Storytelling in Promoting an Educational Program

1. Challenge

As a higher education leader, I was tasked with developing a brand new undergraduate higher  education program that had to date existed only in graduate and doctorate offerings (specific  program details withheld for confidentiality purposes). In addition, the field itself, which is  STEM-related, was known to be historically white male dominated. The target student  population for the program was women and under-represented populations. There are several  challenges to unpack here; I have outlined a few below specific to this project:

1) The program itself had never been offered in an undergraduate credential anywhere in

the country and therefore no model or benchmark existed to glean best practices from.

2) Since the program only existed in the graduate and doctorate space, an element of

academic and professional resistance to the program was evident from the start.  Educational partners were not forthcoming in collaborating and industry partners  were unable to identify a clear pathway for employment.

3) Since the program had been offered in graduate and doctorate degrees, and due to the

STEM-related nature of the content, the program is perceived to be highly  challenging to students.

4) It is a continuous challenge to enroll women and under-represented populations in

STEM-related programs.

2. Selection

The program had an image and branding problem out the gate. While the initiative was  innovative and groundbreaking, we needed to create a compelling image and brand quickly in  order to bolster enrollment and legitimize the program with employers and amongst other  educational institutions. In order to build the brand of the program, Storytelling (week 2) was  selected as a tool to aid in overcoming the challenges outlined above. We needed to build that  connection with students and other stakeholders quickly and effectively.  We needed to appeal to  students using vocabulary that they could understand, while also building a reputation for  providing a quality program that met industry expectations (see Storytelling Tool video, week 2).  The very nature of Storytelling allowed us to build a continuous narrative specific to these  audiences by providing tailored but consistent messaging to various audiences across a variety of  venues and media.

3. Application

The approach was to create specific messaging and use appropriate vocabulary for the various  audiences while maintaining consistency across venues and streams. In addressing students, print  collateral focused on employment opportunities, the supportive faculty in the program, student  resources at the college, and representative student faces. Student success stories were especially  important, featuring their life story and the contribution the program provided in their lives.  Representation here was very important. In addition, the program invited various guest speakers  relevant to both the program content and to the target student populations. These sessions were  open to the public. This connected the program to industry while providing students additional  insight into programmatic supports beyond the classroom that would ensure their success.

Storytelling in Promoting an Educational Program

In addressing industry, presentations and print collateral focused on program competencies and  student skill. We found that students sharing their work and projects completed in the program  was the most effective in addressing industry. The program leveraged this though open  showcases where the public was invited to view presentations and meet with the students.  Students were coached prior to these events in how to share their work effectively, as well as  how to best tell their personal story while networking. Here, students were able to tell industry  why they were qualified to work for them using language industry understood (real work projects  and examples) while also providing a compelling personal story of success.

Finally, communications with peer educational institutions and other academic organizations  focused on the both the rigor and competencies addressed in the program, as well as the  profound success of students completing the program. Here, language was important as we had  to depart from the general terms used in our everyday communications with the public and use  verbiage and terms expected within academic circles. In addition, we added concrete numbers  and data to validate one or two particularly noteworthy student success stories. Data is important  as this is the universal language of research and academia. It was especially important to draw  parallels with existing programs to demonstrate the rigor of the program. For instance, industry  certifications were a very important component of the program; this was also true of several  other graduate programs. These certifications served as a means to identify standard  competencies and were provided by third-party vendors. In highlighting student pass rates of  these certifications within the program, we were able to find common ground, using a common  language with common benchmarks, to legitimize the program in comparison to our peers.

4. Insight

We learned early on that students served as the most effective medium for promoting the  program. Their stories were authentic, compelling, and above all, spoke to the success of the  program design through the sharing of real-world project examples. We also learned that  students needed help in how to share their stories. Students first enrolled in the program were  often under-prepared or unable to articulate their experiences; students nearing graduation had  both the practice and vocabulary to best share their story. Coaching and mentoring was  especially important in building their confidence.

5. Approach

I think we underutilized social media; this is a really important tool in today’s media age,  especially in Storytelling.  This medium could have been used much more effectively. We relied  almost exclusively on print and face-to-face presentations which is fairly limiting. Social media  would have also allowed us to leverage our contacts with industry and other organizations  through ‘shout outs’ and hashtags. In addition, managing Linkedin more effectively would have  afforded us an easy way to keep track of our students post-graduation and extend student success  stories beyond the program.


