Publi c Rela tions Research Team Syracuse Uni versi ty

Research Proposal
Prepared for: Derek Brai nard
Prepared by : Publi c Rela tions Research Team
October 17th, 2016
Publi c Rela tions Research Team Syracuse Uni versi ty

Derek Brai nard

Fi nancial Li teracy Coordi na tor
200 Bowne Hall, Syracuse, NY,13210

Dear Mr. Derek Brai nard:

Thank you for comi ng to our Public Rela tions Research class. Our
g r o u p i s f o c u s i n g o n t h e o n e - o n - o n e c o a c h i n g p r o g ra m , p r o m o t e
m e t h o d s a b o u t h o w t o a t t ra c t m o re s t u d e n t s t o j o i n t h e p r o g ra m .
In the proposal, we provide you the background and objectives of
o u r re s e a r c h a n d t h e s p e c i f i c m e t h o d s t o a c h i e v e t h e o b j e c t i v e s .
For the background and objecti ves parts, we wi ll analyze the
needs of the students and the problems tha t they have wi th the
p r o g ra m , i f a n y . F o r t h e m e t h o d s p a r t , w e w i l l p r o v i d e d e t a i l e d
d e s c r i p t i o n o f t h e re s e a r c h m e t h o d s i n c l u d e s s a m p l e s , d a t a c o l -
lection and analysis techniques

S i n c e re l y ,
Lai Ran
Publi c Rela tions Research Team Syracuse Uni versi ty
I n c re a s i n g a t t e n d a n c e f o r o n e - o n - o n e f i n a n c i a l c o a c h i n g
a t S y ra c u s e U n i v e rs i t y
Ta b l e o f c o n t e n t s
I.Executive Summary ---------------------- 1
II. Introduction---------------------------- 3
i.Research questions/ Public----------------3
i i . L i t e ra t u re re v i e w - - - - - - - - - - - - - - - - - - - - - - - - 4
III. Methods- -------------------------------7
i. Samples or subjects----------------------7
ii. Data collection--------------------------10
iii.Analysis techniques----------------------12
IV.Timetable------------------------------- 13
i. Intervi ew and da ta collection--------------13
ii.Report wri ti ng---------------------------13
V.Budget-----------------------------------13
VI.Findings---------------------------------14
VII.Limi tations------------------------------19
VIII.Recommendations----------------------- 20
IX. Appendices----------------------------- 22
i.Measuri ng i nstrument ---------------------22
i i . B i o g ra p h i e s o f re s e a r c h e rs - - - - - - - - - - - - - - - - 24
i i i . R e f e re n c e - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 6
Publi c Rela tions Research Team Syracuse Uni versi ty

Executi ve Su mmary

Right now you have a great program to offer, the one-on-one coaching.
This is a wonderful program however, not many people have taken advantage
of this tool. We are here to try and figure out a way to get more people through
your door. You are in the process of training five new coaches, and you do not
want them to be bored waiting around for people to set up an appointment.
Instead you would like a calendar that is fully booked. We are here to help you
achieve that goal.

Through our initial research, we have found that it is hard to start a new
program and have it hit the ground running. However, with strategic planning
and figuring out what the students need, I think you will be able to set and
meet your goals. In todays world, students have so many things going on, and
for them to take time out of their day for a program they must feel as though it
is essential for their lives. We need to figure out a way to show them the impor-
tance of your service and have them eager to sign up for your coaching.

In order for us you to be successful, we need to figure out the best way to
reach the students. We need to understand how they think about their financ-
es, and about how they spend their time. We want to see if they believe that
this service is of any value to them. From our side of things, we know that it is,
however we need to make sure they see the advantages of going to these
sessions. Again, what is important to them? Why should they go? Once we
figure out what they want to know theyll be getting, we then have to figure out
a way to spread the word about your coaching sessions. We need to know
what the best way to reach them is, how many times they need to see it, and
what would convince them to come.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Executi ve Su mmary

Our first step is conducting in-depth interviews. We will interview three

groups of people. First people who have been to the coaching sessions, and
second, people who have heard about it, but have not been yet, and people
who have never heard about it yet. This will help us figure out what people feel
is important about the sessions, and why they did or did not attend them.
Once we know that, we have to figure out the best way to reach our students.
Through our literature, we have found several ways to get people to attend
things that they may not have attended before. From emails, to calling to
making sure you remind them, we are sure that the attendance will improve.

