Aug 13

Doing something NEWISH in NEWISH ways

In just a few short weeks, the new academic year begins. This is the time I use to prep my classes, think about new things to try, old things to keep or toss or change. It’s a time of excitement, organization, and process that I’ve come to both enjoy and dread at the same time.


Preparing a college course is fraught with uncertainty.  Essentially I’m thinking through what I believe students need to know in a field that changes daily. In a field where I don’t know what the jobs will be in two years. I’m also preparing material for students I haven’t met yet, trying to figure out the best way to deliver that content to a room of individuals who will have their own dynamic, learning styles, interests, passions, and abilities.

For example, in my Marketing Metrics and Analysis class (MKT355), all students have to have taken Digital Marketing. However, some of them might have taken it as they studied abroad, others might have taken it over a year ago from someone else. Can I assume that they retained that knowledge? That they have actually achieved the learning objectives so I can start day one in MKT355 with new material? Naturally I cannot. I have to bring everyone up to speed in each of my classes. Make sure we have a level start and build from there.

So here I sit, trying to figure out the best path. The best structure. It has to be cohesive enough to deliver on promised learning objectives within 15 weeks in a way that builds knowledge , structured enough to ensure I cover all the main points in the 15 weeks to get to those learning objectives, and flexible enough to accommodate student needs and the inevitable changes that will occur thanks to Google, Facebook, Twitter and the rest of the digital marketing universe.

As you can see, it’s no easy process — teachers all over the world go through it.

From the outside looking in, though, it can be very hard to understand that process. An employer or business person, for example, only knows that they need a specific skill set when they need it and they wonder why colleges aren’t teaching the skills they need right now.  It is easy to assume that if you’ve been to college, you know what is going on in a college classroom because you remember your experience. So it is even easier to call out professors and tell us to do our job differently or better or change what we do because you might remember a class that had a great deal of potential, but didn’t reach you, or you are thinking about a lecture-style delivery, or you never had an internship, or you just flat out picked the wrong college for yourself.

There is a  great deal of conversations going on about K-12 and Higher Education in the U.S. and what it means to educate a person for today’s world vs. yesterday’s world. Skill sets that we needed pre-digital and pre-connectedness we no longer need, while today’s workplace demands skills that, in some cases, weren’t even around four years ago!

So, when someone who I pay attention to in order ensure I stay relevant in my classroom challenges me (ok, really educators) to be innovative, I take notice.

And that is what happened back in January.  It was a simple question posed by @chrisbrogan via Twitter.  He tweeted, “Who is an INNOVATIVE educator you know (you KNOW, not you’ve heard of) on Twitter? 😉.  Perhaps you saw the exchange or participated in it? He got a lot of answers.  From me, he got a question.  My question back was, “What do you mean by INNOVATIVE?”. (One of my students at the time,  @nikkiTrex responded to him as well.)


Clearly, I’ve been thinking on this exchange for a long time. Actually this post has been one of those that has been a “work in progress” since that exchange.  One might use professorial words like “ruminating”  or “cogitating”.  As an educator I cannot tell you how many times I have heard people who are not educators talk about how important it is to have innovation in the classroom. But when you ask them what that is, or what it looks like, that’s when things get really difficult.

Innovation in the classroom = doing something newish in newish ways.

What do I do with that? What does it even mean?

As you can imagine, I’ve let this roll around in my head for some time. For that I have to thank Chris. But what I wish was that he took it further and told me more specifically what he means by this.

At Champlain, where I teach, and have had the privilege to teach for thirteen years, we see ourselves as innovative. Our motto is “Let Us Dare”. We have professionally focused majors, with an integrated liberal arts curriculum that forces students to confront their thinking about themselves, their community, our country, and the world through a myriad of different lenses. We have a non-credit bearing required program that gets students thinking about and experiencing service, what it means to have a career, and how to be financially-savvy. We have programs that are national leaders, and we change the curriculum in response to the needs of employers more than we change it based on accreditation. VP Chuck Maniscalco had a recent post about what we do that makes us special.

