Individual public relations campaign completed by Kelsey Kaufman at the University of Oregon in Spring 2012. Completed under mentorship of Pat Curtin, SOJC Endowed Chair in Public Relations.

1. Spanish Heritage Language
Program
SPRING 2012
KELSEY KAUFMAN

2. Before I begin…
 Research completed in Spring 2012 classes
 SHLP= Spanish Heritage Language Program
 SNS= Spanish Native Speakers
 SFL= Spanish Foreign Language Speakers

3. Background
 Started in Fall 2011
 Typical SNS programs vs. UO SHLP
 University of Oregon 2011 Diversity Profile
 Outreach strategies
 No formal coursework or teaching materials

4. Secondary Research
 Fewer than 25% of all
colleges and universities in
the United States have both
a nonnative speaker Spanish
sequence and a separate
Spanish-for-native-speaker’s
program
 The University of Texas at
Austin FAQ
 Limitations

5. University of Arizona Fall 2003 Study
 Intrinsic and extrinsic values
 40 % showed intrinsic motivation: “I enjoy it and I want to
learn the language”, “I want to become a better Spanish
speaker”, and “I want to strengthen my Spanish speaking
skills”. Another 40 % of the students indicated extrinsic
motivations with answers such as “I need it for my major”,
“bilingualism is a great skill to have”, and “more job
opportunities”.

6. Primary Research: Qualitative
 In-depth interviews
 Kelley, Alex, Claudia
 What is your relationship/role within the program?
 Why are you involved with the Spanish Heritage Language Program?
 Why do you believe this program is important?
 If anything, what would you change about the program?
 Do you believe the program should offer class’s exclusive to Spanish
heritage students (bilingual/heritage speakers)? Why or why not?
 Do you see a gap between SNS (Spanish native speakers) vs. SFL
(Spanish foreign speakers) speakers in your class? What do you do to
address it?
 What courses do you hope to see offered in the future?
 What are your goals for the program?

7. Primary Research: Qualitative
 Participant observation
 Inclusivity
 “Bilingual community”
 Pedagogical issues in a
mixed audience
 Trained as second
language instructors,
not as heritage
instructors

8. Quantitative Research
 Survey
Please mark clearly. Leave blank any question you prefer not to answer.
Q: What is your sex? O Male O Female
Q: What is your age? _______
Q: What year in school are you? (Freshman, sophomore, junior, senior, grad) ________
Q: Please specify your ethnicity. O Hispanic or Latino/a O Not Hispanic or Latino/a
Q: How much pride do you take in your ethnicity? (1-Not at all, 5-Very much) 1 2 3 4 5
Q: Have you heard of the Spanish Heritage Language Program? O Yes O No
Q: What are your reasons for taking this course? (1-Not at all, 5-Very much)
O Fulfill major/minor requirements 1 2 3 4 5
O Genuinely interested in course topic (be honest!) 1 2 3 4 5
O My friends are in this class 1 2 3 4 5
O I am familiar with the professor 1 2 3 4 5
O Other (please specify) _____________
Q: Why do you want to learn the Spanish language? (1-Not at all, 5-Very much)
O To be bilingual 1 2 3 4 5
O To learn more about other cultures 1 2 3 4 5
O I have family that speaks Spanish in the household 1 2 3 4 5
O I have a Latino/Spanish family history 1 2 3 4 5
O I want to recover my Spanish/Latino heritage 1 2 3 4 5
O Other (please specify) _____________
Q: If anything, what frustrates you about this Spanish course? (1-Not at all, 5-Very much)
O The course topic/materials are not relevant to me 1 2 3 4 5
O It’s just a few hours a week 1 2 3 4 5
O My Spanish is more advanced than the teacher 1 2 3 4 5
O My Spanish is more advanced than my classmates 1 2 3 4 5
O The class size is too big 1 2 3 4 5
O I don’t feel comfortable speaking Spanish 1 2 3 4 5
O Other (please specify) ____________

9. Quantitative Research
Overall Awareness
of SHLP
Missing
4%
Yes
38%
No
SPAN 308 58%
SPAN 420
Missing
4%
Awareness Missing Awareness
5%
Aware
18% Not
Aware
28%
Not Aware
Aware 67%
78%

