Adds, Posters, Duck Days, etc. • 6,400 posters of 8 iconic duck images/social norms messages distributed within all residence halls, select classroom buildings and local businesses including bars, restaurants and retailers. • 8 iconic duck images shown as part of the University’s free movie series open to all registered students. Movies play from Thursdays to Sundays of every week with the exception of holidays and summer break. • 4,000 bookmarks. • 2,400 table tents to East Lansing Bars, restaurants and coffee shops and throughout all on-campus cafeterias.
Adds, Posters, Duck Days, etc. • 4,476 t-shirts distributed through duck day events that include interactive educational games covering a number of health-related topics. • 200 safer sex kits (with the social norms message regarding alcohol use and safer sex) were distributed at sexual health education events. • 300 drawstring backpacks distributed to students wearing campaign t-shirts on “Wear Your Ducks” days. • 100 hoodiesto students who participated in special “contests” associated with specific messages/images.
Duck Days The campaign has also held six (8) educational events, entitled “It’s Your Ducky Day!”, or simply Duck Days.
Why Facebook? • Allows us to reach our intended audience very specifically. (i.e., 17 – 24 years old MSU students) • They don’t have to come to us in order to see the message. (Even if students are not our Facebook Fans, they will be exposed to the message) • Synergistic and complimentary to “ground” campaign. • Resources, time and staff expertise . • Cost: 1 newspaper ad = 1 month of Facebook ads. • Strengthens social collaboration and networking.
How We Use Facebook • Generate enthusiasm for new campaign products being released. • Provide information about the campaign and when events and/or give-aways will occur. • Provide information about other events and opportunities on campus. • Support school pride and cultivate affiliation. • Publically recognize our social collaborators. • Expand social norms messaging. • Let students know we like them and think highly of them. We are worth each others social time.
Exposure and Receptivity to Message • Currently over 4,237 Facebook fans – 88% of which are our intended audience. 554+ Twitter followers – linked to Facebook. • In the past year, 12 unique ads have generated over 11,527,000 impressions. • 93% of our ads were seen with social endorsement. (Ads seen with social endorsement result in a 60% increase in recall over ads seen without social endorsement). http://www.scribd.com/doc/30205471/Understanding-the-Value-of-a-Social-Media-Impression • Percent of students reporting seeing campaign products has increased. (72%) Of those who have seen the campaign, 37% saw campaign products 2- 4 times and 48% saw campaign materials 5 or more times. • Students self-initiated volunteering with the campaign – 12 on team (The Quack Pack). • Duck Days – average around 275 students per event. Increase knowledge about sexual health, norms related to alcohol use, physical conditioning, protecting self from STI’s and unwanted pregnancies.
Student Reception to CampaignSpring Celebration Survey 2011 • 63% said campaign supports their positive choices about alcohol, • 78% said it makes them feel good about being an MSU student, • 62% felt it accurately portrays student life at MSU, • 66% felt the campaign helps correct misperceptions other people have about alcohol use at MSU and finally, • 84% said they like the campaign.
Outcomes • Decrease in misperceptions • Overall Decrease in median number of drinks* • Overall Decrease in harm resulting from alcohol use* • Overall Increase in use of protective behaviors* • Overall Decrease in extreme consumption* Over the length of the campaign.
Trend of Average Number Alcohol Drinks Consumed Last Time Partied: 2000 - 2012 2012 NCHA survey results Prepared by Larry Hembroff, Ph.D., Director of IPPSR's Office for Survey Research
Trends in Percent of Students Driving AfterDrinking: 2000 – 2012 2012 NCHA survey results Prepared by Larry Hembroff, Ph.D., Director of IPPSR's Office for Survey Research
Trends in Harmful Outcomes of Alcohol Consumption: 2000 - 2012 2012 NCHA survey results Prepared by Larry Hembroff, Ph.D., Director of IPPSR's Office for Survey Research
Trends in Adverse Impact of Drinking on Academic Performance: 2000 - 2012 2010 NCHA survey results Prepared by Larry Hembroff, Ph.D., Director of IPPSR's Office for Survey Research
Essentials for Our Success Strive to Understand the issue, the population and the environment Cultivated collaboration – both social and institutional Provided accurate information relevant to the population – resist over-stating, “catastrophizing” or appealing to fear Kept it comprehensive and synergistic Convey mutual respect– it’s a shared responsibility and a shared achievement. We don’t do this “to” we do this “with” Outcome driven – it’s worth/value should be judged on whether or not progress is being made towards desired outcomes Intensive - monitor, test, change, refine, repeat Open to not knowing – challenge your own perceptions
Project Related Publications • Park, H. S., Smith, S., Klein, K. A., & Martell, D. (2011). The Effects of Drinking Status and Believability of Ads Featured in a Social Norms Campaign on College Students' Estimation and Accuracy of Other Students' Celebratory Drinking. Journal of Health Communication 15, 504-518. • Smith, S.W., LaPlante, C., Wibert, W. N., Mayer, A., Atkin, C.K., Klein, K., Glazer, E.L., & Martell, D. (2011). Student generated protective behaviors to avert severe harm due to high-risk alcohol consumption, Journal of College Student Development, 52, 101-114. • Park, H. S., Smith, S. W., Klein, K. (In press). The Effects of Drinking Status and believability of Ads Featured in a Social Norm Campaign on College Students? Estimation and Accuracy of Other Students? Celebratory Drinking. Journal of Drug Education. • DeJong, W., & Smith, S. W. (In press). Social Norms Marketing Campaigns to Reduce College Student Drinking: Truth in Advertising. In R. Rice and C. K. Atkin (Eds.) Public Health Campaigns (3rd Ed.), Sage.