At the end of their four years with us, students get jobs. In the Marketing area our 2011 stats show that 95% of our marketing grads were employed within the marketing field less than 6 months after graduation. 100% of marketing students were employed in some capacity less than 6 months after graduation.

But…is that innovation? Or is that just what has to happen today to justify our existence?

So Chris, as I get my classes ready for this fall, I need more feedback from you. What do you mean by doing something newish in newish ways? For context, here’s what I will be doing in the classes I’ll be teaching this semester (please check out our catalog for the course descriptions):

  • BUS 110: Business and the Entrepreneurial Mindset (#ccbus110). It’s for first year students enrolled in the Stiller School of Business. We take them through the main areas of business as they work in teams to run a virtual coffee shop. Key assignments include visiting local coffee shops (we have a ton of them in #btv), creating a marketing brief, solving HR issues, managing inventory and operations. All the faculty teaching the course are also competing against one another to see who comes up on top at the end with their coffee shop.
  • MKT 350: Digital Marketing (#ccmkt350). This is a required course for all marketing majors as well as PR students (and has been since 2000 when it was “Internet-based Marketing”). It’s the entry into the Digital Marketing specialization. As a project-based class, students form teams, or work as individuals, to help a small business client of their choosing with their digital marketing. The students conduct a full environmental scan after they have interviewed their client and present their research results at midterm, and then they spend the rest of the semester building a recommendation paper for their clients. This paper covers all of the content they learn during the semester, from analytics and metrics to measure, SEO keyword strategy, SEM including creating, buying, and placing of ads, email marketing (they actually create a test email campaign for their client using a tool like Constant Contact), blogging and micro blogging, social media marketing, mobile marketing, gamification and whatever else needs to be covered based on what is on the horizon. So for this semester you better believe we will be talking about the possibilities of Google Glass.
  • MKT 355: Digital Marketing Metrics and Analysis (#ccmkt355). An elective course for marketing students and others who have successfully completed MKT350, this course is all about learning the current world of digital marketing metrics. Students will not just learn tools in this class, but actually learn about the process of goal setting, figuring out how and what to measure so they can know if they are reaching their goals, and most importantly how to know what data is helpful and not helpful in that process. They will take part in our local Web Analytics Wednesday events with local experts like Gahlord Dewald,  have speakers (thanks Danny Brown), work with Google Analytics, and have sprint projects with real clients to help those clients better manage their data and analyze it for business decisions.
  • CCC410: Marketing Capstone (#ccc410mkt). A required senior-level class for marketing students where they will develop their own Personal Digital Identity, have class speakers, explore career choices, think deep thoughts about ethics, and get themselves ready to be successful once they graduate. Here’s a few examples of students who have done this really well: Nichole Magoon ’11, Hans Bardenheuer ’12Brittany Leaning ’12, Samanthan Winchell ’13, Nikki Tetreault ’13 (there are others, but you can look at past posts tagged CCC410MKT or MKT 420 or Social Media Ninjas to see them).

Note that in the Marketing classes, students will participate in tweetchats including blogchat and u30pro, read blogs and follow key people on Twitter, and will not have traditional text books — they will have to read what I’m reading which I share through Twitter in our class hashtags and via my delicious account. There are not tests or quizzes either.

So Chris, what, in your opinion, as a social media expert, author, and entrepreneur, should I do in my marketing courses that I’m not already doing? Based on what I’ve written above and the course description, how can I do something newish in newish ways this semester?

I’m all ears.


Apr 13

Teaching Social Media Marketing Means Getting Hands On

kittyeducationChamplain College is getting ready to graduate the class of 2013 (commencement is just a few short weeks away!) and that means a whole host of Marketing grads are ready for YOU to hire them!