With our help and our research, we have the opportunity to double if not
triple the amount of people you see through your doors. We will help you and
your staff get and maintain members of the Syracuse University community
making their lives, and your jobs much better.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Introduction

Research questions/ Publi cs

For this study we will be focusing on how to increase the number of under-
graduate students who attend the the one-on-one coaching sessions that the
Office of Financial Literacy provides. In order to do this we are going to have
to do in-depth interviews with three groups of people. One group of students
who have used this service, and another of people who have heard about it
but have not gone, and third, who have never heard of it. For the first group we
will ask questions like, what inspired you to go to these sessions, what did you
gain from going, do you think others should attend? From their answers we will
be able to deduct what students find most important about this program. From
there we will know what you are doing correctly and what is working. For group
two, we will ask them questions like, where did you hear about this service,
what has kept you from going, do you think they have information that would
be helpful to you, and do you attend on ever going to these sessions? These
answers will help us determine what needs to be done to attract more stu-
dents.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Introduction

Li tera ture Revi ew

In order to explore how to involve more people in a program, we have

reviewed several journal articles to find the answer. Although those issues are
under different circumstances, they give us some suggestions and help us to
develop methods which would help to involve more people in a program. As a
result, we found that using emails, text messages, phone calls, incentives and
telephone reminders would be benefit to increasing attendance.

According to research done by Leong in 2006, text message reminders are

often effective in improving attendance in primary care. When doing the study,
993 participants were eligible for analysis. The attendance rates of the con-
trolled group were people who recieved text messaging. This was 48.1 per-
cent of the participants in the study. The data showed that the attendance rate
of the text messaging reminder group was significantly higher compared with
that of the control group. We can use this in our study by gathering students
information at the Financial Literacy Offices other workshops, like Money 101.
From there we can send students reminders throughout their college career to
increase attendance.

Another studied by Hock showed that municipal government managers

could improve attendance at civic meetings through invitation phone calls. In
the experiment stakeholders were randomly assigned to receive an invitation
phone call for a meeting.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Introduction

Li tera ture Revi ew

The results showed that the attendance rate among the 108 stakeholders
selected to receive the phone call was higher than among the 169 stakehold-
ers in the control group (8.3 percent versus 4.7 percent). Again we can use
this in a similar way that we used to text messaging. With yearly reminders to
attend the coaching sessions we expect that we will increase the attendance
rate.

In research done by Jacobson, in order to examine whether using email

would increase attendance, students who missed classes were sent email
reminders that they should attend. The results indicated that students in this
section had a higer rate of attendance then when the professor did not send
the email. In todays world we are constantly observing thousands of messages
per day. It has been shown that in order for someone to take notice of a mes-
sage, they must see it multiple times. Sending these reminder emails will help
to increase awareness of this program, which in turn will increase attendance.

Another way to increase attendance is shown by Wilder. He studied the

idea that when he gave students random extra credit quizzes they were more
likely to show up to every class. This had a positive affect on student atten-
dance in the undergraduate course on the psychology of learning. The results
indicated that student attendance increased by 10 percent when the quizzes
were in place. If we could use this idea of incentivizing attendance, then your
numbers will go up.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Introduction

Li tera ture Revi ew

Research done by Shoffiner examined whether phone reminders increase

attendance at intake and therapy appointments in an Appalachian community
mental health center. The results turns out that the phone reminders were
effective for intake appointments when therapist made direct contact with
patients. That being said, taking time to personally reach out to student, while
it may take time, has shown to improve attendance rates.

In conclusion we have found that using emails, text messages, phone calls,
incentives and telephone reminders would have a positive effect on increasing
attendance. The weakness of this research is the methods we found were
proved to be effective in various circumstances. The methods that found an
increase in attendance are from different types of studies.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Methods

Sample or Subjects

Five to eight participants who have done the one-on-one coaching will be
selected by email request. We will also walk around and interview strangers
who have never heard of this service. Test emails that have already been sent
to those 25 students from the financial literacy coordinator is as follows:

Hello,
This is a quick request to help out the Office of Financial Literacy in spreading
our message to the campus on a larger scale.
A graduate level research class at Newhouse has taken us on as a client and
would like to design a campaign to raise awareness about the coaching ser-
vice! If you have done a one-on-one coaching session this semester, and
would be open to talking with one of the researchers, please email Eve at:

Participation is voluntary, but would help tremendously in our efforts to reach

100% of SU students.
Thank you, good luck with classes and the rest of the semester!

