Tag Archives: social media personal branding

Teaching Students to Create an Online Personal Branding Strategy

Lately, there’s been a lot of buzz about Mark W. Schaefer’s new book: Known: The handbook for building and unleashing your personal brand in the digital age. For example, Ai Addison Zang reviewed it.

I haven’t read the book. But, after reading those reviews, it’s officially on my Christmas list.

[Read book reviews I’ve written about Schaefer’s other books: Return on Influence and Born to Blog]

With all the buzz about personal branding online, I’d like to share a personal branding assignment I started incorporating in my Public Relations Principles class last semester.

The assignment is based on the assignment Dr. Karen Freberg presents in her book A Roadmap for Teaching Social Media. But first, some thoughts.

[Read my review of Dr. Freberg’s book]

My Struggle in Teaching Personal Branding

Personal branding is something I’ve struggled to successfully bring into my classes. When I first started teaching social media at Shepherd University, I had a personal branding project. In short, students developed a personal branding plan. Then, throughout the semester, the students worked on executing the plan. For example, one student started a video gaming blog focused on retro RPGs. At the end of the semester, students  presented their outputs and their results in brief presentations.

I loved the idea. But, I found that students didn’t take too well to it. Most students didn’t put the time and concentration into the project that I had hoped. A number of students didn’t do much of what they planned to do such that at the end of the semester they didn’t have too many pieces of content – whether that was video posts or blogs – to show for it. I wanted to know why the project didn’t succeed as I had hoped. So I asked. Several students expressed some skepticism as to the value of what I was trying to get them to do. And, some simply didn’t want to have an online presence.

That was in the fall of 2012. After that experience, I pulled back quite a bit on online personal branding. And I’m sad to say that, perhaps out of fear of it not going well again, I stopped requiring my students to do online personal branding. I didn’t so much as require students to participate in a Twitter chat – though I certainly encouraged it as extra curricular activity.

In all honesty, when I reflect on my teaching over the last 5 plus years here at Shepherd, I think that not emphasizing personal branding in my classes is the one thing I wish I did better.

Steps Back into Personal Branding

After reading Dr. Freberg’s book, I got the bug again about teaching students personal branding. I decided to start small with a project in my Public Relations Principles class. I first gave this assignment last spring as a final project in the class instead of the paper I used to have them write.

As I noted above, this project is an adaptation of the assignment Dr. Freberg puts forth in her book. I modified it down. The purpose of this project was for students to strategize how they would build their personal brands online.

The assignment is broken down into a few parts.

First, I provide students with Dr. Freberg’s checklist for personal branding. I encourage students to work through the list.

Next, I require students to identify a job or internship that interests them and answer some questions about how they relate to the position.

Then, I have students map out their personal brand. Lastly, students must create a LinkedIn or About.me profile branding themselves.

Because I gave this assignment late in the year, I did not ask students to build out a plan for building their personal brand nor did I ask them to have executed one. Rather, I asked them to start taking little steps towards executing a personal brand and provide me evidence that they are moving in that direction.

I’d like to grow this into something more where the students need to go out and truly prepare a detailed strategy and execute it for weeks or a few months  – similar to what I was originally doing in my social media class. I’m not sure where I’d fit this in as my social media class is pretty packed right now. But, I’m going to think about it further this summer, read Schaefer’s new book, and see what I can come up with.

If you’ve got tips or examples of how you’ve gotten your students to find success in personal branding, I’d love to hear them. Tweet me @mjkushin or comment on this blog.

You can see the full assignment below.

  • Cheers!
    Matt

Become A Google Scholar Power User: Scholar Profiles (2 of 3)

Thanks to everyone who read my first post in this three-part series on becoming a Google Scholar Power User:  advanced features of Google Scholar search.  It was one of the most popular posts I’ve had on this blog! If you haven’t read it, check it out. If you have, let’s get started with part 2! Here we go! (Note: Post #3 is also available now)

To get the most out of Google Scholar, including the library feature discussed in the last post, you’ll need a Google Scholar profile. If you don’t have one, I highly recommend setting one up. Here’s why:

A Google Scholar profile has many benefits. It is a public profile that provides author photo, institutional affiliation and contact information, and importantly an interactive list of all articles a particular scholar has published. (Get started with Google Scholar profiles). Google Scholar automatically populates your list of research articles by associating your name with articles it has indexed. You can also add co-authors, and keywords for your research agenda.

