Mathematics Tutoring Center

Grand Valley State University

Public Relations Campaign

Morgan Grainer
Winter 2015

Table Of Contents
Introduction
Secondary Research
Primary Research
Target Audience
Objectives, Strategies & Tactics

3-6
7-14
15-21
22
23-29

Timeline

30

Budget

31

Evaluation

32-34

Appendix

35-55

..References

37-38

..Survey

39-41

..Survey Results

42-45

..Moderators Guide

46-50

..Sample Tactic 1

51-52

..Sample Tactic 2

53

..Sample Tactic 3

54

Introduction
Overview
The client for this campaign is Grand Valley State Universitys PEW campus
Mathematics Tutoring Center, directed by Marcia Frobish.
The Mathematics Tutoring Center originally opened in a small, converted-classroom
in the early 2000s by faculty members. Since then, more students and funds resulted in
moving to a larger space on Allendales campus and the creation of an additional center
on Grand Valley State Universitys downtown PEW campus (M. Frobish, personal
communication, January 21, 2015).
The PEW Mathematics Tutoring Center is a free resource available to all Grand
Valley State University students needing assistance in any of the math courses offered by
the university. Students can go there to get help with their homework, to study for tests, or
to meet for group projects or study sessions. It is equipped with computers, calculators,
desks and tutors knowledgeable across the varying math courses offered, so as to best
serve the students that come in (M. Frobish, personal communication, January 21, 2015).
Online, the PEW Mathematics Tutoring Center has a vast amount of helpful resources
including how-to videos and useful links for math help, as well as the centers hours of
operation and locations (GVSU Tutoring and Academic Support, 2015). Plus, students
have free, unlimited access to all of these resources.
The PEW Mathematics Tutoring Center is not the only resource for students to
receive math help. As mentioned before, Allendale is the home to the original Mathematics
Tutoring Center and is located in the same building as the universitys Mathematics
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Department, giving it more relevance to the students in the building. While the PEW
Mathematics Center does not experience the same amount of student traffic as the
Allendale center, it is able to provide students with more space and less competition for
time with tutors. The center, located in the Eberhard Center, has large windows and more
space than the Allendale location, providing a more comfortable experience.
Grand Valley State University also offers a tutoring program through the Tutoring
Center on campus, where students can request a tutor for a specific class that will meet
with them for 50 minute weekly sessions (SASC Tutoring Center, 2015). This tutoring
service differs from that of the PEW Mathematics Tutoring Centers service in which the
walk-in culture means that extended periods of one-on-one time with tutors is not
guaranteed. Tutors are available based on hours set by their class schedule, as they are
Grand Valley State University students also, so students are unable to request specific
tutors.
The tutors that work in the PEW Mathematics Tutoring Center apply for their
position and are selected based on their level of math skills, and ability to teach math
concepts. They also are required to go through additional training, provided by Director
Frobish, to ensure that they will be able to help students as much as possible with difficult
math concepts (M. Frobish, personal communication, January 21, 2015).
Situation Analysis
Director Frobish is allocated a budget for the centers and uses it to pay the student
tutors, leaving nothing left for advertising or public relations. Utilizing the free access
professors have to the Copy Center, Frobish has put together flyers with information about
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both centers to go outside every classroom that has a math class in it. She also has made
informative bookmarks target at students in different math courses and given them to the
professors of those courses to hand out to their students, informing them of the resources
available to them, hours of operation and locations.
With just these efforts, Director Frobish has seen the main Allendale center become
crowded, while the PEW center remains unchanging. Possible contributing factors could
include students unawareness of its location due to not receiving the bookmarks or
seeing the flyers, the [more] limited hours not working with their schedules, or even
students not knowing where the downtown campus is, how to get there and how to find
the actual center once downtown. Director Frobish has expressed her need for that to
change (Personal communication, January 21, 2015). The purpose of this campaign is to
increase awareness and participation of students with the PEW Mathematics Tutoring
Center.
The funds received by Director Frobish are based on need, to ensure funding to
keep the PEW Mathematics Tutoring Center running and the tutors paid, participation from
students at the center needs to increase. If we are to expect students to be using the
center, then they first need to become aware of it. The following three objectives have
been created in order to meet Director Frobishs need for the center to experience an
increase in awareness and participation:
I.

Increase to 80% of the extent of Grand Valley State University math student
awareness of the PEW Mathematics Tutoring Center by the end of the 20152016 school year.

II.

Promote and monitor Grand Valley State University student engagement

with the PEW Mathematics Center throughout the entire 2015-2016 school
year.

III.

Ensure overall Grand Valley State University student satisfaction with the
PEW Mathematics Tutoring Center through continuous strategic action.

Campaign Goal
The goal of this campaign is for the PEW Mathematics Tutoring Center to have an
80 percent increase in awareness, notice an increase in engagement through maintaining
records, and provide students with a satisfactory experience when at the center in order to
maintain the increased activity. Strategies and tactics have been created to accomplish the
objectives and goal. These were developed based off of data collected through secondary
and primary research, which will be discussed next.

