SANTA BARBARA CITY COLLEGE
Strategic
Communications
Plan
PREPARED BY SAE COMMUNICATIONS │ JANUARY 2016
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Table of Contents
Section 1: Introduction ................................................................................................. 3
Section 2: Research Steps ............................................................................................. 5
Section 3: Research Results │ Overview ................................................................... 7
Section 4: Situation Analysis ...................................................................................... 17
Section 5: Purpose of California’s Community Colleges ...................................... 19
Section 6: Santa Barbara Community College Mission, Principles, Charter ...... 20
Section 7: SBCC Strategic Direction ........................................................................ 21
Section 8: Audiences ................................................................................................... 23
Section 9: Communications Goals............................................................................ 25
Section 10: Communications Objectives ................................................................. 26
Section 11: Organizational Key Messages ............................................................... 27
Section 12: External Communications Strategies ................................................... 29
Section 13: External Communications Tactics ....................................................... 30
Section 14: Internal Communications Strategies .................................................... 51
Section 15: Internal Communications Tactics ........................................................ 52
Section 16: College Communications Department Organizational Structure ... 55
Section 17: Priority Implementation Chart ............................................................. 58
Appendix A – Interviewees ....................................................................................... 60
Appendix B – Internal Online Survey Questions .................................................. 62
Appendix C – Workforce Skills Gap Article .......................................................... 71
Appendix D -- Sample Media Fracture© / Story Idea List .................................. 73
Appendix E – Draft College Communications Support Request Form ............ 80
Appendix F – Irvine Valley College Social Media Policy...................................... 82
Appendix G – Maricopa County Community College Social Media Policy ...... 89
Appendix H – Emergency Public Information Plan Table of Contents............ 94
Appendix I – Sample College Communications Position Descriptions............. 98
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Section 1: Introduction
S
anta Barbara City College should be congratulated for undertaking this process of reviewing the
effectiveness of the College’s communications efforts and looking for recommendations which will
improve understanding of its services, programs, and issues. The goals of this Plan are to:

Analyze existing communications programs, resources, tools and materials

Assess the perception of the College’s communications efforts among a variety of constituencies

Identify opportunities to increase the effectiveness of communications processes and tools

Recommend specific action steps that will enhance the College’s future communications success
This report should be considered a blueprint for the College to refine its communications program into a formal
part of its institutional structure and culture. This Plan is focused on implementation within the next three to
five years, but it should also be noted that this plan is intended to be a living document that can and should be
altered as circumstances change and as strategies, goals, and objectives are achieved.
Communications today is much more complex than in previous decades. Most of us are overloaded with
information and therefore are much less likely to read in-depth articles or materials about educational and other
government institutions; most are apt to be informed by visual images and by communications vehicles which
reach us with messages specifically tailored to our needs, concerns, and passions. Further, the diversity of Santa
Barbara City College and the complexity of the College’s mission, programs and services make effective
informational campaigns challenging. The College’s goal should be to educate, inform, and create awareness of
the purpose behind its decisions, both on an overarching level as well as on a specific project/issue level, to a
variety of audiences. This Plan establishes a blueprint to attain this goal.
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Finally, it is important to note that the principles of communications – a two-way process of communicating,
listening, and engaging – have been viewed as major elements of business and are increasingly becoming not only
a function of educational institutions, but an essential component.
As Thomas Jefferson wrote, “. . . if we think [the public] not enlightened enough to exercise their control with a
wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education.”
Scott Summerfield
Sheri Benninghoven, APR
Principal
SAE Communications
Principal
SAE Communications
Heather Morris
Of Counsel
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Section 2: Research Steps
R
esearch was conducted using a proven process of various methodologies, which, when analyzed in the
aggregate, provided a thorough knowledge base from which to develop Plan recommendations.
One-on-one interviews were conducted by members of the SAE Communications team with 36
individuals representing internal College audiences as well as members of the community and media. The list of
these participants is available in the appendix. We also interviewed on an informal basis another 12 from within
the community. It is important to note that no single person’s opinions are quoted; it is the composite of all the
voices heard that forms the basis of the recommendations in this Plan. A summary of the views heard are listed
in the next section.
Further, an online survey of all College employees was conducted to assess perceptions of the College by
faculty and staff members, which in turn helped guide the internal communications portion of this Plan.
The results of the internal survey are summarized in bullet form in the next section and are also available
as a separate document. Please see the survey questions in the appendix section of the Plan.
SAE also facilitated five 1.5-hour focus groups with approximately 60 participants to provide additional insight
from our various internal audiences regarding College communications. The groups helped to shape perceptions
from specific groups of audiences and to provide them with an opportunity to be part of the strategic
communications planning process. Individual focus group participants are not identified in order to preserve
confidentiality of their comments and to promote open, honest feedback during the sessions. The focus groups
included individuals from the following:
•
•
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Academic Senate
Center for Lifelong Learning Advisory Committee
Classified Consultation Group
Advancing Leadership Committee
Student Senate
The Channels Editorial Board
Additional research steps included:
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Evaluation of College communications tools, including printed and electronic materials
•
Evaluation of social media content
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Analysis of media coverage
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Evaluation of the College’s web site
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Review of existing communications and marketing staff resources
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Review of best practices of community colleges throughout the United States
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Section 3: Research Results │ Overview
One-on-One Interviews
Note that bullets represent significant and frequently-mentioned perceptions.
External Communication
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The College “product” (i.e. the curriculum and its faculty) is almost universally lauded.

Interviewees were consistent in noting that the most important College stories are:
 the quality of education offered
 the faculty’s expertise and professionalism
 the vital role that the College plays in helping students to launch into whatever the next
phase of their lives is most suitable

There is a desire for more external communication; there is a strong sense that a small group of
local community members are driving much of the public discussion about the College without
College representatives participating in the conversation by offering an official SBCC viewpoint.

There is a widespread view that the community isn’t aware of the many benefits that the College
provides to the Santa Barbara community, including student success stories that would highlight
the College’s important role in the region.

The Superintendent/President is widely viewed as the sole public face of the College, with very
little recollection of Trustees or senior staff members serving as representatives of SBCC.

A level of defensiveness has crept into the College’s public comments, particularly those related to
Measure S.
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School District representatives indicate that they would like more information from and
interaction with the College; staffing changes within the past year were specifically noted as a
possible contributing factor to the perception of reduced communication.
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News about the College is derived most frequently from the Independent, Noozhawk and
Edhat.com; other sources noted less frequently include the News-Press, The Channels and
KEYT-TV.
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The current state of local media requires the College to communicate more frequently and more
strategically than in the past.
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More frequent face-to-face meeting opportunities with College officials was widely cited as an
ideal way to improve external communication, with a quarterly e-newsletter or similar tool noted
as a viable method to keep College stories/issues/achievements in front of the public.

There is a wide desire to create more opportunities for community members to visit/frequent the
college campus; although many use the athletic track and attend events at the Garvin Theatre,
there is a perception that lectures or special events that attract new audiences would be an
effective way to showcase the College’s value to the community.

There is a broad feeling that the “#1 Community College in the USA” branding and messaging
has run its course and should not continue to be used, especially given the controversy over the
number of out-of-state and international student enrollments.

The Hispanic population is not fully aware of the role of the College and how it can be accessed.

Senior citizens must be specifically targeted as an important audience for future communication
efforts.

External communication has generally been reactive, without an underlying strategy to anticipate
issues and develop appropriate communications activities.

Board of Trustee agendas and agenda items are often difficult to understand and decipher by the
media and the public.

The College website was noted as being difficult to navigate and in need of other improvements.

Consistent strategy for social media is lacking, resulting in important College messages not
being delivered to audiences seeking news about SBCC.

State funding mechanisms for community colleges are unclear to the public, and the College
must communicate how challenging it is to make financial projections based on the State
budget.

Intergovernmental relations is not viewed as a being a high priority by the College, resulting in
staff and elected/appointed officials receiving much of their news about the College from the
media and other external sources.
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The Foundation is widely perceived as a viable organization that should partner with College
communications efforts whenever possible.
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The high number of local residents that access the College and continue on to UC campuses are
evidence of the College’s important role in the community.

UCSB is considered a model for effective media, community, and government relations that the
College should emulate where possible.

Many interviewees noted the need to “move on” from the failure of Measure S and to focus on
the College’s strengths in its messaging.
Internal Communication

The Monday Update and FaSTNews are widely viewed as effective in communicating with
internal audiences.

Superintendent/President Gaskin was widely noted as a very effective communicator with faculty
and staff.

“Reply All” and “Do Not Reply” emails were frequently cited as ineffective, with interviewees
noting that “Reply All” is used much too frequently with little benefit and “Do Not Reply” are
often ignored because there is no opportunity to follow-up.

The College website was noted as needing navigational and other improvements.

There is a strong desire to better inform external audiences and to promote the people who
comprise the College – students, faculty, and staff – through the use of human interest stories.

VPs and other senior staff should be used more extensively to tell the College’s story in the
community.

There is a strong perception that external sources have seized control of the public’s perception
of the College and there has been no coordinated effort to dispel and correct misinformation.

Branding and messaging by other colleges, such as Long Beach City College’s “College Promise”,
were frequently cited as effective and necessary.
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There is a desire to be able to add texting as an option to communicate with students, faculty, and
staff.
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Online Internal Survey
Please see the full internal survey results via separate document.
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Over 90% of survey respondents consider the College as a good to very good place to work.
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Almost 90% of survey respondents consider College internal communication to be good or
excellent.

The vast majority of survey respondents consider College internal communications processes and
programs to be effective in a number of areas.

The Monday Update, the Pipeline, and department staff meetings were the most-frequently cited
sources of College information by survey respondents.

Face-to-face meetings and email are the most-preferred methods of internal communication.
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Over 90% of survey respondents found College-wide information sent by leadership to be
helpful.
Focus Groups
Note that bullets represent significant and frequently-mentioned perceptions.
Academic Senate

The College doesn’t appear to respond to inaccurate or negative media stories.

There is a strong desire for the College to produce and distribute a community newsletter, either
printed or electronic.

The fact that many of Santa Barbara’s problems, such as housing, parking, etc. are not caused
solely by the College isn’t being strongly communicated.

There is a sense that the College brand isn’t being effectively utilized, and that there is no clear
message delivery regarding the important role the College plays in the community.

Student success stories would be very helpful in highlighting the College’s benefit to the region.

A lecture series, or other similar events, would draw community members to campus.
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There is a perception that the website isn’t well-organized and is in need of improvement.
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The Monday Update is considered very helpful and is a good resource.
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There were multiple suggestions of a TED Talk program for Santa Barbara that could be
coordinated by the College.
Classified Consultation Group

There is a perception that the College doesn’t respond adequately to misinformation that appears
in public, either at events or in the media.

There is strong perception that communication to all audiences needs to be consistent, especially
regarding major College issues such as housing, traffic, parking, etc.

There is a sense that staff is sometimes “blindsided” with campus news; staff should receive
important news before it is reported in the media.

There should be a focus on student success stories, particularly those involving international
students who have been cast in a negative light in recent years.

UCSB was noted as a model for having a good communications program.

The new Executive Vice President should be highly-visible and capable of effectively telling the
College’s story to the community.

There is a strong feeling that “All-campus” emails are sent too frequently and are not read or
acted-upon as much as desired.

There is a desire for the President to continue to update faculty and staff between semesters and
other breaks, either through the Monday Update or a similar electronic tool.

A summary of the Board of Trustees agenda would be helpful in highlighting items that have an
impact on staff.
Advancing Leadership Committee

The College must be more assertive in responding to criticism; lack of responsiveness leads to
community hostility.

The Monday Update is considered very helpful, and there is a perception that internal
communication is currently much better than it has been in the past.
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Foundation members should be encouraged to be as visible as possible in telling the College’s
stories to a variety of audiences.
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The President should consider internal forums of some type rather than solely using “Allcampus” emails to communicate.
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The College should use every available venue to highlight its importance; a cited example was the
recent education supplement in the Independent newspaper that didn’t include the College.

There is a feeling that the College is unclear about its brand; there is a sense that the College is
missing many of its communications targets.

There is a belief that many community members who have supported the College in the past no
longer do so because they lost trust during the bond campaign.

Social media should be used much more extensively to tell the College’s stories.
Center for Lifelong Learning

There is a sense that there is no single source for delivering College news to the community.

There is a belief that the College must better explain why it does or does not offer certain
programs and should demonstrate why it is nationally ranked so high.

There is a perception that the communications and marketing functions should be betterstructured and that a half-time marketing position is not adequate.

Newcomers to Santa Barbara represent a significant target audience that is currently not familiar
with the College and its many benefits and services.

There is a sense that there should be a stronger communications role for the Board of Trustees.

The President has been very good at communicating with the Center for Lifelong Learning since
she arrived at the College and has been very inclusive.

UCSB was noted as doing a very good job communicating the successes of students and faculty.
The Channels Editorial Board

The wider College community often views The Channels as an audience instead of a method of
communicating with students/faculty.

Materials sent to The Channels regarding events is often at or past deadline required for advance
coverage.
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There is a lack of respect for the role of student reporters from The Channels among internal
audiences.
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A small number of College executives do not return calls from reporters from The Channels or provide
a different level of information than for external media outlets while most executives do return calls,
provide information for publication.

Background information and reports for meetings of the Board of Trustees are often distributed at the
meeting versus before.

Numerous College web pages are out of date.