Storytelling in Promoting an Educational Program 1 . Challenge As a higher education leader , I was tasked with developing a brand new undergraduate higher education program that had to date existed only in graduate and doctorate offerings ( specific program details withheld for confidentiality purposes ) . In addition , the field itself , which is STEM - related , was known to be historically white male dominated . The target student population for the program was women and under - represented populations . There are several challenges to unpack here ; I have outlined a few below specific to this project : 1 ) The program itself had never been offered in an undergraduate credential anywhere in the country and therefore no model or benchmark existed to glean best practices from . 2 ) Since the program only existed in the graduate and doctorate space , an element of academic and professional resistance to the program was evident from the start . Educational partners were not forthcoming in collaborating and industry partners were unable to identify a clear pathway for employment . 3 ) Since the program had been offered in graduate and doctorate degrees , and due to the STEM - related nature of the content , the program is perceived to be highly challenging to students . 4 ) It is a continuous challenge to enroll women and under - represented populations in STEM - related programs . 2 . Selection The program had an image and branding problem out the gate . While the initiative was innovative and groundbreaking , we needed to create a compelling image and brand quickly in order to bolster enrollment and legitimize the program with employers and amongst other educational institutions . In order to build the brand of the program , Storytelling ( week 2 ) was selected as a tool to aid in overcoming the challenges outlined above . We needed to build that connection with students and other stakeholders quickly and effectively . We needed to appeal to students using vocabulary that they could understand , while also building a reputation for providing a quality program that met industry expectations ( see Storytelling Tool video , week 2 ) . The very nature of Storytelling allowed us to build a continuous narrative specific to these audiences by providing tailored but consistent messaging to various audiences across a variety of venues and media . 3 . Application The approach was to create specific messaging and use appropriate vocabulary for the various audiences while maintaining consistency across venues and streams . In addressing students , print collateral focused on employment opportunities , the supportive faculty in the program , student resources at the college , and representative student faces . Student success stories were especially important , featuring their life story and the contribution the program provided in their lives . Representation here was very important . In addition , the program invited various guest speakers relevant to both the program content and to the target student populations . These sessions were open to the public . This connected the program to industry while providing students additional insight into programmatic supports beyond the classroom that would ensure their success . Storytelling in Promoting an Educational Program In addressing industry , presentations and print collateral focused on program competencies and student skill . We found that students sharing their work and projects completed in the program was the most effective in addressing industry . The program leveraged this though open showcases where the public was invited to view presentations and meet with the students . Students were coached prior to these events in how to share their work effectively , as well as how to best tell their personal story while networking . Here , students were able to tell industry why they were qualified to work for them using language industry understood ( real work projects and examples ) while also providing a compelling personal story of success . Finally , communications with peer educational institutions and other academic organizations focused on the both the rigor and competencies addressed in the program , as well as the profound success of students completing the program . Here , language was important as we had to depart from the general terms used in our everyday communications with the public and use verbiage and terms expected within academic circles . In addition , we added concrete numbers and data to validate one or two particularly noteworthy student success stories . Data is important as this is the universal language of research and academia . It was especially important to draw parallels with existing programs to demonstrate the rigor of the program . For instance , industry certifications were a very important component of the program ; this was also true of several other graduate programs . These certifications served as a means to identify standard competencies and were provided by third - party vendors . In highlighting student pass rates of these certifications within the program , we were able to find common ground , using a common language with common benchmarks , to legitimize the program in comparison to our peers . 4 . Insight We learned early on that students served as the most effective medium for promoting the program . Their stories were authentic , compelling , and above all , spoke to the success of the program design through the sharing of real - world project examples . We also learned that students needed help in how to share their stories . Students first enrolled in the program were often under - prepared or unable to articulate their experiences ; students nearing graduation had both the practice and vocabulary to best share their story . Coaching and mentoring was especially important in building their confidence . 5 . Approach I think we underutilized social media ; this is a really important tool in today ’s media age , especially in Storytelling . This medium could have been used much more effectively . We relied almost exclusively on print and face - to - face presentations which is fairly limiting . Social media would have also allowed us to leverage our contacts with industry and other organizations through ‘ shout outs ’ and hashtags . In addition , managing Linkedin more effectively would have afforded us an easy way to keep track of our students post - graduation and extend student success stories beyond the program .