And unlike that little kitty right here, these students know exactly what to do with their education. At a time when employer expectations are high and many individuals assume that college graduates automagically know all the latest and greatest tools of the marketing trade, I can say with confidence that the young women and men I’m about ready to showcase actually do know all the latest and greatest tools of the marketing trade. And they can prove it.

It takes getting hands on to really understand the tools in demand in marketing.  From SEO, to analytics, to blogging, to social media marketing, to building an online brand, these students have actually done it.  Teaching social media marketing means creating a curriculum that weaves the tools throughout their classes, where expectations are that students will not just read about the tools, but they will use them. From their first year at Champlain, marketing students have had to utilize tools such as Twitter (yes I even developed a rubric for it!) and various blogging software to tell stories and fulfill academic requirements. They have had to read and follow bloggers ranging from David Armano, to Danny Brown, to Avanash Kaushik, to Laura Fitton, to Ann Handley. They have had to work on class projects for brands ranging from Sugarbush, to Fiddlehead Brewery, to Darn Tough Socks. They’ve written marketing plans, implemented events, made digital marketing recommendations, analyzed analytics, and created branding campaigns. And it all culminates in their senior capstone class where they bring it all together.

The goal, as they graduate, is to get found on Google. To build a social brand that has clout (and Klout). To create a full Professional Digital Identity (PDI). An online ecosystem that shows employers:

  • Writing and thinking through an ongoing blog
  • Personal philosophy through a reflective statement
  • Strengths/Values/Work illustrated through narrative and images
  • Social media experience through a presence on Twitter, Google+, LinkedIn and others

The PDI is designed to help our students provide employers with a dimensional look at who they are, what type of employee they might, and to help our students get fully hands on with the tools of the trade. The assignment requirements are in-depth, and emphasize critical thinking and a holistic approach to building their online digital identity. Their final work will be graded on how well they met the requirements which include content, social media, SEO, visual identity, and how they have measured success (we’ve explored quantitative tools like Google Analytics and the built in WordPress analytics as well as qualitative tools like Klout, Kred and Tweetgrader).

Just 15 weeks ago most of these students had a basic LinkedIn profile, very little on Google+, and a mix of content on Twitter. Some had blogs they had started, most hadn’t been keeping them up. They have learned what it takes to have to create ongoing content, utilize social media to build their following, write search engine friendly content, link their online properties, and endorse and follow one another in order to build stronger results. They have had to set goals and see how those goals have been met…or not. In other words, they have been learning…by doing.

So when one of these students shows up at an interview, they won’t be afraid to show their social media, they’ll be proud of it and you’ll really, really want to hire that grad!

Each of these students has been working hard, and since their final PDI isn’t actually due until the 25th, I anticipate they will be continuing to update and even change their content as they complete the assignment, so don’t be surprised if you go to their sites to check them out and find that they’ve made even more changes!

Kaisey Arena:
Initial Klout: 33| Current Klout: 65


Samantha Beebe:
Initial Klout: 16 | Current Klout: 43


John Desmond:
Initial Klout: 49 | Current Klout: 54


Ricky Fitzpatrick

Initial Klout: 36 | Current Klout 42


Ollie Fichera:
Initial Klout: 46 |Current Klout: 60


Quillan George:
Initial Klout: 55 | Current Klout: 62


Jess Lowell:
Initial Klout: 44 | Current Klout: 60


Tommy Lyga:
Initial Klout: 33 | Current Klout: 62


Adam Miller:
Initial Klout: 19 | Current Klout:  44


Colby Sears:
Initial Klout: 15 | Current Klout: 63


Nikki Tetreault:
 Initial Klout: 51 | Current Klout: 61


Samantha Winchell:
Initial Klout: 24 | Current Klout: 56



And there you have it. To get graduates ready to take on the jobs that are available, it takes giving them an opportunity to get comfortable with the tools of the trade. It takes more than theory and discussion. It takes doing the work and building a professional digital identity. This is not just the culmination of four years of academic, project based, internship focused, education. It is the stepping stone to a career in marketing. It is not just an ending but the beginning of great things yet to come.