“Reply-all” and “Do Not Reply” emails were frequently cited as ineffective, with interviewees
noting that “Reply All” is used much too frequently will little benefit and “Do Not Reply” are
often ignored because there is no follow-up ability.
Findings from Review of College Materials: Print, Electronic
SBCC Website – sbcc.edu
A well designed website is the best tool for an organization to proactively tell its story, to educate and
inform audiences, and to demonstrate transparency. The SBCC website should serve as one of SBCC’s
main communications vehicles for audiences to obtain 24/7 access to information and locate documents.
SBCC’s website appears to focus mainly on two audiences: current and future students. The site does not
appear to target the general public or the local community. Locating documents and general information is
difficult. A few examples:


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There is no general information button on the main page menu bar
There is no option for visitors to the site to sign up to automatically receive information from the
college
The community newsletter is not available on the website
Information pertaining to college governance is not accessible from the home page
The section titled “About the College” only contains information about the College being selected
as the number one college in the nation.
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Social Media
Facebook:
Mainly a tool for promoting upcoming events
and activities. Focus is on lifestyle, rather than
education; the description of SBCC on the
Facebook page is: SBCC is a great place to
learn, make friends and enjoy California's
South Coast!
Twitter:
Almost a mirror image of the SBCC
Facebook page although more information is
exchanged than on the Facebook page.
SBCC Community Newsletter
Only two community newsletters have been
produced by the College in recent years. The
purpose and target audience are unclear.
According to staff, the distribution list was
created from an old contact list that included
prominent community members (from the
Foundation) and assorted other names from
people who had signed up for any mailings via
a previous bond mailing.
Faculty/Staff Communications
SBCC FaST News
Emailed to faculty and staff generally on a monthly basis. Viewed as a somewhat helpful document. Not
easy to quickly access information, very generic. No graphics or design. No message from the President,
etc.
Monday Morning Updates from Superintendent/President
Informal weekly email from SBCC Superintendent/President. Timely information to faculty and staff about
campus issues.
Printed Communications and Marketing Collateral – Students/Future Students
Marketing Materials Reviewed:
Recent printed materials provided by the Marketing and Communications staff:
 Class schedules
 Class catalogs
 Printed advertisements, flyers, brochures, posters promoting attendance: Sumer, Fall, Spring
programs
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Self-evaluation document (Accreditation)
To be reviewed: brand guidelines and handbook
Branding:
The majority of SBCC materials are very clearly branded with the block logo and use of the red and black
colors, making for quick and easy recognition.
Graphic Design/Photography:
 SBCC printed marketing materials targeting future students are well-designed and clearly
communicate their purpose.
 Excellent quality of photographs.
 The use of lifestyle rather than educational-themed photos is pervasive in all promotional marketing
and communications vehicles: printed materials, brochures, advertisements; on the website and on
Facebook.
 International Studies Program collateral materials appear to promote the Santa Barbara location
and lifestyle more than a high quality education.
Media/News Releases
News releases are a critical component of a strategic communications plan. Their function is to inform
media outlets about the organization… its story, issues, happenings, programs, and projects. Media
outlets, in turn, disseminate this information to their specific audience base. A news release typically
serves as the foundational document containing information to be directed toward the website, social
media, print, and online documents.
A review of news releases produced in the past few years indicates that this tool is used mainly to promote
upcoming events and activities. It appears that there is currently no proactive effort to use news releases to
keep the community informed and engaged about college efforts, issues, projects, or programs.
 The news release template is branded with the SBCC logo and most releases include background
on the College and the mission statement.
 There doesn’t appear to be any continuity or focused communications strategy in messaging.
 There is an absence of news releases focused on informing the community of SBCC’s role in jobs
and the economy (only one news release in the past year targeted a new program that was created
to provide job and career training).
Media Content Analysis
From the document and media review, it appears that the local news media generally uses information
disseminated by SBCC news releases. Reporting by most outlets appears to be balanced and positive; the
commentary is generally favorable. Other than news releases disseminated by SBCC, the college does not
receive much coverage. College trustees and the president are rarely mentioned in education-related
stories or quoted as experts in the field. Negative stories with inaccurate information about the college
appear to be limited to the online aggregator/chat board Edhat. Major issues include:
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Traffic
Programs: neighborhood work program
Transportation
Too many students
Decrease in adult education programs
High cost of housing in SB area and lack of available housing due to students
Concern over proposed student housing projects
Large number of international students
Santa Barbara Area News Outlets, Information Sources
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Santa Barbara Independent
Santa Barbara News-Press
Santa Barbara Sentinel
Edhat
Noozhawk
Carpinteria Coastal View
Montecito Journal
The Channels SBCC student/faculty news
Daily Nexus UCSB student/faculty news
Pacific Coast Business Times
KEYT, KCOY
KCLU
KPMR
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Section 4: Situation Analysis
T
he research findings illuminated a number of opportunities and challenges facing the College. The
Tactics section of this Plan provides detailed recommendations on how to address these items.
Opportunities
•
A commitment by the Board of Trustees, President-Superintendent, and senior executives to champion
and strongly support the implementation of a strategic communications program will pay extensive
dividends as the College moves to its next chapter of leadership, issues management and service to
students.
•
The College’s essential “product,” that of providing “students a diverse learning environment that
inspires curiosity and discovery, promotes global responsibility, and fosters opportunity for all,” is being
met by all standards.
•
The College ranks among the top of all California community colleges in a number of categories,
including the number of transfers to the UC system and various dual-enrollment programs.
•
Regaining the College’s own narrative as being a significant benefit to the local community can be
accomplished with a focused strategic outreach effort that includes media, community, and government
relations efforts.
•
Recent decisions to reduce the number of international students at SBCC will be welcome news to the
community.
•
The retirement of the Public Information Officer allows for an analysis of the communications function,
organization, and resources required to provide centralized communications services.
•
Community colleges play an especially vital role in economic development and job creation throughout
the region, state, and nation.
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Challenges
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The failure of the most recent bond measure has highlighted areas of distrust of the College leadership.
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The College is located in a community that has faced the impacts of being a highly desirable place to live,
work, attend school, play, and visit: high cost of living, little unbuilt land, increasing density, increasing
socioeconomic imbalance between the wealthy and poor, and other challenging societal issues, few if any
of which are caused by the College.
•
There is a lack of understanding in the community about the ability of the College to only accept/serve
local students.
•
There is a legacy of discontent by some due to past changes in leadership and adult education
programming and structure.
•
The facilities master planning process has produced some skepticism about future facilities use.
•
There is confusion regarding the role of the public information office v. the marketing office.
•
The website includes inconsistent graphic design and navigation which can be confusing; some content
is updated frequently and some infrequently.
•
Varied opinions exist about the accuracy of coverage in local media.
•
Funds available to support communications programs, including staff, are limited.
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Social media channels tend toward soft content versus varied and substantive information.
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Section 5: Purpose of California’s
Community Colleges
T
he missions and functions of California's community colleges are set forth in State law:
1. The California Community Colleges shall, as a primary mission, offer academic and vocational
instruction at the lower division level for both younger and older students, including those persons
returning to school. Public community colleges shall offer instruction through but not beyond the
second year of college. These institutions may grant the associate in arts and the associate in science
degree.
2. In addition to the primary mission of academic and vocational instruction, the community colleges shall
offer instruction and courses to achieve all of the following:
a. The provision of remedial instruction for those in need of it and, in conjunction with the school
districts, instruction in English as a second language, adult non-credit instruction, and support
services which help students succeed at the postsecondary level are reaffirmed and supported
as essential and important functions of the community colleges.
b. The provision of adult noncredit education curricula in areas defined as being in the state's
interest is an essential and important function of the community colleges.
c. The provision of community services courses and programs is an authorized function of the
community colleges so long as their provision is compatible with an institution's ability to meet
its obligations in its primary missions.
3. A primary mission of the California Community Colleges is to advance California's economic growth
and global competitiveness through education, training, and services that contribute to continuous work
force improvement.
4. The community colleges may conduct, to the extent that state funding is provided, institutional research
concerning student learning and retention as is needed to facilitate their educational missions.
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Section 6: Santa Barbara Community
College Mission, Principles, Charter
Mission
As a public community college dedicated to the success of each student . . .
Santa Barbara City College provides students a diverse learning environment that inspires curiosity and discovery,
promotes global responsibility, and fosters opportunity for all.
Core Principles
Santa Barbara City College’s core principles guide all aspects of instruction, organization, and innovation:
•
•
•
•
•
Student-centered policies, practices, and programs
Participatory governance
A psychologically and physically supportive environment
Free exchange of ideas across a diversity of learners
The pursuit of excellence in all college endeavors
Charter
Santa Barbara City College’s mission and core principles “honors our commitment to the spirit and
intent” of the foundational framework of the California Community Colleges, as described in California
Education Code §66010.4:



Primary Mission: Academic and vocational instruction at the lower division level; advancement
of California’s economic growth and global competitiveness through education, training and
services.
Essential and Important Functions: Remedial instruction, ESL, adult noncredit instruction (in
areas defined as being in the state’s interest), and student support services.
Authorized Function: Community services courses.
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Section 7: SBCC Strategic
Direction
T
he Santa Barbara City College Educational Master Plan (January 2014) includes the following
Strategic Directions. The Educational Master Plan creates the context and structure through
which the College identifies and pursues the strategic directions and goals which advance its
mission and support teaching, learning, and student success and goal attainment. As a master
plan, the vision embodied provides focus for the institution over the next five to seven years.
- Education Master Plan, January 2014
Strategic Direction 1. Foster student success through exceptional programs and services.
 Strategic Goal 1.1. Support students as they transition to college.
 Strategic Goal 1.2. Increase on-campus and community-based student engagement as a
vehicle for purposeful learning.
 Strategic Goal 1.3. Build and enhance programs that advance student equity, access,
and success across all subgroups.
 Strategic Goal 1.4. Support student learning by making course expectations explicit and
by providing strategies for meeting those expectations.
 Strategic Goal 1.5. Implement effective practices to promote student learning,
achievement, and goal attainment.
 Strategic Goal 1.6. Foster institutional improvement through professional
development.
Strategic Direction 2. Provide facilities and institute practices that optimally serve college needs.
 Strategic Goal 2.1. Modernize the college's facilities to effectively support teaching and learning.
 Strategic Goal 2.2. Develop a culture of emergency preparedness.
 Strategic Goal 2.3. Improve the college's safety infrastructure.
 Strategic Goal 2.4. Implement sustainable environmental practices.
 Strategic Goal 2.5. Balance enrollment, human resources, finances, and physical
infrastructure.
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Strategic Direction 3. Use technology to improve college processes.
 Strategic Goal 3.1. Systematically identify and improve operations using appropriate technology.
 Strategic Goal 3.2. Engage faculty in learning opportunities to identify and innovate with new
instructional technologies that improve student learning.
 Strategic Goal 3.3. Integrate systems and processes where appropriate and feasible.
Strategic Direction 4. Involve the college community in effective planning and governing.
 Strategic Goal 4.1. Create a culture of college service, institutional engagement and governance
responsibility.
 Strategic Goal 4.2. Improve communication and sharing of information.
 Strategic Goal 4.3. Strengthen program evaluation.
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Section 8: Audiences
External (general)
•
•
•
•
•
•
•
Local elected and appointed officials
o National
o State
o Santa Barbara County
o Cities of Goleta, Santa Barbara, Carpinteria
o Isla Vista community
o Mesa, Schott, and Wake campus neighborhoods
University of California at Santa Barbara (UCSB)
Business leaders
Non-profit organizations
Residents in the areas served by SBCC; special focus on:
o Surrounding neighborhoods
o Seniors
o Parents
o Underserved neighborhoods
o Low-income communities
o Newcomers
o Opinion leaders
o Hispanic audiences
SBCC Foundation
SBCC Alumni
Students (general)
•
•
Current students
o Transfer students
o Vocational students
o Veterans
o Senior Studies
o ESL
High school students
o Local
o Regional
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Internal (general)
•
•
•
•
•
•
Board of Trustees
College president, vice presidents, associate vice presidents, deans, department heads
College faculty
College staff
The Channels
Alumni
Students (detailed)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Associated Student Body
o General
Athletes
o High School Athletes
o High School Coaches
o Club Coaches
Financial Assistance
Veterans
AA degree focus
Honors
Transfer Objective
Disabled
By Major
Part-time/Full-time
Ethnic Minorities
Age
Interest
High Schools in District
By Clubs/Interests
University
o Current
o Bound for
Local Businesses (their employees)
Scholarship Students
International Students
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Section 9: Communications Goals
T
he goals of the Santa Barbara City College communications program include:
•
Build pride in Santa Barbara City College among community and business leaders, residents,
elected and appointed officials, College employees, students, and alumni.
•
Enhance the College’s relationship with and through positive coverage by the news media to enable them
to inform various audiences about the role, function, and successes of SBCC.
•
Raise public understanding of and support for the role of community colleges in general and SBCC
specifically.
•
Help achieve organizational effectiveness through a cohesive internal communications program that
fosters employee understanding of College goals and programs and engagement in the decision-making
process.
•
Ensure students, executives, faculty, and staff understand the goals and priorities of the College so their
actions help bring about success.
•
Build support for SBCC Board of Trustees, Superintendent/President, faculty, and staff.
•
Increase transparency of the organizational decision-making process.
•
Enhance the flow of information and engagement between the Board, executive management, faculty,
staff, students, and external audiences.
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Section 10: Communications Objectives
•
Generate positive comments about the College’s improved ability to connect with and communicate
among at least 75 percent of those interviewed for this Plan in 24 months
•
Generate a minimum of seven news feature stories in mainstream media outlets per year about the
College/major issues/departments which deliver an important Key Message
•
Generate a minimum of 12 substantive mentions/quotes in education/higher education trade
publications each year
•
Conduct a baseline user survey of web site visitors and re-conduct within 24 months; generate a minimum
of a 30 percent increase in positive comments regarding usability/navigation
•
Generate a 50 percent increase in the number of Twitter and general College Facebook subscribers
(followers/likes) in 24 months
•
Generate a minimum 20 percent increase in positive comments from internal audiences within 24
months (re-conduct the online employee survey)
•
Host at minimum of four “Discover SBCC” forums in neighborhoods throughout the community
during 2016.
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Section 11: Organizational Key Messages
K
ey Messages convey to the public and other audiences the College’s goals, programs and services.
Messages are the “big picture” explanations that the College wants all audiences to know; further, they
provide the context for the individual initiatives, department programs, etc. These are included in all
comments to the media, written articles, speeches, presentations, web postings, and all other
communications from the College. The bullets under each message serve to explain or expand on the message,
adding facts, anecdotes, etc. It is important to note that messages will not necessarily be used verbatim by staff
or elected/appointed officials; each individual speaks with a unique voice, and the messages should be used as a
guideline for communicating the most important thoughts about each issue (thus are not the same as “talking
points”).
Messages should be revisited regularly to ensure they continue to represent the main facts that the target audiences
need to know. Additional messages will need to be developed for every project, program, or major incident that
takes place. A Message Development/Delivery training program will allow College personnel to understand the
role of a message and how to develop and deliver them.
The messages which follow are those we envision being delivered in the first half of 2016. As the communications
program gains traction, broader education-focused messages will be crafted and supported by the strategies and
tactics found later in this Plan.
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Santa Barbara City College offers its students a world of opportunities
 Classes in hundreds of subject areas prepare students for wherever they want to go in their careers
and personal growth.
 The College’s nationally-recognized faculty bring students a wealth of experience, expertise, and
guidance.
 The College’s attractiveness to local high school seniors is one of the highest in California, based in
large part on its outstanding curriculum and convenient location.
Santa Barbara City College is an unmatched community resource
 Whether helping students transition to a four-year college or offering a skills-building lifelong
learning course, the College provides special value to Santa Barbara and the region.
 As the community changes, the College is changing too – offering a quality education to students
from a diverse range of backgrounds.
 Local residents enjoy College programs that extend far beyond the classroom, including fine arts
performances, athletic competition, and many other enriching activities.
Santa Barbara City College is a vital contributor to the local economy
 SBCC students and alumni consume a variety of goods and services, helping local businesses thrive.
 Students and alumni provide a strong employee base for local businesses that is essential to the
Santa Barbara region’s economy.
 College alumni are succeeding in a wide range of industries, professions, and vocations.
 Many alumni who chose the College over options in other regions, states, or countries have planted
roots in Santa Barbara and invested here.
 SBCC is a major employer and helps local businesses thrive through training programs and
certificate programs.
Santa Barbara City College is committed to being a good neighbor
 The College recognizes the challenges and benefits of its location and continually seeks to strike a
balance between the needs of its students and neighbors.
 Recent efforts such as the Neighborhood Task Force are helping the College more effectively
respond to the concerns of those who live near campus.
 While housing, traffic, and parking issues are reflective of Santa Barbara’s desirability and are not
unique to the Mesa neighborhood, the College is aware of its vital role in finding solutions.
 The College will continue to partner with the City of Santa Barbara and other agencies on a variety
of opportunities to learn about community concerns, take appropriate action, and ensure that those
who live close to campus view the College as a trustworthy, valuable neighbor.
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Section 12: External
Communications Strategies
There are nine overarching communications strategies which emerged as the research, challenges, opportunities,
goals, and objectives were developed. The tactics to address each are contained in the next section.
1. Institutionalize the role and importance of Strategic Communications planning/counsel and key messages
throughout the organization.
2. Establish a Community Relations program to communicate/connect with stakeholders, including
enhanced use of electronic tools.
3. Convey organizational goals and vision through Strategic Visibility of the executive management team and
members Board of Trustees.
4. Educate key audiences via an active and broad-based Media Relations program to generate hard news about
College priorities as well as feature stories that help to tell the College’s story.
5. Increase awareness of College programs and services and engage directly with key stakeholders via
Pushed/Digital Information channels, especially video and social media tools, an improved College
website, publications and a consistent brand.
6. Generate confidence and engagement through Visually-Oriented stories about College students and
employees through the strategic use of video and photography.
7. Increase awareness among Non-English Speaking residents regarding College services via a media relations
program and direct communications tools. Use similar tools and programs to reach low-income and
underserved residents.
8. Institute a Government Relations program to ensure that key local, regional, state, and federal elected and
appointed officials are aware and supportive of the College’s vision, strengths, and programs designed to
connect to the community.
9. Ensure Life-Saving information reaches key College audiences who may be or are impacted during and after
a natural or man-made disaster.
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Section 13: External
Communications Tactics
Note: Tactics recommended for implementation in the first year of Plan adoption are noted with
1. Institutionalize the role and importance of Strategic
planning/counsel and key messages throughout the organization.
.
Communications
 Maintain a Master Editorial
Calendar.
This is the best
method to organizationally plan for
and strategically monitor significant
stories and events. Attention to each
item can appear in all College
communications channels, from
Social Media to media briefings to
community
presentations
to
newsletter programming.
 Conduct
Key
Message
Development/Delivery Training
for all members of the Board of
Trustees and executives. Message Development/Delivery Training should be conducted regularly
for all Trustees, faculty, and staff who may serve as a media spokesperson or who present information
to the Board/community. This training includes an introduction to the concept of key messages,
elements of a key message, how to deliver messages, venues for message delivery, and other techniques.
The training should include what is and isn't newsworthy; on-camera interview techniques; how to
control an interview (i.e., getting the College’s messages delivered); how to develop strategic messages;
trends in news coverage; how to generate media coverage of College issues; and other topics. Refresher
training should be held on an annual basis, using real-world issues facing College staff as the basis for
mock interview sessions.
 Build Key Message development into every project/issue.
All major College initiatives should
have key messages or the main points to convey. Board agenda items which might generate media interest
or be of broad interest in the community should be supported with key messages. Department heads,
deans, vice presidents, and all other project management staff within each department should work with
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communications staff to prepare key messages regarding their programs. Key messages, once approved,
would be distributed to the entire management team, as well as to all employees when the topic is likely
to generate broad interest. A “Message Vault” should be developed on the Intranet so that any time a
question arises regarding a particular subject, the approved points can be accessed easily.
 Conduct strategic communications training for deans/department staff, executive staff. This
highly-tailored training would involve helping all managers to understand the relationship between their
areas of responsibility and the audiences affected by those programs. Each manager, with support from
the office of communications, would eventually become responsible for including plans to reach targeted
audiences with explanations of the College’s activities (key messages) and the results. Components
explained in the training include audiences, messages, strategies, and tactics.
Further, offices may request communications support from the communications office. A draft request
form is included as an appendix to this Plan.
 Share communications strategies and plans campus-wide.
More sharing of these strategies,
events, and planning materials will allow for all departments to be more completely aware of campuswide issues, be prepared to assist, and be able to develop recommendations for additional
communications strategies and tactics based on the needs of their own programs. It’s imperative that
increased sharing of information take place throughout the College, especially across department lines,
to increase a sense of teamwork and to broaden the College’s capabilities.
 Create cross-department communications team.
This monthly meeting, led and staffed by the
communications office, will serve as a central information sharing body, as well as help to develop
communications strategies and help address controversial issues. It is a strategy to supplement limited
staffing in the communications office. Representatives from each department would make up the
Communications Team. Communications-related training and workshops, such as emergency incident
communications, would be held. The group would also share breaking news or major initiative
information. The agenda for each month’s meeting would include the following:

Major issues impacting each department

Updates needed to website content

Communications counsel on how to promote and share departmental success stories

Major actions from the Board of Trustees – past and anticipated

Community relations challenges

Issues that affect many departments or campuses

Reviewing and updating of Master Editorial Calendar
Meetings can occasionally be training opportunities, such as crisis communications, key message
development/delivery, media pitching, writing, presentation training, trends in new media/electronic
communications, etc.
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A key role for the Communications Team will be to serve as the campus emergency communications
organization. Therefore, periodic emergency drills or tabletop exercises would also be part of the training
program. Another training element would address the tactics necessary both during an emergency but
also during non-crisis periods, such as the following:

Conducting press conferences

Writing press releases

Special event planning

Social Media best practices
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2. Establish a Community Relations program to communicate/connect with
stakeholders, including electronic tools.
 Create a user-defined database of District residents to send targeted information.
Using a
program such as e-Notify, the College should encourage users to subscribe to email distribution lists that
can be used to send targeted geographic or topic-specific
information. The College would also create lists, such as by
District/geography/community; by topic, such as information
targeted for elected/appointed officials; for neighbors of each
of the three campuses; etc.
 Produce and distribute a community e-newsletter.
Create and distribute on a regular basis an e-newsletter designed
to convey the College’s important positions, business
information, and stories. Westmont produces an excellent
example.
 Connect with those new to the region via Santa Barbara
Newcomers Club.
This is one of the premier
newcomer/social organizations in the country with 600-plus
members whose purpose is to introduce local amenities/activities to those new to the region. It is
an ideal method by which to generate awareness about the importance of SBCC in the region,
especially the opportunity for lifelong
learning via CLL classes.
 Partner with the SBCC Foundation
on content targeted to alumni.
Recommend that the College work more
closely with the Foundation regarding
alumni communications and engagement
– including sharing of respective key
messages. An e-publication that uses
stories re-purposed from other tactics
noted in this Plan is envisioned. The
program can be expanded to include
elements such as video messages from
alumni touting the College’s value,
solicitation of alumni to serve as participants in the speakers bureau noted below, inclusion of alumni in
College communications planning efforts, and encouragement of alumni to re-tweet/forward/re-post
Social Media posts of interest.
 Improve transparency of the College’s financial and data-driven information. This longer-range
tactic involves contracting with a service such as opengov.com to provide transparent information
regarding a large array of statistical and numerical information about College departments and programs.
This tool requires little staff time to establish and is refreshed monthly based on opengov’s programming.
See Cal Poly San Luis Obispo’s opengov site here: http://bit.ly/1ztBRQo
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3. Convey organizational goals and vision through Strategic Visibility of the executive
management team and members Board of Trustees.
 Conduct an annual “State of the College” event designed to clearly state the College’s vision,
goals, and annual “story” to key internal audiences, especially community leaders. There is
a strong desire to bring more people to campus to experience and see what transpires. A gathering
on campus of various community/opinion leaders would include a multi-media presentation by the
Board President and College Superintendent/President. Other key leaders would also be exposed to
community members.
Guest speakers would be invited to bring attention to issues of importance to the
community/education, the topic about which would serve as a basis for a series of on-campus
discussions, presentation – supporting an annual theme. As an example, much attention has been
focused on the workforce skills gap. See a recent column by Sacramento Bee columnist Dan Walters
on this subject. Walters would make an excellent guest speaker and would begin a dialog over the
course of a year about the role of the College, UCSB, local businesses, state/national leaders, etc. on
this timely subject.
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 Prepare an easy-to-read summary of Trustee
agenda items and actions.
To better enable
community members to understand and engage in
college affairs, a brief summary should be prepared
of major Trustee agenda items and the resulting
action for use by the news media, to post on the
College’s website, for posting to Social Media
channels and to send to community leaders via a
“push” e-Notify email program.
 Senior
communications manager should
attend President’s Cabinet meeting.
To
ensure the successful implementation of a
centralized communications function, the director
of the office responsible for communications must
be part of senior management team and participate
in meetings (see regarding recommendations regarding staffing, structure of the communications
function).
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4. Educate key audiences via an active and broad-based Media Relations program to
generate hard news about College priorities as well as feature stories that help to tell
the College’s story.
Santa Barbara City College is in a unique media market as compared to most other larger and smaller geographical
regions in that there are several broadcast, print, and online media outlets which circulate in the district. We do
believe that staff time and resources spent on media relations should be balanced with the College’s increased
capability to push content directly to key audiences via Social Media and other online/electronic tools.
 Conduct group media briefings for local reporters/editors.
Complex public policy issues that
take months or years to address are challenging for the media to cover. A group media briefing is an
ideal tool which requires the College to focus on its messages and strategic objectives regarding large
issues or programs, and which enable the media to fully understand and explore the issue or trend without
being on deadline. These should be used extensively on subjects such as the role of community colleges,
economic/workforce development, veterans training and support programs, building program status,
etc.
 Conduct Media Fracture© sessions to match story ideas with key media targets conduct media
pitch program. The Media Fracture is a planning tool to creatively develop a variety of story ideas
which support College-wide and departmental goals; it is drawn from the Master Editorial Calendar as
described above. A list of media outlets, both traditional and non-traditional – including local, regional,
national, and international – is developed and the story ideas are matched with media outlets into a matrix
that becomes a Media Pitching Calendar. Various members of the College’s management team, in
addition to communications staff, would be responsible for pitching different outlets. This process
utilizes staff resources efficiently and maintains the College’s credibility by ensuring that the right story is
developed for the right media contact. Pitching training would be provided prior to implementation.
See a sample Fracture matrix as an appendix, including a lengthy list of potential story ideas (not
exhaustive).
 Broadly share feature story pitch results.
Sharing or leveraging feature stories about SBCC can
give much greater visibility than the single appearance of a piece. Target audiences include Trustees, all
College department managers/staff/faculty, students, community leaders, business leaders, local
board/commission members, and other opinion leaders such as elected/appointed officials.
Distribution methods include posting to Twitter/Facebook or other social media outlets, adding a link
to Department website and sending via email to key audiences such as employees, etc. Obtaining media
outlet permission to reproduce stories is advised.
 Use press releases to distribute business-focused content.
In addition to events and softer
content, ensure that releases also focus on key business stories of the College, including agenda items/key
decisions of the Board, programmatic information, facilities planning status, policy positions, etc.

