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Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus Term 3 - 2004 Marketing Communications Com 332 cross-listed with BA 332 Instructor – Richard A. Puffer email@example.com 843-383-8380 -- office -- Coker College Performing Arts Bldg. 126 (next to rest room) 843-383-2400 -- office -- The Byerly Foundation 843-332-0342 -- home -- Hartsville 843-229-1492 – mobile Course Objective(s): Students will leave the class with the ability to discuss the role of marketing communications in helping organizations achieve their objectives. Students will have a familiarity with creating a variety of marketing communications tools including advertisements, press releases, direct mail pieces, campaign plans, web information, case histories, fact sheets, trade show plans, etc. Students will be able to explain the difference between advertising, public relations, direct marketing, trade show marketing, web marketing and other functions that come under the marketing communications umbrella of tools, weapons, tactics and strategies. Students will be able to discuss the need for developing a plan prior to implementing tactics in a marketing campaign. Students will be able to discuss ethical considerations/issues that can become involved in the marketing communications function. Students will be able to explain the advantages and disadvantages of considering marketing communications from an integrated communications perspective. Students will be able to discuss and explain the difference between features and benefits when describing “products.” Students will be able to explain the necessity of knowing your audience and communicating with your audience in the marketing communications framework. Students will have enough familiarity with marketing communications following this course to be able to plan their own marketing communications campaign. Students will be able to demonstrate a variety of marketing communication tactics that have been used to help solve a marketing challenge. Students will demonstrate the ability to critically evaluate marketing communications tactics that are in use in today’s marketplace. Students will be able to discuss the role of marketing communications in society and some of the crucial issues that are being discussed concerning the idea of commercialism and globalization. Coker Marketing Communications Instructor – Puffer Grading: Test Number One 100 points Test Number Two 100 points Book Review 100 points Presentation due seventh class Communication Plan 100 points Article Review One 10 points Article Review Two 10 points Article Review Three 10 points Article Review Four 20 points Marcom Tool Analysis 1 25 points Marcom Tool Analysis 2 25 points Marcom Tool Analysis 3 25 points Marcom Tool Analysis 4 25 points (this is a review of Chapter in INFLUENCE) Ad Copy writing 25 points PR News Release 1 25 points Product Release PR 2 25 points Direct Mail Letter 1 25 points Web Site Intro page 25 points Product Presentation 25 points Attendance (10 per) 150 points (Non Attendance: second miss costs 50 points, third 100) Four misses will result in not passing this class Class Participation 50 points Completed Portfolio 100 points A = 850 to 1000 B = 725 to 849 C = 550 to 724 D = 500 – 549 (I don’t care) F = Lazy Assignments are due when they are due! Half credit (at best) is given for late assignments. In the Marketing Communications world deadlines rule! You will still want to complete your assignment so that you can have it for your final portfolio. There are no make-up tests given in this class, except in cases of DIRE emergency. Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus Term 3 - 2006 Marketing Communications Com 332 cross-listed with BA 332 Attendance: A great deal of the learning of this course takes place within the classroom as the students interact with each other and the professor concerning the course readings and assignments. Therefore, class attendance is crucial to the success of this course. The second class missed, for whatever reason, will cost 25 points. The third missed class will cost 50 points. The fourth class missed will cost 100 points. If you miss more than four classes you will have to get excuse from the Dean to be able to continue with the course. Instructor Style: The instructor uses a participative-approach to the classroom instruction. This type approach means you have to be prepared by having accomplished the assignments and the readings so that you can add to the discussion. In this class we are a team and we need each other to do our best work -- just like the real world. Marketing Communications Project We are going to be developing a marketing communications plan for the Coker Evening Program. As part of this exercise, we will go through a marketing communications process that should help each of us develop a more thorough understanding of the planning, tactics and execution necessary in an effective marketing communications effort. The Communications Plan that you will submit will be a plan using an integrated approach to market the Coker College evening program on the Hartsville campus. This will be a live case-study approach. In addition, we will be integrating classroom lecture, discussion, readings and other activities