Note: This page was updated on 4/22 to reflect a new domain for one of the students, and to update the name of another student. It was updated on 4/26 to add a new student to the list.

Apr 13

The Brave New World of Communication in a Digital Age

Twitter Is Serious Business LOLCatThis week we learned just how serious Twitter is. In the midst of tragedy, horror, anger, pain, and fear we saw just how much this digital communication tool, and a host of other almost “instant” communication channels have changed the way we look for, engage with, and participate in information dissemination and sharing.

I know I don’t need to recap the events, nor provide timelines. Nor will I post pictures here.  There are plenty of those all over the internet at sites including the Boston Globe, and Mashable.

I would like to address something different. Something that has been on my mind as I have been working on my book this year. And that is the impact that real time communication, and the need we humans have to participate, share, and engage to feel part of community is having on two very important areas of our lives:  Journalism and Law enforcement.

First I’d like you to think back.

Think back to 1986 (if you were alive then). I was a sophomore in college. I was in my biology lab when someone ran into our classroom and shouted: The Challenger just exploded! (That’s a link to the live feed from CNN). We had no Twitter. We had no Facebook. I had a computer, but it certainly didn’t talk to anything. We had no cell phones. Challenger_explosionWe all just got up, and headed down to the student union and watched CNN, talked to each other in hushed tones, cried, and took it all in. Over the days that followed the news media were our source for information via newspaper, radio, and TV. As a community at my college, we talked, we shared, we commented. Face to face. We looked to our journalists to provide us with facts and information, which we took in, and for the most part, trusted. Through all of this, investigators controlled the message. Journalists speculated and dug, but information was not easy to come by unless released by NASA. Some video camera footage from individuals was used.

Now to that fateful day in September of 2001. I received news of the plane hitting one of the Twin Towers from a phone call (on my land line)  from my ex. I tried to get online to see what was going on, but CNN wouldn’t load. 9-1122I then went downstairs and put on the TV. I got on the land line to try to reach friends in DC (because by that point one of the planes had hit the Pentagon, and we had close friends who worked there).  I won’t go into much detail here as we all an remember it. But I will say that I got my news from CNN. I listened to NPR. I read several different newspapers.  I went online when able to (CNN had to drastically change their design to cope with the traffic to their site). Again, there was no Facebook. There was no Twitter. We got on the phone, we emailed, we talked in person, we gathered around the TV. We looked to our journalists to provide use with facts and information, which we also started to verify and explore on the internet, but we still, for the most part trusted those journalists.  Through all of this, messaging was controlled by investigators and law enforcement, but we started to see that control slip as theories and other information popped up on the internet weeks afterwards. But control of the information and “leaks” were the word of the day.

Now to Boston. And this week. What did we experience as a nation and a world?

  • Investigators CROWDSOURCING data from all the individuals who took pictures and video, tweeted, blogged, facebooked and added information to Reddit.  Each individual who created content based on their experience added to a pool of data for investigators to comb through: Read recaps from Bloomberg and US News.
  • The loss of respect for news media including the NY Post and CNN (not that they had much more to lose, really, but just take a look at this scathing take down from Jon Stewart if you haven’t already) for their rush to break news that was false.
  • Law Enforcement having to use social media to keep people informed, refute wrongful media reports, and try to manage the chaos of a “lock down” situation throughout the streets of Boston. Just look at the Twitter feed from the Boston Police Department.  And some of these notable tweets:



  • Birth of the new journalist. If you didn’t pay attention or know @taylordobbs before this, you should. A journalism student, a Vermonter in Boston. He started covering the MIT shooting via Twitter. Factual. Real Time. Excellent coverage. Main stream media trying to figure out the new way to report should take lessons from this man. Here’s a recap from the Burlington Free Press.
  • Individuals participating all over the social sphere. Sharing, supporting, commenting, getting in the way, compromising safety, creating fake accounts — in other words human beings being human beings. It’s a brave new world and when the police first ask for information from everyone to get as much data as possible,  but then during a chase and hunt, expect people to stop participiating, it’s just not going to work.  When you broadcast via a scanner, people are going to then turn around and share that information — they aren’t going to just sit there and listen.  (Honestly, it is beyond me WHY police scanners are now broadcast via the internet. There is such a thing as too much information!)