10. Quantitative Research
 64% female, 35% were male
 54% taking the class because it is requirement
 52% because they are genuinely interested in the course topics
 81 % are learning Spanish to be bilingual
 54% they want to learn more about other cultures
 Spanish in the household
 50.9% responded 1-not at all, and 30%.2 Family that
speaks Spanish in
responded 5-very much. the household
30% 1- Not at all
2
51% 3
4%
4% 4
11%

11. Quantitative Research: Correlations
 Hispanics take significantly more pride (M= 4.70) in
their ethnicity than do non-Hispanics (M= 3.00;
p=.000).
 People who take pride in their ethnicity
 Have family that speaks Spanish in the household (R=.506;
p=.000)
 Have Latino/Spanish family history (R=.591,; p=.000)
 Want to recover their Spanish/Latino heritage(R=.561;
p=.000)

12. Quantitative Research: Correlations
 People who have family that speaks Spanish in the
household (R= .308; p= .026) and want to recover
their Spanish/Latino heritage (R= .326; p= .020) are
significantly more likely to have friends in the class
 Final question:
 Overall satisfaction with course
 However, few that felt frustrated with course topics also….
 Significantly more likely to have Latino/Spanish family history
(R=.325; p=.018) and want to recover their Spanish/Latino
heritage (R=.306; p=.027). These people also felt their Spanish
was more advanced than that of their classmates. (R=.370;
p=.006).

13. Quantitative Research: Correlations
 People who felt their Spanish was more
advanced than their teacher were significantly
more likely to have family that speaks Spanish in the
household (R=.319; p=.020), have Latino/Spanish
family history (R=.312; p=.023), and want to recover
their Spanish/Latino heritage (R=.277; p=.047).
 People who felt their Spanish was more
advanced than their classmates were
significantly more likely to have these demographic
traits as well (R=.384; p=.0005; R=.376; p=.006;
R=.418; p=.002).

14. Summary of Findings
 Inclusive
 Name of program
 Observational research in SPAN 420
 Brochure
 Question of being “more advanced”
 Interested in course topics
 But also see SPAN 308 & SPAN 420 as course requirement
 Intrinsic, extrinsic values

15. Situation Analysis
 Oregon’s demographic
reality: SHLP is first
step
 First year
 Increasing awareness

16. Core Opportunity + Goal
 To convey accurate and appropriate information of the
inclusivity of the SHLP program to Hispanic and non-
Hispanic students at the University of Oregon and
increase enrollment in SHLP courses.
 To create a clearer identity of the SHLP program and
increase awareness among both Latino/a and Non-
Hispanic student audience.

17. Target Audience:
Latino/a college students at the UO
 Primary Message:
 The SHLP program is an inclusive environment that offers
Hispanic students the opportunity to explore their Spanish
cultural background.
 Objective 1: To increase awareness of SHLP among
current Latino/a students by 20 percent by
September 2012.
 Name recognition, showcase diversity
 Tactics: Brochure re-design, FAQ, video

18. Target Audience:
Latino/a college students at the UO
 Objective 2: To increase awareness of the SHLP
program among Latino/a incoming freshman by 20
percent by September 2012.
 IntroDUCKtion, Week of Welcome 2012

19. Secondary Audience: UO undergrads in RL Dept.
 Primary message:
 The SHLP is inclusive and available to students from all different
backgrounds. (Not limited to SNS students.)
 Objective 3: To increase awareness of the SHLP program among non-
Hispanic incoming freshman by 20 percent by September 2012.
 IntroDUCKtion, Week of Welcome 2012
 Objective 4: To increase awareness of SHLP program among current
Romance Language department major and minors by 20 percent by
September 2012.

