1

Spring 2016
Social Marketing for Health and Behavior Change
CMN 465
TUESDAY & THURSDAY, 1112:20, 133 Armory
. . . about half of all deaths can be attributed to a limited number of preventable factors, many of which relate to health
behaviors: smoking, poor diet and physical inactivity, alcohol consumption, preventable infectious and parasitic disease
(e.g. Influenza), environmental toxins, motor vehicle crashes, firearms, sexual behaviors, and illicit drug use.
---JAMA, March 10, 2004
INSTRUCTOR INFORMATION
Instructor:
Office:
Email:
Office Hours:

Marian Huhman, PhD

4095 Lincoln Hall, Phone in office: 217-244-6138
mhuhman@illinois.edu
Tuesday 12:45 to 1:45 pm; Wednesday 2-3 pm. And by appt. I welcome your visits.

COURSE DESCRIPTION
Social marketing is the application of marketing concepts and practices to bring about behavior change for a social
good. Social marketing is an approach to planning and implementing projects and programs that emphasizes a
customer-centered mindset to learn what people want and need to change their behavior. This course is designed to give
you a thorough orientation to the discipline of social marketing and its application to a range of problems with an
emphasis on issues in health contexts. Topics will include audience research, segmentation strategies, communication
channels, the marketing mix, and the application of behavioral theory. Students will acquire practical skills in the
design, implementation, and evaluation of health intervention initiatives that use social marketing.
COURSE OBJECTIVES
By the end of this course, students will be able to:
1. Define and identify appropriate applications of social marketing to health issues.
2. Articulate the principles and methods used in social marketing.
3. Describe behavioral theories that can be applied to a project that is using a social marketing approach.
4. Analyze ethical dilemmas in social marketing.
5. Argue the benefits and pitfalls of using social marketing in different contexts.
6. Conduct a focus group with the priority audience of a selected health issue.
7.

Develop a social marketing plan for the selected health issue.

For MPH students in this course, the course addresses the mission of the MPH program, as well as the following
competencies of the MPH program. Mission: To promote health, prevent chronic illness and reduce disparities in health
through education and training of public health practitioners, research excellence, and service to communities locally,
nationally, and internationally.
MPH Core Competencies
4. Apply participatory strategic planning models to the development of public health plans for the prevention and
control of disease.
5. Select, critique, and apply appropriate health behavior theories to plan health promotion strategies.
MPH Concentration Competencies:
3. Apply evidencebased frameworks to public health practice and problem solving.
4. Design and implement communitylevel interventions to promote health, prevent chronic illness, and reduce
disparities.
5. Design and conduct evaluations of the acceptability and effectiveness of public health interventions.

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6. Demonstrate effective written and oral communication with professional and diverse public audiences.
7. Exhibit the teamwork, leadership, social, and interpersonal skills necessary to collaborate effectively with
agencies, coalitions, and networks in communities in defining and addressing public health issues.
8. Demonstrate sensitivity to diversity and cultural differences when working in community partnerships.
TEXTBOOK AND READINGS
Lee, N. & Kotler, P. (2015). Social Marketing: Influencing behaviors for good. (5th ed.) Thousand Oaks, CA:
Sage.
Additional readings are on Moodle.
A reading packet of the additional readings is at Notes N Quotes, 502 E John St.
OTHER RESOURCES
Social marketing online course for nutrition and physical activity. www.cdc.gov/dnpa/socialmarketing/
Social Marketing Quarterly (available as an e-journal through our library)
Cases in Public Health Communication & Marketing:
http://www.gwumc.edu/sphhs/departments/pch/phcm/casesjournal/
The Showcase section of the UKs National Social Marketing Centre:
http://www.thensmc.com/resources/showcase/subjects
PSIs Website: http://www.psi.org/research/evidence/social-marketing-evidence-base/
METHODS OF INSTRUCTION
This course will use classroom discussion with lectures, case studies, team projects, and student presentations to
advance students learning. An emphasis will be on the application of concepts for real life social marketing examples.
GRADES OVERVIEW

Grades are based on individual assignments, class participation, and team projects. Each team of 3-4 students will
complete two major projects for the class: focus group research and a social marketing design plan.
1)
2)
3)
4)
5)
6)

