Embed Size (px)
Citation preview
Sclater Portfolio |Page 1
KARLA SCLATER’S PORTFOLIO 1745 NE 90th Street, Seattle, WA 98115 │ (206) 372-2269 │ [email protected]
Thought Leadership Situation: Whole Foods wants to position itself as a thought leader in seafood sustainability, I created this
story after conducting research on Alaska fisheries and fishing in the Pacific Northwest. This piece fulfilled an
assignment from a course in the Public Relations and Strategic Communications Certificate program at the
University of Washington (certificate completed June 2014).
Sustainability: The key to a future for Pacific Northwest fisheries
Don't tell fish stories where the people know you; but particularly don't tell them where they know the
fish. - Mark Twain
“I’ve been around long enough to remember when we had “fishing derbies,” recalls Tor
Bjornson, a tall man with a white mustache and a salt and pepper beard. “We’d fish 48 hours straight,
some 3,200 boats, and take in as much halibut as the vessel could hold. It was crazy. Today, I own my
quota and can fish anytime between March 15 and November 15. It makes for better quality halibut, it’s
more sustainable and it’s safer. I don’t want the waters fished out. I don’t want to be a part of wiping out
an industry or a food source.”
Tor has been at the forefront of working for better fishing practices that protect species while at
the same time improving seafood quality. Born and raised in the Pacific Northwest, Tor has fished the in
Alaskan waters for thirty years. Twenty years ago, he bought his own longliner to catch halibut in the
frigid Gulf of Alaska, and he is one of the many fishermen who provide fresh, sustainable seafood to
Whole Foods Markets.
A leader among Alaskan fisherman, Tor is often busy in the offseason meeting with other
fisherman and people from a host of agencies and industries associated with Alaskan marine life to
improve fishing practices and safety on the seas. Tor works tirelessly to resolve bycatch issues that
needlessly deplete marine species—a crucial part of recovering marine life. A startling 80 percent of the
world’s marine populations are depleted or fished out. This is why sustainable practices matter and why
we are proud to partner with Tor and other fisherman like him. Whole Foods is committed to finding a
way to source all of our seafood and to ensure its sustainability. For more information and to learn what
you can do, click here: http://www.wholefoodsmarket.com/mission-values/seafood-sustainability.
Sclater Portfolio |Page 2
Blog Situation: The acting superintendent for the Seattle School District needs to explain the district’s position on
the Seahawks’ parade and its determination on whether or not to honor excused absence on parade day. My
Creative Brief Prep Sheet is included. The brief helps ensure that the message fulfills writing objectives and
stays on track. This piece fulfilled an assignment from a course in the Public Relations and Strategic
Communications Certificate program at the University of Washington (certificate completed June 2014).
Seahawks’ parade: Seattle School District lets parents decide Schools will honor excused audiences The Seahawks’ Super Bowl championship has Seattle abuzz, generating joy as well as civic pride. It
also has stirred up controversy. Wednesday’s parade to celebrate the Seahawks raises the question
of excused absences for student who choose to attend the parade. Seattle Public Schools will honor
excused absences for all students whose parents provide permission to miss school on parade day.
Every minute in the classroom is important; however, the school district recognizes that
valuable learning takes place outside as well as inside of school. Joining in a city-wide celebration
presents a teachable moment about teamwork, follow through, civic engagement and individual
choices. In light of these circumstances, the Seattle School District will be open and operating on a
regular schedule on parade day. Schools are creating special lunchtime activities to celebrate the
Seahawks’ Super Bowl victory, and we encourage students to wear green and blue and participate in planned school activities to celebrate the Super Bowl victory. The school district’s flexibility in this manner reflects our belief that one approach does not fit
all. Whether your family is attending the Seahawks’ parade or keeping a regular schedule that day,
the Seahawks’ achievement is an opportunity for reflection, discussion, and, yes, celebration!
CREATIVE BRIEF OUTLINE for Superintendent’s Blog
• Audience: who makes up your audience? What do they care about?
Parents, students and teachers, as well as other administrators; possibly public officials. They care about
education, accountability, responsibility, correcting the confusing messaging from the district
• Objective: what outcome do you want? Short-term? Long-term? Short-term: Effectively address
Seahawks’ Parade and day off issues
Long-term: Ensure trust and accountability of district and superintendent
• WIIFM (What’s in it for me?): what’s in it for your audience? What about this piece might motivate this
audience?
