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Presented by

Advanced Advertising Strategies


Northwest Missouri State University
Spring 2011
Table of Contents

1 Executive summary
2 Situation analysis
6 Problems and opportunities
7 Target market profile
8 Ideas
10 Creative strategy:
Grow with the Kansas City Money Museum
16 Creative strategy:
Unlock the secret of a successful field trip
22 Usability
23 Web improvements
24 Search engine optimization
25 Media strategy
27 Staff and acknowledgements
Executive Summary
The Federal Reserve Bank of Kansas City’s Money Museum offers visitors the opportunity to learn about the nation’s
economy and the Federal Reserve System. The Federal Reserve of Kansas City was pleased to partner with Northwest
Missouri State University Advanced Advertising Strategies class to further explore new and innovative ways to further
advertise and market the Money Museum.

The main focus of the class campaign is to increase the number of visitors to the Money Museum while also ensuring the
sense of trust in the Federal Reserve Bank system. The campaigns were seen to be most effective when concentrating on a
target audience of 5th -8th grade teachers and students in the greater Kansas City area.

The following sections will further explain the research behind the two campaigns while providing the understanding of
how our main focus became 5th – 8th grade teachers and students in the greater Kansas City area.

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Situation Analysis
Company and Product Analysis
The Federal Reserve Bank first came to Kansas City in 1914. It is currently located at 1 Memorial Drive. This bank
functions as the central Bank and covers Missouri, Kansas, Nebraska, Colorado, Oklahoma, Wyoming and New Mexico.
The region is also known as the Tenth Federal Reserve District. The currency that comes out of this District has a “J”
placed on each bill that represents the Federal Reserve Bank of Kansas City being the 10th District bank. The Federal
Reserve Bank has three main functions: to conduct the nation’s monetary policy; to provide and maintain and effective
and efficient payments system; and to supervise and regulate banking operations. The Federal Reserve Bank is respon-
sible for distributing money to many different institutions to meet the public’s need for cash. The Banks deposit differ-
ent amounts of money depending on the cash demands of consumers. If money is received by the Federal Reserve Banks
that is destroyed, they will replace it with new currency, which they receive from the Treasury Department’s Bureau of
Engraving and Print and Bureau of the Mint. They are also capable of performing wire transfers of money because nearly
8,000 banks are linked electronically with the Federal Reserve Communications System. The Chairman of the Federal
Reserve Bank system is Dr. Ben S. Bernanke and the President of the Federal Reserve Bank of Kansas City is Thomas M.
Hoenig.

The Money Museum, owned and operated by the Federal Reserve Bank of Kansas City, is a communication vehicle,
in the form of a museum, used to inform the general public of the nation’s monetary system. The museum provides a
behind-the-scenes look at the Federal Reserve system and how the bank plays a role in the nation’s economy. Guides as-
sist visitors as they observe the region’s largest cash vault in action, and get a close-up look at a gold bar, a 450-piece coin
collection, and interactive exhibits – each designed to turn economic details into tangible concepts.

Industry Analysis
Tourism, like all world industries, depends largely on the economy. While tourism depends on the economy, it also
depends on keeping up on trends, such as technological trends which museums are beginning to relay heavily upon.

Is Tourism – Up or Down?

This chart is a prediction of domestic and inbound trips taken by United States residents and non-United States resi-
dents.
(Samadi)

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In this chart, one can see where domestic trips by US residents have a big drop in 2007 to 2009. In 2010, however,
domestic travel is forecast to increase by 0.2%. Once the recession subsides, tourism is expected to experience resurgence
due to increased travel demand. Over the five-year period to 2015, Tourism industry revenue is forecast to increase at an
average annualized rate of 3.2% to $1.54 trillion”, according to IBISWorld.com (Samadi). Tourism, as whole, is back on
the rise. The economy affected national tourism; when the economy is down, tourism is also down.

Tourism Retention:

Tourism is a $5 trillion dollar business industry worldwide, with approximately $700 billion being spent in the United
States. According to the American Association of Museums there are approximately 17,500 museums in the United
States. The following chart gives the median annual attendance for museums across the United States.