Secondary Research
Overview
The purpose of the secondary research is to gather information in order to define
and develop plans of action to see each objective through completion. The objectives are
as follows: increase math student awareness of the Pew Mathematics Tutoring Center,
promote and monitor student engagement with the center, and ensure overall student
satisfaction with the center.
The research focused on finding general information about college students
behaviors, tastes, motivation, perception of math and tutoring, interactions with students
and professors, as well as, tutoring systems and communication in higher education. This
section includes information on how the research was conducted and a discussion of the
results.
Methodology
The research began in the Grand Valley State University library database. Other
databases used include Education Research Complete (EBSCO), ERIC, and ProQuest.
These were used because of their subject focus on education. Key terms and phrases
used in searches include student perceptions of peer tutoring, student perceptions of
math, social media use in education, university social media use, student attitudes, peer
tutoring, creating awareness in students, student engagement with learning, math centers,
learning centers, student motivation, communicating with college students, as well as
different combinations of those. Aside from using databases, evaluations of math centers

on other university campuses were conducted. Access to other institutes math centers
was found through the Google search engine.
Results
Misusing Social Media
College students today typically have a strong relationship with social media.
Because of this relationship, research into using social media in the classroom and as a
university service was done. In an article found on CNN News website, the use of social
media from universities is discussed. The author interviewed different students and
universities to find out the dos and donts of university social media use. Universities that
succeeded using social media, posted often and posted engaging and entertaining
content. Some even reached out to communicate to and with students. However, that
type of social media practice takes a lot of effort. Other universities that have multiple
social media accounts failed due to lack of posting on all accounts and often. Also, it was
mentioned that students judge the university based on their social media presence,
James Mueller, a University of Oregon senior, said he finds it annoying that many colleges
do not use Twitter effectively. Why have a Twitter account if you only have four tweets in
the past few months? he said, (Pidaparthy, 2011).
Social media accounts may be a good option for Grand Valley State University but
for smaller services, such as the PEW Mathematics Tutoring Center, it is not necessary.
Running the social media accounts would require more work and if they were ever not
maintained, it could result in hurting their reputation, as the article suggests (Pidaparthy,
2011). As student engagement with the center is already something that needs improving,
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trying to get student engagement with the centers social media accounts would just end
up being more work, with no guarantee of engagement.
Satisfying Communication
The importance of communication between students and instructors was found in
the book, Social Media for Educators: Strategies and Best Practices by Tanya Joosten
(2012). Chapter three, titled Increasing Communication and Encouraging Contact,
discusses the importance of students need to feel connected and need for frequent
communication from the instructor in order to learn (Joosten, 2012). The focus throughout
the chapter was on instructor use of social media to communicate with students regarding
course updates. Results suggest that, The increase in contact and communication led to
students feeling more connected, (Joosten, 2012).
Using these results regarding the effect on students feelings can be interpreted
more generally, saying that frequent interactions lead to students feeling more connected.
It is important to ensure student satisfaction with the PEW Mathematics Tutoring Center by
interacting with students. This interaction could take place in class, the halls, online or in
the center as well as other places.
Importance of Professor Awareness
In the study, UAE University Students Awareness of Using the Writing Center,
research was conducted to find out how effective the universitys writing center was with
improving students writing skills, but also offered ideas for raising student awareness of
the centers purpose and services (Abd & Murshidi, 2014). Authors K. Abd and G.
Murshidi (2014) found that of the students that knew of the writing center, the majority had
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heard about it from friends but were incorrectly told of the services and purpose. A small
amount reported they were told about it from their professors, raising the question of why
more students were not being made aware of the center from professors (Abd & Murshidi,
2014). Professors should know about the resources available for the students in their
classes and should be providing students with information about those resources, to help
students succeed. Because of the nature of the classroom, students view professors as
knowledgeable on the subject they teach, which helps explain why students would expect
professors to know about the services. The possible lack of knowledge regarding the
writing center from professors was inhibiting the students from learning how the center
could help them. That in turn, affected the writing center from being fully utilized because
many students that were not aware of the actual services offered.
It is important for all of Grand Valley State Universitys math professors to be well
informed about the PEW Mathematics Tutoring Center and its services so they can pass
the information onto their students. This would raise math student awareness and assist in
achieving a campaign objective.
Motivating Students
Not all students are motivated by the same things, some students become
motivated to do better when they receive a bad grade but some students are motivated by
their own success (Helming & Schweinle, 2011). In an article about the effectiveness of
tutoring centers, the author concluded that, students who visited the tutoring center more
than 10 times in a quarter, had a significantly higher cumulative GPA than students who
did not visit the tutoring center or who visited fewer than 10 times. This trend holds across
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several factors including race/ethnicity, SAT score and high school GPA, (Cooper, 2010).
From Helming and Schweinles (2011) finding that success is a more common motivator
for college students, we can infer that Grand Valley State University math students could
be motivated to use the PEW Mathematics Tutoring Center if they were aware of the
successmentioned by Eric Cooper in, Tutoring Center Effectiveness: The Effect of DropIn Tutoring (2010)it could bring them academically.
In another article, the university used incentives to extrinsically motivate students
that lacked the intrinsic motivation to succeed. The goal was to encourage students to
engage with mathematics support by putting in more effort after being given incentives
(Symonds, Lawson, & Robinson, 2008). The universitys mathematics support gave out
free calculators as incentive for coming into the center (Symonds, Lawson, & Robinson,
2008).
Recording Student Engagement
Personal communication with Director Frobish (January 21, 2015) informed us that
the PEW Mathematics Tutoring Center has not consistently collected data on student
engagement and participation. In order to see an increase in participation, the current rate
of participation needs to be known. Research was conducted on how to best measure
student participation with university services. Evaluation of Mathematics Support Centres:
a Literature Review (Matthews, Croft, Lawson, & Waller, 2013), suggests reasons as to
why it is important to record student participation, what that data can provide, and
methods to obtaining the data.