A resolution that meets individual family wants/needs/viewpoints
• Message: what is the main thought you need to communicate? When thinking of your message,
consider: Hooks: what specific ways can you craft your message to “hook” the audience’s
WIIFMs point by point?
An opportunity to discuss/learn; parents are the decision makers
• Resistance: what specific ways can you craft your message to break down the audience’s resistance
to your presentation?
Be forthright, frank, show thought process to arrive at superintendent’s decision
• Reinforcing Content: what specific graphic visuals, props, audience participation, etc., will help you
deliver your message more effectively?
Blog piece should avoid unnecessary visuals and distractions that don’t belong on the superintendent’s blog.
• Call to Action: what do you want your audience to do?
Objective is to support parents in their decisions and make clear district is a neutral party in this issue,
recognizing that individual families will have different responses to the championship parade and its
meaning.
Sclater Portfolio |Page 3
Essay Situation: I was hired to analyze, interpret and make recommendations to academic decision makers on
opportunities to improve training and career outcomes for History PhDs. The introduction below comprises
part of the report that I wrote for the Center for Innovation and Research in Graduate Education, University of
Washington. Citation: Sclater, Karla, Rudd, Elizabeth, et al. “After the Degree: Recent History PhDs Weigh in on
Careers and Graduate School.” Social Science PhDs—Five+ Years Out: History. Seattle: Center for Innovation
and Research in Graduate Education, University of Washington, June 21, 2008.
INTRODUCTION: IT’S A HISTORIAN’S WORLD
Historians are in demand. Journalists, publishers, and a host of other news and entertainment media
call on historians for their perspectives on issues that range from history of religion and politics in
the Middle East, to immigrants’ experiences in the United States, to analyzing popular culture.
Academy-trained historians rightly detest the misrepresentation of the past by history enthusiasts or
by people who may alter the facts to increase the entertainment factor. Yet this is exactly why
historians should have a voice in public venues. Solutions to international concerns such as a
protracted war on terror and the environment begin with historical analyses. To more fully engage in
public dialogue, departments and faculty might reconsider the lack of emphasis on careers outside
of academia. History PhDs would make a nice fit in numerous government, business, and nonprofit
positions that require strong analytical skills and the ability to synthesize information.
History departments have undergone change over the years, particularly after the social upheavals of
the 1960s and 1970s, but changes within history departments are slow. Some of the positive
changes include the development of African American history, women’s history, and social and
cultural history that presents the past from the viewpoint of the laboring classes. These
developments have transformed the traditional fields of economic and political history. New fields,
such as public history have also gained some legitimacy. But for the most part, departments neither
discuss the potential for public history, nor offer public history courses. A perusal of the
publichistory.org website shows only a handful of universities that offer PhDs in public history, and
only Carnegie Mellon offers a PhD in history and policy in an effort to couple historical training to
resolving current problems.
Racial /ethnic minorities and women remain underrepresented in history. While almost half of the
graduate students are women, female professors still lag behind male professors in achieving tenure
or time-to-tenure. A major study by the American Historical Association (AHA) found that full
professors were white (91%) and male (82%). The AHA committee also found that the number of
African Americans earning PhDs has declined, while the number of Asian Americans, Latino/a, and
Native Americans earning doctorates has increased. The number of women earning history
doctorates has also increased over the years. Currently, women make up about 44% of new PhDs,
which is up from 15% in 1970 (Bender, Katz, & Palmer, 2004).
Historians pursuing academic careers face obstacles to finding tenure-track positions. Beyond the
disparity between the limited numbers of faculty positions available compared to numbers of
doctorates earned annually, the job market demands mobility, which can add to the pressures one
faces fresh out of graduate school. The need for mobility, in fact, begins in graduate school, where
graduate students are expected to travel to conduct research and present papers at conferences.
The demands for mobility only increase after earning a doctorate. Job interviews and one-year
appointments keep new PhDs on the move. For the post-modern family, with two income-earners,
the job market becomes even more complicated.