Four students answered our email and held an interview. They consist of a
magazine student at S.I. Newhouse School of Public Communications, gradu-
ate assistant of department of research and scholarship at Syracuse University
Libraries, and graduate assistant of office of student activities at Schine Stu-
dent Center and an undergraduate student. Since this research is focused on
how to increase undergraduates attendance, two graduate assistants are not
as much representative as they could be. Incentives were applied to attract
more undergraduate participants.
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Publi c Rela tions Research Team Syracuse Uni versi ty

Methods

Sample or Subjects

Ten participants who have heard about it but have not been to the office
yet were selected by random after workshop held by the Financial Literacy
Office. We went to the Money 101 Workshop in 500 Hall of Languages on
October 25 at 4 p.m. The conversation focused on undergraduates and
started with the interviewees permission. Students were asked if it was the first
time that they heard about financial literacy. If it was not the first time, further
discussion about why they have not decided to participate will be conducted.
Then research group conducted random interviews around the undergraduate
buildings. The interview was started with three questions, Are you an under-
graduate student? Have you ever heard about Syracuse Financial Literacy?
And have you ever participated one-on-one coaching?

Undergraduate students who have already took the one-on-one coach-

ing as participants are representative to explore what drove students to take
the financial coaching. Undergraduates who have heard about it but have not
took the action are representative to explore what can be improved to attract
students. Both interviews increased students awareness and attendance to
Syracuse University Financial Literacy.

Four students were interviewed who had never of the office. We told
them about it and asked what they thought. This will help us understand what
could happen if the word gets out there.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Methods

Da ta Collection

By using in-depth interviews, data was collected by asking important

open-ended questions that kept the conversation going. Interviewees were
divided into three categories. One is those students who have been to the
one-on-one coaching service, the other is those students who have heard
about the service but have never been to, and third of students who have
never heard of it. For the three groups, we got their basic information first, like
their major and school.

In terms of increasing audience, for the first group, we focused on their

experiences of the length of the meeting, the content of the service, the expec-
tations, and the outcome. By asking how they heard about the service, we
determined if we should use more advertising methods or continue with the
already effective one. By asking why they decided to go, we determined the
audiences major concerns, common motivations and try to tailor the service to
that. Whether they would recommend this service is a significant indicator,
suggesting their overall experience and satisfaction. We asked follow-up ques-
tions to determine what was the most appealing and the most unappealing
part of the service.

For the second group, the reason why they did not go and whether they
plan to go is more important. By asking whether they think the majority of
people will leave school with debt, we got a general idea of their financial
situation. That enables us to determine whether it is because of their no need
of financial worries or because of the unappealing content.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Methods

Da ta Collection

In terms of managing the data, we applied field editing to make sure our
notes make sense in relation to the study questions. Comments and observa-
tions made during the interview were also added or clarified. Before leaving
the field, we completed a short summaries of the discussion, ensuring that any
additional notes on the interview are included.

For the last group, people who have never heard about, we told them
about the service and asked them if they feel as though they would use this
service.

In the end because we did not know if we were going to get enough
participates. We conducted a short survey to ask people who went to the
program for feedback, as they think it will be helpful in the future.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Methods

Analysi s Techniques

We mainly used content analysis and conversation analysis to interpret the

collected data. We first categorized the interview material into various sub-top-
ics, including the length of the meeting, the content of the service, the expec-
tations, and the outcome. Then, we described and interpreted the major find-
ings to determine the most relevant reasons that draw people to this service.
This consists of considering responses in each topic as a group, and drawing
interpretive conclusions about commonly held attitudes or opinions. We also
paid attention to the apparent strength with which positive attitudes are held,
or issues on which there is a substantial difference of opinion.

In order to find out how to get people to participate in the one-on-one

financial coaching, we needed to better understand the reason that current
undergraduate students did it in the first place. We need to find out what moti-
vated students to start or continue to participate. This study uses qualitative
research method. 20 in-depth interviews with undergraduates were conducted
on campus using open-ended questions. The interviews were 10-15 minutes
each. Participants were encouraged to talk about their experiences at
one-on-one coaching of financial literacy and their opinion about it. Qualitative
research was used to explore the inner experience of interviewees and their
personal decision-making processes (Corbin & Strauss, 2008). Therefore, the
in-depth interview is specifically useful for figuring out how to get more under-
graduate students involved in the one-on-one coaching.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Ti meta ble

Intervi ew and da ta collection

We use in-depth interview to collect information. The estimated time for

every interview is around half an hour, after that we have 10 minutes to do the
field editing, which means we need 40 minutes for one interview. We need 2
days to finish all the interviews.
Data analysis can be done in one day.