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Collecting data regarding student participation may assist decisions for appropriate
staffing, as well as, for appropriate funding (Matthews, et al., 2013). Allowing for student
feedback will provide the ability to be aware of which services are working and which ones
may need adjusting. Forms of data collection mentioned include: informal discussions with
users, comments collected from students, surveys handed out to users at various points
throughout the year, and reflective tutor logs, to name a few (Matthews, et al., 2013). Data
logs could also benefit the center by providing information on how the center is used,
primary users, times most often being used, etc., which is helpful for measuring multiple
forms of change in engagement and participation.
Satisfying Experiences
Maintaining the satisfaction of current PEW Mathematics Tutoring Center users is
important because they will continue to use the center and they will be more likely to share
with their peers about their experience with the center. As new students begin to consider
using the center and current students continue use, making them all feel comfortable and
satisfied with their experience is key. Found in the previous research section, collecting
feedback from users will help us figure out and adjust different aspects of the center to
ensure satisfaction but further research was needed to find general factors affecting
students preferred learning environments.
The article, Promoting Student Engagement with Mathematics Support, discusses
different barriers that prevent students from using the math center (Symonds, Lawson, &
Robinson, 2008). We already know some of the barriers effecting the PEW Mathematics
Tutoring Centers student engagement, but other barriers to be aware of include, but are
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not limited to, the following as given by Symonds, Lawson and Robinson: students lack
awareness of their own need for the support, students feel they have too many problems
that need addressing, students fear feeling embarrassed, intimidated or demoralized, and
students are not part of the math department and see the center as only appropriate for
those in the department (pp. 142). These barriers are reasons students would not use the
center, therefore, action and maintenance needs to be done to ensure that barriers are
removed. Extra effort needs to go towards making all students feel comfortable and safe
coming to the center for math support. Rugutt and Chemosit (2009) found that studentto-student relations, critical thinking skills, and student-faculty interaction are important
variables, when it comes to providing an optimal learning environment, (pp. 25).
Additionally, students need an encouraging environment where they can work freely,
express their own ideas and participate with others (Rugutt & Chemosit, 2009).
Discussion
The research conducted provides valuable insights showing that (1) social media
may not be useful in reaching students, (2) communication and contact with instructors
has a positive effect on students, (3) professors are in a prime position to promote services
due to their access to students and students trust in professor knowledge, (4) the majority
of students are intrinsically motivated by success, (5) collecting data on student
engagement provides information on how to promote further engagement, awareness and
satisfaction from students, and (6) an optimal learning environment for students is one
where they feel safe and comfortable with their peer tutors and professors. Looking at the

13

secondary research and the insights it provided, we were able to find where further
primary research was needed.

14

Primary Research
Introduction
Primary research was conducted in order to gather additional and more direct data
specifically relevant to the target audience of students at Grand Valley State University. The
focus of the primary research was to gain further knowledge regarding three research
objectives. The first objective is to increase student awareness of the PEW Mathematics
Tutoring Center. The second objective is to increase student engagement with the PEW
Mathematics Tutoring Center. Lastly, the final objective is to increase overall satisfaction
with the PEW Mathematics Tutoring Center. Researching these objectives was important
to develop solutions and more effective ways to promote the PEW Mathematics Tutoring
Center among the student body and accomplishing the goal of the client.
The purpose of reaching out to Grand Valley State University students for the
survey and focus group was to provide insight to the overall interactions students have
with the PEW Mathematics Tutoring Center. Gathering this information helps to develop
and justify specific strategies and tactics that can be implemented to accomplish the goals
of this campaign. Specific results in the form of tables and graphs can be found in the
appendix as well as the materials used for both the survey and focus group.
Methodology
Survey
Quantitative data was collected through the use of a survey. The survey was
created using Google Forms and was sent out to Grand Valley students of all majors, ages
15

and identifications through e-mail messaging and social media posts. Approximately 100
responses were recorded after the survey had been sent out multiple times over the
course of two weeks. The survey asked some background questions but mostly questions
regarding students awareness and knowledge of the Mathematics Tutoring Center, why
students would go there and students use of and access to digital communication with
university services. Results of the survey were compiled into graphs and charts for the use
of this research and can be found in the appendix.
Focus Group
A focus group was conducted on Tuesday, March 17, 2015 at approximately
6:00PM in room 216 at the Mary Idema Pew Library on Grand Valleys Allendale campus.
The group consisted of six participants, five females and one male. All of the participants
were Grand Valley State University students and varied in age and focus of studies,
however none were math majors or currently enrolled in a math course. To help the
participants get comfortable, pizza was provided and they were encouraged to eat while
the moderator led the group in an icebreaker activity to establish an environment open to
discussion and conversation. Once that was done, the moderator began the official focus
group questions and prompts. Answers were hand recorded as the participants
responded in order to have data to look at afterwards. Due to the speed of conversation, a
full transcript could not be made. The moderators guide can be found in the appendix.