Sclater Portfolio |Page 4
Speech Situation: This assignment required writing a two-minute speech for someone receiving an award. I
immediately wanted to speak in the voice of a journalist who earned the Pulitzer for investigative journalism
with a series of articles about the U.S. public school system. This piece fulfilled an assignment from a course in
the Public Relations and Strategic Communications Certificate program at the University of Washington
(certificate completed June 2014).
It's a thrill to receive this Pulitzer. When I began researching the state of the U.S. public school
system, I became a pariah in many circles. That’s common for journalists. Gwen Ifill captured this reality
when she said, "Journalists are accused of being lapdogs when they don't ask the hard questions, but then
accused of being rude when they do. Good thing we have tough hides." Despite my tough skin, this
award feels terrific.
I’m one of those people who always knew what I wanted to do, but my blind determination
wouldn’t have taken me far. No, I attribute this award to journalists like Ifill, and my other heroes: Ida
B. Wells, Ida Tarbell, Nellie Bly and so many others who made my career possible. And of course, all
my teachers who encouraged me—not just to pursue journalism, but to pursue excellence with integrity
and with humor. I recently talked with my eighth-grade history teacher who used to wear a belt with a
metal buckle showing a pig with the words, “male chauvinist pig.” At the end of our conversation I
thanked him for sharpening my thinking and encouraging me to ask questions and counter his assertions
in class. “You made a big difference in my life,” I said. He told me that’s why he went into teaching, to
make a positive difference.
And this is the reason I went into investigative journalism. The beauty of this profession is that
sometimes journalists can make a difference and break ground for positive change.
Thank you very much for this award.
Sclater Portfolio |Page 5
Strategic Communications Plan Situation: This Executive Summary is part of a one-year, stop-gap strategic communications plan put together
for a local nonprofit. I worked with colleagues on this plan as part of the Public Relations and Strategic
Communications Certificate program at the University of Washington. We worked with Seattle Girls’ School and
presented the plan in June 2014. Seattle Girls’ School is implementing the plan this year.
Executive Summary | FY15 The following one-year strategic communications plan offers Seattle Girls’ School a roadmap and
tools to achieve its goal to increase visibility across audience segments and shed the cloak of being
the “best kept secret” among private middle schools in the Seattle area. We recommend the
following three steps to achieve your objective:
1. Define and control key messages
2. Communicate messages to target audiences to engage the right people
3. Make measurements to assess efforts and adjust efforts
The plan is arranged in segments for ease of use. You’ll find a high-level outline, setting up a
one-year strategic approach to communications across audiences. Other key elements of this plan
include a SWOT analysis, diagrams of target audiences and suggested key messages,
communications tools and a social media plan. These sections will allow the communications team
to pull appropriate tools from the strategic plan to suit specific communications needs.
For example, as preparation ramps up for the peak recruiting period beginning in August, the team
may pull the key messages sheets for prospective parents and for students, along with
communications tools and any other reference pieces that will help Seattle Girls’ School to speak
effectively to target audiences and align its communications.
In addition to helping Seattle Girls’ School define and control its messaging, this plan provides
several useful resources to achieve the school’s communication goals in the coming year.
1. Goal
Increase the visibility of Seattle Girls’ School as a premiere choice for adolescent all-girls
education in the Puget Sound region so it is no longer the “best-kept secret” in Seattle.
2. Benchmarks and Measurement
Benchmarks
Increase enrollment to 114 students.
Increase number of donors and value of donations by 10 percent.
Increase inquiry-to-application rate from 38 percent to 45 percent.
Increase presence on neighborhood blog/news sites.
Develop PR connections and know when to pitch PR stories to specific media.
Increase number of in-kind donations and community/media partnerships.
Measurement
Count and track tour attendees
Gather website usage analytics, e.g.,
○ What are the most visited pages on the site?
○ What search keywords bring users to site?
Sclater Portfolio |Page 6
Measure response rate to direct mail and promotions to determine ROI. (Begin utilizing
unique URLs on all print pieces for tracking.)
Determine open and click-through rates to email and other e-communications; track
ROI.
Gather online survey findings and other demographic research.
Count and track numbers of inquiries-to-applications.
Track number of earned media placements, press inquiries and story placements.
Track value of in-kind contributions and media partnership participation.
4. SWOT Analysis
See Appendix I, “SWOT Analysis.”
5. Target Audiences and Segments
See Appendix II, “Target Audiences and Messages” for further breakout.
