1. NSF DUE 0703185 Best Practices for Marketing Your Geospatial Program Emphasizing the integration of GIS, Remote Sensing and GPS

2. Marketing - On Campus and Off To other faculty To counselors To administrators To campus students To incoming students (high schools) To workforce –Current –Retraining –User Groups and Advisory Committee To the community

3. Interactive Session Please comment, question or provide specific input All comments and suggestions will be compiled Any resources you are willing to share will be posted to iGETT Remember, in all materials, we would like to emphasize integration of geospatial technology: – including GIS, RS, GPS and emerging technologies

4. Marketing Elements Branding your program – logo and message –Create a short Message about your Program(s) Helps you focus Lets other know about your focus –Think about a “logo” and include on all materials Have students help design this if you don’t have other resource –Your Business Cards – logo and web page to program –Create a PPT for your program including logo and template Getting the word out (more details later) –Activities –Paper, Digital, Online or media Flyers, posters, catalogues Web pages about program and student work Blogs, listserv – create or join Radio, TV or other media ads and evening news! –http://www.knopnews2.com/modules/news/artic le.php?storyid=2625&source=2http://www.knopnews2.com/modules/news/artic le.php?storyid=2625&source=2 Person to Person –Be ready to give an “elevator pitch” – think about this and your message

5. To Faculty Do presentations at Faculty Development sessions Provide workshops (see NSF ATE Technical Training Tips) https://www.teachingtechnicians.org/resources_tips.asp https://www.teachingtechnicians.org/resources_tips.asp Create mini-modules for other faculty to use to teach a concept in their course –Find out what they teach and point them to outside resources that they could use to teach that topic –Tell them about software options open to them (free, low cost, site licenses) Have students as “Interns” or do “capstone” projects for other faculty that help introduce GIS in their discipline Have a lending library of books, teaching materials or other resources to lend (including GPS or other equipment such as cameras) Create a User Group on campus – either as meetings or through Blogs, listserv or web site resources

6. Counselors Find out when/where they meet and do a presentation Create a Career Flyer or have some from other organizations (GITA, URISA, ASPRS, AAG) –Types of careers, salary range, resources Provide each with your “flyer” on the program Find out and provide information on student support options (Title IV, Pell, etc.) Provide information about Internship opportunities (especially those that are paid)

7. To Administration Put a PPT together with possible administrative uses of GIS –Campus Map, Facilities Management, Student (demographics, profile of students, marketing), Homeland Security, Room utilization Create a one page flyer on PPT topics and include a campus map with features of interest to administration –List numbers of students, any grants you have, any other information on the value of your program including your activities to community and advisory committee members Find out when and where they meet and potential for a presentation Look at the “governing body” for the college (local, district, state) and see when they meet or if they have a “publication” that you could write/present information to/in Find out what other colleges in your state are doing with GIS and let your administration know about these activities Invite them to visit your class, GIS Day or any open house See if they would be interested in having an Intern work on a project for administration use

8. On Campus Students Work through other faculty (presentations in classes, handouts) to let students know more about Geospatial technology –Target most likely disciplines, but almost all may be interested Form a Student User Group on Campus Have student project posters up about GIS/RS/GPS during registration sessions Advertise any activity – in school news, kiosks, etc. Provide flyer about Careers during registrations Work with campus clubs, departments, faculty that help minority, physically challenged or other student focused groups

9. Incoming students – high school Create 1 page flyers for high school students about program, careers, salaries, grant support options and other topics Visit high schools and leave materials and post flyers (both to students and for counselors) Invite high school faculty to campus for workshops Articulation is an issue – try and set up articulation pathways Provide workshops or other learning activities for high school faculty Suggest Internships or Capstone projects for college students that mentor or do workshops at high schools

10. Incoming Students - Workforce Flyers for these students can be given or mailed to local users (city, police, fire, utility companies, dept. of transportation, surveyors, environmental consultants, etc.) Identify what grants may be available (Title IV, Pell, their employers, etc.) – be sure your program is qualified for these grants Work with Advisory Committee to make connections with users Work with college counselors to identify potential student populations – be careful about “computer skills” If the college has a Workforce Development office, work with them to identify possible short courses, extension programs or links to students If you state has continuing education requirements, be sure your program qualifies to provide those units Look for relevant places to place ads or leave flyers Attend User Group meetings and encourage current students to attend these meeting too – good for your program and to interest employers in these students

11. To the Community Open House events –Think “Themes” your community may be interested in GIS Day Events Internships and Capstone projects can be “community oriented” and provide good press releases for your program – be sure and let the leaders of the community know about successful projects or other needs Invite the news media to events or workshops local newspapers, radio and TV stations

12. Preliminary work - Resource Assessment What/who are already using geospatial on campus What equipment already exists (large format printers, GPS, cameras, computers, servers, networks) What software exists on campus – who owns it, maintenance, access for your program What are your data access options and what data is available (also think about your local community resources) What are your Tech Support options What computer labs and specifications are available to you What faculty may already have experience What adjunct faculty may be available in your region What kind of Grant writing support does the campus provide What “special needs” programs exist on campus (diversity, minority, physically challenged) and how can your program serve that population?

13. Needs Assessment Set up an Advisory Committee including faculty from local schools, the college and the community (industry, government, business) Determine what local user needs are: –Type of software, data types, analysis needs, etc. and be sure that these are covered or used in your program Determine campus needs Develop a “network” of people as you look for information about needs