16

Results
Survey
To gain a better understanding of the survey results, a brief analysis of each
question along with the corresponding graphs and charts was conducted. The following
represents the sample taken from the target audience of this campaign.
Of the 100 Grand Valley State University students that took the online survey, there
was a fairly even distribution of age representation, although the respondents were
primarily second and third year students. When asked how they generally got information
regarding campus services, 56 percent responded that they get it from their student email
with the Grand Valley State University website as the next highest source at 25 percent.
This tells us that students are most reachable through their student email addresses, and
that they look out for information coming through emails.
Results show that 76 percent of students were unaware that the PEW Mathematics
Tutoring Center existed, and of the 22 percent that were aware, only 3 percent had ever
visited the center. The students that had heard of the center, primarily heard about it from
either a professor or a friend. Other sources that had informed students were
postings/advertisements, email messages, and walking past the center to a different class,
assuring us that these are the best ways to raise awareness.
Seeking out information on how to get students engaged with the center, we found
that 62 percent of students somewhat often-not often reach out for help outside of the
classroom. However, if students were to seek out help in math, the top three responses
were the professor, a classmate, and a tutor. These options were generally agreed upon.
17

Other than actually having a need due to be enrolled in a math course, results show that if
students were guaranteed space and tutor availability, they would be more likely to use the
PEW Mathematics Tutoring Center, which leads to a need of targeting math students
especially. Students would also feel more comfortable at the center if they had access to
basic information on the tutors that would be at the center.
Focus Group
The focus group provided more specific insight than the survey, however, taken
from a smaller sample of the target audience. Some topics discussed resulted in a variety
of answers, while many blatantly had all participants in a consensus.
We began with asking about if and how they interact with Grand Valley State
University services, they responded saying they use student email or the university
website. We further asked about social media engagement and how they felt about
following or liking university accounts, in which they all agreed that they did not have much
interest in that and would rather go to the website. One participant claimed smaller GV
accounts just fill up my newsfeed with things I dont care about. Besides student email
and the website, students agreed that communication from their professor was a good
way to reach them because they are already sitting in class with the purpose of listening to
what the professor says.
We wanted to know how students respond to the advertising efforts put forth from
different organizations around campus, participants began discussing the small flyers they
receive constantly when walking through Kirkhof Center. Students typically do not like
those and will go to certain extents to avoid being handed flyers in the first place. Multiple
18

students mentioned that they would be more likely to reach out for a flyer or give
something a try if freebies were offered as well. They all agreed that they enjoy when they
are given goodies. One student offered a helpful suggestion. They said that they would
keep higher quality handouts like a sturdy business card, over a flimsy, paper flyer. When
we questioned their thoughts on bulletin board postings, we found out that the best place
is in the printing rooms in the library. This was because students are standing either
waiting their turn for the printer or waiting for their work to finish printing, and are drawn to
the wall of posters. Another student recalled getting a brightly colored bookmark from their
professor, but said that it was plain and would not grab attention if it were not for the
color of the paper.
The discussion began to move towards student behaviors and preferences towards
tutors and studying. Our participants had not heard of the PEW Mathematic Tutoring
Center, only the center on Allendales campus. We found out that they were uninterested
in going downtown to use that center when there is a more conveniently located center by
them, in Allendale. They said they do what is convenient for them first. Many first year
students do not have cars and are unaware of how The Rapid bus system works and do
not know their way around PEW campus, it is inconvenient for them to try to figure out a
way downtown so they stay on Allendales campus. One student suggested promoting the
center in: the downtown dorms, freshman dorms, science and engineering apartments,
and eating areas, because people that would be more likely to use the center are also
likely to be in these places.

19

When it comes to mathematics, it is common for people to teach concepts

differently. Participants prefer help from their professor and agreed that they feared tutors
would either be unable to teach them the concepts or that they would teach them a way
that differs from that of their professor and it would end in their confusion. We then told
them that the PEW Mathematics Tutoring Center tutors go through a training and have to
have specific math courses completed to get the job. This information made the students
much more comfortable with the idea of using a tutor.
Another reason students had not used tutors was because they had not previously
needed one. One student said, It can be hard to realize that you need to ask for help.
Plus, no one wants to feel stupid for not understanding something. However, they all
agreed that they could have benefitted from going to see a tutor for a course they
struggled with in the past and admitted that they would definitely seek out help if it would
help their grade.
Discussion
All of the participants for the focus group lived in Allendale and none of them were
enrolled in math courses. This limited our research because it was not relevant to them
necessarily. Also, they were in consensus that the no one would use the PEW
Mathematics Center that lived in Allendale because of the inconvenience.
The reaction to our questioning of social media accounts for Grand Valley State
University services suggest that social media would not be an effective promotional
medium for this campaign. As far as communication directed at students, they listen to

20

their professors, follow their student email or check the university website. Students also
notice posters in places where they are standing around or waiting for something.
Lastly, results show that students are more comfortable seeking out help from their
professors, but if they had a tutor that had taken the same math course with the professor
the student had, it would make students more trusting of the tutor. Also, they care about
their grades and therefore would see a tutor if their grade required it, but expressed that as
freshman, they were intimidated by the center or feared they would look stupid for
needing help. It is important that the center offers an open, judgment-free atmosphere
conducive to learning.
The qualitative and quantitative data collected from both the survey and focus
group provide the information needed to define the target audience and develop and justify
strategies and tactics for this campaign. The following sections will define the target
audience and list the objectives with descriptions and explanations of their related
strategies and tactics.