● Prospective students/Parents
● Alumnae
● Development/Donors
● Current students/parents; Incoming students
● Community
● Staff/Faculty/Board
6. Calls to Action
● Take a tour!
● Support SGS
● Volunteer
● Tell a friend
7. Strategies
● Deliver clear and consistent messaging about SGS to elevate reputation in the community
and increase organizational awareness.
● Internal alignment: Communicate and train faculty and staff to discuss SGS with new
messaging to stay consistent throughout community and create continuity.
● Cross-promotion of other organizations to encourage natural partnerships.
e.g., Relationship with Seattle Tilth: Discuss how Seattle Tilth has helped SGS create
garden and how Seattle Tilth can use this in their promotional materials.
● Connect and engage students and friends through digital and social media: Create
relationships between SGS and the community.
See Appendix III, “Social Media Plan FY15.”
● Create a website that is a comprehensive source of SGS information and helps to achieve all
communications benchmarks.
Measure old site traffic vs. new traffic over one-year period to determine success.
Use Google Analytics to measure and report site analytics.
Use Crazy Egg to “heatmap” site to determine user behaviors.
● Conduct outreach to prospective organizations and patrons.
● Promote successful alumnae and their stories.
● Develop advertising and partnerships/sponsorships.
Sclater Portfolio |Page 7
e.g., KEXP, media sponsorships, VERA Project.
● Create effective and targeted print and digital advertising to increase enrollment and
visibility.
8. Tactics
● Conduct an audit of all printed collateral to make sure it meets communication goal and
messaging targets.
● Create content that can be modified to various communications channels.
● Identify targeted media channels and create advertising to reach specific audiences.
● Update website regularly and create new content to improve Google SEO.
● Conduct an online audit of web presence and edit profiles as needed/able to manage online
reputation.
● Identify partner opportunities to pitch to media and audit ways to communicate
achievements to donor base and community.
● Collect and utilize educational data to promote SGS’s successes and learning outcomes.
E.g., data on student achievement compared to peers; alumnae achievement in
STEM majors; alumnae career choices.
9. Social Media
See Appendix III, “Social Media Plan, FY2015.”
10. Budget
See Appendix IV, “Budget.”
11. Communications Tools
See Appendix V, “Communications Tools.”
12. Roles and Responsibilities
See Appendix VI, “Roles and Responsibilities for Communications.”
13. Annual Calendar
See Appendix VII, “Annual Marketing and Communications Calendar.”
Sclater Portfolio |Page 8
Marketing Deck Situation: Booz Allen wanted a marketing deck to showcase capabilities to EPA. I put this together under a
tight deadline (four days), gathering information from colleagues across the U.S. and working with a remote
colleague to locate appropriate images for the deck. The marketing deck remains a part of Booz Allen’s
marketing tools.
Sclater Portfolio |Page 9
News Release This media pitch announces Chihuly Garden and Glass’ celebration of its first anniversary. This piece fulfilled
an assignment from a course in the Public Relations and Strategic Communications Certificate program at the
University of Washington (certificate completed June 2014).
CHIHULY GARDEN AND GLASS
NEWS RELEASE
FOR IMMEDIATE RELEASE October 9, 2013 Contact: Karla Sclater
206.372.2269
Chihuly Garden and Glass marks first year with four-day extravaganza
A community celebration of the vibrant Seattle arts community
SEATTLE - Chihuly Garden and Glass turns one this May. To mark the occasion, a four-day
celebration kicks off on May 18, 2014, showcasing art, performances, speakers and a painting event
just for kids. Each day of the celebration will highlight a different aspect of the vibrant arts
community in Seattle. Events associated with the first anniversary will be held through the Seattle
Center campus and culminate on the Summer Solstice, Saturday, May 21, with a Solstice Art Parade.
Following a successful year promoting education and involvement in the Seattle arts community,
Chihuly Garden and Glass will host tours tailored to the one-year anniversary and include its local
partners: Pratt Fine Arts Center, Pilchuck Glass Studio, ArtsFund, and Seattle Public Schools.
Visitors will get a preview of what Chihuly Garden and Glass has planned for its second year, in
addition to seeing performances by the Seattle Symphony and other local guest artists. A companion
exhibit at The Museum of History and Industry (MOHAI) will display the art history of the Pacific
Northwest through visual arts and other media.