to supplement the experience of the case study. Description of Course In this marketing communications course you will be learning a mixture of process, practice and theory. The ultimate goal of our introduction to marketing communications is to introduce the various tactics and tools that are used to help an organization sell its products, services and/or ideas. We will be using a book that is geared to the entrepreneur that is a very practical guide to marketing communications. In addition, there will be assigned readings from articles and a book review that will enhance the coverage of this topic from a variety of perspectives. The theory and background part of the class will come from in-class discussions based on the readings and based on assignments provided in class. The practical aspect of this course will be developed through work with an actual client – The Hartsville Evening Program of Coker College. We will be developing a marketing communication plan for the campus as well as several specific tactics and tools to enhance the market communications of the campus. We will be treating the Coker College Fort Jackson campus as our client and will be basing a great deal of activity on this client project. The purpose of this client exercise is to provide some real-world feel to the ideas and concepts that we discuss from the books. Coker Marketing Communications Instructor - Puffer Preliminary Schedule – Marketing Communications – Term Three Jan. 2 to Feb. 27 SUBJECT TO FREQUENT CHANGE Date Class Tentative Subjects for Discussion Jan. 2 Class one Class Introduction/Introduction to Marketing Communications Review the basics of Marketing – 4P’s. What is the meaning of integrated marketing communications? Assignment: Bring a piece of marketing communications to class on Thursday for discussion. Jan. 5 Class two Discuss the general marketing communications and the role of integrating the various tools into the marketing communications process. Discuss the Swot process in prepraration for client meeting. Jan. 9 Class Three Begin client work. Meeting with client. Input session from client and questions from Coker MARCOM agency. Discussion of Graphic Design and its role in the Marketing Communication Process. Read Chapters 4 and 17. Jan. 12 Class Four Discussion of printed communications, writing media releases. Prior to class will have read chapters 1,2, 3, 5, 8, 9. Discussion of copy writing. Review of news releases assigned first class. Jan. 19 Class Five Discussion of the book INFLUENCE. Each student will be presenting a chapter or part of the chapter to the class. Also, a continuation of the planning process. Determining audience, determining objectives. Continuation of print discussion (Part Two). Jan. 23 Class Six Decision making in the marketplace. Discussion of how consumers and businesses make their buying decisions. Jan. 26 Class Six Review the assigned outside marketing communications book and to prepare you presentation for the class. Jan. 30 Class Seven Public Relations – what is it, how to make it work for your client Review for test... Feb. 2 Class Eight Test. Second half of class is a discussion of the marketing process with a review of the video "Merchants of Cool." Feb. 6 Class Nine Internet and the new world of individual marketing. Feb. 9 Class Ten Advertising – making the most of your money Feb 13 Class Eleven Book Presentations Due. Approximately 15 minutes per presentation Feb. 16 Class Twelve Discussion of the client challenge and review of the work that has been accomplished. Feb. 20 Class Thirteen Role of direct selling, direct mail, phone sales and other types of selling along with trade shows. Feb. 23 Class Fourteen Presentation of the marketing communication plans for the client -- two teams present their plans, discuss plans and debate elements within class. Feb. 27 Class Fifteen Final exam Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus Term 3 - 2006 Marketing Communications Com 332 cross-listed with BA 332 ACADEMIC HONESTY I take this for granted. You are honor-bound not to cheat or plagiarize in any form. Please initial the following statement: I understand that my college education is my college education. I will not cheat or represent others’ work as my own! ___________________ Date ___________________ Instructor Credentials Assistant Professor of Communications -- Coker College since 2000 Accredited Member of the Public Relations Society of America (PRSA) Previously adjunct instructor at Coker for about 10 years Masters in Mass Communications from the University of South Carolina B. A. in Political Science from the State University of N.Y. at Cortland 20 years in corporate communications at Sonoco - Director of Corporate Communications Speaker on corporate marketing Award winning trade show exhibitions International advertising, public relations and trade show experience Editor, reporter and photographer at THE HARTSVILLE MESSENGER Officer of Marines '68 to '70 (Psychological Officer Staff Officer Course) Elected School Board Member - 10 years, Chairman - two years Former Chair of the Hartsville Chamber of Commerce Principal - Communications Solutions (small agency serving some clients) 2000 to present Executive Director - The Byerly Foundation in Hartsville (2000 to