Click to enlarge. A look at my Google Scholar Profile
Click to enlarge. A look at my Google Scholar Profile

Here are 8 great benefits of a Google Scholar Profile:

1) Help people find your work. Remember that author feature I discussed int he previous post? Google Scholar search results allow searchers to click an author’s name to see what else they’ve published. This links directly to your Google Scholar profile with the list of all your research articles. If you have a website/blog, you can add a link so people can connect with you.

2) Track Citations of Your Work. What’s really great, is your Google Scholar profile summarizes some really informative stats.

This includes the number of citations for each article you’ve published, and up to date summary statistics across time. For example, here is my Google Scholar profile.

These numbers are helpful to have! For example, when doing my mid-tenure review, I provided a brief context / explanation of each publication I had (this was a recommendation made to me by a faculty member). The purpose was to provide an explanation of the significance of the work, and how it related to my research agenda. I noted the # of citations particular publications had received according to Google Scholar.

3) Follow New Citations. You can easily follow new citations of your work, and get Google Alerts emails when articles are published that mention your published works. This is great to know who is citing you, the impact your work is having, as well as finding articles related to your research interest that you may want to read.

4) Follow New Article. Have something in press and want to know when it is published? Go to your profile and click “Follow new articles.” You’ll get an email alert when the time comes!

5) Library. As discussed in the previous post on Google Scholar, you need a profile to use this feature. See explanation in last post.

6) Recommendations – Having a Google Scholar profile enables you to get recommendations. I’ll discuss those in our next post.

7) Easily Find The Work of Your Favorite Scholars You can see the work of scholars whose research you enjoy by searching an authors name in Google Scholar search, or directly from your profile page (assuming they have a Google Scholar profile).

8) Follow Fav Scholars. Want to get alerts every time a particular scholar publishes something new? Go to their scholar profile and click “follow new articles.” You’ll get an email alert every time they publish something. You can also follow new citations of their work, to receive emails every time someone cites their work.

That’s all for now! Update: Post #3 is now available: why you should have a Google Scholar profile.

What other benefits of Google Scholar profiles are there? How do you use Google Scholar profiles?

See all my academic Tips, Tricks, and Productivity Posts.

Born to Blog author talks social media challenges, opportunities, and more!

I always learn so much from our guest speakers! This week we were very fortunate to have the author of our class text, Born to Blog, Mark Schaefer (@markwschaefer) Skype with our class.


If you aren’t familiar with Mark, he is a very well-known name in the social media field, author of the popular Grow blog, a sought after consultant, and the author of Born to Blog (a book I’ve reviewed on this site and which inspired me to start this blog), and another great book I’ve read Tao of Twitter. I haven’t read his 2nd book, Return on Influence, but I hope to soon.

Here are some highlights from his presentation to this semester’s Comm 322 Social Media class.

Challenges and Opportunities in Social Media – Mark said that a major challenge today is information density. Today, we have so much information that people are reaching information paralysis. How do companies adapt and thrive in this space, with so much competing for our attention? Though not specifically about information density, the article “How the physics of social media could kill your marketing strategy” offers what I believe is a good look at the general issue.

Why do some businesses succeed on social media and others fail? Mark said it really boils down to corporate culture. Questions that come to mind after hearing Mark discuss this topic are: Does the company understand and embrace the social space? Are they agile and responsive? Do they want to adapt?

What Metrics Matter?: Since I’ve been seeking to teach my students basics of Google Analytics, the importance of, and how to track metrics, I ask guest bloggers what metrics matter to them. When asked what the key metrics he tracks are, Mark said there was one that matters: returning visitors. Are they coming back? If people come back, eventually they’ll bring their friends. Traffic doesn’t create business benefits. Returning visitors do.

We’re All Students – the media landscape shifts so rapidly, it is difficult to be an expert. We all are students. And we should strive to keep learning and adapting. As a professor, I loved hearing this reminder. I am always looking to learn, change, grow, and adapt and it is great to hear someone with as much experience as Mark talking about the importance of being a lifelong learner!

Tips and Advice for Students

The Power of Blogging for Students – Mark echoed another class guest, Nate Bagley, when he encouraged students to blog, build an audience, and create meaningful content. He said that it was a valuable tool to show potential employers that you can build and sustain an audience. He said that often times he finds students or grad students are not blogging, and was glad to see students in our class were blogging as a semester long project. I was, of course, very happy to hear this. 🙂 So students, if you’re reading this, keep blogging!

Know Stats – Mark said education in stats is important. Increasingly, data and numbers are driving online business. You don’t have to be an expert, but you need to be able to ask questions and the ability to think critically, and choose the statistical analysis needed to answer those questions. While many students were probably grumpy to hear this, I agree completely. Stats and research methods are more important than ever.