“Our first year’s successes are really a testament to the dynamic arts scene here in Seattle,” says
spokesperson, Patricia Reese. “This four-day event invites the community as well as tourists to enjoy
and engage in this spectacular arts world. We’re proud to be a part of the community here and wants
to help promote arts and the experience of art.”
Chihuly Garden and Glass promotes education and involvement in arts by showcasing local and
international artists in addition to Chihuly’s selective retrospective of work. In its first year, more than
400,000 visitors experienced the eight interior galleries in the glasshouse and walked the tree-lined
pathways in the garden that offers the discovery of plants, art, and the four large sculptures that
anchor the garden.
Chihuly Garden and Glass is located in the Seattle Center, 305 Harrison Street, Seattle, WA 98109.
Open 10:30 am to 10:30 pm. Collections Café is open 11 am to 9 pm. Anniversary celebration
tickets will be sold for each day and are all inclusive. Hours: 10-5, exhibition 10 pm, Garden tours at
6:30 and 7:30 pm.
Sclater Portfolio |Page 10
Book Preface I wrote this preface for the book, “St. Paul Island Guide to Historical Resources, 1867–1984, Vols. I and II,
NOAA Technical memorandum NMFS-F/SPO-122, August 2012.” This book is one of many writing projects that
I worked on for my NOAA client.
PREFACE
The Pribilof Islands, known more descriptively as the Seal Islands, are the breeding grounds of the
world’s largest population of northern fur seals (Callorhinus ursinus). The islands have a complex history
beginning in 1786 with their discovery by Russian fur traders and continuing today with an enterprising
Unangan (Aleut) community. During the interim period (1870–1984), the United States government
operated and improved upon a commercial sealing industry that had been initiated during the Russian
period. The government’s sealing industry dominated much of the islands’ activities. It also exerted
pressure on traditional Native culture and economics in a somewhat vain attempt to westernize the
community. The sealing industry collapsed in the mid-1980s, soon after the government withdrew from
its administration of the two inhabited islands, St. Paul and St. George. While several federal agencies
administered the Seal Islands, the U.S. Department of Commerce, National Oceanic and Atmospheric
Administration (NOAA), was the last managing agency of St. Paul and St. George islands.
Beginning in the 1960s, the federal government initiated steps to transfer Pribilof Islands land to the
resident Native Aleuts. By the 1980s, decisions were made to restore the islands’ environmental integrity
compromised by seal-industry practices; restoration ensued before and after land transfers, depending
upon individual case circumstances. NOAA’s Pribilof Project Office commenced environmental
restoration activities in earnest on the Seal Islands in 1999. Activities included landfill closures, debris
removal, several historic building demolitions and renovations, and cleaning up petroleum contaminated
soil and groundwater at more than one hundred sites. NOAA completed restoration under state of Alaska
oversight in 2008.
Because areas of St. Paul and St. George islands lie within a NHLD, a Registered National Historic
Landmark, NOAA consulted with the federal Advisory Council on Historic Preservation in accord with
Section 106 of the National Historic Preservation Act of 1966, as amended. The Council deferred NOAA
to the Alaska (State) Historic Preservation Office (SHPO) in the Department of Natural Resources, Office
of History and Archaeology. The SHPO determined that: (1) environmental restoration, and (2) transfer
of public lands and buildings outside the public domain, represented adverse impacts to the Seal Islands
NHLD. Accordingly, in September 2006, NOAA entered into a memorandum of agreement (MOA) with
the SHPO to mitigate the adverse impacts to the NHLD. In 2010, NOAA completed its obligations
stipulated by the MOA. However, in the spirit of Presidential Executive Order 13287, Preserve America,
and NOAA’s Preserve America Initiative, the agency continued compiling and disseminating historical
information. The publication of the Seal Islands National Historic Landmark District, Pribilof Islands,
Alaska: Guide to Historical Resources 1867–1984 of St. Paul Island (Guide) is one example of NOAA’s
continued efforts towards historical preservation of the Seal Islands Historic District.