2008 Median Annual Attendance for Museums

Zoo 440,502
Science/Technology Museum 244,589
Arboretum/Botanic Garden 106,235
Children’s/Youth Museum 78,500
Natural History/Anthropology 62,803
Art Museum 59,822
Nature Center 52,850
General Museum 43,500
Specialized Museum 20,000
Historic House/Site 16,000
History Museum 10,750
(Horizon Report)

Changes have taken place in the last few years due to the downturn in the economy, but people are still visiting muse-
ums. Many museums, i.e. The Smithsonian Museums, are free, providing an educational opportunity for those whose
belts are tighter than normal. Despite the economic downfall, 57.4% of museums reported an increase in total atten-
dance in 2009. 26% of museums reported a significant increase in total attendance and 14.6% of museums reported a
sizable increase as compared to recent years (Horizon Report).

Economic Issues:

In the charts below, a dramatic drop in attendance is shown in higher income families and K-12 students during the time
of the recession. It is predicted that attendance will rise in the coming years.
(Zwolak)

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As a result of the economic downfall, some museums needed to begin charging a general admission fee. If a museum
charged a general admission fee, they were less likely to see attendance rates jump. The average price in 2009 for admis-
sion to a museum was $7.00. Museums that charged money offered discounts to local residents and ran special dis-
counts for children (Katz). Also, in order to keep attendance up museums took a more aggressive approach to promote
more at schools to get their attendance up with special rates. The special rates approach got attendance up, but they also
saw less revenue (Zwolak).

Trends in Educational Tourism:

In a 2009 report released by the Association of Art Museum Directors, statistics show that despite the economic down-
fall, most museum directors will stabilize or even increase the programming they provide to the public in the upcoming
years.

Lewin suggests that budget cuts throughout the public school education system have eliminated field trips nationwide.
Schools cannot afford to pay for a bus or buses and the admission fee. Instead of taking students to museums on field
trips, museums are actually traveling to the schools. This recent trend is referred to as a “backwards field trip.” Traveling
educators from museums bring the museum to the classrooms using computer-based lessons showcasing their displays or
videoconferencing. Handouts and worksheets are created for each specific traveling program.

The Museum of Science in Boston, reported that school visits have dropped 30 % since 2007. However, their demand
for the school travel programs is booming. The director of education and enrichment, Annette Sawyer, stated that the
museum is expected to do 400 “backwards field trips,” this year totaling nearly 1,500 (Lewin).
Field trips involve extensive amounts of planning and money. Not only does the cost of the bus and admission fee add
up, but also losing a day of school can be detrimental to the educators and students. Educators must ensure that their
students are meeting the standards. Losing a day of classroom material can take a toll on a student’s progress.

Trends in National Tourism:

Many museums are in the mature stage. In the mature stage, the museums industry is experiencing subdued trend rate of
growth in visitors and revenue. This is largely related to the existing high population participation rate, and the need to
regularly update displays to attract a high level of repeat visitation (Zwolak).

To avoid decrease in attendance, museums are making the facilities interactive and allowing visitors to be more involved
in the experience with various new multimedia means of delivery. The common public perception of museums is being
dark and dusty, with ancient motionless displays. Zwolak says this misperception is slowly changing as museums enter
the new interactive digital media era, including 3D material, to survive. Museums have established web sites, with digital
displays of parts of their collection, with accompanying information and links to other appropriate sites (Zwolak).

There are more visitors on museum web sites than there are in the actual museums themselves. In 2009, the Smithso-
nian’s had 30 million visitors to their various museum buildings. Their web site had 188 million cyber visitors (Zwolak).
The future for museums includes off-site access to information and displays such as online exhibits, and the integration
of new digital media such as cell phone and iPod downloads (Zwolak).

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Education Analysis

Many educational museums nation-wide offer specialized programs and events which are tailored specifically for edu-
cators to enhance their efforts in the classroom. These programs are often times called “Professional Development”
seminars or workshops and offer a wide array of instruction tools including general education about a specific topic,
instruction methods and theories, and demonstration of lesson plans and activities. The Nelson-Atkins Art Museum has
developed an Educator Resource Center and hosts various tools and resources such as books, videos, and artifacts along
with events and workshops for educators to utilize in the classroom.