Specific focus of releases that tell the SBCC story to engage the local residential and business
communities, specifically topics that showcase the role in jobs, the economy, enhancing the
quality of life for the community and on current local/regional/national educational issues.
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 Aggressively respond to inaccurate, unclear information in news stories, letters to the editor,
guest columns, and when appropriate on comment boards.
This recommendation is based on
a near-unanimous set of comments from virtually everyone interviewed for this Plan. There is strong
frustration that the College does not set the record straight in the public discourse of SBCC issues.
 Include The Channels as a key outlet to engage, inform students, staff, and faculty. The Channels
should be considered a key vehicle by which to educate internal audiences about key initiatives, projects,
and plans. Their deadlines should be taken into account and respected. Formal pitching and inclusion in
background briefings is warranted. As with other media outlets, it is important to provide feedback, both
constructive when coverage is accurate/fair and corrective when coverage is inaccurate.
 Prepare op-ed stories, guest columns.
Preparing op-ed stories on local, regional, and statewide
topics and placed with print and online outlets can be a very effective method of increasing the College’s
visibility and educating the public on vital issues. These pieces should focus on broad topics which
impact many students, nearby residents, and/or business owners; they can also touch on a variety of sides
to any given issue. Opinion or guest columns are generally pitched to the op-ed page editor and are
offered exclusively to that publication as a means of generating interest. They can also appear on the
College’s website once they have appeared in print and can be “pushed” electronically to various opinion
leader databases and through social media. These would be authored by various College Trustees,
executives, faculty, and/or staff members representing a variety of programs/services.
 Implement a written media relations policy. This College-wide manual would document the
College’s philosophy toward the media, how to respond to media inquiries, and the role of the
communications office. Who may and may not officially speak to the media would be outlined. It should
state how and when to issue press releases, identify how media calls should be dealt with and who to go
to for assistance, how inquiries relating to legal and personnel issues should be handled, etc. This will
help to avoid possible conflicts/difficulties and will help maintain communications consistency
throughout the College.
 Create Electronic Media Room on the website. Media
representatives use websites to gather information; in fact,
research shows this is the first place most reporters start
when writing a story. The Media Room needs to be a onestop-shop for journalists needing information about the
College and each department, including an archive of news
releases (in keyword-searchable format) and should be
planned to be used during both day-to-day and emergency
situations. A Media Room should include links to
background information on a variety of projects, Q&As
and fact sheets on key College issues, high- and lowresolution still and video images (including b-roll for TV
broadcast use), graphics, maps, etc. Links can also be
provided to other resources which are of use to the media
in emergencies. Once the Media Room and other new
features are activated, they should be promoted to reporters
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and assignment editors, and feedback should be sought for ongoing enhancement.
 Conduct
online media
survey.
Used
by
cutting-edge
public agencies
to gain the
perspective of
area journalists
in order to
refine
the
media outreach
effort,
this
online survey
provides
a
simple method
to
engage
reporters.
Survey
questions are
designed to elicit specific feedback regarding the agency’s public education efforts. Conducting a
benchmark survey while SBCC is re-setting its communications efforts is an ideal way to send a message
to the media that the College is taking its media relations efforts seriously.
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5. Increase awareness of College programs and services and engage directly with key
stakeholders via Pushed/Digital Information channels, especially video and social
media tools, an improved College website, publications and a consistent brand.
 Improve web site navigation/functionality. The College’s web site was consistently rated as in need
of navigational restructuring as well as updated content; an institution of the size and scope of SBCC
should have a robust and easily-navigable site. Increased content, more frequent refreshing of content,
more interactivity, and ability to more easily search for – and navigate to – information would make the
site meet the needs of a much larger array of audiences. Eventually, the content, look, and feel of the
website should be “owned” by the communications office. Other specific recommendations include:

Provide a section on the home page targeting the local community, providing information and
updates on campus projects, issues, events, and happenings

Install a feature for users to sign up to be notified of new postings, upcoming events, and
happenings

Change emphasis on visual to focus on education v. lifestyle
 Centralize web site content responsibility with the communications office. Content is the most
vital element of any communications program, and the College web site is the most strategic tool available
to convey consistent messages and information. Because departments are now responsible for updating
content and because workloads/resources vary, content on the College site has become stagnant.
Recommend centralizing this tool in the College’s communications office to ensure it is a channel for
distribution of consistent information, along with media and community relations and other
communications programs. Realizing that resources and priorities in the communications office will need
to be addressed and over time, recommend use of a cross-department team as an interim step to focus
on content and updating schedules.
 Reposition marketing materials/branding messages. Until a policy decision is made to promote
SBCC to future students outside of the district, we recommend placing less emphasis on the sunny,
coastal lifestyle found at SBCC, and more on education/careers via photography and communications
materials. Doing so will help SBCC enhance its reputation as a highly regarded institution of higher
learning that focuses on the educational and career needs of District residents and lessen negative
perceptions that the college targets its promotional efforts on foreign, out-of-state and out of area
students who negatively contribute to Santa Barbara’s affordable housing, traffic, and quality of life issues.
 Regularly update and strategically tell the College’s multiple stories via social media tools,
focusing content on the different styles of each social media channel.
The College’s social
media presence is best described as narrow in approach. Increased focus on hard, soft, feature, human
interest, and event/activities will gradually grow the channel into a more robust resource for College
storytelling.
Facebook: it is recommended that the College’s Facebook page be the primary social media tool
with a focus on engagement. Targeting Facebook allows for much more engagement and
commentary, thereby enabling residents to enter into an electronic relationship vs. a one-way flow
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of information. The main College Facebook page should be the posting site for all departments
that either do not have enough content to maintain their own site and/or adequate staff to post on
a regular basis. Larger, more active departments should maintain their independent site if they can
post 3-4 times per week.

Include a link on most posts to website content and link web pages to Facebook posts
Twitter:
continue
to
post
but
transition as a
“news”
repository,
encouraging
news outlets to
follow.
Showing the
College’s
personality:
social media presents a wonderful opportunity to humanize the College. Poking fun at “old-school”
College traditions, norms, jargon, rules, etc. is a way to help the public engage with their community
college and also as a platform to highlight cutting-edge programs/services.
EXAMPLE: Miami Dade College uses
photos of students in their website and
social media headers.
EXAMPLE: Miami Dade College uses
photos of students in their website and
social media headers.
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Social media channels are increasingly a
source of news.
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 Use social media management tool.
Hootsuite is one of many tools referred to as a “Social Media
Management System” or tool. It enables an agency to keep track and manage numerous social network
channels. It can also enable the College to monitor what people are saying about it and help it to respond
instantly. Measurement of social media performance across networks is also possible. While there is a
free version available, there are benefits to using the paid version: up to 100 social networks can be
managed in a single dashboard, with the ability to schedule up to 350 messages in advance to make
planning easier. This would enable the College to establish user goals, monitor comments and schedule
posts to various outlets. Another benefit of a tool such as Hootsuite is the ability to implement a
consistent posting pattern; posting numerous items in a single batch with days in between makes
following the content very difficult.

Create a social media policy. A comprehensive, tailored social media policy should be developed.
Topics to be addressed include how comments posted to sites are handled, links to the College web site,
oversight, faculty/staff online behavior/comments, enforcement, etc. Napa College’s social media Policy
is included as an appendix.
 Empower and encourage College faculty, staff and students to photograph their college
experiences.
Creating an organization of employees and students empowered to snap photos of
their college life and sending to the communications office for posting on social media will not only
positively engage and promote the work of employees, it turns the entire organization into a
communications team that takes pride in showing what it does. Photos – which are highly effective at
generating attention – would populate the web site and social media tools.
 Conduct online surveys and pose “question of the week” to engage students about relevant
information. Fun and engaging tools exist to generate awareness and a sense of fun about College
programming, key deadlines, etc., all while generating a sense among students that the College
understands their concerns and cares about their success. A variety of online surveys and a series of
inviting questions are wonderful, low-cost tools that can get students excited about their community
college.
 Use a printed and online, high production value Annual Report to reach opinion leaders and
convey the workforce development message. The Annual Report is the College’s best method of
consistently conveying the business leaders, government opinion leaders and other key audiences about
the work of the College to partner with the extended community to meet the needs of local employers.
 Create SBCC student app. Recommend development of a student-faculty-oriented app that will
provide schedules, campus information/maps, directions, registration deadlines/information and other
essential information needed by students; it will be invaluable in communicating with these target
audiences in a method that is efficient, effective, and comfortable. Regarding all communications
channels and tools the communications office should work in partnership with IT. See the Delta
College app as an excellent example.
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6. Generate confidence and engagement through Visually-Oriented stories about
College employees and strategic use of video and photography.
The College has an opportunity to generate greater awareness of College services by promoting the people who
carry out the services as well as those who receive services. This section of the Plan includes recommendations
that increase the strategic use of video to highlight the work of College students, faculty/staff, and others. All
non-instructional videography and photography (for marketing and promotional purposes) should be centralized
and overseen by communications.

Broadly use video programming to tell College service-related and student success stories.
Produce brief video segments to highlight the array of classes and programs offered and show the
students
attending
(illustrating
the
incredible
diversity of
the student
population).
The videos
should
populate all
social media
and webbased
channels
(Facebook,
Twitter,
website,
YouTube
and others).
EXAMPLE: Grove City
College:
https://www.youtube.com/watch
?v=y25TENLen0U
Bring to life examples of student
life via visual tools.
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 Create a robust set of video programming resources:

Regularly produce (e.g., monthly) 2-3 short (two-minute) videos to support and enhance both
external and internal communications. Recommend the following videos be produced and
distributed each month:
- “This Month at SBCC.” – A video highlighting key College news, which would be
presented by the President at the monthly Board meeting. This video would then be
posted on the web site, via social media channels, and sent out as a Video News Release
(VNR) to media, keeping all major stakeholders informed on a regular basis. It would
also be used to kick-off all community presentations. Content would include some of
the bigger sports stories as well as quick interviews with selected students.
- “Meet our Team” -- A video profiling a faculty or staff member that provides an insight
as to what makes them so valuable to the SBCC family. This would be distributed via
email to faculty, staff, and students to increase morale and pride. These videos could
then be integrated into the website under a section called “Meet our Faculty and Staff”
as well as via social media channels.
- One or two targeted video(s) to support grant applications, fundraising, and any other
internal and/or external purposes. The topics for these videos would be developed in
conjunction with various SBCC departments as part of the Communications Team.

Produce one high-end “overview” of the College that can be used as a recruitment tool, which
includes a short history, philosophy, mission, significant accomplishments, success stories, and
examples of “cool” things happening on campus. This can also be distributed to local middle
school and high schools to be aired in classrooms during morning video programs.

Produce one high-end Public Service Announcement (PSA) that can be used to position SBCC
as a premiere community college. This can be distributed to all local broadcast and cable
channels in the Central Coast, including the government channels, as well as posted on the web
site and in social media channels.

Produce career-oriented videos that provide detailed information about courses of study,
potential jobs, and salary ranges; post on SBCC website and YouTube Channel.

Develop an archival system for all video (and photography) assets.

Begin live web streaming of Board meetings and other major on-campus events (v. audio only
of some meetings).

