E05 · Program calendar and event communication
Session 12 Activity Calendar
Original work- My contribution
- Complete calendar design, activity selection, coordination of most listed programming, caption, and publication.
Flagship project · P01
TLC Program Communications and Social Content
Building a consistent communications rhythm across learning, student life, events, and recruitment
01Situation
I managed an Instagram-first communications workflow for an international English program, created recurring session activity calendars, documented learning and community experiences, and collaborated with site and company leadership to make recruitment messaging clearer.
The challenge
During post-COVID enrollment recovery, TLC's Dallas-Fort Worth site needed a steady public presence that did more than advertise. Prospective students needed to see what learning and community life looked like. Current and arriving students needed timely reminders about activities, closures, and what was happening during each session. Recruitment messages also needed to explain opportunities clearly enough that people understood what TLC was asking them to do.
My role and boundaries
I managed TLC-DFW's Instagram content and configured posts to cross-post automatically to Facebook. For site-created posts, I handled activity planning or participation, photography or asset selection, visual treatment, captions, hashtags, and publication. For the final host-family asset, I contributed audience-focused feedback and coordinated local deployment. Company leadership created the final graphic.
02Approach
How I worked
Turn the problem into a usable system.
- 01
Anchor each session with a clear calendar
I created an activity-calendar graphic for each session, selected the activities, coordinated most of the programming, and combined school events, local opportunities, and schedule information in one visual reference.
- 02
Show learning as a lived experience
Classroom content made games, presentation practice, pronunciation work, and other learning activities visible so prospective learners could understand what participation looked like.
- 03
Connect student life with the community
Outings, field trips, service activities, celebrations, and recognition communicated that the program included both classroom learning and wider community engagement.
- 04
Clarify recruitment messages collaboratively
I identified confusing host-family language, raised the problem, contributed audience-clarity feedback, and coordinated the TLC-DFW caption and scheduled deployment of leadership's revised graphic.
- 05
Publish once and distribute consistently
Instagram served as the originating channel, with automatic cross-posting to Facebook. The copies were distributed consistently without being double-counted as additional authored pieces.
03Evidence
What you can inspect
The work, with authorship made visible.
Every artifact states what I contributed, how it should be interpreted, and where collaboration shaped the final output.
E02 · Learning-content storytelling
Classroom Learning Story
Original work- My contribution
- Learning activity, photography or asset decisions, visual treatment, caption, hashtags, and publication.
E03 · Student-life and intercultural engagement storytelling
Cultural Outing Story
Original work- My contribution
- Outing coordination, photography or asset decisions, visual treatment, caption, hashtags, and publication.
E07 · Community engagement and service storytelling
Community Service Story
Original work- My contribution
- Event participation and documentation, photography or asset decisions, caption, hashtags, and publication.
E04 · Program-event promotion and visual storytelling
Log Cabin Village Field Trip
Original work- My contribution
- Field-trip coordination, photography or asset decisions, TLC-DFW graphic overlay, caption, hashtags, and publication.
E06 · Recruitment marketing and call-to-action communication
Host-Family Recruitment Message
Original work- My contribution
- Problem identification, audience-clarity feedback, stakeholder collaboration, TLC-DFW caption coordination, and scheduled deployment.
- Collaboration boundary
- Company leadership created the final graphic for use across TLC sites.
04Results
What changed or was produced
Results, separated from assumptions.
The evidence basis below distinguishes a documented output from an observed effect, a visible snapshot, or a bounded firsthand account.
Attributable communications
104 posts
Basis: Documented outputCorrected census excluding two earlier and two later posts outside my authorship boundary.
Publishing cadence
Approximately 1.4 per week
Basis: Documented outputCalculated from the first documented post. Of the 104 outputs, 103 were published before departure and one collaborative post shortly afterward.
Featured post engagement
10 to 24 likes
Basis: Visible snapshotSelected screenshots also show up to four comments. These are point-in-time counters, not reach or conversion data.
Enrollment chain
2 direct + 2 referrals
Basis: Bounded firsthand accountA locally targeted ad prompted two enrollments, and each person referred one additional enrollee. Original campaign records are no longer accessible.
05Meaning
What this demonstrates
A connected set of capabilities.
- Program communications
- Information design
- Social-media copywriting
- Event coordination
- Stakeholder collaboration
- Cross-platform publishing
- International student engagement
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