosevelt’s old page. Emphasize that this is the best way
to stay updated about the workings and events of Roosevelt.
2. Create a Facebook Community
Why? Facebook groups are an excellent idea for all active members to post photos, event
reminders, interesting articles, and generally stay up to date with what’s going on with other
chapter leaders. A community group that is specifically and only composed of those who are
Roosevelt chapter members will foster community and support. It will keep past participants
updated and lead to their continued support of Roosevelt Institute.
a) Create a closed group on Facebook
i)
As a closed group only members will be able to see posts, which will lend a sense
of special status to group members
b) Edit group information so that it is clear to those requesting to join who the group is
intended to be for.
i)
Do not use the same logo as the Roosevelt FB page as this may form confusion.
Edit this image so that it reads: ‘Roosevelt Chapter’s Community”
c) Obtain a list of past Roosevelt chapter members or leaders etc.
i)
Try to find them on FB first
and invite them to join the group
ii)
If there is a database of emails,
invite via email
iii)
Ensure that members must be
confirmed before joining the group. In order
to retain the privilege that is associated with
belonging to this group it is vital to make that
only those actively involved with Roosevelt
in the past or present are members of this
group
d) As illustrated to the left, all members
should be able to post on the wall of this
group. This will allow for free sharing of
news, events and resources. Roosevelt should
be sure to regularly post updates that are
personal and ask for advice from other
chapter leaders to encourage engagement
TWITTER:
Twitter provides excellent opportunities for networking within the Roosevelt community and
connecting with new people outside of Chapter members. Below is a breakdown of the essential
phrases and terminology for Twitter users.

Tweet: A 140-character message

Feed: The stream of tweets you see on your homepage. It’s comprised of updates form
users you follow

Handle: Your username

Mention (@): A way to reference another user by his username in a tweet (e.g.
@mashable). Users are notified when @mentioned. It's a way to conduct discussions
with other users in a public realm.

Direct Message (DM): A private, 140-character message between two people. You can
decide whether to accept a Direct Message from any Twitter user, or only from users you
are following.
You may only DM a user who follows you

Hashtag (#): A way to denote a topic of conversation or participate in a larger linked
discussion (e.g. #RooseveltInstitute, #positivechange). A hashtag is a discovery tool that
allows others to find your tweets, based on topics. You can also click on a hashtag to see
all the tweets that mention it in real time — even from people you don't follow.
A step-by-step guide to the most common and useful Twitter functions:
a) Re-tweet- (Re-sharing or giving credits to someone else’s tweets) Quickly share others’ tweets
that are relevant and appropriate to Roosevelt Institution.
i) Hover over tweet click ‘retweet’ automatically posted
ii) Copy tweet paste into new tweet add comments and “RT @ [username]” to the
beginning of the tweet post
b) Handle- (Your username)
i) When talking to or about a specific
person or entity, use the “@” symbol followed by
their handle (or username), this will link directly
to their profile.
c) Follow
i) Subscribe to the update stream of
someone else by “following” them. Twitter can
also give recommendations on ‘who to follow’
based on who Roosevelt follows and more. (As
provided to the right)
c) Hashtags (# is a way to denote a topic of conversation or participate in a larger linked
discussion) When users search for a particular term, tweets that have hashtagged it will be shown
below. Examples include;
i) #RooseveltInstitute, #positivechange
Further terms that a Twitter user needs to be familiar with are tweets (a 140-character message),
and direct message. A direct message, similarly to a tweet is a 140-character message, however
direct messages are private between one Twitter user and other. (As illustrated below)
DO NOTS:
● Post any messages that will reflect poorly on the Roosevelt Institute organization
● For example:
● Overload users with too many posts on any social media platform (4 posts within an hour
timeframe, each of which prescribes your social network to engage in a particular
activity)
○ 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
WHAT YOU SHOULD DO:

Create your Chapter personality example:
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 affect both
ROO recruitment and creation of daily Chapter activities. It is not a work stream in itself,
merely a connectivity lever so that Chapters do not exist in silos. It is an ideation
method.
As the Facebook group spreads and embraces new members, the focus is more
individuals and groups will become familiar with the page. The Facebook page will be
an active framework that can also market Roosevelt Institution. Within this framework,
chapter leaders and the executive board can post recreational events within the
organization as well as focused developmental planning and progress strategies. Again,
we wanted the Facebook page to foster an environment that encourages open
conversation, a forum, and a relevant system to keep up to date with current files.
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.
After potential Chapter leaders reach out to the Coordinator, the regional coordinator
can add members on a rolling basis. These Chapter starters can then have
administrative access, can add their executive leadership group, and their successors.
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, recruitment files, and event ideas.
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 where
they can discuss challenges and successes.
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.
Prototype 3: Rethinking Communities
Rethinking Communities is an easy first activity for your newly formed Roosevelt Institute
Chapter to get new members engaged in Roosevelt Institute’s mission while making an impact
in your local community. This document can be used by Chapter Leaders to aid in the activity
facilitation process.
Rethinking Communities aims to utilize and expand the role of Anchor Institutions by
recognizing them as key community change drivers, and by strengthening a mutually
beneficial relationship with the community.
See below for instructions on how to get started! Attached is a document with further details on
the Rethinking Communities Activity.
Preliminary Tasks
To Do: Understand Anchor Institutions
Anchor Institutions: Nonprofit entities -- like hospitals, universities, or churches -- that are
tied to a location due to infrastructure or mission. Due to their status as Anchors, these
institutions are often one of the chief economic drivers of the area, and have a vested interest
in improving the community around them.
To Do: Choose a track
Roosevelt Institute has identified three specific tracks for your chapter to pursue for this activity,
each revolving around how colleges and universities act as Anchor Institutions. Choose a track
for your chapter to focus on (see below for track descriptions).
Investment Track
Universities use sizable financial resources to invest in the communities
surrounding them. The goal of this track is for your chapter to identify a
plan to pressure universities into investing in a local community bank or
community development financial institutions.
Procurement Track This track focuses on your chapter identifying how your university goes
about purchasing the things it uses in its daily operations, and create a
plan to help universities realize how that spending can be channeled to
benefit the communities nearby.
Social Safety Net
Track
This track is about your chapter tackling economic inequality by helping
a larger swath of the local population take advantage of the university’s
resources. The goal is to identify the ways a school’s different resources
can be used to support the community.
Once you understand anchor institutions and choose a track, move on to implementing the
activity in your chapter.
Implementing Rethinking Communities
See below for an overview of the three-step process to carrying out the Rethinking Communities
activity within your own chapter:
Overview of the Three-Step Process
#
Steps
Goals
1
Hold a
conversation
Rank your university on a scale of 0 (no anchor mission exists) to 3 (an
active anchor mission throughout the campus)
2
Research
your school
Use the metrics to build a baseline understanding of how your school acts
as an Anchor Institution
3
Plan for
impact
Reconnect with the rest of the network, and deepen your understand of
the many ways a school can be an Anchor
A checklist to complete each of these steps are outlined below:
Steps
Description
1
Hold a
conversation
To Do
●
●
●
●
Set aside a general meeting to have a discussion about the
Rethinking Communities activity
Focus discussion on how exactly your university influence the
community at large
Determine what common knowledge you already have and
what you need to find out in regard to your university’s actions
Assign certain members or groups of members to further
research issues and topics discussed at this meeting for the
next one
Use the Roosevelt Institute website to find the “Guided Discussion on
Your University” for tips on how to facilitate the discussion
2
Research
your school
●
●
●
●
3
Plan for
Impact
●
Set aside time in a general meeting to have a discussion
about the research conducted for the Rethinking Communities
activity
Focus discussion on how research has either reinforced the
perceptions of your university, or lead you to think of new
ways in which your university influences community
Use this research to identify needs and demand within your
university to plan for additional focused research
Assign certain members or groups of members to delve
deeper into identified needs and demand
Set aside time in a general meeting to have a discussion
about additional findings from research
●
●
●
Compile findings and share with your Regional Coordinator,
who will assist in digging deeper into your specific area of
interest
As a chapter, identify tangible actions to address with your
university the needs and demands identified in your local
community
Challenge members to engage with the administration, the
community and different stakeholders to create impact
Use the Roosevelt Institute Resources website to find a training to
help you engage with potential stakeholders as well as examples of
how to go about getting in touch with them.
Case study:
(Retrieve full-length case study of a Rethinking Communities activity completed by
another chapter from user)
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
Expected
Due Date
Gathered feedback
from class and
Rachel
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
Create a doc indicating the purpose
Due
Wednesday
Oct 29th
Due
Wednesday
Oct 29th
Create Impact Map
Revamp Rethinking
Communities
Activity
Identify biggest
recruitment
obstacles
Meeting with Rachel
November 5th to
dicsuss
Concept Map