Seek opportunities for producing video in conjunction with other video entities on campus, such
as multimedia classes, clubs/organizations that record their events, etc.
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 Use photography to capture the essence of student life and college services. Regular rotations of
current, high quality photographs are needed to help tell the story of college happenings and issues,
showcase facility upgrades, as well as demonstrate classroom teaching and the use of new technology.
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7. Increase awareness among non-English speaking residents regarding College
services via a media relations program and direct communications tools. Use similar
tools, programs to reach low-income residents.
 Increase awareness among Hispanic audiences.
Numerous interviewees for this Plan
expressed a strong desire for improved communication with ethnically-diverse communities, most
particularly Spanish speaking audiences. Effective multi-cultural communication extends far beyond
translation of existing documents; each minority community has its own preferences for how members
prefer to receive news, and the College must be willing to consider creating tools which are designed
for a targeted ethnic audience.
 Provide real-time website translation. Ensuring the website is available in languages other than
English is vital. Recommend Spanish and common Asian languages.
 Implement text-based information outreach program to Hispanic residents. Using as a model
the successful programs implemented by many public health agencies, a two-way program of
communicating College program and service information via texts has great potential for reaching
Hispanic and/or disadvantaged residents.
 Build on outreach effort from Associated Student Government (ASG). Recommend partnering
with ASG to find the best tools to reach non-native English-speaking current and prospective students.
Enlist the faculty and staff to give counsel.
 Based on College objectives, consider outreach to established neighborhoods/institutions.
Research the ability to conduct outreach into specific neighborhoods and religious institutions.
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8. Institute a Government Relations program to ensure key local, regional, state, and
federal elected and appointed officials are aware of the College’s vision, strengths,
and programs designed to connect in the community.
 Conduct quarterly meetings between Superintendent/President and Board President and local
elected representatives.
Regular communications between the elected officials of area local
jurisdictions is warranted: County of Santa Barbara (South County) and the cities of Goleta, Santa
Barbara, and Carpinteria, at a minimum, will allow for improved flow of information. Following each
election, the College should reach out to newly elected officials to provide a briefing on Collegecommunity issues.
 Periodic joint meetings with Board of Trustees and Santa Barbara City Council; Goleta City
Council; Carpinteria City Council. Designed to share strategic messages and goals of the Trustees,
these meetings would include the Superintendent /President and members of the Board. The media
would be provided with the agenda and a briefing about key issues of mutual importance.
 Annual briefing with state and federal elected representatives. Regular briefings in Sacramento or
in the district with state elected officials as well as in district with federal representatives will help establish
and maintain key relationships and flow of information.
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9. Ensure Life- and property-saving information reaches key College audiences who
may be or are impacted during and after a natural or man-made disaster.
 Prepare a tailored Emergency Public Information Plan. The College has a significant
obligation to educate students, faculty/staff, and community stakeholders about emergency
preparedness and response efforts. The College must ensure that anyone on campus understands
how to respond during the incident in order to minimize property damage and loss of life. Given
the workload of the current staff members, it would be virtually impossible to create the type of
comprehensive plan necessary to address all of the College’s audiences. The College should
contract for the preparation of a comprehensive emergency public information plan that complies
with FEMA-mandated components. See the appendix for a sample NIMS-compliant emergency
public information plan table of contents. This plan would become an annex to the College’s
Emergency Operations Plan.
 Embark on outreach program to all student populations, with emphasis on non-English
speaking audiences regarding how to obtain emergency information pertaining to campusinvolved incidents. The College’s website contains an extensive array of vitally important
information about what to do in the case of various types of emergency situations. It was unclear
from our research how broadly students are aware of this information. This tactic is designed to
educate new students about the information available and to ensure College security staff know to
push information via AlertU.
 Conduct tabletop exercises for all College communicators team. Annual one-day exercises should
be conducted to ensure that the College communications team understands how to respond, what their
roles are, and how to communicate during a disaster. Managers who do not have a main responsibility
during an incident should be identified to participate as members of the emergency communications
team and be trained annually. Recommend participating in County and City emergency drills.
 Participate in area emergency communicators (EPIC) roundtable.
Recommend the
communications staff support the existing EPIC emergency public information personnel in the area.
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14
Section 14: Internal
Communications Strategies
T
he following internal communications strategies are recommended in order to engage and inform faculty,
staff, and students.
1.
Increase awareness and engagement among faculty, staff, and students by implementing a set of
systematic vehicles of communication in order to provide reliable sources of information so that internal
constituencies are aware of events, policies, issues, and developments within the college community.
2. Create opportunities for faculty and staff to efficiently provide input to executive management through
increased personal interaction and formal survey tools.
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Section 15: Internal
Communications Tactics
1. Increase awareness and engagement among faculty, staff, and students by
implementing a set of systematic vehicles of communication in order to provide
reliable sources of information so that internal constituencies are aware of events,
policies, issues, and developments within the college community and celebrate
successes.
Attaining this goal will ensure that faculty and staff are informed about and actively engaged in campus life. A
formal internal communications program will allow all College employees to understand the goals and programs
of the organization, see their role in the overall implementation of the college programs and issues, help
accomplish the goals, and articulate the programs, issues, and successes to family, friends, neighbors, and other
College employees. In effect, this allows them to serve as spokespersons for the College. The results of the
employee survey showed a high level of satisfaction with the quantity, quality, and sources of information
currently provided to employees.
 Maintain “Monday Morning” update from the Superintendent/President.
This electronic
newsletter should be maintained to keep faculty and staff informed and engaged in SBCC issues.
 Make consistent use of video messages by the Superintendent/President and vice
presidents/deans to all employees.
This communications tool is becoming the most effective
and efficient method for the dissemination of information to staff and faculty from executives,
especially taking into considering different work locations and schedules.
 Use professional photography services. The College can professionally capture a wide range of
campus happenings, programs, services, facilities, classroom activities, and more to create a robust
online archive of photography.
 Create an electronic historical archive of video and photography. The archive should be easily
searchable and accessible.
 Be more judicious in “all personnel” email.
Periodic use of the “all personnel” feature of email
to make College-wide announcements is warranted. Employees report that they most prefer to receive
emails regarding issues of importance facing the College. However, use of “all personnel” email should
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be limited to ensure these emails are considered important and will be read. Create email addresses for
each department and/or work group that, when warranted, can be used to disseminate important
information to “All Personnel.” This policy is standard among many colleges:
 Distribute special bulletins regarding major initiatives.
A special new e-publication should be
created just for College employees to provide breaking, urgent, or significant news. The “Update” or
similarly-named publication should be developed to educate all employees about major projects or
issues that cross departmental lines and which will generate considerable community or media interest.
The approved Key Messages for each item would be shared in this channel.
 Send Trustee meeting summaries.
As with the tactic described in a previous section, this should be
distributed to College faculty/staff, the media, community and opinion leaders, and those who subscribe to
the e-Notify service following each board meeting, including a link to the meeting video.
 Make strategic use of annual College Day. This event was widely mentioned as one that could become
a unifying tool to bring everyone from all parts of the organization together.
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2. Create opportunities for faculty and staff to efficiently provide input to executive
management through increased personal interaction and formal survey tools.
 Create informal meeting opportunities. Address the desire of many staff and faculty to engage in twoway communications and create increased opportunities for dialog and information sharing. These should
occur both within departments and between deans/department heads and president/vice presidents.
 Re-conduct annually the online employee survey. Recommend re-conducting the online employee
survey which was conducted as part of the research for the development of this Plan. Using the initial
survey results as an agenda (see separate report of survey results) each department should schedule a full
review of the survey responses, and action plans should be developed for implementation within each
department – with the support and involvement of the communications office. This exercise should be
repeated annually.
 Create formal opportunities for two-way flow of information between executive management,
deans, department heads and faculty/staff. Using the survey results and other issues of campus-wide
interest, create additional formal opportunities for two-way flow of information and ideas across
department lines.
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Section 16: College
Communications Department
Organizational Structure
S
anta Barbara City College’s communications function is undergoing a major staffing change as of the
preparation of this Plan. The long-time Public Information Officer retired at the end of 2015. An interim
communications director has been hired as of the date of this Plan while a restructuring and recruitment
is undertaken.
Considering the budget constraints facing California community colleges and the local consternation relative to
actively attempting to attract/market SBCC to local or international students, it is recommended that the
marketing and public information positions be restructured into a single position of “Director of
Communications.” Below is a recommended organizational responsibility chart.
Further, the position should be supported initially by a part-time and then full-time professional assistant: a
journey-level position focused on production. Administrative and graphic design should round out the “Office
of Communications and Government Relations.” Specifically, our recommendations include:
 Establish “Office of Communications and Government Relations.” Responsibilities of the office
would include:












Strategic council
Community relations and engagement
Intergovernmental affairs, relationships
Communications Team leadership
Website content
Graphic design
External special events
Social Media
Emergency communications
Internal communications
Video production
Photography
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 Create new position of “Director of Communications and Government Relations.”
The
position is envisioned to be a member of the Superintendent/President’s Cabinet in order to provide
strategic counsel to the College. See various position descriptions as an appendix item.
 Create position responsible for internal communications. Reporting to the public information
officer, this position would take responsibility for writing, especially targeting internal audiences.
 Unify website, graphic design, and video production capability into the new Communications
Office. Each of these functions should exist as part of a unified office that can drive all organizational
communications.
 Implement a “Communications Request Form.” This tool is the best method to focus all requests
for communications assistance to the right source and to receive the right type of help from the
communications office. See the draft form as an appendix.
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Office of College Communications and Government Relations
Areas of Responsibility / Organization
Content /
Messaging
Audiences
Visual/
Graphics
Electr.
Media
Mtng /
Events
Admin
Research
Board /
Exec.
Brand
Mgmt.
Web
Special
Events
Comm.
Counsel
Messaging
Gov't.
Graphic
Design
Social
Media
Meeting
Coord.
Crisis
Comm.
News
Releases
Media
Display /
Content
Video
Booths /
Displays
Sponsors
Speeches /
Presntns.
Community
Copywriting
Special
Interest
Interns
Foundn. /
Alumni
Protocol
Photog.
Board
Relations
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Section 17: Priority
Implementation Chart
The following chart notes the external tactics being recommended for implementation in the first year,
following adoption of the Strategic Communications Plan.
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First Year – Recommended Priority External Tactics
Strategy
Tactic
1. Strategic
Communications
Maintain a Master Editorial Calendar
2. Community Relations
3. Strategic Visibility
4. Media Relations
5. Pushed, Digital,
Branding
6. Visual Story Telling
7. Spanish-Language
Outreach
8. Government Relations
9. Emergency
Communications
Conduct Key Message Development/Delivery
Training for all executives
Build Key Message development into every
project/issue
Share communications strategies and plans
campus-wide
Create a user-defined database of District
residents to send targeted information
Produce and distribute a community e-newsletter
OneTime
Ongoing
◘
◘
◘
◘
◘
◘
◘
◘
Prepare easy-to-read summary of Trustee agenda
items and actions
Senior communications manager should attend
President’s Cabinet meeting
Conduct group media briefings for local
reporters/editors
Broadly share feature story pitch results
◘
◘
◘
Use press releases to distribute business-focused
content
Aggressively respond to inaccurate, unclear
information in news stories, letters to the editor,
guest columns and when appropriate on comment
boards
Prepare op-ed stories, guest columns
◘
Conduct online media survey
◘
◘
◘
Regularly update and strategically tell the
College’s multiple stories via social media tools,
focusing content on the different styles of each
social media channel
Use social media management tool
◘
Empower and encourage College faculty, staff and
students to photograph their college experiences
Broadly use video programming to tell College
service-related and student success stories
Increase awareness among Hispanic audiences
◘
Conduct quarterly meetings between
Superintendent-President and Board President
and local elected representatives
Participate in area emergency communicators
(EPIC) roundtable
◘
◘
◘
◘
◘
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A
Appendix A – Interviewees
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List of Interviewees
Santa Barbara City College
Strategic Communications Plan Interview Participants
*in order of interview
Marty Blum, Trustee
Marsha Croninger, Trustee
Peter Haslund, Trustee
Tyler Gibson, Student Trustee
Craig Nielsen, Trustee
Jonathan Abboud, Trustee
Marianne Kugler, Trustee
Karen Sophiea, Director of Marketing, SBCC
Lanny Ebenstein, Taxpayers Association
representative
Joan Galvan, Public Information Officer, SBCC
Veronica Gallardo, Trustee
Andy Harper, Exec. Dir., Center for Lifelong
Learning, SBCC
Joe Sullivan, VP Business Services, SBCC
Dr. Bill Cirone, Superintendent of Schools
Geoff Green, Exec. Director, SBCC Foundation
David Cash, Superintendent, Santa Barbara
Unified School District
Jerry Estrada, MTD Director
Dr. Jack Friedlander, Exec. Vice President, SBCC
Ryan Byrne, Program Director, Athletics
Gerardo Cornejo, Principal Carpinteria High
School
George Relles, Author, Goleta Grapevine
Peter MacDougall, President Emeritus, SBCC
Dr. Ben Partee, Dean Educational Programs
Michael Medel, Dir., Admissions and Records,
SBCC
Guy Smith, Retired Administrator, SBCC
Supervisor Salud Carbajal, County of Santa
Barbara First District Supervisor
Ken Oplinger, SB Chamber CEO
Helene Schneider, Mayor
Craig Price, outside legal counsel
Ed Behrens, Principal San Marcos High School
Supervisor Janet Wolf, County of Santa Barbara
Second District Supervisor
Paul Casey, Santa Barbara City Administrator
Isaac Eaves, President, Student Senate, SBCC
Dr. Lori Gaskin, Superintendent/President
Focus Groups:
Academic Senate
Center for Lifelong Learning Advisory Committee
Classified Consultation Group
Advancing Leadership Committee
The Channels Editorial Board
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B
Appendix B – Internal Online
Survey Questions
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Appendix C – Workforce Skills Gap
Article
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D
Appendix D -- Sample Media
Fracture© / Story Idea List
This matrix is the result of a Media Fracture© process. Various types of media outlets, such as daily newspapers,
lifestyle magazines, and Spanish-language radio stations appear at the top of the matrix. Various story ideas,
divided into subject matter, appear at the left side of the matrix. The Media Fracture process "wedded" the media
outlets with the story ideas, recognizing that a story which is appropriate for one medium may be inappropriate
for another (i.e. television's need for visuals, radio's need for ambient sound, etc.). The "x" in each matrix box
indicates the suitability of pitching a specific story idea to that specific type of media outlet. The matrixes included
here are included solely as visual examples.
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Story
Sample “Media Fracture”
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Media
Outlet
#1: daily or
weekly
print
outlets
Media
Outlet
#2: regional
broadcast
outlets
Media
Outlet
#3: college
newspapers
Category #1
Story idea #1
X
x
Story idea #2
Category #2
x
Story idea #3
Story idea #4
Story idea #5
X
x
Category #3
Story idea #6
Story idea #7
x
x
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PRICE RADAR
MEDIA
FRACTURE
Business
Week
Associated
Press
P L A N
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Times
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The
Economist
PC
Magazine
Walt
Mossberg
O
Magazine
United
Inflight
Mag.
Good
Morning
LA
x
x
x
x
x
x
x
x
x
x
Trends/ SpecialInterest

Celebrity as
spokesperson

Online auction
growth
x

Selling
intelligence
x

Changing
distribution
channels
x

Stimulating the
collectibles
market

Enthusiast story
x
x

Melding
classifieds,
auction, retail
x
x
X
x
x
x
x
X
x
x
X
x
x
X
x
X
x
x
X
x
x
x
x
x
x
Company

Advisors
x

Deals
x

Investors/funding
x

COLLEGE
successes
A year in the life


x
X
x
x
x
X
x
x
x
X
x
x
x
x
x
x
X
x
x
x
Auction
vernacular
Technology

HDC
x

“How’d they do
that?”
x

Significance of
speed
x
x
X
x
x
X
x
x
x
x
x
X
x
x
X
x
Product

Categorizing a
behemoth

“Cyborg
mindmeld”
x
x
x
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SBCC News/Feature Stories
Develop a series of stories to inform and excite audiences about SBCC. Stories should range from
demonstrating student success and faculty expertise to the benefit that SBCC provides to the community
through its business focused classes, ESL, CLL, and workforce development. Some examples of the types
of programs that are that are ripe for developing stories and promoting via video, web, print, and
presentations include:

Dual Enrollment: The Santa Barbara City College (SBCC) Dual Enrollment Program consists of
college classes offered at local high school sites as well as enrollment opportunities for high
school students interested in taking classes at the main SBCC campus or online. Participation in
this program eases the transition from high school to college and encourages high school students
to keep pursuing postsecondary education.