So what does this leave us with?  Well in my opinion as an educator there are a few things we now need to do, and I’m not convinced these things are happening.

  • Law Enforcement officials need social media and digitial communication training. Not just on how to utilize it to gather data, but how to manage it on a day to day basis as well as during a crisis.
  • Journalists need to take a hard look at their profession. Hopefully J-schools are educating their students on how to report in a crisis using these tools. All current journalists need to go back to school to relearn their craft.
  • K-12 education has to change curriculum in order to accomodate an “always on” practice — etiquitte, privacy, personal responsibility — all key in the digital age.

Human nature is not going to change. We share, come together,  prank,  cry, yell.  But now we do it in multiple channels, multiple ways and those young people coming after the so-called millenialls (those 18 and younger) see no difference between face to face communication and digital communication. If you think managing all of this now is hard. Just wait for it.

The events of this week were just a look at what is to come. What comes next is up to all of us and what we have learned from experiencing all that we have experienced this week.


Jan 13

A joyful re-entry isn’t that hard…really!

I’m stunned. Seriously. It seems like just a few hours ago that I left campus for my sabbatical, and here it is already the third week of classes in the Spring 2013 semester. I’ve been officially back to work now for three weeks. And I’m already sick, and have already had to miss one of my classes (thankfully, didn’t need to cancel it since my partner in crime, Professor Kelly Thomas was fit and healthy!).

sicklolcat Put me back into the petri dish that is a college campus at the beginning of the semester and no matter how much antioxidant foods, and antibacterial soaps I utilize, it is no match.  For those of you who teach, you know what I mean.  That third week pandemic that hits every semester. It’s shear luck to beat it.  Clearly my luck in this case did not hold.

You’d think I’d be upset about it.

But I’m not.


I’ve been away for months. I’ve had the summer and fall of a lifetime enjoying this amazing privilege called “sabbatical”. I’ve rested. I’ve relaxed. I’ve re-energized.  I’ve done amazing things, like level my blood elf, Lisaralisa, to an 88, overcome my fear of riding motorcycles, continue on a journey of health and wellness and I’ve slept… a lot. Oh, and I’ve been writing a book too! But something in all of that has been missing.  As wonderful as it has all been (and it’s been wonderful!), there was something that I have come to realize about my absence that has moved my re-entry from being onerous and difficult to a time of joy.

I’ll start by saying that it was clear to everyone, even myself, that I was burned out, exhausted and needed a break. Life as an administrator was very difficult and even my spring semester last year, when I no longer had the administrative responsibilities was still very difficult. I am the first to admit I was not a pleasant person to be around, and certainly not a good model for my students.  I even questioned if I should continue being a teacher. I’ve been doing this for thirteen years.  I didn’t feel I could reach the students any longer.  I walked into my sabbatical unsure, unclear, exhausted, and burned out.


Thanks to several former students (you know who you are), I pretty quickly came to realize that I love teaching and I love being in the classroom with students who are learning, growing, and teaching me new things every day.

This became even more clear to me as I walked back onto campus this January. My first day back, I started meeting with students. My first office hours were jammed packed. My classes have been fun, engaging, and super interesting. Quite joyful actually.After just a few short weeks into my sabbatical I was able to notice that the one thing I missed was the interaction I had with students.

It’s all about the students.