It is not often that students get to speak directly with the author of a class text, and it meant a lot to me for students to get this wonderful opportunity. So thank you so much to Mark for being so generous with his time and knowledge!

-Cheers!

Matt

How I Used SEO Keyword Competition Research to Target My Niche

At some point, I bet you’ve wondered – Why did you name your blog Social Media Syllabus?

No, it is not a syllabus. It is a way to help my target audience find me. Let me explain.

boat_light

Several posts ago, I discussed introducing students to SEO and writing for search in my Writing Across Platforms course (though it could be taught in a social media course or a PR, marketing, or other course). This included an activity with Google Trends where students get an opportunity to see the importance of understanding how people search the web.

I want to use my blog name as an example to extend this to another great tool we should be teaching our students: Google Adwords Keywords Tool, a very popular tool used to conduct SEO keyword research.

Competition: Considerations for naming a blog (or a post, or post content, for that matter!)
When I decided to start blogging a few months ago, I needed a blog title. I began with SEO in mind. I did a ton of research on Google Adwords Keywords tool for search terms related to social media education. I know my primary target audience is educators interested in teaching or using social media in the classroom. Clearly I’m not the only one out there writing on this subject, and there are many related subjects. So how to differentiate myself?

You see, Google’s Adwords Keyword tool can be used to assess keyword competition.

Keyword competition is simply the idea that if too many people are using the same keyword in their web content, then competition to be the top search result will be fierce and the chance of ranking high in search is more difficult.

Google Adwords Keywords tool’s primary purpose is actually for writing search engine marketing ads on Google. People bid on keywords for ad placement on Google searches and the highest bids show up. But many folks use it for keyword research for SEO as well.

Pulling from our example from the Google Trends post last week, imagine you’re writing web content about an automobile brand. You may have found in Google Trends that “fuel economy” and “safety rating” are more popular than “cup holders” or “park assist” what people are searching for a new car. But you don’t know how many of your competitors are creating content with these terms. If they are, your chances of showing up on search results are diminished.

To find this out, people use Google Adwords Keywords tool. The theory is that if competition is high on Google Adwords, it is likely high on organic content as well. So, in the simplest sense, a high search volume and low competition are though to be ideal.

It is of course more complicated than that. We also must think about specificity and context. Is what people are searching for what your content is about?

Here’s an example. If people search for “drums” they may be searching for brake drums, gallon drums, musical drums, etc.. Drums then is non-specific. It is a bad keyword – because it is not specific and lacks context.

If you’re writing about break drums, of course your content will have the words break drums in them. But what else?

We must be creative in coming up with “long-tail” keywords – those longer phrases that get less search volume, but have less competition and that a very specific target audience is searching for. Should you use “cracked break drum”? “brake drum issues”?

This is not an easy task. But it is something that is becoming more and more important. Our students need to learn it.

Why name my blog Social Media Syllabus?
What I’m trying to do in positioning my blog, is figure out what a social media educator / person wanting to use social media in the classroom is going to search for.

When I did my research, I found I was in competition with a lot social media education programs – such as online courses, certifications, etc. That’s not my niche (which is again, social media educators) – but we share search terms. There are, of course, also articles about social media and higher education. These seem to span from examples of how it is being used by universities rather than by educators, to higher education recruiting, and other related topics but not what my target audience is looking for. Again, not my target audience – but related search terms that similar audiences are searching. Many of these have medium to high competition and not a ton of searches (click image to enlarge – sorry it’s my template).

googleadwords_smeducation

I did a number of other searches and considered a number of things but finally settled on Social Media Syllabus. It has low search volume – but again, I’m targeting a fairly small niche – but someone searching for a social media syllabus is clearly looking for what my blog is primarily about, teaching social media. And, I have the syllabi they are looking for on my site. So, theoretically speaking, I should fulfill their need (click to enlarge).

GoogleAdwordsResults_socialmedia

I hope this explanation offers an example of 1 way of going about thinking about the role search plays in content today, and how we can try and differentiate ourselves with specific terms.

Is it working?
Having moved from Posterous to WordPress (free version), I no longer have Google Analytics, which I miss dearly. Without robust stats it is more difficult for me to be sure my plan is working, as often WordPress doesn’t tell me the search terms that brought people to my site (reading “other search terms” or “unknown search terms). However, it has stated on a dozen or so occasions that people arrived to my site from searching ‘social media syllabus.’ As my blog is fairly new, I should be building authority over time that will help me in search results.