Report wri ti ng

After we have data in our hands, we can start writing the report. It will take 2
days for us to write it.

Based on the above information, our timetable is:

Oct. 18: Hand in our proposal.
Oct.19 - Oct.21: Discuss details with Mr. Derek Brainard and Prof. Kinsey.
Oct.22 - Oct.23: Weekend
Oct.24 - Oct.25: Interview
Oct.26: Data analysis
Oct.27 - Oct.28: Report Writing
Oct.29 - Oct.30: Final discussion
Oct.31: hand in the report

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Publi c Rela tions Research Team Syracuse Uni versi ty

Budgtet

We did not need a budget. We did use T-shirts, but they did not cost
money.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Fi ndi ngs

For the i n-d epth and street i ntervi ews we asked:

1. How long was your meeting? Did you think that was enough time or was it to
short?

For the meeting time, all four people said that their meeting time was individu-
alized and they really felt comfortable with it. The times ranged from 30 min-
utes to 45 minutes and all students felt like they left with their questions
answers.

2. How did you hear about the one-on-one coaching?

All of these students heard about the one-on-one coaching from attending
previous events. Each student who talked to us said that they either attended a
seminar and heard about the coaching, or they went to a panel discussion.
One mentioned that the coaches were nice and there was free food in that
event he attended.

3. Why did you decide to go to one-on-one coaching?

All four of the students decided that it was really important for their future plan-
ning and one participants made the argument that a service like this would
cost a lot of money after school.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Fi ndi ngs

For the i n-d epth and street i ntervi ews we asked:

4. What were your expectations from going to this program and did it meet
those expectations?

All of the students said that their expectations were met and some. Each stu-
dent had an idea of what they wanted to talk about, however when it came
down to it they ended up learning even more than they thought.

5. What did you think about the experience?

All four students liked if not loved it. They thought that it was an amazing ser-
vice that really put them on the right path.

6. Do you feel like you gained important knowledge about your financial situa-
tion from them? What was most helpful?

Yes, each student could not say enough about how impressed they were. One
of the participants said that he doesnt feel like he needs to go back because
he gained so much knowledge he will not need any further assistance.

7. Would you recommend this service to a friend?

All four students said that they would recommend this to anyone who has the
opportunity. One person had recommended it to several friends and only one
of them seemed interesting.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Fi ndi ngs

For the i n-d epth and street i ntervi ews we asked:

8. Would you continue to have a long consulting relationship with your coach?

This was a toss up. Two of the participants said that they would go again to
gain further knowledge but the other two said that they got everything that they
needed from one session.

9. Was there any information that you wish you had received that you didnt
get?

Each participant said that they received far more information than they
thought. The only thing they could have added is any potential services that he
could contact in the future after he graduates. He wanted to find resources like
this out of school.

Questionnaire for people who know a bout the servi ce but have not gone
and peopleand people who have never heard a bout i t unti l now and wi ll not go.

1. Do you think the majority of people will leave school with debt?

Almost everyone said that they thought most people in school were in debt
however, some stated that they were not in this predicament.

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Fi ndi ngs

Questionnaire for people who know a bout the servi ce but have not gone
and people and people who have never heard a bout i t unti l now and wi ll not go.

2. How did you hear about the one-on-one coaching?

Either a Money 101 session or from us telling them about it. Many feel as
though the word is not well spread.

3. What do you think this service provides?

Almost all people said that they thought that they helped with loans, only three
others told us about other financial assistant skills.

4. What has prevented you from going?

Most of these people who have decided that they do not need to go were
either freshmen who did not think it was relevant or people who did not seem
like they needed help with their financial situations. Many said that they do not
think finances is something that they need to worry about.

5. What would it take to get you to go?

For this question, most of these people said nothing would make them go.
Others said that they will go when they feel it's relevant.

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Publi c Rela tions Research Team Syracuse Uni versi ty

Fi ndi ngs

Questionnaire for people who just found out a bout the servi ce and
plan to a ttend i n future.

1.Why do you decide to go to one-on-one coaching?