The role of financial literacy is becoming a very large issue. “At least 34 states and the District of Columbia are cutting
aid to K-12 schools and various education programs” (Nicholas). Along with that, Missouri has cut the transportation
for K-12 by 46% in 2011 since 2008, which greatly impacts the amount of field trips that can be allowed for a school. At
the Nelson Atkins Museum, they offer tools for educators who wish to develop an ongoing project in conjunction with
the museum. For this program, students tour the museum multiple times, each time learning more about the exhibits.

The Internet is one of the quickest and most accessible methods of locating the proper tools to utilize in the classroom
and is constantly updated with new methods of instruction. Advances in online educating resources allow teachers to
have a variety of classroom materials to adhere to diverse learning styles of students. The Smithsonian Institution has a
massive section on their web site to help with this. The tools range from research material, databases of lesson plans and
teaching guides, community centers for teachers to discuss and trade ideas, hands-on classroom activities, supplemental
reading material, interactive games and web sites, and outreach/events programs available. The Federal Reserve Educa-
tion web site offers hundreds of free resources for educators, it’s important that the Money Museum’s web site allows for
easy access to these documents directly from the Money Museum web site. The Smithsonian takes advantage of social
media outlets and provide resources on sites like Facebook, LinkedIn, Twitter, blogs, podcasts, and more. Beyond a gen-
eral online presence, they also offer an online newsletter, direct mail newsletter, and RSS feeds.

Many educators are now turning to digital media sources such as podcasts. The Money Museum could post podcasts
on their web site as a free download, or the Money Museum can create an account on iTunes U and distribute them
through that service. iTunes U is a service provided by Apple that hosts audio and video podcasts specifically for educa-
tors and students.

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Problems & Opportunities
Strengths:
. Strong student attendance with High Schools
. Free admission facility
. Informative and interactive for younger audiences
. Opportunity to view the money vault and employees processing money
. Small exhibit that can be viewed in a short one to two-hour visit
. Strong educational support materials online and in the museum
. Have many facilities to accommodate teachers such as catering, staff, and event planner
. Located in an accessible area of Kansas City where a number of additional attractions are close by
. Offer “extras” including bus parking, a free bag of shredded money, free storage lockers, and bathroom facilities

Opportunities:
. Expand educational-based tour groups to middle schools
. Cater to teachers by communicating directly, promoting education support materials, and helping them plan field -trips
. Accommodate teachers because they tend to repeat successful field trips
. Formally “invite” schools, day care centers and home school groups to visit
. Partner with other nearby attractions by “packaging” the Money Museum with them
. Inspiring students may encourage visits through parents

Weaknesses:

. Not highly visible within the Kansas City community
. Paid advertisements are minimal and exterior sign age is non-existent
. Requires high-security entrance and may distract individuals, and possibly groups
. Attractions for young visitors are minimal, discouraging field trips for grade-school-level students
. Small in size limiting group sizes entering the museum
. Educational resources for teachers are difficult to find on the Bank’s web site
. Student groups cannot eat lunch at the museum

Threats:
. Other educational-based attractions in Kansas City are more “visible” in the community
. Other education attractions may appear more suitable to teachers curriculum:
- Art attractions: Kaleidoscope and the Nelson-Atkins Museum
- History attractions: The World War I Museum, Steamboat Arabia, Harry S. Truman Library, and the Negro
Leagues Baseball Museum

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Targeted-Market Profile
One of the main groups that attend the museum is the educational audience. According to Melissa Jackson, the main
audience from the educational group is high schools. There are currently 62 high schools in the Kansas City area. The
Money Museum has seen a major increase in undergraduates since its opening three years ago. The Kansas City area has
around 17 major colleges. At the other end of the spectrum are the elementary and middle schools. According to Melissa
Jackson, the Money Museum has been having a hard time reaching this market.

For our campaign to bring more visitors to the museum, we’ve chosen to target a much smaller section of this education-
al audience: middle school students and middle school teachers, 5th through 8th grade.