Final Thoughts:
Once the right keywords are chosen, they are used in writing headlines and high up in the body of text of your content. You then want to monitor your web traffic to see what keyword searches are driving traffic to your article. Monitor and adjust. For example, you may find that people are finding you using keywords you hadn’t anticipated, or that people are searching for something off topic and finding their way to your site. Likely, these people are not hanging around as your site’s content is not what they’re looking for.

I hope that brief intro was helpful. There is much more that could be discussed. I will post a class activity for students using Adwords Keywords tool in a future post.

What did I leave out? Other considerations? Educators; Have any resources to share to help students understand SEO? Readers and I would love it if you shared!

– Cheers! Matt

Related Posts

photo CC boltron

Talking to students about how they present themselves online

February 26, 2013

Over the past few years I’ve noticed an increase in how much students are thinking about how they present themselves online, their professional online identity.

This is good news because according to a CareerBuilder survey, 37% of employers look up perspective employees on social media before hiring. (Personally, I was surprised by this – 37% to me seems a little low). Certainly what we say and do online impacts how others see us.

If you teach social media, you likely follow many of your students on social media. Sometimes I cringe when I see the things some students Tweet.

 

Every semester for the past few years I’ve taken time in class to talk about presenting oneself professionally online.

This semester I decided to go about it a little differently. I decided to go a little more in depth. I am building a concentration of courses in our department that will emphasize strategic social media, and because the Principles of Public Relations class is the first class in the concentration, I decided I want to get students thinking about the professional uses of social media from the get go.

Here’s what I did in my Principles of PR class this semester:

  1. Early on in this semester we talked about being professional online, the fact that many employers look up a potential employee on social media before making a hiring decision, and watched this video about the business of researching potential employees on social media (embedded below). I had them read Dr. Karen Russell’s great list titled “PR Students: What not to Tweet” over at teachingpr.org.
  2. I then had students fill out an in class activity about what being professional online means to them, and how they would want others to see their identity online (see it on Scribd). I photocopied the form and gave a copy back to them. I kept a copy.
  3. I told the students to start using Twitter, if they hadn’t already. (I decide to focus on Twitter, though I’ve come to find that many of our students don’t use or like Twitter. So maybe I should broaden my horizons in the future).
  4. After several weeks, we were discussing public opinion and how the failure of co-orientation between an organization and its publics can lead to misunderstandings of stance on an issue that can harm the relationship. (Chapter 8 of Cutlip & Center’s Effective Public Relations 11th edition) I told the students to: “Write a brief paragraph about how you want others to see you as a professional person who works in your career field choice.”
  5. I then gave them a little homework assignment (on Scribd). They were to  print out tag clouds of their Tweets, their Tweetstats, and their profile and bring them to class the following class.
  6. The following class, I gave students a few minutes to look over the things they’d printed the night before (their stats, profile, etc.) and had them answer some questions (found on Scribd here) about the sort of things they post, and whether what they post reflects how they want to be perceived professionally. We revisited Dr. Russell’s list of what students should not Tweet. Students checked whether they were following Dr. Russell’s guidelines, revisited what they’d written several weeks back about what being professional on social media meant to them, and revisited their statement from the class before about how they want others to see them professionally in their career of choice.

The purpose here was to see if the students identified differences between how they had seen themselves and how they discovered through the exercise how others may see them based on what they post online. Through this, we were able to make a connection to our discussion the class period before about the potential harm brought on by a lack of co-orientation between an organization (the org being the student in this case) and its publics.

Students who weren’t afraid to share what they post on Twitter to the class had their tweets projected on the screen using VisibleTweets.com.

After, we talked for a while about professional behavior online. Many students expressed that they were increasingly conscious of what they post online, particularly out of concern that a future employer might see what they post. When they were younger, some said, they didn’t think as much about what they’d posted. Many felt it was unfair that people were judged for things they’d posted long ago, pointing out that people change, grow, and mature.

I continue to see some students who throw caution to the wind, using social media as a place to vent all those frustrations and share those things they wouldn’t normally say to someone. But overall, I’m impressed by how much students today are considering the implications of what they post on social media. A few short years ago, this was not my experience.

How about you? Do you discuss professional self-representation on social media with your students? If so, what have you found effective? What challenges have you faced? It is a difficult subject and I’m constantly looking for ways to reach students on this issue. Please share in the comments section below. Thanks! 🙂 

Cheers!

images CC jcoleman (top) (bottom) DavidDMuir