Attendance
50 points
Class engagement/preparation/discussion
75 points
Quizzes (2@ 25 points each, last quiz @ 50 Points)
100 points
Analysis of a social marketing initiative
50 points
Ethical Considerations: short essay
75 points
Focus group project
275 points
a. Group component @ 225 points
b. Analysis & reflection of the process by each student @ 50 points
7)
Social marketing initiative
a. Group component @ 250 points
b. Individual component @ 50 points
300 points
8)
Completion of worksheets
25 points
9)
Peer assessment of focus group and SMI project
50 points
Total points:
1000 points
.
GRADE DISTRIBUTION PERCENTAGE
A
AB+
B
B-

=
=
=
=
=

930-1000
900-929
870-899
830-869
800-829

C+
C
CD+
D

=
=
=
=
=

770-799
730-769
700-729
670-699
630-669

DF

=
=

The grades will follow the point values above and rounding off is not to be expected.

600-629
< 600

EXPECTATIONS AND POLICIES

ACADEMIC INTEGRITY:

ATTENDANCE: I expect students to attend class and come prepared to participate in discussions. Almost every

All forms of academic misconduct are prohibited by the Student Code (Section 1-402).
Examples of academic misconduct include cheating, submitting as an assignment a paper that was used by you
or someone else in another class, plagiarizing, or unauthorized possession of examination materials. Academic
misconduct is subject to immediate disciplinary action, including receiving a failing grade for the course.

class will also include time for your projects and your team needs each member to be present.

CELL PHONES; COMPUTERS. Please turn off all cell phones during class. Responding to a text or texting in

class is not allowed and will affect your class participation grade. Use of personal computers during
lecture/discussion is allowed for class purposes only. Email checking or Web surfing is not allowed.
ASSIGNMENT LIST, GRADES AND

DUE DATES

Attendance:
50 points
I allow two free absences, i.e., no penalty; after that, each absence will result in a 3-point grade deduction,
even if you have an illness note from McKinley or a Deans excuse letter.

Class engagement/preparation/discussion:
75 points
I will be giving discussion questions in advance for some class sessions based on the readings for the day and
will want you to turn in what you did. In other classes, I will have a question or several for you to answer when
we start class. Also included here is participation in class discussions and sharing of your essay topics.

Quizzes (2 quizzes @ 25 points each; last quiz at 50 points)

100 points
These will be short answer and multiple choice quizzes based on the readings, class discussions and lectures.

Analysis of a social marketing initiative (SMI):

50 points
Choose an intervention that used a social marketing approach or may have been called a media campaign.
Choose a different initiative than you may have used in another class. Describe the effort including 1)
projects goals and objectives, 2) target audience, 3) channels used (media, interpersonal, events, promotions,
etc.), 4) specific messages used, 5) if reported, evaluation, results, including (if possible) the % of people
reached & the % who changed their behavior, 8) your commentary on the initiative (e.g., do you think it was
well-implemented, was effective, likable, etc.) Cite your sources. 1-2 pages. About 600-800 words. APA
Format. Examples can be found in your text or draw from the list in the Other Resources on page 1 of this
syllabus. You must develop the description in your own words. Upload to Moodle using the link. Will discuss
in class. Rubric for grading on page 9 of this syllabus. Due January 28

Ethical Considerations Essay

75 points
Choose one of the Ethical Considerations at the end of most of the textbook chapters or an ethical issue that
interests you related to social marketing. Write an analysis/reflection about the ethical issue. Cite references.
Should be about 600 800 words. Upload to Moodle. Grading rubric on page 9 of syllabus. Due April 21.

Focus group project:

275 points

Each team will complete an audience research project using a focus group.
Team components:
1. Planning for the focus group (e.g., issue, background, subjects, topic areas, setting, and incentives,
recruitment),
2. Consent to participate,
3. Moderator guide (the actual introduction and questions written out),

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4. Conduct the focus group,
5. Transcribe the focus group interactions
6. Report of findings (i.e., themes with ample quotes to support the findings),
Individual part
7. Reflection (i.e., analyze the process, what parts of our class content did you apply? What went well,
what did not, what would you do differently?)
Upload to Moodle: Focus group report, transcript, reflection and the recording or turn in the recording on a
flash drive.
Give the following to Professor Huhman in a folder: Consent forms, any notes you took.
See grading rubric, page 10 of this syllabus. Due March 1.