Primary Target:

206 Schools in various Missouri and Kansas Counties
Missouri Counties: 139 schools in Jackson, Platte, Clay, and Cass County
Kansas Counties: 67 schools in Johnson, Wyandotte, and Leavenworth County
Approximately 1,500 teachers in these counties, 4,686 in entire Kansas City region

Goal:

Increase number of visitors by 3%
3% of 4800 teachers = 144 teachers
Average class size= 30 students
144 teachers x 30 students = 4,320 more visitors
Current annual visitors= 31,598
Annual Goal visitors= 35,918

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Ideas
Capturing Opportunities: Build relationships with middle-school teachers

Teachers represent both group and repeat visits

Our goal is to increase visits to the Money Museum, we think group visits is a logical approach. And since you currently
are successful with high school groups, we think you can naturally expand on that success by expanding to middle-
school groups. When teachers are happy with a field trip, they tend to to repeat the trip over several years.

Inspiring visitors at a young age

When young people visit the Money Museum, it begins their understanding of the benefits of the Federal Reserve Bank
system, establishing a lifelong foundation of appreciation.

Dedicated Teacher Liaison

Planning field trips is a lot of work for teachers, so the easier you can make the planning process, the better. We recom-
mend that you create a Teacher Liaison role. Have this person’s photograph on your web site, and incorporate this
concept into your communication with teachers. No other Kansas City education-based attractions seem to be this
dedicated to teachers, and the musuem would stand out as an advocate for field trips!

Teacher Visit Day

Teachers want to experience a field trip before they decide to bring their students. Prove to them that you have a valu-
able student experience ready for them, that you understand their needs, and that you can help them with their field trip
planning. We think the best way to do this is invite them to the Museum for a just-for-teachers tour and information
session.

Direct Mail

When building a relationship with a group of people, there’s no better way than a direct one.You can establish a strong
desire to work directly with teachers by sending them teacher-specific messages that are delivered directly to their school
mail boxes. Also, middle-school teachers in the greater Kansas City area represent a small target audience, which is also
well-suited to direct mail. And, we’ve investigated the availability of a rentable list of this target, and it is, indeed, avail-
able.

Social Media
We understand your hesitations regarding Facebook and Twitter; however, we’ve recommended some ways you can
incorporate social media in your overall strategy for communicating with teachers. First, build a “static” Facebook page
dedicated to teachers. Provide Money Museum information, including lots of photographs. Teachers want to see pic-
tures! Compile links to all of your teacher resources, host teaching-specific games and apps, and incorporate Facebook’s
simple “Like” button, so that visiting teachers will spread the word about the Money Museum.

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Apps and games

Later in this book, you’ll see a few ideas to incorporate games, or apps, into your teacher resources. Once these rather
simple games are developed, they provide an extension of your message to teachers and students. You can host games
on both your Facebook Teacher’s page, and your web site. In either case, these games become “viral” social media tactics
that will encourage teachers to spread the word about the Money Museum by linking to, or embedding, the apps. We’ve
developed concepts that encourage students to play the games with their parents, which could facilitate family visits to
the Museum.

Web Improvements

Our web usability research indicated some two areas of improvements that you can address today. The first is the prob-
lem teachers have finding the Money Museum online. Our test revealed that teachers only find the Museum if they
already know it exists. But, when they search for field trip ideas, the Money Museum is virtually absent. So, later in this
book, you’ll see we recommend some keywords that can be incorporated in your site to better help search engines know
that your site contains information for teachers. This concept is called Search Engine Optimization.

We also found that teachers like to know that field trips are possible by seeing a web page dedicated just to them. We
think a dedicated “Teacher Resources” navigation area is necessary so that teachers will see this immediately when they
visit your site. Teachers like to see all field-trip related materials in one place, and they like to see lots of photographs. So,
we recommend that you build a section of your web site that brings together all of your current teacher tools, but also
adds some key ingredients: field trip agendas, lots of Museum photos, and contact information for a Museum-Teacher
liaison.