Express to Success (accelerated curriculum with learning communities): The Express to Success
Program (ESP) provides an opportunity for students to move through their required Math and
English classes more quickly while participating in a supportive Learning Community (LC)
environment.

Allied Health: offers courses for those interested in health care. These courses can
be helpful in deciding to do a subsequent major in a health-related field or in meeting
requirements for other majors.
o Healthy Aging Program: Senior centers, hospitals, residential care facilities, non-profit
organizations, health clinics, senior housing, and other related health care agencies need
employees who are able to develop and implement evidenced based health promotion in
the community.
o Caregivers Curriculum
o Personal Care Attendant
o Personal Care Attendant: Dementia and End of Life Care
o Medical Technician: EMT
o Emergency Medical Technician

Career Skills Institute: Addresses the growing gap between the skills employers need and want,
and the skills the current workforce has.

Adult High School/GED: The Adult High School (AHS) Diploma Program is designed for
adults who want to earn their high school diploma. Students meet with an advisor to create an
individual learning plan and work one-on-one with faculty and in small groups with other
students. Subjects include reading comprehension, vocabulary and grammar, spelling, writing,
mathematics, and other subjects.

Culinary Arts: The School of Culinary Arts and Hotel Management Program develops skills and
competencies for positions in the hospitality industry. This unique program mirrors industry
standards by providing training in a realistic work environment. Students have the option of
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selecting either hotel or restaurant/culinary program tracks. Instructors with industry-recognized
credentials and years of experience direct each operation. The program is recognized nationally as
a leading center for hospitality training.

English as a Second Language (ESL): Designed to aid the resident and international student,
for whom English is a second or foreign language, to master basic communication skills necessary
to make reasonable progress in an American community college environment. Students do not
need to take the TOEFL and can enroll in regular college courses after studying English. This
program offers courses for beginning to advanced students. There are some great success stories
of students that took ESL and now are achieving great things in the SB community.

Environmental/horticulture: The Environmental Horticulture Program teaches the basic skills
and provides state-of-the-art information required to develop a strong foundation for a variety of
career specialties within the landscaping, ornamental horticulture and the regenerative and
restoration industry. The program encourages professional standards, a strong work ethic and
environmentally sound management practices. Horticulture industry professionals from
throughout the community serve as members of the college's Environmental Horticulture
Advisory Committee. These "hands-on" professionals provide guidance, expertise, and leadership
in enhancing the program's response to community and industry needs.

Noncredit Program with Santa Barbara County Jail: SBCC programs held at the SB
County Jail
o Personal Development
o Computers

Scheinfeld Center for Entrepreneurship and Innovation: This is a hub for entrepreneurial
development at SBCC and within the community. The Center trains entrepreneurs using a
comprehensive approach that combines academics, hands-on experience, and support. At the
same time, students earn an A.A. degree, certificate, or competency award in Entrepreneurship.
o Enterprise Launch: The Scheinfeld Center hosts Enterprise Launch™, a program
that helps students rapidly launch a simple business idea in a single semester and earn
three credits at the same time! Mentors volunteer their time to help students launch their
product or service and start selling. Students develop a business concept through a series
of lively pitch competitions and challenges have the opportunity to win cash awards.

Veterans’ Program: The objective of the Veterans' Support Program is to provide information
and assistance to veterans and dependents of veterans eligible for Veterans Educational
Assistance. SBCC academic counseling, career, transfer, tutorial and other services are part of
SBCC's mission to offer eligible program participants support to achieve their educational goals.
o New mentoring partnership with Raytheon
o Female veterans
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
Technology training: Preparation for careers in jobs in the Santa Barbara
community. (Everything from Help Desk Support to Project Management to Game Design).
o SBCC Information Technology Academies: SBCC’s Oracle, Citrix, Microsoft,
VMware, and Cisco (taught through the college’s Computer Network Engineering and
Electronics Department) Academies will all offer official certification courses in the 2014
– 2015 academic year, including five in the fall. Certification courses include Windows 7
Desktop Administration, Exchange Server Administration, and Citrix XenDesktop Administration.
Students will enjoy the same benefits in many of these other courses, including access to
official course curriculum and discounts on certification exams. A Linux+ certification
course also will be available. While many of the courses offered are certification oriented,
the primary focus is to provide students with practical job skills but the definition of
students spills over to working professionals who enroll. “Our goal is to not only train
students for IT careers but to provide workforce training and development for local
employers also.”

Specialty Programs Story Ideas
o Center for Lifelong Learning Scholarships
o Transfer Day/College Fair
o Transfer Center
o Sacramento Internship Program
o SBCC librarian in Isla Vista
o Innovation 3D Printing/Product Design offered through the Drafting Dept.
o Cosmetology Program now offering new evening/Saturday option. Community members
get haircuts, facials, or pedicures.
o Foster student program
o Economic development efforts, small business development, 10K small business programs
o Scholars & Athletes - not mutually exclusive at SBCC
o How SBCC changes lives
o Successes of first-generation and disadvantaged students that will inspire others
o A pathway to four-year university success
o Education works. Students can receive high quality, short term training to prepare and place
them in good-paying jobs
o Learning leadership through student organizations, professional opportunities
o Hall of Fame stories
o Innovation in the classroom and into the community and business world.

Business/Operation Story Ideas
o Advantages of two summer sessions
o Student Equity Plan (to help disadvantaged students succeed academically)
o Renewed emphasis for improved student orientation and counseling services
o What opening of West Campus Classroom/Office Building will mean to campus and
community
o What’s ahead with rebuilding of Campus Center
o Using last of Measure V funds – refinancing first issuance and saving taxpayers money
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o Transportation options - SBCC made concerted effort to improve traffic/parking
congestion
o SBCC Scholars - A story about the honors program, what Phi Theta Kappa Honors
Society students are doing.
o STEM Program – SBCC is about to sunset a multi-million $$ grant. What was
accomplished; how students benefited.
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E
Appendix E – Draft College
Communications Support Request Form
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City College – Office of College Communications and Government Relations
Communications Service Request Form
The Communications and Government Relations Office offers a wide range of services for our
internal clients, including communications consulting, marketing, graphic design and visual arts,
presentation preparation, special event coordination, speech writing, media relations, videography,
photography, and more.
Completion and submittal of this form will help us to respond to your communications request in the
most effective and timely manner. Upon receipt, a member of our Communications team will contact
you to discuss your request in further detail.
Name of Key Contact (Point of Contact for this request):
Program/Project:
___________________________________________
Telephone:
___________________________________________
Email:
___________________________________________
Date Request Submitted: _______________________________________
Date Required:
___________________________________________
The Communications Team strives to complete all requests in a timely manner. Please
allow at least __ business days from the submission of this form for us to [respond to]
[complete your request].
Please briefly describe your request in the space below:
Note: By submitting this form, you are verifying that your request has been approved by your Supervisor and
that you are the primary client/contact for this project.
Program/Project to be billed: ___________________________________________
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Appendix F – Irvine Valley College
Social Media Policy
Irvine Valley College Social Media Guidelines
Purpose
Irvine Valley College's social media presence is intended to provide the IVC community with a forum to share thoughts,
ideas, and experiences through discussions, postings, photos and videos on online networks such as Facebook, Twitter,
LinkedIn, Pinterest, and YouTube.
Blogs, social networks and interactive Web sites are exciting new channels for you to share knowledge, express your
creativity and connect with others who share your interests. Irvine Valley College supports your participation in these
online venues.
Because social media channels are fairly new to many in our community, we've assembled "best practice" guidelines
from respected online and industry sources to help you use these forums effectively, protect your personal and
professional reputation and to follow college and district policies.
These guidelines are frequently updated as social media evolves. If you have suggestions, please contact Diane Oaks,
Director of Marketing, Communications and Broadcast Services at doaks@ivc.edu.
General Recommendations
The keys to success in social media are: 1.) being honest about who you are; 2.) being thoughtful before you post; and 3.)
respecting the purpose of the community where you are posting.
Be transparent. Be honest about your identity. If you are authorized by your supervisor to represent IVC in social
media, say so. If you choose to post about IVC on your personal time, please identify yourself as an Irvine Valley College
faculty or staff member. Never hide your identity for the purpose of promoting or complaining about IVC through social
media.
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In December 2009, the Federal Trade Commission implemented regulations requiring bloggers and those who write
online reviews to reveal if they have been compensated in any way—a free copy of a book, dinner, complimentary
admission—or have a relationship to a company, product or service they review. Already a "best practice" for most
bloggers, such disclosure is now being enforced.
A good resource about online transparency is the "Disclosure Best Practices Toolkit" at http://blogcouncil.org/disclosure.
Be accurate. Make sure that you have all the facts before you post. It's better to verify information with a source
first, than to have to post a correction or retraction later. Cite and link to your sources whenever possible; after all, that's
how you build community. If you make an error, correct it quickly and visibly. This will earn you respect in the online
community.
Be respectful. You are more likely to achieve your goals or sway others to your beliefs if you are constructive and
respectful while discussing a bad experience or disagreeing with a concept or a person.
Be a valued member. If you join a social network like Facebook or comment on someone's blog, make sure you
are contributing valuable insights. Don't post information about IVC events or a book you've authored unless you are
sure it will be of interest to readers. Self-promoting behavior is viewed negatively and can lead you to be banned from
websites or groups.
Consider your audiences. Social media often span traditional boundaries between professional and personal
relationships. Use privacy settings to restrict personal information on otherwise public sites. Choose profile photos and
avatars carefully. Be thoughtful about the type of photos you upload.
Think before you post. There's no such thing as a "private" social media site. Search engines can turn up posts
years after the publication date. Comments can be forwarded or copied. Archival systems save information even if you
delete a post. If you feel angry or passionate about a subject, it's wise to delay posting until you are calm and clearheaded.
Maintain confidentiality. Do not post confidential or proprietary information about IVC, its students, its alumni
or fellow employees. Use good ethical judgment and follow college policies and federal requirements, such as FERPA.
If you discuss a situation involving individuals on a social media site, be sure that they cannot be identified. As a
guideline, don't post anything that you would not present at a conference.
Respect copyright and fair use. When posting, be mindful of the copyright and intellectual property rights of
others and of the college. Photography posted on social media sites can easily be appropriated by site visitors and/or
members. Consider adding a watermark and/or posting images at 72 dpi and approximately 800x600 resolution to
protect your intellectual property. Images at that size are sufficient for viewing on the Web, but not suitable for printing.
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Respect college time and money. As stated in Administrative Regulation 4000.2, if you are faculty or staff,
college computers and your work time are to be used for college related business. It's appropriate to post at work if your
comments are directly related to accomplishing work goals, such as seeking sources for information or working with
others to resolve a problem. You should maintain your personal sites on your own time using non-IVC computers.
Protect your privacy. Your comments are visible to all. Never include your phone number, email address or other
personal information in a post. If you want individual follow-up, send a message through the site to a page
administrator.
Link back. You are welcome to link from your social media site to www.ivc.edu. However, IVC is not responsible for
the content of any website, blog or social media site outside of the ivc.edu domain. The inclusion of any non-IVC link,
whether by an IVC employee or anyone posting on the linked site, does not imply endorsement by IVC of that site.
Your commitment. By posting any comments, links or other material on IVC-sponsored web or social media sites,
you give Irvine Valley College (IVC) the irrevocable right to reproduce, distribute, publish, display, edit, modify, create
derivative works from, and otherwise use your submission for any purpose in any form and on any media. You also agree
that you will not:

Post material that infringes on the right of any third party, including intellectual property, privacy or publicity rights.

Post material that is unlawful, obscene, defamatory, threatening, harassing, abusive, slanderous, hateful, or
embarrassing to any other person or entity as determined by IVC in its sole discretion.

Post ads or solicitations of business.

Post the same note more than once ("spam").

Post chain letters or pyramid schemes.

Impersonate another person.