The reason why I became a professor in the first place was to teach. I felt that my background and interests would translate well into the classroom and that I could bring a lot to students. Over the years I’ve had good classes and bad classes. I’ve had great relationships with students and I’ve had very bad situations happen. It’s been an amazing ride and my sabbatical has provided me with a real gift.  A gift to come away, see things clearly, and remember why I decided to become a teacher in the first place.

My father was a teacher. I remember as a child watching him help high school students learn, and I remember him trying to teach me math (algebra was when we realized I make a really good writer). He was patient, kind, and met students where they were.  I’ve always respected his ability to calmly and thoughtfully reframe answers over and over helping his students make mental connections that allowed them to learn.  When I became a teacher I think he was proud of me.  We talked about it once recently while he was in the nursing home and he told me stories of his teaching and how he was able to connect with and reach his students in meaningful ways.  I talked about my work and I remember how engaged he got as I told him about issues with students. He would give me advice and we realized that we had some common ground, which is nice to remember.  My Dad passed away on Monday, December 3. This Thursday would have been his 77th birthday.  I think about this connection we shared as I walk into my classrooms now after sabbatical and after saying goodbye to this wonderful teacher and I am filled with gratitude.

And that, my friends, is why my re-entry is joyful.

Aug 12

Navigating Today’s Digital Landscape: A Presentation to UVM CALS

Today I had the opportunity to speak to colleagues at the UVM College of Agriculture and Life Sciences during their kick off retreat for the new academic year. What a privilege to be asked to go into another University and speak to individuals who are doing a wide range of amazing work in their disciplines. I truly enjoyed the experience and realized in the time I had to share with these faculty at a research institution that we all share many of the same concerns about engaging and working meaningfully with our students.

My topic was about navigation. Most specifically about getting grounded in the reality of digital communication technologies and how they are having an impact on higher education and the work we do on a daily basis as professors.

I utilized data from the Pew Internet and America Life Project (a go to resource), Socialnomics by Erik Qualman, and the most recent Horizon Report from Educause (pdf) to deliver a presentation and discussion about the myths of “digital natives” and what are some of the big things we as faculty need to be considering when we are in the classroom.  Perhaps the most important one for me is the finding that Digital Literacy, regardless of discipline, has become one of the most important aspects of the work we do.

If you’d like to see the presentation I gave, here it is in Prezi form.

Many thanks to the Dean of CALS, Thomas Vogelmann and the faculty and staff who attended the presentation today. I truly enjoyed having the opportunity to interact with colleagues up the hill.

Aug 12

Spark and Hustle

Who doesn’t need a little Spark and Hustle in their lives? Exactly!

Tory JohnsonI just returned from a wonderful conference in Boston where I had the opportunity to enjoy a speaker-packed day with a room full of women (and a few men) that focused in on all the things women entreprenuers need to know to be successful.  I met Tory Johnson in person, and if you haven’t heard her story of rising above a “down sizing” to carve out her own success, you’ve missed a fabulously inspiring story.

The day-long conference was packed full of energy, awesome swag, laughter, most excellent advice and tips, and a whole lot of women. Like…a lot of women.  For once, there was only one man on the agenda (vs. always seeing only one woman) and there were very few men in the audience.  It made for a very interesting and completely different vibe in the room. It. was. AWESOME.

Elaine Young at Spark and Hustle

Here I am at the beginning of the conference. Notice the awesome swag on the tables?

There were many things that made this conference especially inspiring for me….naturally I’ll share them here!