21

Target Audience
Analysis
The target audience for this campaign is Grand Valley State University students
currently enrolled or planning to enroll in a university course relating to mathematics. This
audience is important because they are the individuals that are most likely to need and use
the PEW Mathematics Tutoring Center due to their activeness in mathematics as a part of
their education.
Primary research findings suggest that narrowing the target audience to a segment
consisting solely of math students living downtown would be beneficial. This is because
the location is most convenient for them and the services are relevant to their studies.
However, it is not enough of a reason to completely exclude students living in Allendale.

22

Objectives, Strategies & Tactics

Objective I
Increase to 80% of the extent of Grand Valley State University math student awareness of
the PEW Mathematics Tutoring Center by the end of the 2015-16 school year.
Strategy I
Use print media to reach Grand Valley State University math students and raise awareness
of the location and services offered at the PEW Mathematics Tutoring Center by providing
them with informative handouts twice throughout the semester.
Tactic
Provide all students in math courses informative handouts.
This is essentially the brightly colored bookmark, just reimagined to be more
aesthetically pleasing and provide additional information. Information on handouts
PEW centers hours of operation, location with map of downtown campus,
Campus Connector (50) bus information, and the centers web URLwill provide
students what they need to know about the center and how to get there. This is
important information to provide because primary research showed that many firstyear GVSU students do not know their way around the PEW campus, are unfamiliar
with the bus system, and may not have transportation. Primary research also found
that students keep handouts that are more substantial and standout; therefore
these handouts will be printed on bright colored cardstock paper in B&W ink. The
use of fonts, images, and white space will aid in catching students attention.

23

Strategy II
Reach all Grand Valley State University students enrolled in a math related course via email communication to inform them of the center, location, and services, while also
providing them with direct links to the website and images of the actual space in the
Eberhard building.
Tactic
Send email message to students mail.gvsu.edu email addresses.
These emails will be sent twice a semester, once just before midterm exams and
the other just before final exams. This is to act as a reminder for students, incase
they lost their handouts and are realizing they may need additional help with
prepping for exams. Information about the PEW location will be highlighted to
promote student use. Information in these emails will include: special exam week
hours, regular hours, location with map, services, links to the website, and images
of the actual space in the Eberhard building. Primary research revealed that
students expect to receive information regarding university events and services
through their student email.
Strategy III
Using print media, create attention-grabbing posters with general information about the
PEW Mathematics Tutoring Center to be posted around campus, directing students to
check out the downtown location.
Tactic
Create informative posters and strategically post them to best reach our target.
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The posters would entice students to go downtown. Copy would read for example
as, Explore downtown GR! Come visit our Mathematics Tutoring Center in the
Eberhard Center-our location is right on the river. These will also use fonts, graphics
and white space to be attractive to viewers and stand out against the clutter on
campus bulletin boards. Locations for posting, as determined through primary
research, include: printing rooms in the library, Winter hall and Secchia hall [GVSUs
downtown housing units], South C/D/E [GVSUs housing for Women in Science,
Engineering community, and the Movement Science House], all common rooms in
freshman dorms, cafeterias, and bulletin boards in the halls of the L. William
Seidman Center, Kennedy Hall of Engineering and Mathematics Department in
Mackinac.
Objective II
Promote and monitor GVSU student engagement with the PEW Mathematics Tutoring
Center throughout the entire 2015-16 school year.
Strategy I
Hold an exam cram in the fall semester just before final exam week for students, offering
extended hours and goodies. Use mass media to announce and invite students. Students
admitted in primary research that freebies motivate them.
Tactic (see appendix)
Release a press release two weeks before final exams through university newspaper, The
Lanthorn.

25

Strategy II
Use a system [similar to that of the Grand Valley State University Writing Center] to collect
and monitor data regarding student traffic through the PEW Mathematics Tutoring Center.
Tactic
Require students to sign in and sign out of the center via a computer system, upon arrival
and exit of the center.
Students will have the ability to scan their student ID or login with their account
login, once in the system, they will be prompted to select the course they are there
for. When logging out, they will scan/log back in, select the services they used
(tutor, calculator, computer, etc.) and be done. Data will be collected, logging how
long the student was at the center, the course that brought them there, and the
services used. This data can be used for multiple purposes, one for example, to see
what times are the most busy and be able to schedule more tutors during those
times to keep students engaged while there.
Strategy III
Within the first month of the semester, using interpersonal communication, send tutors to
math courses and math related engineering classes and business classes to present and
promote how the PEW Mathematics Tutoring Center can serve those students.
Tactic
Tutors will give a short presentation informing students of how they can benefit from the
centers services.