Social marketing initiative (SMI) project and presentation:

300 points

This is the application of the 10 step plan you have learned throughout the course. Presentations will be given
in the final three class periods. Each team will present their social marketing initiative (SMI) as a PowerPoint
presentation for about 15 minutes with 5 minutes for questions. See page 10 of the syllabus for the grading
rubric. Prepare the PPT with notes of explanation under the slides (as needed) to explain reasoning behind the
choices you made. Recommended maximum of 25 slides
Each team will upload to Moodle one set of PPT slides from the PPT presentation. 250 points for the content
on the PPT. 50 points individual grade for how well the individual presented and participated in the project.
See grading rubric page 11 of this syllabus. Due April 26.

Completion of worksheets.
25 points
Teams will be completing worksheets on the project during class time. Several of these will have points
attached to them. I will have one Master Worksheet turned in or emailed to me at the end of class periods.

Peer assessment of project contribution & process

50 points
Every year students say that this class gave them one of their best group project experiences. Because
the projects in this course tap many areas of expertise, such as creativity, detail-orientation, and project
management, team members can find various ways to contribute. Sometimes, a team has challenges where one
or two team members are putting in much more effort than others. The form on page 12 is used to evaluate
your team members contributions.

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WEEK AT A GLANCE

Wk
1

Date

Content Focus

Jan 19

Introduction to course. Overview of social

marketing.
Steps in the marketing plan process
Scoping out the problem. Market research
Researching the problem and the audience
Discussion of market research activity.

Jan 21
2

Jan 26

Text: Chapter 4

Feb 2

Segmentation

Text: Chapter 5,
Maibach et al. (2008)
Communication and Marketing As
Climate ChangeIntervention Assets
A Public Health Perspective, AJPM

Feb 9

Quiz 1
Feb 11

Feb 16

Feb 18

Focus group demonstration.

Moderator guide development
In class: Planning for focus groups/interviews.
Worksheet 5
Focus group development: Recruitment,
Interviewing techniques. Consent forms,
debrief, transcription.
In class: Planning for focus groups/interviews
Analyzing focus groups.
Writing up the report.

Mar 1

In class: Do focus group planning worksheet

Class release time to conduct your focus
groups. Teams will have an assigned time to
meet with Prof Huhman during class time
Class release time to conduct your focus
groups. Teams will have an assigned time to
meet with Prof Huhman during class time
Team reports from focus groups.

Mar 3

Behavioral models and theory Part 1

Feb 23
Feb 25

Text: Chapter 3

In class discussion of social marketing projects

you reviewed.
Discussion of SMI topical areas.
SWOT Analysis

Teams: Formation and discuss interests for

social marketing initiative (SMI). Use
Worksheets 1 and 2 to discuss background on
the problem.
Benefits, barriers, and competition.
SMART Goals In class. Teams: Focus the issue
you will use for your SMI. Worksheet 3,4
Introduction to focus groups

Assignments

Text: Chapter 1, 2,

Jan 28

Feb 4
4

Readings

Bring results of
your market
research to class.
Analysis of a
social marketing
initiative due.
Upload to
Moodle.

Text: Chapter 6,7

Krueger R. Focus Groups: A
Practical Guide. Chapter 3, on
Moodle
Krueger R. Focus Groups: A
Practical Guide. Chapter 4, on
Moodle

Krueger R. Focus Groups: A

Practical Guide. Chapter 5, on
Moodle
Krueger R. Focus Groups: A
Practical Guide. Chapter 6, on
Moodle

Turn in copy of
your FG planning
sheet

Focus group
report due.