Allow any other person or entity to use your identification for posting or viewing comments.
If you have any questions about your social media user rights, please send a message to Diane Oaks, Director of
Marketing, Communications and Broadcast Services at doaks@ivc.edu.
If You Post On Behalf of Irvine Valley College
Have a plan. Departments and programs should consider their messages, audiences and goals, as well as a strategy
for keeping information on social media sites up-to-date. Specific persons should be designated as site administrators.
Be transparent. If you participate in or maintain a social media site on behalf of the college or your department,
clearly state your role and goals. Discuss with your supervisor when you are empowered to respond directly to users and
when you may need approval.
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Be connected. If you have been authorized by your supervisor to create an official Irvine Valley College social
media site or a video for posting to locations such as YouTube, please contact the Director of Marketing,
Communications and Broadcast Services, doaks@ivc.edu , for approved images and to ensure coordination with other
IVC sites and content.
Be respectful. As an Irvine Valley College employee or student, you understand the college's commitment to
respect for the dignity of others and to the civil and thoughtful discussion of opposing ideas. Some online communities
can be volatile, tempting users to behave in ways they otherwise wouldn't. Your reputation, and IVC's, are best served
when you remain above the fray.
Be thoughtful. If you have any questions about whether it is appropriate to write about certain kinds of material in
your role as an IVC student or employee, ask your supervisor before you post. Remember that district and college
policies such as FERPA, Board Policy 4000.2 and IVC Administrative Regulation 4000.2 apply to social media too.
Know the rules. Become familiar with the terms of service and the policies of sites and networks in which you
participate. Pay attention to updates. If the legal language is hard to follow, follow a respected blogger or two who
discuss service changes in their posts.
Don't cyberslack. Endless amounts of time can be spent, and wasted, on social media sites. Limit the amount of
time you spend attending to your department's social media presence to what is needed to post content, evaluate traffic
data, review related sites and monitor comments. Limit your personal use of these sites while at work as directed by
your department's guidelines.
Keep your personal posts separate. Uphold the college's mission and values in your social media activities.
Don't include political comments or comments on social issues, except in support of positions IVC has already taken. This
includes changes to your photo or avatar in relation to political or social issues.
Personal Site Guidelines
Be authentic. Be honest about your identity. In personal posts you may identify yourself as Irvine Valley College
faculty, staff or student. However, please be clear that you are sharing your views as a member of the higher education
community, not as a formal representative of IVC. This parallels media relations practices at IVC.
A common practice among individuals who write about the industry in which they work is to include a disclaimer on their
site, usually on their "About Me" page. If you discuss higher education on your own social media site, we suggest you
include a sentence similar to this: "The views expressed on this [blog, website, etc.] are mine alone and do not
necessarily reflect the views of Irvine Valley College." This is particularly important if you are a department head or
administrator.
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Don't be a mole. Never pretend to be someone else and post about IVC. Tracking tools enable supposedly
anonymous posts to be traced back to their authors. There have been several high-profile and embarrassing cases of
company executives anonymously posting about their own organizations.
Take the high ground. If you identify your affiliation with IVC in your comments, readers will associate you with
the college, even with the disclaimer that your views are your own. Remember that you're most likely to build a highquality following if you discuss ideas and situations civilly.
Be aware of liability. You are legally liable for what you post on your own site and on the sites of others.
Individual bloggers have been held liable for commentary deemed to be proprietary, copyrighted, defamatory, libelous
or obscene (as defined by the courts). Employers are increasingly conducting Web searches on job candidates before
extending offers. Be sure that what you post today will not come back to haunt you.
Don't use the IVC seal or make endorsements. Do not use the IVC seal, athletic logo or any other IVC
marks or images. Do not use IVC's name to promote or endorse any product, cause or political party or candidate.
Protect your identity. While you want to be honest about yourself, don't provide personal information that
scam artists or identity thieves could use against you. Don't list your home address or telephone number or your work
telephone or email address. It is a good idea to create a separate email address that is used only with your social media
site.
Follow a code of ethics. There are numerous codes of ethics for bloggers and other active participants in social
media, all of which will help you participate responsibly in online communities. If you have your own social media site,
you may wish to post your own code of ethics.
Monitor comments. Most people who maintain social media sites welcome comments—it builds credibility and
community. However, you can set your site so that you can review and approve comments before they appear. This
allows you to respond in a timely way to comments. It also allows you to delete spam comments and to block any
individuals who repeatedly post offensive or frivolous comments.
Community Guidelines
We welcome your questions, comments and concerns. Our goal is to provide a community where friends of IVC can
share content, ideas and experiences and find helpful information. To keep our social media sites fun and lively, we ask
that you respect the rules of the social media site you are accessing (such as Facebook, Twitter, LinkedIn) as well as our
rules below. We reserve the right to remove posts that don't comply.
Be respectful. If you know IVC, you know that the college is committed to respect for the dignity of others and to
the civil and thoughtful discussion of opposing ideas. It's ok to voice a complaint or disagree with another post, but
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please do so in a polite and constructive manner. Obscenities, personal attacks and defamatory comments about any
person, group, organization or belief will be removed.
Be accurate. Please know your facts before you post. We will correct or remove factual errors.
Focus on IVC, don't spam. Please keep your posts relevant to IVC and its students, faculty, staff and alumni. Don't use
this site to promote businesses, causes or political candidates. If you're part of the IVC community, it's ok to post a link
to your IVC-based group, or to invite community members to vote for you in an online contest—as long as you don't do
it every week. Excessive posts will be removed.
Most posts by non-IVC organizations will be deleted. This includes, but is not limited to:
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Discounts offered to IVC students, alumni or employees (see next section)
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Promotions for non-IVC events
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Rental housing ads
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Promotions by non-IVC organizations, including political, religious and activist groups
Post in the right spot. IVC sponsors several social media sites. To make sure your post is a good fit check out the
"Connect With IVC" social media portal page. Make sure that your post is appropriate for the site you are posting to.
Protect your privacy. Your comments are visible to all. Never include your phone number, email address or other
personal information in a post. If you want individual follow-up, send a message through the site to a page
administrator. IVC is not responsible for the content of any website outside of the deductive domain. The inclusion of
any non-IVC link, whether by an Irvine Valley College employee or anyone posting on the site, does not imply
endorsement by IVC of that website, blog, social media page, etc.
Posts by page administrators will appear next to the official page icon. Any other comments on the site do not
necessarily reflect the opinions and positions of Irvine Valley College. You are legally responsible for the comments you
post.
Your commitment. By posting any comments, links or other material on IVC-sponsored websites or social media
pages, you give Irvine Valley College ("IVC") the irrevocable right to reproduce, distribute, publish, display, edit, modify,
create derivative works from and otherwise use your submission for any purpose in any form and on any media. You also
agree that you will not:
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Post material that infringes on the rights of any third party, including intellectual property, privacy or publicity rights.
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Post material that is unlawful, obscene, defamatory, threatening, harassing, abusive, slanderous, hateful or
embarrassing to any other person or entity as determined by Irvine Valley College in its sole discretion.
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Post ads or solicitations of business.
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Post the same note more than once ("spam").
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Post chain letters or pyramid schemes.
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Impersonate another person.
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Allow any other person or entity to use your identification for posting or viewing comments.
Use of Photography on Irvine Valley College Social Media Sites
Irvine Valley College has a blanket photo release policy which states "Irvine Valley College, a non-profit California
Community College, reserves the right to take and use photographs, video and electronic images of students and visitors
taken on college property and at college-sponsored events for marketing and promotional purposes."
While this simplifies record keeping and allows for more photographic flexibility, certain instances still require a
photo/video release. These situations include, but are not limited to, students under eighteen years of age and subjects
used in a high-visibility location of a marketing piece (front covers, brochures, banners, billboards, etc.). If in doubt, get a
signed photo release. Blank photo release forms may be ordered from David Kite in the Irvine Valley College Marketing
Office atdkite@ivc.edu. Please keep signed photo release forms on file in your departmental office.
If you have any questions about these IVC social media guidelines, please send a message to Diane Oaks, Director of
Marketing, Communications and Broadcast Services, at doaks@ivc.edu.
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Appendix G – Maricopa County
Community College Social Media Policy
Introduction
Definition
Institutional Social Media
Employee Guidance for Participating in Social Networking
Student Guidance for Participating in Social Networking
Inappropriate Content
MCCCD Identity
Disclaimer
Enforcement
Introduction
The goal of Maricopa County Community College District (MCCCD) use of social media is to foster an online community
for various MCCCD constituents, reflecting the vision, mission and values of our organization. Although these sites are
outside the direct control of the institution, MCCCD maintains an interest in how it is portrayed by them. Social media
should be used to enhance communications, providing value to the institution’s target audiences.
This regulation does not apply to an individual’s private use of social media on private resources. Instead, this
administrative regulation establishes standards for employees, students, and Governing Board members who create,
administer or post to social media pages on behalf of MCCCD and the use of public resources. They should be seen as
supplementing, and not in lieu of, existing Governing Board policies & regulations, official public stewardship
responsibilities, technology resource standards, marketing & communications guidelines, and other applicable laws and
administrative standards. It is important to remember and respect the privacy of others when using social media in the
context of the educational setting. When posting photographs, videos, quotes or recorded statements of individuals on
MCCCD social media pages, forms that authorize the Maricopa Community Colleges (including its colleges and related
entities) may be required for their use; for instance, when interviewing or photographing an individual for a story that
will be posted on-line. Forms are available at the following link:www.maricopa.edu/marketing/
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As with any other publicly funded resource that is used in an academic environment, the use of social media as a
communications tool by agents who are acting and serving on behalf of the MCCCD is also subject to applicable laws and
administrative regulations. Likewise, in accordance with Arizona Revised Statute 15-1408, a person acting on behalf of a
community college district or a person who aids another person acting on behalf of a community college district shall not
use community college district personnel, equipment, materials, buildings or other resources for the purpose of
influencing the outcomes of elections. Except for what statutorily allowed for bond elections, using public resources to
influence the outcomes of elections is strictly prohibited. This prohibition includes the use of technology resources.
Except as previously noted, this language does not prohibit community college districts from permitting student political
organizations of political parties, to conduct lawful meetings in community college buildings or on community college
grounds. Each student political organization that is allowed to conduct lawful meetings on community college property
shall have equal access as any other student political organization that is allowed to conduct lawful meetings on
community college property.
Nothing contained in this regulation shall be construed as denying the civil and political liberties of any person as
guaranteed by the United States and Arizona Constitutions, nor does it seek to impede upon the tenants of academic
freedom that are extended to faculty.
Definition
Social media can be defined as media based on the use of web and mobile technologies that allow for user-generated
exchanges of information. Social media are powerful communication tools, enabling collaboration and communication as
an interactive dialogue, enhancing the value of conversations across a global audience.
Social media includes but is not limited to social networking sites, collaborative projects such as wikis, blogs and microblogs, content communities, virtual game worlds, and virtual communities.
Institutional Social Media
Institutional Social Media includes various sites, projects, virtual communities, that are created specifically on behalf of
the MCCCD, its locations and agents, and that exist to serve as official MCCCD communications. Creation and use of
social media sites on behalf of MCCCD and its member institutions is for business use, such as for educational, research,
service, operational, marketing and management purposes. Likewise, data, voice, images, videos and links posted or
transmitted via MCCCD’s technology resources are limited to the same purposes.
Authorization to create and administer social media sites on behalf of MCCCD must be coordinated through the
corresponding district or college marketing department. Marketing departments are the official keepers of the MCCCD
brands, and must ensure that all MCCCD social media sites are branded correctly, visually and with the right voice. It is
appropriate to post to MCCCD authorized social media sites if posts are directly related to MCCCD business.
Social media sites have varying levels of privacy settings and terms of agreement. Agents posting on behalf of MCCCD
and its member institutions must be aware of the social media site’s privacy policy, terms of use and community
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guidelines. Be aware that no social media privacy option completely protects information being shared beyond desired
boundaries. FERPAand HIPAA privacy laws apply to posting or transmitting of confidential information to social media
sites.
Under Arizona’s public records law, MCCCD is required to transact business so that its records are accessible and
retrievable. If a public records request is made, MCCCD has the responsibility to disclose the information, except in a few
specific instances. All information stored or transmitted via social media must follow records management, retention
and maintenance practices. A MCCCD district or college email address ending in .edu must be used for communications
to and from social media sites.
Records are retained for the period of time required by law, and disposed of according to mandates established
by Arizona State Library, the state agency tasked with setting standards for record retention, in accordance with archives
and public records law.
Employee Guidance for Participating in Social Networking
Employees should remember that students and the community might judge them and MCCCD by their posts. Employees
should be honest and transparent about their identity and role at MCCCD. Maintain accuracy by verifying facts before
posting information via social media. Exercise restraint and show respect for the opinions of others. Do not use MCCCDrelated social media to promote services, products or organizations that are unrelated to MCCCD or its business. MCCCD
public officials, employees and Governing Board members should use good judgment in connecting with others via social
media sites.
Employees will keep their personal social media sites separate from MCCCD social media. In personal posts, employees
may identify themselves as an MCCCD faculty or staff member. MCCCD telephone numbers, email addresses, and images
are not to be posted by employees on personal social media sites. Employees need to be clear that they are sharing their
views as a member of the higher education community, not as a formal representative of MCCCD or its member
institutions.
Student Guidance for Participating in Social Networking
Students are not restricted from using social media. However, they must understand that any content made public via
MCCCD social media sites is expected to follow acceptable social behaviors and comply with Arizona revised statutes,
federal laws, student handbooks, the student code of conduct regulation and other MCCCD policies and administrative
regulations.
While the existing administrative regulation for Technology Resource Standards allows for a measure of incidental
computer and technology usage for personal purposes, students must also abide by Arizona constitutional and statutory
mandates regarding the use of public resources for personal use. The acceptable use of public technology resources is
further defined in Administrative Regulation 4.4, “Technology Resource Standards” and personal usage is subject to the
limitations outlined in this regulation.
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A student who feels that he/she has been treated unfairly or unjustly by a faculty member (full-time or part-time) with