26

Tutors will be giving these presentations so that more classes can learn about the
center, and to make students feel more comfortable with the tutors. Research
suggested that some students fear feeling embarrassed when they go to a tutor, so
exposing students to the tutors in advance with help students by offering them a
familiar face when they do go to the center. Additionally, set aside specific time and
tutors for a drop-in session focused on students in math related programs
centralized downtown, such as engineering and business courses (accounting,
marketing, finance) and have tutors visiting these classes, tell students about these
times.
Objective III
Ensure overall GVSU student satisfaction with the PEW Mathematics Tutoring Center
through continuous strategic action.
Strategy I
Require students to complete a brief online exit survey when exiting the center after each
visit, feedback will be utilized to better future experiences. Survey questions developed
from research findings.
Tactic (see appendix)
Students will complete the survey as part of the sign out process on the computer.
Surveys would consist of 5-10 questions in order to gauge how students
experiences were while at the center. Answers will be logged into the data system
for reference and to be able to see, when the student returns, how the quality of the

27

following experience was in comparisonwith a goal of seeing the same or

improved quality.
Strategy II
Encourage feedback from students that use the PEW Mathematics Tutoring Center by
using print media and comment cards in the center, available at all times and conveniently
placed for students to easily access.
Tactic (see appendix)
Anonymous comment cards easily accessible for students.
Comment cards will be used for collecting feedback on how to improve the
students experience. They would allow open communication from the students to
the centers staff. Students could use these to praise, criticize, comment on their
experience or even share suggestions to improve the center. Two-way
communication is important for our target audience as found in secondary
research, the comment cards let students communicate with the staff and changes
made to the center based on comment cards show the students that the staff
cares and is listening.
Strategy III
In digital form and in print, create mini bios about the tutors, displayed on posters in the
center and digitally on the website. These profiles will be available at all times, updated
when tutors or their information change.

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Tactic
Tutor profiles providing a picture and information on the tutor.
Tutors would be required to create their own bio within the first two weeks of the
semester. Bios include: picture, year in school at GV, list of math courses and the
professor they had, subjects they specialize in, their favorite math subject, their
semester availability for tutoring, a piece of advice/favorite online help
reference/favorite study habit, and a fun fact about a hobby or interest. Providing
students with this information will help them feel more comfortable with the tutors
and make going to the center more worthwhile if it is something they have to plan
due to living in Allendale. Primary research also shows that students would like to
have a tutor that had the same professor that they do or at least has had the same
courses. This will make that information easily accessible to students.
Timeline of Tactics
The next section will show planning time and time of implementation for each tactic. The
timeline extends from the week before classes begin through finals week for both the fall
and winter semester.

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Timeline

PEW Mathematics Tutoring Center Public Relations Campaign Timeline of Events

*Evaluation of each tactic will take place after completion. For tactics that are ongoing,
evaluation checkpoints will be quarterly.

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Budget
Tactic

Item

Provided by

Unit
Cost

Quantity

Total
Cost

Informative
Handouts:

Copies

Copy Center

$0.00

2093

$0.00

Email Message:

Pay staff member for 1

hour to put the message
together

MTC Staff

$8.15

$16.30

Design time (1hr)

Promotions
Office

$25.00

$50.00

8.5x11 Poster - Color

Promotions
Office

$0.10

1000

$100.00

Press Release:

*See Appendix

The Lanthorn

$0.00

$0.00

Sign-in/out
System:

Set up system for MTC

GV Web Team

$0.00

$0.00

Tutor Speakers:

Pay tutor for 15 min

presentation

MTC Tutors

$3.00

160

$480.00

*See Appendix

PR Campaign

$0.00

$0.00

Set up survey with signout system

GV Web Team

$0.00

$0.00

Print comment cards

Copy Center

$0.00

500

$0.00

Collection box

Dollar Store

$1.00

$2.00

Webpage for profiles

GV Web Team

$0.00

$0.00

Informative Poster:

Exit Survey:

Comment Cards:
Tutor Profiles:

Total

$648.30

*MTC refers to Mathematics Tutoring Center

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Evaluation
Objective I:
Increase to 80% of the extent of Grand Valley State University math student
awareness of the PEW Mathematics Tutoring Center by the end of the 2015-2016
school year
To evaluate whether this objective was meant, a survey should be sent out to all
Grand Valley State University math students four weeks before finals, sent again two
weeks before finals and sent a final time during finals week. The additional sending of the
survey is not necessary if all of the students have responded before another send date.
This survey would only ask if the student is aware of the Mathematics Tutoring Center
having two locations: Allendale (Mackinac) and PEW (Eberhard). Results can be measured
from the respondents of the survey, and evaluation can be made.
Objective II:
Promote and monitor Grand Valley State University student engagement with the
PEW Mathematics Center throughout the entire 2015-2016 school year
Measurement is more difficult for this objective. Because there were not full records
of student engagement with the center prior to this campaign, an increase cannot be
measured from campaign beginning to end. However, at the end of each semester data
logs could be pulled to see how the student traffic fluctuated throughout the semester. A
positive outcome would show more consistent numbers and increase in numbers.
Declines that may show up could be a result of holidays or slower times in curriculum at
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the beginning of each semester. Evaluation can continue yearly to see compare student
engagement and center promotional efforts.
Objective III:
Ensure overall Grand Valley State University student satisfaction with the PEW
Mathematics Tutoring Center through continuous strategic action
Similar to objective II, this objective can be measured by pulling data logs holding
exit survey answers, compiling comment card feedback and by objective II being
successful. Evaluating the overall response from students using the center should show
more issues at the beginning of the year, if any, and less as the school year continues. A
lack of responses could be seen as a good thing, since people are more likely to express
themselves when they are unsatisfied rather than when they are satisfied.
Recommended Next Steps
In the unlikely instance that all objectives are not met, we recommend turning to
findings from the primary research that suggested a narrow target segment: students
planning to enroll or currently enrolled in a math course and also live downtown. These
students are the most likely to use the PEW location due to convenience, relevance and
need. In addition to this segment, opening up the focus of the center by hiring engineering
students and business students as tutors for the math related courses in those majors
would be promising of an increase in student traffic.
If the first back up recommendation also fails, then it is recommended to consider
the necessity of the additional Mathematics Tutoring Center downtown. Student
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engagement is the key to success for the PEW center, if students become aware of the
center and still are not using it enough, then the funds used towards it may be better used
towards the Allendale center or a new program for the Mathematics Department.

