Rachael Jurek
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Does your business/organization need strategic communication assistance? Help us help you - Read on.

12/27/2010

1 Comment

 
Request for Proposal - Tuesday, Feb. 1 deadline

 
UW-Milwaukee Journalism & Media Communication, Strategic Communication Campaigns Seeks Spring 2011 Client
What is JMC 524?

Journalism and Media Communication 524 is an upper-level campaigns course. Students apply integrated marketing communication practices and principles to a selected client project. There are no charges for student time or for the ideas/concepts developed. In return for their work students gain real-world experience and critique.
JMC 524 does not cover hard costs. Postage, printing, phone calls, etc. will be covered by the client if the client chooses to use these services. 

What does JMC 524 do?

Past projects include increasing awareness of Stroke Month for the American Heart Association, branding for the Innovative Weather service, and promoting the “Adoption is Good Business” event for the Adoption Resources of Wisconsin.
Here are some of the skills JMC 524 students possess:

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         Primary research (if databases and/or participant lists are provided)

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         Secondary research

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         Branding

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         Social media (establish presence and develop a maintenance plan)

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         Traditional advertising (create print and online ads, fliers, posters, brochures)

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         Media planning

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         Media buying (if an advertising budget is provided)

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         Gained media

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         Media and sales kit development

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         Event promotion

  Who will JMC 524 serve?

Based on the proposals the students will choose something that fits with their learning objectives and offers a well-rounded experience. Projects can be non-profit, not-for-profit or for profit. They can be for a new concept or an established brand. Projects should fit (conceptually) to the date constraints of the class (Jan 24 – May 13, 2011).

  Interested in becoming a JMC 524 client?
Students will review project proposals received by Jan. 24, 2011. Interested parties should submit the following:

1. Business/Organization Name

 
2. Brief history/background (Apart from the research we can do online – who are you?)

 
3. What are your needs? (What is the name of your project for the class?  Why do you need JMC 524 help? Briefly describe this project in a paragraph or two.)

 
4. What would you like our class to do for you? (Specifically what do you envision?)

 
5. Will you provide an advertising budget? (If yes, please include the amount. No money is spent without your approval. )

 
6. Will you provide an operational support/budget? (Printing, mailing, etc. If yes, please explain. Again no money is spent without your approval.)

View current JMC 524 in progress visit any of the following
Client Facebook community page – Innovative Weather at UW-Milwaukee
http://www.facebook.com/innovativeweather

Client LinkedIn page – Mike Westendorf - http://www.linkedin.com/in/mikewestendorf1

 Class Twitter page -  @uwmjmc524 or http://twitter.com/#!/uwmjmc524

Please forward proposals to:

Jurek@uwm.edu
Rachael Jurek
Lecturer
Department of Journalism & Mass Communication
Johnston Hall 132
P.O. Box 413
Milwaukee, WI 53201-0413
414-229-5855

1 Comment

Maybe it's not grading that's the problem

12/20/2010

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Grading is the most awful part of my job. I hate it. I love prepping (learning) and like lecturing (sharing what I learn). Even more I love watching the students work on things throughout the semester that show they are learning. I hate grading.

The main reason I hate grading is that I never know which students are using my critique to learn. So, I err on the side of reading, writing and explaining  way too much for nearly every assignment.  I do this in effort to help, but I also do it so there aren't end of the semester arguments when someone receives a C- or lower and can not move forward in the concentration.

Regardless, it takes a lot of time. Depending on the assignment I feel like I'm spending 10x's (or more in the poorly done assignments) the time they spend on the assignment, critiquing their work.

This would not be a bad thing if the papers that I give the most effort correlated to the students who put in the most effort.  But this is almost never the case. Often I spend the most time on the papers/projects/writing that were thrown together at the last minute and demonstrate a clear misunderstanding of the material, or a clear disinterest.  I don't understand why you're in my class if you aren't interested in the material. I teach courses that are "required" in the focus track. Go do something that you like and leave the class to the students who want to learn the material. Please.