  1. The Road Trip: I had the pleasure of spending a car ride back and forth to the conference and a great night on the town in Boston with Kim Dubrul and Candy Weston. These two women entrepreneurs inspire me with their strength, creativity, and courage.  They are following their passion every day. They remind me that no matter what the obstacle, you can overcome it and do awesome things.
  2. The Speakers: The speaker line up was really powerful. Women entrepreneurs sharing their experiences and their advice. The kick off speaker was one of the co-founders of Birchbox.  Katie Beauchamp talked us through what it took for Birchbox to launch — from crazy idea (wait, people will pay for samples from fashion brands? Oh yes they will!) to what it is like now that they have funding and continue growing.  What was major fun for me about this one was that as I live tweeted about the company, I actually converted a sale for Birchbox!  There were so many other great speakers but two really stood out for me.  Corissa St. Laurent  with Constant Contact did a super job talking about “Engagement Marketing”.  So super in fact that I retweeted a Constant Contact post and won a copy of  Gail Goodman’s new book, “Engagement Marketing: How Small Business Wines in a Socially Connected World”. Can’t wait to receive it!  Finally the woman who spoke about Accounting was super funny, totally engaged, and had everyone wishing they were her clients.  I, of course, was thinking, “I wonder if she has thought about teaching!” Seriously. Follow this woman. Her name is Dawn Brolin and she co-hosts a radio show called RadioFreeQB (no I’m not kidding).
  3. This Inspiration: I walked away from this conference inspired to push myself even more, start blogging again (yeah, it’s been a long time), fired up to work on my sabbatical project (oh yeah, I’m on sabbatical! More on that later.), and ready to get more serious about my own speaking. It’s time for me to expand beyond the classroom and do more speaking engagements, so as you look around my blog you’ll see that I’ve added a page on booking me as a speaker or workshop presenter.
I walked away from this conference with inspiration, closer friends, and pride for the wonderfully strong, passionate, and courageous women I met and interacted with at the conference.  It just takes a little “Spark and Hustle”.


Mar 12

WIN Dinner with @pistachio at Champlain College


Heads up Champlain College Students and Alumni!


A must see event: Laura Fitton (you may know her as @pistachio on Twitter) is coming to Champlain College on Thursday, March 22nd.  She’ll be speaking from experience at 7:00 p.m., sharing her experiences as an entrepreneur, writer, and social media expert (she wrote the book…no really…she wrote “Twitter for Dummies”) and runs her own consulting gig.But…not only is she speaking for us all, she’s got to be able to eat!


It’ll be a great meal. Wouldn’t you like to join us?


If you are a current student or an alum here’s your chance.  We have FIVE seats up for grabs.  Sounds like the perfect time for a TWITTER CONTEST!


Top five tweets WIN dinner with @pistachio (and a few other awesome people).  Here’s the details (naturally failure to follow the instructions means you won’t win).


The contest begins NOW, March 15th and runs until Sunday, March 18th. The hashtag for the contest is #eatwithpistachio.  The mission: in less than 140 characters (gotta count that hashtag) is to TWEET why you want to have dinner with @pistachio. Simple enough don’t you think?


Bob Bloch and I will judge the tweets based on originality, creativity, and fun and will announce the winners via the contest hashtag on Monday, March 19th.

Mar 12

Social Media Bootcamp Week 3


I know, I know…I’m turning in my homework late. And as a College Prof who is all about “turn your work in on time or you will lose points” this is bad. Really, really bad. No excuses. Just super busy with turning in the midterm grades last weekend and launching my MBA Marketing course. Yep, no spring break for me!

Now on to what I learned this week.

Seriously you HAVE to check out this SlideShare from Leslie Bradshaw of @Jess3.  It’s all about content marketing and the ways in which we as social media marketers should be thinking about content as a VISUAL medium. It’s really not just about infographics, although the content grid infographic @Jess3 developed really gets to the heart of this discussion.


It really got me thinking about social media and content planning. Honestly I’ve been resistant to creating a stand alone course in social media marketing because I’ve felt that it really needs to be integrated into EVERY marketing class. It is not easy to do however, and often causes much distress for students who aren’t very excited about this space.  However, a course in visual design that incorporates content planning and social media releases of the content could be very very interesting….


Next up Week 4.  Oh, yes I know this was short…but why spoil it all for you when you can go check out Leslie’s presentation and see it all for yourself.