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Campaign objective
Grow with the Kansas City Money Museum
Creative Strategy:

If you plant the seed of excitement and interest in any subject at an early age, that will only continue to build and grow as
a child progresses through their schooling. This “grow” concept will effectively communicate the benefits of a field trip
at the Money Museum, but will also help to foster a sense of trust in the bank and the idea that they want to help future
generations grow in their understanding and use of money and economic policy. The “grow” concept also plays into the
idea of the money tree, which is a common phrase used with our target audience. The concept centers around the money
tree, the growth of money and the growth of education, which will appeal to our target audience. Teachers enter the field
to help foster growth, understanding and excitement which is also the goal of the Money Museum field trip.

Tactics:

We will create two direct mail pieces that will be targeted to teachers to create interest in field trips to the KC Money
Museum. The first direct mail piece will be designed to catch the eye of teachers and have them request more informa-
tion if they are interested. We will do this by using a real dollar bill in each direct mail piece. The second mailer will give
them all the information that they will need to effectively and easily plan their field trip. We will design a promotional
poster that can be used the classroom. The poster will be interactive, providing take away bookmarks for the students
that they can post on their notebooks, backpacks, etc. further promoting the Money Museum. We will design a social
media application that will allow students to calculate the amount of interest that will grow when they deposit certain
amounts of funds. We will create a new landing page for educators at the Money Museum site that will be much more
user friendly than the current one. All of these pieces will be tied together by the grow theme and will lead to the overall
objective of driving more traffic to the Money Museum.

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First mailer:
Front cover
Inside
Teacher Visit insert

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Second mailer:
Front cover
Inside
Buisness card

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Poster
Bookmark front
Bookmark back



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Iphone screen shots:
Teacher registration page
Bookmark landing pages

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Campaign objective
Unlock the secret of a successful field trip

Creative Strategy:

“Unlock the secret to a safe field trip” - This theme is centered around the safe as a picture because the museum’s big-
gest draw is its vault, and safe is a synonym for that. That allows the word safe to also be a pun for a safe field trip in that
teachers don’t have to worry about their kids and knowing that they are taken care of in an educational stimulating envi-
ronment. All the pieces of the campaign feed off the “safe” idea connecting the same theme but saying it in different way.

Tactics:

We will start off with a direct mail piece of a clear plastic envolope full of shredded money with a flap on the front that
looks like a safe door. On it, it has the headline for the campaign, and on the inside it says a trip to the money museum
is SAFE (Stimulating, Accommodating, Free, and Educational). The reason the inside says this is because teachers have
certain criteria that they look for in a field trip, and those criteria correspond to those ideas: stimulating because it gives
the kids something to think about, accommodating because the Money Museum can do things to help the process of
planning a field trip, Free because school’s don’t have large budgets for field trips, and educational because the purpose of
a field trip is to tie in with something that the kids can do in class. There will then be a tear off card on the inside flap for
teachers to mail back in for more information about the money museum and what it has to offer as far as field trips. The
second direct mail piece will be a folder shaped like a safe with the same headline. On the inside will be flaps to put in
a brochure about field trips to the Money Museum, a pamphlet about a teacher visit day, a sample school workbook for
students, sample lesson plans, and a poster. The poster will be given to teachers to hang up in their classrooms, in which
it has 8 safes on it with dates on the doors. These doors are flaps that can be opened to reveal an interesting fact about
money so to tie in with the “safe” theme but also be educational.


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Direct Mail:
Front cover
Inside Teacher visit Day insert:
Front & Back

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Brochure:
Front& back
Poster

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See next page for
implementation

Web site
Game: Spot the Fraud

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Facebook “Like” Button

When a visitor clicks the Facebook “Like” button an entry instantly is added to that visitor’s Facebook
“wall”; as shown above. This is an easy way to get teachers to spread the word using the world’s
most popular social tool: Facebook.

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LinkedIn banners run specifically to 5th to 8th grade educators in Kansas City area.

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Usability
Since our target audience is teachers, teachers were asked to perform a series of ten tasks. The tasks related to field-trip
planning were:
1. For several minutes look for places where you would take your students on a field trip in Kansas City
2. Pick your favorite attraction from those you’ve found, and find out if they have educational opportunities
3. Find out how to reserve a tour on this site
4. From where you are right now, find the Kansas City Money Museum site
5. For two minutes look around on this site
6. Find out how to receive the classroom resources
7. Find out what the students need to have to get into the museum
8. Find out what the teachers need to have to get into the museum
9. Find out the cost of admission is for the Money Museum
10. Find out if the Money Museum can come to your school for a short presentation for a financial topic.