It's finals week and I'm grading final projects for the writing and production class.  This course was by far one of the most frustrating I've had in my 10 years of teaching.  Several of the students came into this class without having developed the skills/knowledge they should have received in the prerequisite courses. It's really frustrating having to remediate more than half the class.  This means that the students who did their work, were diligent and proactive about learning, and WANT to learn are pulled down by the students who are in my class because even though they are in their junior year, they still don't have a clue about what they want to do... I don't mind helping the students who may have been left behind because their learning style didn't fit with the prior instructors, but this is getting frustrating too.

I'd love to say "automatic F,"  "JUST READ THE BOOK! - then you will be able to follow lecture and participate in discussion," or "please consider another major."   But that's not me.  I want my students to feel the passion about the industry. I want to show them that they are young and this is the best time for them to develop their own ideas about the industry.  Think about all of the people in media who made giant changes, many were in their 20's or younger. Philo Farnsworth, Orson Wells, William Randolph Hearst...

But instead many of my students come late if they come at all, don't purchase the required texts. I'd love to discuss further, but I have hundreds of pages of projects to grade...
0 Comments

Should I stay or Should I go

12/19/2010

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    My wonderful boyfriend is moving to Plattsburgh, NY to be the main anchor for WPTZ 5 - Burlington/Plattsburgh - I have a great job at UW-Milwaukee.

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Congratulations to the Graduates

12/19/2010

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Commencement was slightly different than the ceremonies I've been to in the past, but it was pretty efficient.  Interim Chancellor Lovell caused a little ruckus when he told people that they did not have to hold their applause until the end. The audience really liked this. #GoodPR for the interim.

Regalia is always an issue - I never really worried too much about it. However, there are always some who make a BIG deal about it.  I really didn't ever care to ask why hoods were certain colors and now I know. Big deal?  Not really.  Having an understanding of the history, maybe...  I don't think anyone decides on a focus because of the color of their hood ;)

The big question seemed to be, "To which side do you place the tassel?"  (Answer - once you've graduated on the left side of your head.) There may be people reading thinking, "Isn't she supposed to know this?" Again, let me reiterate, I don't think graduation attire is the most important part of academia. I wouldn't list it in the top 100.

Now live tweeting - is that important?  I'm sure if you asked every other professor/instructor there they would say - that is SO Rude!  Well, social media is important to me.  There were 50 people who checked into graduation on four-square. I took pics and tweeted them during the ceremony. I could see "extra" excitement and pride from the tweets being disseminated.


I think it would have been cool to have a live (monitored) tweet screen so the audience could tweet their excitement!!! 

I sat next to theatre professor, Jeffrey Lieder.  He is very interesting. He told me about research that has been ongoing regarding the get-ups of academia.  There really is no solid finding regarding the silly mortarboard (square hat). He also noted that the robe and hat was originally used for the purpose of staying warm. 

I have yet another incentive to pursue a doctoral degree. I don't want to wear the silly winged sleeves of the masters outfit. 

Well, it's back to grading. Ah #Grading
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My job would be perfect

12/17/2010

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If it weren't for grading...
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Students - Get Ready

12/16/2010

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My upcoming spring semester strategic communication, writing and production, students will be googled prior to the start of class.  Instead of taking the traditional role, I will tell them what I already know...

#ILoveSocialMedia!
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Gearing up for spring semester strategic communication campaign course

12/15/2010

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I sat through a departmental team member's presentation discussing her plans for the upcoming semester. She brought up some good ideas for me to add to my JMC 524 course. 

I've developed an RFP for potential clients. Any group, business, organization, project looking for  strategic communication  assistance/development this coming semester let me know.  The RFP is attached.  Students will have the first week  to look through the proposals, and to introduce options/ideas for the class to consider. /uploads/5/7/7/8/5778608/524rfp.doc

Then we will get to work. Whether its branding, rebranding, establishment of a social media plan or assistance in planning for a charity event the JMC 524 course is a great option.  
0 Comments

Summary Blog Post

12/14/2010

0 Comments

 
This blog might better be titled learning. Each day I go into class and learn something new.  I can only hope my students feel the same.
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    I am assistant professor in the Journalism & Public Relations department at the State University of New York at Plattsburgh.


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