Sclater Portfolio |Page 11
The Guide examines the Seal Islands’ history by tracing the historical resources on St. Paul Island,
particularly those identified within the NHLD. Historical emphasis is placed upon the period from the
time (1867) when the Pribilof Islands became part of the United States and when (1984) commercial
fur-sealing came to a close. Doing so highlights some of the ways Aleuts, Russians, the U.S. government,
and U.S. businesses influenced the socio-economic development of the islands. While the book focuses
on St. Paul Island, it includes an overview of resources on St. George Island; a similar book spotlighting
St. George will be completed if time and funding allow.
The Guide includes some of the materials submitted to and accepted by the SHPO and the NPS, such
as the Alaska Historic Resources Survey (AHRS) and Historic American Buildings Survey (HABS)
forms, respectively. NOAA did not submit photographs with the AHRS forms sent to the SHPO, nor the
HABS forms sent to NPS; however, photographs complement AHRS and HABS forms in the Guide.
Photos include those taken during an AHRS site visit in 2007, as well as images taken at earlier times
found in various collections. In 2004, NOAA contracted with NPS to produce large format (5 x 7 inch)
photographs and measured drawings (House #59, Teacher’s House 103 [aka “Teacher’s House D”], and
Government House) of contributing resources and some noncontributing resources, such as Webster
House, remaining on St. Paul Island according to HABS standards. Many of the approximately 120 5 x 7
photographs and four measured drawings, now in the Library of Congress
(http://memory.loc.gov/cgi-bin/query/D?hh:16:./temp/~ammem_nI49::), are reproduced in this Guide and
accompany the relevant resource. Since 2004, additional images of some of the subjects studied by NPS
offered perspectives similar to those in the Library of Congress HABS photograph collection, although on
a smaller scale (35mm, 6cm x 7cm, and digital formats). Some of these are included herein.
In 2010, NOAA submitted updated versions of the NHL nomination form’s Sections 7 and 8 with its
submission of HABS forms, as requested by NPS, Anchorage, through the MOA with the SHPO. In the
Guide, these sections have been reorganized and altered to better fit the context of the book under the
heading “Historical Review of Construction on the Seal Islands.” This chapter is followed by a narrative
review of resources on St. Paul Island. The narrative sections align closely to the resources designated by
the AHRS and HABS forms. The remainder of the book presents a photo gallery with hundreds of
historical photographs of noncontributing resources (principally buildings) including many not
represented by AHRS or HABS forms, thus providing a more comprehensive illustration of the island’s
historical context. Many photographs were cropped or modified from their original formats for
presentation and clarity; some photographs exist only as jpeg files and could not be enlarged to a higher
level or improved in quality.
The photographs, maps, and illustrations included in the Guide are usually arranged chronologically;
oldest to most recent. In cases where multiple images are associated with one contributing or
noncontributing resource, the most recent photograph(s) appears first with subsequent photographs
presented from the oldest to the most recent. Some photographs have been integrated with individual and
relevant AHRS and/or HABS forms. The photos taken by the NPS in 1985 to support its nomination of
The Seal Islands NHLD are not readily available and they did not accompany file copies of the 1986
nomination at the time of this writing. NPS staff graciously allowed NOAA to scan negatives to make
positives for potential inclusion in this or other publications. Not all of the photos from the NPS 1985
collection are included in the Guide, as some are either duplicates, poor quality, or represent
unrecognizable structures or features. In 1989, NPS photographer Jet Lowe took and submitted numerous
Sclater Portfolio |Page 12
5 x 7 photographs of St. Paul Island to the Library of Congress, many of these are reproduced herein;
these photos are in addition to those taken by Jet Lowe in 2004.
A handful of photographs are undated, but we attempted to establish a date range using a
photograph’s context (e.g. people’s clothing, or whether or not a building of a known period is evident)
and place it in with other photographs of a comparable time period. If a date range could not be
established, the photograph was placed at the end of the section. Some sections, such as St. Paul
Elementary School, include photographs of previous schoolhouses and the captions refer to these
buildings as “former.” However, “former” is not used in captions for the By-Products Plant that was
demolished in 1988, because the demolition is discussed elsewhere and only one By-Products Plant
existed on the island.
NOAA hopes this Guide serves not only to document the historical resources on St. Paul Island,
but also provides researchers and scholars with ample information with which to pursue study of
the physical and cultural developments that have occurred over time. NOAA also hopes this
work will aid in the preservation of the cultural resources on the islands where currently no
formal infrastructure is in place to preserve and protect the majority of the islands’ cultural
resources.