We found that when the teachers were looking for attractions in Kansas City, they went straight to Google, and typed in
these three keywords or phrases:
1. Museums in Kansas City, MO
2. Kansas city, MO museums
3. Field trip locations + Kansas City, MO

One of the sites that ranked #1 on Google was a site called Midwest Homeschoolers. One of the teachers used said she
regularly uses this site for field-trip planning. That teacher stated that if an attraction didn’t have a web-site then she
wouldn’t even consider going to the attraction. This was what every teacher we had perform this test agreed upon. The
teachers mainly remained on the Google search home page and went through the list of recommended places that they
found through their search. One web-site that teachers often found in their searches was the Steamboat Arabia’s web-
site. They found that it was interactive, easy to use, and found that there was a section on their web site that was targeted
specifically for educators and their specific age group of students.

In testing the Money Museum web site there were issues that teachers found when trying to plan their field trips. Often
teachers had difficulty finding the lesson plans. With this, two of the teachers had gave the impression that if the ques-
tion had not been asked, then they would have just assumed the lesson plans on-line didn’t exist because they weren’t
with all of the other information for teachers. All of the teachers told the tester that they wished there would have been
more navigation across the top of the site. The letters were quite little to be considered navigation on the right hand side
of the page. Two of the teachers made the recommendation for the site to be similar to the Steamboat Arabia’s web-
site where there was a more indepth description of the plan or itinerary for the day. All of the teachers agreed that the
Money Museum’s web-site is nice, but that it isn’t very child friendly, and is more targeted toward corporate adults.

Overall, each of the teachers that were used for the usability testing had very similar opinions. Which showed that most
teachers thought on the same track, that the Money Museum web-site functions for them as a simple, minimally infor-
mative web-site and not as a kid-friendly, engaging, and interactive web-site.


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Search Engine Optimization
It’s apparent that the Federal Reserve Bank of Kansas City already practices common search engine optimizations tech-
niques for its overall web operations. With our class recommending the bank to establish a stronger communication tie
with teachers, we recommend that the teacher-specific portions of the web site be optimized to better correspond with
keywords teachers use when searching for information online.

The results in our research revealed that teachers were having a hard time finding the Money Museum’s web site. In order
to increase the chances of teachers and the general public finding the Money Museum, we suggest the Money Museum
web site should be better optimized for search engines.  This includes adding the keywords “field trips in Kansas City,”
“museums in Kansas City,” and “school field trip ideas in Kansas City” into the Meta tags, title bar and headlines on the
Money Museum’s teacher resource pages. Also, it wouldn’t be a bad idea to contact Kansas City attraction web sites and
ask them to link to the Money Museum’s web site. With the combination of linking to the Kansas City attraction web
sites and adding the keywords to the locations previously mentioned, the Money Museum’s web site will rank higher on
Google’s search results page, thus making it easier for teachers and the public to find the Money Museum. By improving
the optimization of the keywords on the Money Museum’s web site and having the Money Museum linked to KC attrac-
tion web sites, teachers and the general public will find the Money Museum which will increase the chances of having
more visitors to the Money Museum.

Suggested Keywords:
“field trips in Kansas City”
“museums in Kansas City”
“school field trip ideas in Kansas City”

Title Tag

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Web improvements
According to our usability studies, teachers cannot find resources available to them through the Money Museum web
site. Teachers commented that they liked the Steamboat Arabia web site because all of the information and resources
they needed to plan a successful field trip were easy to find from the main navigation. Education research shows that
there are a vast number of free resources available for educators specifically provided by the Federal Reserve Bank Educa-
tors web site and also the Kansas City Federal Reserve Bank web site. We suggest making these resources more accessible
from the Money Museum’s web site by adjusting the navigation to include sections that specifically address teachers and
their needs.

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media Strategy
Based on the research conducted throughout the last six weeks, we have compiled a list of media vehicles in order to best
reach our target audience. These media vehicles will be used in hopes of reaching our target market.