20. Intervening Audience: UO Academic Advising
 Primary message:
 Claudia Holguin is the head coordinator of the SHLP program
that started in Fall 2011.
 Objective 5: To participate in at least three
registrar and advising events during summer 2012.
 Presentation for advising office
 SHLP brochure

21. Original Brochure

22. Re-designed Brochure

23. Re-designed Brochure

24. Calendar
1-Mar 1-Jun 1-Jul 1-Aug 1-Sep 1-Oct
Latino/a college students at the UO
Objective 1
To create name recognition and stress
the Hispanic background of SHLP Head
Coordinator Claudia Holguin and her
key instructors to create a sense of
connection among Latino/a students.
Tactic (1) Re-design SHLP brochure X
Contact RL Dept. to include SHLP on
Tactic (2) Facebook & Twitter pages XXX XXX XXX XXX XXX XXX
Create 3-minute video for RL Dept.
Tactic (3) website X
Through testimonials and visuals,
showcase diversity in the SHLP to
create an inclusive atmosphere.
Tactic (1) Create FAQ for RL Dept. website X
Invite Hispanic students groups to
Tactic (2) attend SHLP classes in Fall 2012 XXX
Objective 2
To make information of the SHLP
readily accessible in a variety of
formats.
Create written literature with full
Tactic (1) course descriptions XXX
Tactic (2) Booth at IntroDUCKtion sessions X XXX X
Tactic (3) Booth at Week of Welcome 2012 XXX

25. Budget
Detail Cost Discount Final Cost
Objective 1
Re-design SHLP New graphics/photos 0.00 Free service 0.00
Brochure from Kelsey
Kaufman
New layout/ brochure 0.00 Free from 0.00
design Design +
Editing
services
Print 400 brochures from 360.00 360.00
UO Design + Editing
Services
3-minute video on RL 0.00 Free service 0.00
website from RL
dept.
FAQ on RL website Create Spanish Heritage 0.00 0.00
student FAQ
Objective 2
Week of Welcome + 400 SHLP brochures 360.00 360.00
IntroDUCKtion booth
Booth decorations 12.50 12.50
(tablecloth, banner)
Student + Current 0.00 Volunteer 0.00
instructor volunteers to hours
work at booth
Information packets for 50 SHLP brochures to be 45.00 45.00
advisors included in Spanish dept.
packets
Objective 3
Written literature of 500 single-page black & 40.00 40.00
SHLP for orientation white with course
events descriptions
Objective 4
FAQ on RL website 0.00 0.00
SHLP brochures for Print 50 SHLP brochures 45.00 45.00
Kelley
Objective 5
5-minute presentation Poster board + board 22.50 22.50
to advising office materials
Create PowerPoint Free service 0.00
Slideshow from Kelsey
Kaufman
500 of Claudia’s business 90.51 90.51

26. Communication Confirmation Table (CCT)
Key Public Self-Interests Primary Secondary Messages Influentials
Message
1) The SHLP offers bilingual General Advisors; Testing
Primary Recover family 1) The SHLP opportunities. Center staff; RL
-- heritage; Spanish program is an 2) The SHLP Head Coordinator is Claudia Department Advisors;
Latino/a speakers in inclusive Holguin, who has a Ph.D. in Linguistics Family; Friends; current
college household; improve environment and a Hispanic background. Spanish instructors.
students at grammar and that offers 3) Some instructors within the SHLP are
the written Spanish Hispanic Latino, or have Latino background.
University of abilities; relevant students the 4) The SHLP allows students to explore
Oregon course topics; opportunity to topics related to their own cultural
familiarity with explore their history.
professors. Spanish cultural 5) The SHLP program is a Spanglish-
background. friendly environment.
Objective Strategy Tactics
1) Raise awareness among 1A) To create name recognition & cultural 1A) -Re-design SHLP brochure
current Latino/a students by familiarity of SHLP Head Coordinator Claudia -Include SHLP on RL Twitter and Facebook pages
-Create 3-minute video for RL Department website
20%. Holguin and her instructors among Latino/a
students. 1B) -Current and/or former student testimonial in SHLP
brochure.
1B) Showcase SHLP diversity through -Take pictures in SHLP classroom.
testimonials and videos. -Invite Latino student groups to attend SHLP classes
-Create FAQ on RL department website
2) Raise awareness among 2) To make information of SHLP readily 2) Booth at IntroDUCKtion interest session day two.
Latino/a incoming freshman available. -Be involved with Week of Welcome 2012
by 20%. -Summer advisor training.
-Create literature for academic advising packets

27. Evaluation
 Random survey
 Compare enrollment in SHLP courses

28. Final thoughts
 Overall awareness
 Name recognition
 Future internships beyond
PLE
 UOSJC
 Cohesive message in all
SHLP classes

29. Thank you!
 Q&A? Feedback?
 kaufman@uoregon.edu