Text: Chapter 8
Thaler & Sunstein: Nudge
readings, chapters 1 & 5

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8

Mar 8

Behavioral models and theory Part 2

Mar 10

Logic models. Developing goals and

objectives.
Planning the marketing mix: Positioning
platform

Mar 15

Mar 17

Quiz 2
The first P: Product
Message basics
In class: Worksheet 6 & 7.1
Branding
P: Price
In class: Worksheet 7.2

10

Mar 21
-25

Enjoy Spring Break

11

Mar 29

Place
In class: Worksheet 7.3
Promotion
Message development
In class: Worksheet 7.4
Promotion
Promotion: Pretesting messages
Channels, media buys

Mar 31
12

April 5

April 7
13

April 12
April 14

Guest lecture: Text author Nancy Lee by Skype

Budgets
Monitoring and evaluation starts
In class: Worksheet 8
Monitoring and evaluation

Assigned to one of the following

readings:
1)Hastings et al. Fear appeals in SM:
Strategic and Ethical Reasons for
Concern (Extended Parallel Processing
Model)
2)Perkins et al. Effectiveness of social
norms media marketing in reducing
drinking and driving: a statewide
campaign. (Social Norms Theory)
3)Sorensen et al. The social marketing
of safety behaviors: a quasi
randomized controlled trial of tractor
retrofitting incentives. American
Journal of Public Health, 101, 678-684.
(Theory of Planned Behavior/Stages of
Change)
4) Noar et. al. Testing a social cognitive
theory-based model of indoor tanning:
Implications for skin cancer prevention
messages. (Social Cognitive Theory)
Huhman M, Heitzler C, Wong F. The
VERB campaign logic model: a tool
for planning and evaluation.
Preventing Chronic Dis [July 2004]
Text Chap 9
Text: Chap 10

Text: Chap 11
Asbury LD, Wong FL, Price SM,
Nolin MJ. The VERB campaign:
Applying a branding strategy in
public health.

Chapter 12
Chapter 13
Re-read Maibach article from Sept 8
Text: Chap 14
Lefebvre, C. (2009). Integrating cell
phones and mobile technologies into
public health practice: A social
marketing perspective. Health
Promotion Practice, 10(4), 490-494
Text: Chap 16
Chapter 15
Doner, L. (2003) Approaches to
evaluating social marketing programs
Social marketing quarterly 9, 18-24

Marketing plan
draft due to me.
Not graded, but I
give feedback

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14

April 19
In class: Worksheet 9
Implementation of social marketing initiative
In class: Worksheet 10

15

16

April 21

Ethical Issues
Class discussion
Perspectives on social marketing

April 26

Team presentations

April 28

Team presentations

May 3

Team presentations/Course evaluations

Quiz 3 Done on line

Text: Chap 17
Gordon, R. McDermott L, Stead M,
Angusa K. The effectiveness of social
marketing interventions for health
improvement: Whats the evidence?
Public Health (2006) 120, 11331139
Truss, A., & White, P. (2009). Ethical
issues in social marketing. In J.
French, (Eds.) Social Marketing and
Public Health
Reread Declaration on Social
Marketing, Chapter 1 of textbook, pp
18-19

Ethical
considerations
due. Upload to
Moodle

PPT presentation
due. Bring hard
copy when your
team presents.
Bring hard copy
of PPT when your
team presents.
Bring hard copy
of PPT when your
team presents.

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Additional Reading List CMN 465 Spring 2016
Feb 2

Maibach, E.W., Roser-Renouf, C., Leiserowitz, A.(2008). Communication

and marketing as climate changeIntervention assets a public health
perspective. American Journal of Preventive Medicine,35, 488500.

Feb 9

Krueger, R. A., & Casey, M.A. (2009) Focus groups: A practical guide for
applied research. 4th ed. Thousand Oaks: Sage. Chapter 3

Feb 11

Krueger, R. A, & Casey, M.A. Focus groups: A practical guide for applied
research. Chapter 4

Feb 16

Krueger, R. A, & Casey, M.A. Focus groups: A practical guide for applied
research. Chapter 5
Krueger, R. A, & Casey, M.A. Focus groups: A practical guide for applied
research. Chapter 6

Feb 18

March 3 Thaler, R. H. & Sunstein, C. R. (2009). Nudge. New York, NY. Penguin.
Chapters 1 and 5
March 8 Theory Part 2 Readings. You will be assigned to read one of these
1) Hastings et al. (2004). Fear appeals in SM: Strategic and Ethical
Reasons for Concern
2) Perkins et al. (2010) Effectiveness of social norms media marketing in
reducing drinking and driving: a statewide campaign.
3) Sorensen et al. (2011) The social marketing of safety behaviors: a
quasirandomized controlled trial of tractor retrofitting incentives.
American Journal of Public Health, 101, 678-684.
4) Noar et al. (2015) Testing a social cognitive theory-based model of
indoor tanning: Implications for skin cancer prevention messages.
March
10