Direct Mail

Direct mail is the primary media vehicle for this campaign. According to our focus group panel, we found that educators
are more likely to have interest in and respond to direct mail than with other media vehicles. Direct mail pieces should
be sent to each educator, personalized with the teacher’s name, using a rented list. Bernstein-Rein has helped us locate a
list of 4,868 middle school teachers in our geographic target. This list rents for $250 per 1,000 names, approximately
$1,250 for the total list. We’ve recommended both a single mailing and a 2-step mailing, as described in the creative
portion of our proposal.

Internet and Social Media: LinkedIn

LinkedIn Ads, our secondary media vehicle, is a self-service advertising solution that allows you to create and place ads
on prominent pages on the LinkedIn.com web site. It gives you the chance to target the Money Museum’s target audi-
ence: by job title, job function, industry, and geography. By using LinkedIn to reach your target audience, middle school
educators in the Kansas City area, you would be targeting to a group of 1,000 individuals.

LinkedIn Ads, allowing you to create your own, would consist of a headline (up to 25 characters of text), a description
(up to 75 characters of text), the company name, an image (50x50 pixel image), and a URL that would lead to the Mon-
ey Museum’s landing page. The LinkedIn Ad may be shown on the Profile Page of the LinkedIn group member, home
page, inbox, search results page, or the group page; all depending on the settings set to target your audience. LinkedIn
also allows you to control your advertising costs by setting a budget for paying only for clicks or impressions.

Newspapers in Education

We think one area in particular is worth considering, is The Kansas City Star’s “E-Star in Education” issue. E-Star in
Education provides educational content for teachers, students and parents for free. Teachers are able access the entire
site and the web site provides teachers and students a variety of educational features, curriculum ideas, teaching materi-
als, and special supplements. E-Star in Education provides a list of educational resource web sites.

Timing of Messages

What we have learned from our focus group discussion and from the target team’s further research is that teachers gener-
ally plan their field trips around the beginning of the fall and spring semesters. So we recommend focusing ads between
August and September, and again between November and January. Starting before the actual semester begins will allow
teachers to not only notice the ads and direct mail, but it will give them ample time to research the Money Museum and
make the necessary plans.

The campaign pieces will be ran synonymously during the given campaign run times and all should work synergistically
to help reinforce the Money Museum, encouraging teachers to bring students to the museum for field trips, and thus
drive traffic to the Money Museum.


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Staff & Acknowledgements
Krissy Young, Vice President/Assistant Secretary Public and Community Affairs
Melissa Jackson, Staff Supervisor
Thank you for being out client this semester! We really enjoyed working with you both, and we enjoyed this opportunity to
learn more about the Federal Reserve!

Kevin Fullerton
Thank you for coming to Maryville and assisting us with our creative concepts. Mostly- thank you for always supporting stu-
dents and Northwest Missouri State!

Dr. Tom Billesbach


Thank you for your continued financial support.

Also a special thanks to...


Mel Hogan
Leslee Manley
Carolyln Johnson
Fred Lamer
Mitzi Lutz
Mallory Murray
Jody Strauch

To the Advance Advertising Class for the hard work all semester...

Instructor: Jacquie Lamer


Account Coordinator: Shaylee Yount

Tourism: Miranda Head, Angela Wasko


Competitive Analysis: Joshua Coburn, Kelsey Dempsey, Erin Colasacco
Advertising Analysis: Chaasia Marshall, Cassandra Smith
Target Analysis: Nathan Morche, Bethany Rowell, Justin Wieners
Educational Programs: Kristie Carter, Ashley Spalding
Media Research: Mat Kiefer, Momoko Otsuka, Michelle Oyler

Plans Book Team: Kelsey Dempsey, Miranda Head, Momoko Otsuka


Client Pitch Team: Michelle Oyler, Angela Wasko
SEO, Usability, Social Media: Kristie Carter, Chaasia Marshall, Nathan Morche, Ashley Spalding, Shaylee Yount
Creative “A” Team: Erin Colasacco, Cassandra Smith, Justin Wieners, Shaylee Yount
Creative “B” Team: Josh Coburn, Mat Kiefer, Nathan Morche, Bethany Rowell

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