34

Appendices

35

Table of Contents
References

37-38

Survey

39-41

Survey Results

42-45

Moderators Guide

46-50

Sample Tactic: Press Release

51-52

Sample Tactic: Exit Survey

53

Sample Tactic: Comment Cards

54

Digital Backup

55

36

References
Abd, A. K., & Murshidi, A. G. (2014). UAE university students awareness of using the writing
center. Higher Education Studies, 4(3), 58-63. doi: 10.5539/hes.v4n3p58
Cooper, E. (2010). Tutoring Center Effectiveness: The Effect of Drop-In Tutoring. Journal Of
College Reading & Learning (College Reading & Learning Association), 40(2), 21-34.
Retrieved from the ERIC database. (EJ887303)
GVSU tutoring and academic support: Mathematics. (2015, April 19). Retrieved from
http://www.gvsu.edu/tutoring/math/
Helming, L. M., & Schweinle, A. (2011). Success and motivation among college students.
Social Psychology of Education, 14(1), 529-546. doi: 10.1007/s11218-011-9157-z
Joosten, T. (2012). Increasing communication and encouraging contact. Social Media for
Educators: Strategies and Best Practices (pp. 35-50). San Francisco, CA: Jossey-Bass.
Pidaparthy, U. (2011). How colleges use, misuse social media to reach students [website].
Retrieved from http://www.cnn.com/2011/10/20/tech/social-media/universities-socialmedia/
Rugutt, J., & Chemosit, C. C. (2009). What Motivates Students to Learn? Contribution of
Student-to-Student Relations, Student-faculty Interaction and Critical Thinking
Skills. Educational Research Quarterly, 32(3), 16-28. Retrieved from the ERIC database.
(EJ847453)
SASC tutoring center. (2015, April 17). Retrieved from http://www.gvsu.edu/tc/

37

Symonds, R., Lawson, D., & Robinson, C. (2008). Promoting student engagement with
mathematics support. Teaching Mathematics & Its Applications, 27(3), 140. doi:
10.1093/teamat/hrn011

38

Survey

39

Survey (continued)

40

Survey (continued)

41

Survey Results

42

Survey Results (continued)

43

Survey Results (continued)

44

Survey Results (continued)

45

Moderators Guide
Intro
My name is ____________ and I am going to be your moderator today. The purpose of this
focus group is to talk about different ways of reaching college students that you personally
find effective. I will ask for your personal opinions and experiences that you might have
had. This is for our Intro to PR class to collect primary research for our campaigns
projects.
Rules
1. This focus group will last approximately 45 minutes to 1 hour.
2. The audio from this will be recorded to make it easier to report on the findings that result
from these questions.
3. Observers are present and taking notes for a purpose similar to the audio recording.
4. There are no wrong answers, and all opinions are encouraged.
5. Everyone is encouraged to talk, but not everyone has to answer each question.
6. Feel free to discuss different points of view with each other. Not every answer has to be
directed to me.
7. No smoking is allowed.
8. We ask that you refrain from any cell phone use until we are done.
Personal Introductions
Please go around and introduce yourself by saying your name, what year of school you are
currently in, and your major. Then we will do an icebreaker.
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Icebreaker
Two truths and a lie: Think of two truths and a lie that you can tell about yourself. Once
everyone is ready, we will go around the group, one at a time, and share the three facts.
The other group members have to try to guess which fact is actually a lie. We will continue
until everyone has shared his or her facts.
Questions (Part I)
Social Media Usage
1. What social media sites do you use regularly?
2. How many hours a day would you guess that you spend on those sites?
3. What do you use each site for specifically?
4. What brands or companies do you follow on your social media? Why?
5. What types of promotions or contests have you seen on these social media sites?
6. Do you think these are effective strategies in reaching to college students? Why?
7. What GVSU-specific accounts do you like/follow? Why?
8. What kind of services or school events have you learned about through social media
sites that you normally would not have known about?
Personal Campus Marketing Experience
1. Have you ever had something expectedly/unexpectedly handed to you on campus?
What did you do with it?
2. Do you think the bulletin boards around campus are necessary/beneficial? Why or why
not?
3. Why do you think print is still used as a medium?
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4. Other than social media, what other ways do you hear about school events or services?
Studying as an Experience
1. What factors make up a comfortable learning/studying environment?
2. What is your preferred way of seeking out help for studying?
3. Perception of students as tutors?
4. Have any of you used a tutor before? What was your experience?
5. Tutor preference: stranger or friend? Why?
6. Preference: small group study session, independent study session?
7. Tutor preference: small group tutor session, independent tutor session?
Background
The following discussion pertains to the Grand Valley State University Mathematics
Tutoring Center located downtown on the PEW campus. There are two centers, one in
Mackinac and one in Eberhard Center. The centers are a free resource to all GVSU
students seeking help in math. Students can go there to get help with their homework, to
study for tests, or to meet for group projects or study sessions. They are equipped with
computers, calculators, desks and tutors knowledgeable across the varying math courses
offered, so as to best serve the students that come in.
Mathematics Tutoring Center
The client for our PR class has a goal of creating awareness and encouraging the use of
the center. To start, we encourage you to discuss amongst each other, your thoughts
about the information just shared with you. All comments are helpful and encouraged.