Huhman, M., Heitzler, C., & Wong, F. (2004). The VERB campaign logic
model: a tool for planning and evaluation. Preventing Chronic Disease
[serial online]. July; 1(3): A11

March
17

Asbury LD, Wong FL, Price SM, Nolin MJ. (2008).The VERB campaign:
Applying a branding strategy in public health. American Journal Preventive
Medicine, 34(6S), S183-S187.

April 7

Lefebvre, C. (2009). Integrating cell phones and mobile technologies into

public health practice: A social marketing perspective. Health Promotion
Practice, 10, 490-494.

April 14

Doner, L. (2003). Approaches to evaluating social marketing programs.

Social Marketing Quarterly, 9(3).18-26.

April 19

Gordon, R., McDermott, L., Stead, M., & Angusa, K. (2006). The
effectiveness of social marketing interventions for health improvement:
Whats the evidence? Public Health 120, 11331139.

April 21

Truss, A., & White, P. (2009). Ethical issues in social marketing. In J. French,
C. Blair-Stevens, D. McVey & R. Merritt (Eds.) Social Marketing and Public
Health, pp. 139-150. New York: Oxford University Press

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Scoring Rubric for Analysis of an SMI (50 points)

Dimension

Meets Requirements Plus

Description of Major components of the

the initiative initiative are described or
addressed. (Components are
listed in the syllabus)
30 points

Analysis
10 points

Writing

10 points.

Meets Requirements

Less Than
Requirements

Most of the major components Information on the

of the available information are initiative that is available
described or addressed.
was not included. Not
much effort to find
additional information.

Clear statement of your

Assessment of the initiative is
assessment of the initiative
given with some rationale for
with reasons why or why not. assessment given.

Analysis statement is not

clear and lacks rationale.

Coherently organized and

logical. No spelling or
grammatical errors and
terminology is clearly
defined. Writing is clear and
concise and persuasive.

Poorly organized and difficult to

read. Several spelling and/or
grammatical errors; technical terms
may not be defined or are poorly
defined. Writing lacks clarity and
conciseness.

Generally well organized.

Minor spelling or grammatical
errors, or terms are not clearly
defined. Writing is mostly
clear: may lack conciseness.
Sources are cited.

Sources are cited.

Sources are not cited.

Scoring Rubric for Ethical Considerations Essay (75 points)

Dimension

MeetsrequirementsPlus

Meetsrequirements

Lessthan
Requirements

Descriptionof
theethical
issue/dilemm
a

Clearstatementoftheethical
issueandcontext.Whyyou
chosethisissue.

Statementoftheethical
issueandcontext.Whyyou
chosethisissue.

Notclearwhatethical
issueyouareaddressing

Whyissueisimportantin
sm. Linkedtheissuetosome
appliedaspectofsocial
marketing.Explained
dilemmaspresentedbythis
issue.Appliedsomeaspect
oftheissuetothereading.

Explainedaspectsof
importanceandapplication
forsocialmarketing.
Applicationtoreadingnot
welldeveloped.

Explanationand
applicationarelackingin
depth.Notlinkedto
reading.

20points
Analysis
40points

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Writing
15points

Coherentlyorganizedand
logical.Nospellingor
grammaticalerrorsand
terminologyisclearly
defined.Writingisclearand
conciseandpersuasive.
Sourcesarecited.

Generallywellorganized.
Minorspellingor
grammaticalerrors,orterms
arenotclearlydefined.
Writingismostlyclear:
maylackconciseness.
Sourcesarecited.

Poorlyorganizedand
difficulttoread.Several
spellingorgrammatical
errors;Writinglacks
clarityandconciseness.

Sourcesarenotcited.

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Focus Group Project Feedback Sheet
Team:
Date:
Criteria for Group Part: 225 points
possible
Timely submission of preparation
materials prior to group
Quality of the Moderator Guide
Consent Form Complete
Implementation of Focus Group
-Organized and professional
-Prep and execution by the moderator
-Successful recruitment
-Choice of setting
-Food and incentives worked well
Transcription: quality, accuracy
Report
-Overall completeness
-Extent to which report reflects what the
participants said
-Recommendations

Comments

Points
Allowed

Team Points

10
30
10
75

40
80

Criteria for Individual Part: 50

points possible.