present) Newspaper delivery person ('60 to '64 best marketing training in world) Student Responsibilities Since we cannot have discussion classes unless you have prepared, it is imperative that you complete the assigned readings and assigned projects so that we can have the interaction required to make this an effective learning experience. If you have a question, ASK! I find that sometimes I make the fatal mistake of assuming that we are all on the same wavelength when we are not. I have found that if YOU have a question the chances of at least one other person in the class having the same question near 100%. ASK! All assignments are to be handed in typeset so if you don’t currently have some typing skills this will be an opportunity to develop some. All assignments must be handed in on time. Late assignments are not an option. As mentioned elsewhere, deadlines are crucial in marketing communications. Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus – Term 3 Marketing Communications Com 332 cross-listed with BA 332 Technology Requirements and Instruction Basic skill in word processing is required. Basic skill in internet use is required. There will be instruction in the assessment of internet resources. There will be a basic reminder section in the use of the Coker College library resources on the web. We will be using power point support for some lectures. You should plan to use powerpoint in your presentation of the chapter information in INFLUENCE and the book review on a marketing communications book. This course includes some coverage of the theory of using web-based communications for your marketing objectives. The instructor will use class email that is addressed to your Coker email address. If you need to forward this information, please make the proper arrangements in your email. The instructor will be using the class message board that you may access from Icebox. Please check at least twice a week. You will also be using this message board to display news releases and other work for comment by your peers. All students should have their password to the Coker library established for use in this course. Students will become familiar with the Coker College Course site. The instructor will use the course site for delivery of certain readings and for the announcement of certain assignments. In addition, if power point is used those resources will be on the course web site as will be the information for ALL assignments. Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus Term 3 - 2006 Marketing Communications Com 332 cross-listed with BA 332 Book Review Assignment (Due Seventh Class) CHOOSE Book – By third class Objective: Students will become familiar with several of the current books available in the marketing, marketing communications, public relations, advertising, direct marketing and other fields of related interest to marketing communications. Each student will read and become familiar with one book and they will share this information with others in the class so that each member of the class can build an annotated bibliography for future reference. Assignment: Each student will choose a book on a marketing or marketing-communications related subject. Students will read the book and then prepare a minimum of a one-page (approximately 250 words) book review that will be presented orally to the class and handed in as an assignment to become part of the final portfolio. Students will also prepare a class presentation to last from 10 to 15 minutes that will introduce your classmates to the content of the book you chose. What Book?: There is a vast array of literature available in the field of marketing and marketing communication. Many of these books would be worth purchasing and you can find shelves of marketing- related books. You can also obtain some of these books at the Coker Library; as well as the ebook catalog from the Coker library. You can find books on marketing communications, public relations, advertising, etc. by going to a web site like Amazon.com and putting in the search words. Here is a list of some popular books that Stuart Elliott, who writes about advertising for The New York Times, suggests as seminal works on advertising: THE CARE AND FEEDING OF IDEAS by Bill Backer WHEN ADVERTISING TRIED HARDER by Lawrence Dobrow SCIENTIFIC ADVERTISING by Claude Hopkins ABSOLUT BOOK by Richard Lewis CONFESSIONS OF AN ADVERTISING MAN by David Ogilvy THE HIDDEN PERSUADERS by Vance Packard THE STATUS SEEKERS by Vance Packard POSITIONING, THE BATTLE FOR YOUR MIND by Al Ries and Jack Trout WHERE THE SUCKERS MOON by Randall Rothenberg ADCULT USA by James Twitchell TRUTH, LIES AND ADVERTISING by Jon Steel MADISON AVENUE USA WHATEVER HAPPENED TO MADISON AVENUE both by Martin Mayer Those are just suggestions from the advertising writer for the New York Times. Your assignment is to choose a book that you think you will like, read it and review it for the class. TO ENSURE WE HAVE DIFFERENT BOOKS, please send me an email of your first choice prior to getting it. firstname.lastname@example.org. Additional books by professors at the Medill Graduate Program of Integrated Marketing Communications THE NEW MARKETING PARADIGM: INTEGRATED MARKETING COMMUNICATIONS, Schultz, Tannenbaum, Lauterborn HANDBOOK OF STRATEGIC PUBLIC