regard to communications conducted via MCCCD social media sites must follow the formal Instructional Grievance
Process.
Inappropriate Content
The malicious use of MCCCD social media, including derogatory language about any member of the MCCCD community;
threats to any third party; incriminating photos or statements depicting hazing, sexual harassment, vandalism, stalking,
underage drinking, illegal drug use, or any other inappropriate behavior, will be subject to disciplinary action.
Employees should be advised against perpetuating negative media from official MCCCD social media sites or damaging
the MCCCD brands in any way. This type of negative social media engagement from official MCCCD sites can result in a
loss of privileges to use social media in any official capacity.
The following list includes, but is not limited to, inappropriate content posting to social media sites:
1.
Conducting MCCCD business using social media sites that are not authorized as an official means of communication per
marketing standards and processes.
2.
Posting confidential or propriety information about Maricopa students, alumni and employees that is in violation of
MCCCD policies, HIPAA or FERPA.
3.
Violating any provision of MCCCD’s Technology Resource Standards.
4.
Violating any provision of the Student Conduct Code.
5.
Posting comments to MCCCD authorized social media sites that are not directly related to MCCCD business or
accomplishing work-related goals.
6.
Posting any text, images or links to content that violate MCCCD’s Copyright Policy.
7.
Violating MCCCD’s Harassment policy.
8.
SPAM comments. All platforms that enable comments should be reviewed regularly for SPAM, removing SPAM
comments as quickly as possible.
9.
Violating the terms of use, conditions or community guidelines as defined by each social media platform.
MCCCD Identity
Use of any MCCCD and its member institutions’ logos, marks or likeness on personal social media sites is forbidden.
Social media sites established for conducting MCCCD business must adhere to established graphic identity standards.
Identity standards are posted at: www.maricopa.edu/marketing/standards/
Disclaimer
Every social media site must make an effort to display or link to the following disclaimer (or some version of it) in a
conspicuous manner:
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All information published online by MCCCD is subject to change without notice. MCCCD is not responsible for errors or
damages of any kind resulting from access to its Internet resources or use of the information contained therein. Every
effort has been made to ensure the accuracy of information presented as factual; however errors may exist. Users are
directed to countercheck facts when considering their use in other applications. MCCCD is not responsible for the content
or functionality of any technology resource not owned by the institution.
The statements, comments, or opinions expressed by users through use of Maricopa's technology resources are those of
their respective authors, who are solely responsible for them, and do not necessarily represent the views of the Maricopa
County Community College District.
Enforcement
Complaints or allegations of a violation of these standards will be processed through MCCCD’s articulated grievance
procedures, Student Conduct Code or resolution of controversy.
Upon determination of a violation of these standards, MCCCD may unilaterally delete any violating content, and
terminate the user's access. It is the user's responsibility to demonstrate and/or establish the relevance of content in the
event that a content complaint is made official. Users retain the right to appeal actions through MCCCD’s grievance
process or resolution of controversy.
See AS-11 MCCCD Social Media Best Practice Guidelines for more information.
ADOPTED by the Administrative Regulation Process, November 7, 2011
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Appendix H – Emergency Public
Information Plan Table of Contents
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Section 1: Purpose
 Policies Regarding Full Disclosure, Media Relations
Section 2: Roles
 Initial Phase
 Mid-Phase
 Final Phase
 Multiple Agency Response Roles
 Role During Non-Disaster Incident
Section 3: Definitions
Section 4: Procedures Flow Charts / Crisis Communications Team Organization Chart
Section 5: Procedures
 Notification of Communications Office
 Assessment & Fact Gathering
 Activate Crisis Communications Team / Plan
 Initiate Response / Action Plan
 Initiate Employee Communications
 Disseminate Information
 Incident Communications Management
 Conduct Incident Wrap-Up / Post Incident Review
Section 6: Message Development
 Role of Messages
 Message Development Questions
Section 7: Communications Tools / Activation Procedures
 Press Releases
 Statements
 Fact Sheets and Backgrounders
 Visuals, Video Press Releases, and B-Roll
 Email Distribution
 Portable Freeway Signs
 Low Power A.M. Radio Broadcasts – English/Spanish
 Global Employee Email
 Global Employee Voice Mail
 Telephone “Bank” – Incoming Calls from Public
 Existing Newsletters/Communications Tools
Section 8: Emergency Operations Center – PIO Function
 Setting up the PIO Workstation / Function in the EOC
 Establishing a Media Briefing Center
 Establishing Field PIO
 EOC PIO Duties
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Section 9: Media Briefing Center
 Make Determination to Establish a Media Briefing Center
 Staffing the Media Briefing Center
 Media Briefing Center Location
 Checklist for Establishing, Operating a Media Briefing Center
Section 10: Field PIO
 Prepare to Report to the Field
 Report to Incident Commander
 Establish a Field Information Center for the Media
 Determine Media Access Area
 Pool Coverage
 Information Flow to DOC
 Other Field PIO Duties
Section 11: Joint Information Center
 Overview of JIC
 Staff of JIC
 Roles
 JIC Organization Chart
Section 12: Checklists
 Lead PIO
 Administrative Manager
 Assistant PIO/Writing-Messaging
 Assistant PIO/Materials Production
 Assistant PIO /Dissemination
 Assistant PIO /Community Relations-Special Assignments
 Rumor Control Unit Manager
 Communications Specialist
 Incident Web Manager
 Communications Specialist
 Secretary-Clerks
Section 13: Sample Messages, Press Releases
 Questions for Fact Gathering
 How to use the Sample Messages, Press Releases
 Incident Notification Form
 Holding Statement Form
 Media Contact Log
 Media Briefing Center Log
 Holding Statements:
 Campus Closure -- Indefinite
 Campus Closure – Temporary
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Terrorist Activity
Bomb Threat / Explosion
Earthquake
Fire
Oil Spill / Hazardous Materials Leak – Spill
Tsunami
Workplace Violence
Criminal Behavior / Investigation
Freeway -- Railway Closure / No Access
Work Stoppage
Operational Move to Other Facility/Campus
Section 14: PIO Go-Kit
 Office Kit
 Personal Kit
Section 15: Media Access Guidelines / 409.5 PC
 Summary
 California Penal Code Section 409.5
 Media Access at Incident Scenes
 Media Photo Site
 Barrier Tape Rules
Section 16: Media / Public Safety Airline Guidelines
 General Guidelines
Section 17: Bomb Squad / Media Guidelines
 Distance from Immediate Scene
 Photographing Bomb Deactivation Techniques
Section 18: Crisis Web Site
 Checklist: Materials Upload – Internal-Use Site
 Checklist: Materials Upload – Media / Public Use
 Web Site Map
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I
Appendix I – Sample College
Communications Position Descriptions
PRIMARY RESPONSIBILITIES:
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Identifies public relations activities and organizes college resources to meet needs.
Establishes and maintains contact with a variety of local, state and federal officials and media
involved with the college.
Attends a variety of functions for the purpose of representing the college to support the college’s
mission and goals.
Assures effective planning and execution of a comprehensive, pro-active program of publicity and
media relations, reflecting college priorities.
Prepares, or supervises the preparation of a variety of print materials and other media, to promote
college activities, instructional programs and other marketing related subjects.
Coordinates and participates in marketing activities undertaken by various campus
publications/departments.
Plans and directs special events by identifying target groups, developing concepts, designing
promotional materials and directing logistical planning.
Develops and maintains extensive network of contacts, internal and external, to facilitate event
coordination.
Participates in professional meetings and conferences and/or contributes to journals or publications
to maintain professional/community contacts and visibility for the college. "Communicates college
goals and priorities to various community organization
Qualifications:
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A Bachelor s degree in journalism or related field required. A combination of significant experience
and education may substitute for degree requirement.
Three to five years demonstrated experience in a college or university setting, non-profit service
organization or the private sector related to marketing/communications/public relations.
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Three to five years of experience developing community relationships. Experience as a public
spokesperson for an educational institution or similar organization.
Experience developing partnerships and performing promotional work.
Knowledge of educational trends, public concerns and legislation related to higher education.
Strong verbal and written communication skills to communicate with individuals from diverse socioeconomic backgrounds both within the organization and with external agencies. Strong business
acumen, excellent interpersonal skills and the ability to manage multiple projects on deadline.
Must be computer proficient with knowledge of a variety of software programs.
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Director of Marketing and Media Design
Posting Number: 0000790
Position Definition:
The Director of Marketing and Media Design develops, directs and supervises the College's marketing and
public communications efforts and performs related work as required.
Distinguishing Characteristics:
Examples of Duties/Essential Functions:
Duties/essential functions may include, but not be limited to, the following: Develops and implements the
colleges marketing efforts; plans and administers the marketing budget to ensure the most cost effective use
of resources; designs and purchases advertising and related materials. Evaluates the effectiveness of all
marketing and communications efforts on an ongoing basis to ensure the timely adjustment of strategies and
plans to meet changing conditions. Develops effective relationships with all Bay Area media ensuring clarity
and consistency of the college’s public information. Prepares news releases, generates feature stories,
responds to news inquiries, and serves as the college’s spokesperson when appropriate. Ensures the
effectiveness of communication both within the college and with the external community. Develops new
communication strategies as necessary. Communicates college goals, strategies and outcomes to the public
and various community, state and educational groups. As resources allow, assists in publicizing events and
programs; maintains media lists, media contacts and mailing lists. Supervises media/graphic designers and
others in the preparation and production of college publications, marketing materials, and related items.
Assists with marketing/public relations activities for the district office as needed and coordinates efforts with
other colleges in the district. Performs other duties as assigned.
Minimum Qualifications:
Education/Experience:
Possession of a Bachelor's Degree from an accredited college or university. Experience: Four years work
experience in marketing, media, public relations, or related field.
License/Certification: A valid Class C California Drivers License.
Knowledge Of:
Composition, layout and production of college publications; principles and techniques of public
communication, internal communications and public relations; general journalism including composition and
elements of writing for broad readership; current trends of marketing and advertising; planning,
implementing and evaluating comprehensive marketing and communication plans/strategies; methods of
establishing and maintaining good public and community relations.
Skill To:
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Ability To:
Direct marketing and communication efforts for the college; maintain relationships with the media, notifying
them of events, news releases and other pertinent information; manage staff involved in production of
college publications, marketing materials and other related items; develop and implement effective
marketing campaigns and materials; administer marketing budget; exercise tact and diplomacy when dealing
with sensitive and confidential matters. Demonstrated accomplishment in written, verbal, and analytical
skills; ability to interact with diverse groups and individuals.
Desirable Qualifications:
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Experience in monitoring and analyzing market trends(preferably in higher education)
Ability to monitor and develop effective internal and external communications protocols
Experience in coordinating special events
Ability to manage multiple projects simultaneously
Possess knowledge and skills in the effective use of social media
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Job Profile Summary
Under limited direction, this position will assist the Executive Director of Marketing in the creation and
implementation of a strategic, multi-faceted communications program designed to build and strengthen the
College's role and reputation as a leader and authoritative voice in its field. Devise program guidelines and
policies, oversee implementation process, and provide quality control for communications programs, media
activities, social media and special events. This position manages all employees of the department and is
responsible for the performance management and hiring of the employees within the department.
Minimum Education:
Bachelor's degree in relevant field. Master's degree preferred.
Minimum Experience/Training:
Six years of public relations or media experience.
An equivalent combination of education and experience may be considered.
Essential Functions:
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Daily - 15%: Assists the Executive Director of Marketing and Communications in the development of a
strategic communications plan to support the organization's mission, goals and objectives. Provides
oversight and guidance to the Executive Director in the development, implementation, and
management of external communications efforts.
Other - 10%: Builds and foster collaborative relationships with other departments within the
organization to stay informed and abreast of new initiatives, programs, and grants, etc. Manages and
maintain the Content Intake form for inclusion into scoped plans across all channels and ensure
access of the information to the team.
Other - 10%: Identifies opportunities to support the College's initiatives and develop communications
materials and programs to promote and publicize these activities. Oversees planning of all pre-event
communications activities. Specific responsibilities include establishing production timetable,
reviewing news materials, responding to media inquiries, overseeing distribution of materials to
media before, during, and after the event, encouraging media participation, promoting spokespeople,
and arranging media interviews.
Daily - 10%: Provides support and strategic guidance in messaging for recruitment and onboarding
initiatives across departments. Manages and mentor department staff to integrate streamlined
communication efforts on surrounding onboarding.
Daily - 10%: Builds and fosters long-term working relationships with various public officials and
entities of importance including media, members of the community, public affairs offices, and other
organizations. Builds relationships with professional counterparts in other professional organizations,
advocacy organizations, and other community organizations through organizational initiatives and
jointly sponsored communication campaigns and programs.
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Other - 5%: Responds to public requests for information from members, government agencies,
businesses, advocacy groups and other associations. Responds to media requests for information and
facilitate media interviews with spokespeople, authors and others.
Other - 5%: Oversees the development of news releases, news materials, fact sheets, and talking
points for publicity of the organization's programs. Manages and coordinates communications and
experts for news conferences and meet-the expert sessions.
Other - 5%: Serves as editor for communications materials including news releases, news materials,
online content, program announcements, and the annual report. Pitches news stories and transmit
press releases to the media for publication. Prepares monthly summary reports for all
communications, events and social media efforts
Other - 5%: Oversees coordination of special events including seminars, press events, etc. Establishes
monitoring criteria for news broadcasts and special events. Identifies video monitoring services
required and transcripts.
Other - 5%: Oversees hiring and/or coordination of employees responsible for college-wide content
development, social media execution, and the coordination of student/faculty bloggers as needed to
cover various organizational activities.
Other - 5%: Creates and manages public relations database and Meltwater. Updates records, trains
other department staff, and utilizes measurement/ tracking. Establishes and oversees departmental
system for maintaining and archiving press clippings. Updates the content on the News Room of
broward.edu.
Other - 5%: Serves as day-to-day contact for any communications related to vendor relationships.
Other - 5%: Facilitates media guide with spokesperson bios and phots that link to the website.
Other - 5%: Performs other related duties as assigned by Executive Director.
Knowledge, Skills and Abilities:
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Models inclusive excellence through specific actions that support the College's diversity goals in the
recruitment, hiring, and retention of talented and diverse faculty and staff.
Extensive functional knowledge and expertise in all aspects of own and related areas of the College,
and pertinent interdependencies.
Extensive functional knowledge and expertise in all aspects of own and related areas of the College,
and pertinent interdependencies.
General understanding of the external environment and how it affects academia in general and
Broward in particular, including political, legal, environmental, educational, financial and social
influences.
Strong knowledge of College structure, policies and practices, and the impact on own area.
Proven business acumen and ability to successfully navigate complex and important relationships
within an education system.
Strong leadership and decision making skills.
Ability to communicate complex subject matter tailored to meet the audience comprehension level.
Ability to think strategically and develop and execute strategy based on action plans.
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Prepared by SAE Communications
www.saecommunications.com
Scott Summerfield
Principal
2934 Victoria Meadow Court
Pleasanton,
CA 94566
925/249-9320
ssummerfield@saecommunications.com
Sheri Benninghoven, APR
Principal
1737 Paterna Road
Santa Barbara,
CA 93103
805/965-7024
sbenninghoven@saecommunications.com
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