Individual
Points

Analysis and reflection on the

experience. Each team member does
own.

30

Total Points

275

**For Report: Use as an example the sample report on Moodle. Elements should be:
1. Cover Page
2. Background on the problem that explains why the study is being done. Give citations.
3. SMART Goal.
4. Study method (recruitment, number of participants, time, place, incentives)
5. Limitations to qualitative research (adapt what is written in the sample report)
6. Summary statements of the findings for each section of the moderator guide with ample quotes. Will have
headings such as:
a. General Attitudes and Beliefs about
b. Motivators to
c. Barriers
d. Competition
e. Supports/Suggestions for addressing this issue
f. Recommendations for the project going forward.
Each team member should participate in the development, analysis, write up and review/revisions. Can use Google
docs or similar to communicate with each other. Upload to Moodle on the Focus Group Proj link: the report, the
transcription, the moderator guide you used and the audio recording. Turn in to me a hard copy of any field notes and
the consent forms.
Each team member should write your own 1 -2 page analysis and reflection. Analysis: Include how your audience
research is informing your social marketing projects, benefits of qualitative research, etc. Reflection: how you think the
group went, what you would do differently, what you learned, and also what your contribution was. Upload to Moodle
using the link: Focus group analysis and reflection.

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CMN 465. Assignment: Social Marketing Initiative Plan and Presentation
Team:
Student:
Criteria
Assessment/Points Allowed
Content of PowerPoint
250 points
1) Overall completeness/quality (60 points)
Required elements are present
Presentation makes an impact on the hearer/audience
Extent to which good decisions were made about what to include in the PPT.
Extent to which your plan is customer-centeredbased on your target audience.
Is there evidence that you attended to the audiences motivators and barriers
throughout?
2) Background, purpose, focus (30 points)
Argument for the importance of this SMI
Good balance of data and visuals.
3) Target audience profile
(20 points)
Background on focus group
Presentation of barriers and motivators
Key findings reported
4) Positioning statement is clear and easy to read and consistent with audience profile.
(10 points)
5) Quality of the SMART objective. (Specific, measurable, achievable, relevant, time
bound.) (10 points)
6) How well is the theory described/developed? (20 points)
Clear designation of theory (ies) used.
Explanation of theory
Reference to how the theory is being used.
7) Description of the product. (20 points)
8) Development of price part of the marketing mix. (10 points)
9) Development of place part of the marketing mix. (10 points)
10) Promotions: i.e., creative, appropriate, adequate, appropriate channels identified. (30
points)
Creative, range of approaches
Appropriate, adequate
Messages indicated
11) Implementation plan. Detail one cost item here.(10 points)
12) Monitoring and Evaluation Plan (20 points)
Process included
Outcome included. Some methods ideas
Presentation of PowerPoint
Overall quality/preparation
Clarity/conciseness/organization
Group participation is evident
Stay in the time limit
Professionalism (style, dress, demeanor)

50 individual points

Your points

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Self/Peer Teamwork Assessment

Your name: ___________________________________
Course: CMN 465: Social marketing for health and behavior change
Activity/Assignment: SMI total project. Assessment of self and teammates is worth 50 points.
Use the following scale in rating yourself and your peers: Put the number of points you think
each team member deserves for each behavior

Name

Behavior
10 points

Interaction
10 points

On taskdiscusse
d issues.
Punctual
to
meetings
.

Active
listener,
supported
ideas/efforts
of others

Participa
tion
15
points
Voluntee
red/
shared
informat
ion

Performan
ce
15 points
Accepted
role,
duties, and
responsibili
ties

Comments/Feedback:
1. Equal Share of the
workload?
2. Participated in
discussions?
3. Meeting deadlines?

Self (You)

1. What I really liked about our group:

2. How I contributed to the groups success (briefly explain your participation with concrete
examples):

3. What would you suggest we do to help teams work together even better in future CMN 465
classes?

Source: Modified from D. Frazee (2011) Peer Evaluation Form