REALTIONS AND INTEGRATED COMMUNICATIONS, by Caywood (editor) MARKETER'S GUIDE TO PUBLIC RELATIONS by Thomas L. Harris HITTING THE SWEET SPOT by Lisa Fortini-Campbell Other ideas TOXIC SLUDGE IS GOOD FOR YOU – John Stauber THE FALL OF ADVERTISING AND THE RISE OF PR – Al Ries and Laura Ries THE 22 IMMUTABLE LAWS OF BRANDING – Al Ries and Laura Ries TRUST US, WE’RE THE EXPERTS DEADLY PERSUASION, by Jean Osbourne NO LOGO by Naomi Klein SELLING THE INVISIBLE by Harry Beckwith THE PUBLICITY HANDBOOK, by David Yale GUERILLA MARKETING SELLING TO VITO, VERY IMPORTANT TOP OFFICER, by Parinello Coker Marketing Communications Instructor – Puffer Coker College Hartsville Campus Term 3 - 2006 Marketing Communications Com 332 cross-listed with BA 332 CORE SKILLS CONSIDERED – MARKETING COMMUNICATIONS Core Skills Assessment Guidelines Students may use the following guidelines below to assess their own progress in attaining the core skills. They will be used in part to assess students’ final projects and final exams. ANALYTICAL THINKING Graduate level -- You will demonstrate a thorough working knowledge of the principles of MARKETING communications during presentations and class discussions on related case histories. Your discussion will be specific to the issues and principles that are key to the case study and you will be able to relate the actions about which you are reading or viewing to specific readings from both class and your personal schema. In addition, when it comes to preparing written materials, you will be able to distinguish the key points that should be communicated and be able to put then into meaningful language. You will be able to tell how you would use these principles in a similar type of situation. Junior-Senior Level – You will demonstrate the ability to recognize key strategies used in the MARKETING communication class and you will be able to identify the anticipated results. You should also be able to adequately discuss why you thought it worked or did not work based on readings. The difference between graduate level and junior/senior level will be the rapidity with which you are able to synthesize the principles and apply them to similar situations. Freshman-sophomore level - Student will be able to identify specific marketing communication strategies and tactics that can be or might have been used to solve the marketing communications problems. In most cases the student will be able to relate these strategies to readings from the class and from the class-client experience. CREATIVE THINKING Graduate level -- Student demonstrates the ability to work independently to develop a fully integrated marketing communication plan. At this level the students will also be creating tactical communications that achieve their marketing objectives. Students will stand out in the way they develop tactics to engage their audience. Junior-senior level -- The student will demonstrate the ability to prepare marketing communications plans that identify audiences and effective tactics to achieve the marketing objectives. The students will also be able to create functional communication tools targeted to specific audiences. Freshman-sophomore level – Students demonstrate the ability to write press releases and other tactical communications using the principles discussed in class. They will also be able to discuss marketing communication plans and identify strengths and weaknesses of these plans. Students will demonstrate competence in developing both written and oral communication tactics. EFFECTIVE WRITING Graduate level -- Student’s written description of proposed projects is clear, correctly written, vivid and engaging. Student’s writing for all assignments is engaging, shows strength of thought and argument and clear control over the structural process. Junior-senior level – Student’s writing is uniformly clear and correctly written. The junior-senior level student will also show originality and clear thought patterns. Freshman-sophomore level – Student’s writing is handed in on time and is generally well developed and structurally correct. This level will probably not show as much originality or depth as those at the higher levels. EFFECTIVE SPEAKING Graduate level – The key to these criteria is that the student is able to engage the audience in the classroom and during presentations, adapting material to fit the interests and information of the audience. Students will also show an ability to create persuasive arguments and will be able to defend positions while demonstrating the ability to listen and comprehend the arguments of others. Junior-senior level – Student can “pitch” an idea to the teacher and class in a way that is uniformly clear and articulate. Student is able to present ideas and connect with the audience and is well organized. Student will be able to put forth persuasive arguments for an issue. Difference here between junior/senior and graduate level is the level of comfort the student exhibits in the presentation process. Freshman-sophomore level – Student will be able to make an organized presentation that combines manuscript and extemporaneous speaking. Student is able to follow arguments and is able to provide a clear informative presentation to the audience.
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