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Questions (Part II)

1. Who here has heard of the Mathematics Tutoring Center? Before today, were you
aware that there was a location on the PEW campus?
2. For those that have:
a. What it is?
b. How did you hear about it?
c. Have you used any of the services? Did you have to sign-in?
d. Did you find it helpful? If yes, would you recommend use of the Mathematics Tutoring
Center to a friend struggling in a math course, would you tell them about both
locations? Why/why not?
3. Although there is a center in Allendale, would you use the PEW Mathematics Tutoring
Center? Explain.
4. In your opinion, what is the best way to inform college students of the Mathematics
Tutoring Center and its services?
5. Do you believe any of the following would be an effective way to reach students: Flyers?
Contests/giveaways? Newspaper? Direct communication? Why or why not?
6. Have you seen any types of advertisements or promotions for the Mathematics Tutoring
Center? If yes, what were they? Did they reach you?
7. What suggestions would you give on how to inform students at GVSU of university
offered services?
8. Additional comments? Questions?

49

Close
This concludes the focus group. Thank you for your comments and time. The information
provided today will be very helpful in creating a successful public relations campaign for
our client at the Mathematics Tutoring Center on the PEW campus. Thanks again!

50

Sample Tactic: Press Release

December 1, 2015
FOR IMMEDIATE RELEASE
Contact:
Marcia Frobish
(616) 331-8690
frobishm@gvsu.edu
PEW Mathematics Tutoring Center Invites University Students To First Annual
Exam Cram
GRAND RAPIDS, MI, December 3, 2015Grand Valley State Universitys downtown
tutoring center extends an invitation out to all students for the first annual Exam Cram
study session to prepare for finals week. The event will take place on Thursday, December
10, beginning at 7pm-7am the following morning.
The Exam Cram event is intended to bring students together to study and prepare for
finals while also giving students an opportunity to use the center with extended hours.
Throughout the night, there will be study break activities offered and focused group tutor
sessions. When tutor sessions are not going on, tutors will be available throughout the
night to assist students with studying.
Believe it or not, but Im excited to work during this event. I enjoy tutoring students and
getting them to that a-ha moment. Plus anytime free food is offered, Im there, said John
Smith, fourth semester tutor at the center.
Admission is free but students are told to bring their GVSU Student ID in order to get in.
Students from all math related courses are encouraged to come, however, all students are
welcome. Snacks and beverages will be offered.
About GVSUs PEW Mathematics Tutoring Center

51

The PEW Mathematics Tutoring Center is a free resource available to all Grand Valley State
University students needing assistance in any of the math courses offered by the
university. Students can go there to get help with their homework, to study for tests, or to
meet for group projects or study sessions. It is equipped with computers, calculators,
desks and tutors knowledgeable across the varying math courses offered, so as to best
serve the students that come in. Further information can be found on the website at
http://www.gvsu.edu/tutoring/math/.
###

52

Sample Tactic: Exit Survey

PEW Mathematics Tutoring Center

Please take the next 2 minutes to answer the following questions regarding your
experience with the center today.
1. What brought you to the tutoring center today?
a) I needed a place to study.
b) I need help on homework.
c) I came with a friend.
d) Other ________________________________
2. Did you work with any tutors today? If so, were they helpful? Please explain your
answer if a few words.
________________________________________________________________________
________________________________________________________________________
3. How did you hear about this tutoring center?
a) My professor
b) A tutor came into my class to talk about the services
c) My friend recommended it to me
d) Poster/advertisement
e) I looked it up on the GVSU website
f) Other ________________________________
4. If you answered yes to working with a tutor, what was the longest time you had to
wait for a tutor to help you?
a) 0-3 minutes
b) 3-5 minutes
c) 5-7 minutes
d) 7+ minutes
5. How likely are you to return to the center?
a) Very likely
b) Likely
c) Somewhat Likely
d) Somewhat Unlikely
e) Unlikely
f) Very Unlikely
Thank you for you feedback. We hope to see you soon!

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Sample Tactic: Comment Cards

54

Digital Backup
To access a digital copy of this campaign, please visit:

http://issuu.com/morgangrainer/docs/cap_220_final

For further questions, comments or communication, please contact:

Morgan Grainer
grainerm@gmail.com

55