Most people said that they would expect help with loans as well as help with
budgeting and figuring out how to handle money in the real world

2.Why have you not gone already?

Most people who have not gone say that they do not think it is relevant for their
near future. Many think that they do not need to start now and instead say that
they will attend later in their college career.

3.Whats the first thing you think about when you hear Financial Literacy?

Most people said that it sounded intimidating and like something that would be
over their heads. Some people thought it had to do with taxes or governments.
It did not seem at first like something they would be interested in.

4. Do you think that the majority of people will leave school with debt?
Almost everyone said yes, even though it was not their case.

5. What do you want to gain from this service?

Most people said that they would want help understanding their loans and
budget after college.

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Fi ndi ngs

Inforgraphi c

9% Students who have been to there

91% Students who have never been to there

47% Students who plan to go

53% Students who dont have plan to go

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Publi c Rela tions Research Team Syracuse Uni versi ty

Li mi ta tions

For this project, there were a few limitations in our research. First off, it
was extremely hard to get people to do an in-depth interview. Many people did
not reply to the email and others just simply would not do it. A challenge that
we had was that the incentive was not enticing enough. We decided to go to
the library and ask strangers about the Financial Literacy Office. The problem
with this is that we are not sure what we are going to get. It was extremely hard
to find anyone who had taken advantage of this program. Another limitation
that we had is that the one-on-one coaching program is a young program so
not many people have heard about it. Besides this there were not many limita-
tions that we had.

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Conclusion and Recommeda tion

From what we have gathered we have noticed a great discrepancy about

what the people who have been think about the program, and the people who
have not been think about the program. This could be a huge hindrance when
it comes to getting people through your door. With this mindset, your best way
of advertising your program would be word of mouth, however this is a slow
process that you can not count on. The people who have been know how
great this program is, but we have noticed that even when you tell students
who also have financial problems, they do not see the need for the program.
Another problem we found was younger students thinking that they do not
need to go because it does not concern them yet. This is a typical mindset,
however it can be dangerous because the likelihood that they come back
when they are seniors is slim to none. These were the two main problems that
we got from our sources.

In order to get people to change their mindsets, you have to rethink how
you are presenting this program to the students. So many people spoke of
how they do not feel as though it would be worth their time. Many of them have
never had to deal with finances and they do not know how hard it is going to
be when they get out of school. We need to find a way to make people under-
stand what it is you do as well as how you can help them. Several people said
that then they heard Financial Literacy Office that it did not seem like some-
thing they needed. Many said that it sounded like taxes or financial aspects
that they would not have to deal with. We suggest changing your name to
something more approachable.

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Conclusion and Recommeda tion

Secondly, we think it is important the students go to this service before

senior year, meaning that there needs to be a draw that gets people going
from the beginning of their college careers. We propose that you come up with
a campaign that explains how important your services are from the beginning
of your college career. Students have shown that if they do not feel as though
the services are applicable to them, they will not go. In this campaign, you
should show the benefits your services could have on someone who looks at
their finances early.

Another recommendation we have would be to put together an interactive

website that would walk students through different services that you provide.
We had to do something like this for a sexual abuse awareness campaign, and
it made it very interactive.

Lastly we would like to suggest over time making this a mandatory assign-
ment that freshmen have to take as well as a reminder course junior year. This
would be an amazing help in order to get the word out there and if it were to
be mandatory more people would go to the coaching. This would also
increase the amount of people who attended one-on-one coaching which
would in turn increase mouth-to-mouth communication.

Overall, we think that you have a wonderful and helpful service that is
simply just under-advertised. People who have never been dont seem to be
attracted to the program by your current marketing, and we feel that if you
come up with a creative way to get the word out, your office will show much
greater results. On behalf of the student population we would like to thank you
for your work, and we hope to see your numbers increase as soon as possible.

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Appendi ces

Draft measuri ng i nstru ment

Questionnaire for people who have been

1.What is your name and what year are you in school?

2.What major are you in?
3.How long was your meeting?
Did you think that was enough time or was it to short?
4.How did you hear about the one-on-one coaching?
5.Why did you decide to go to one-on-one coaching?
6.What were your expectations from going to this program
and did it meet those expectations?
7.What did you think about the experience?
8.Do you feel like you gained important knowledge
about your financial situation from them?
What was most helpful?
9.Would you recommend this service to a friend?
10.Would you continue to have a long consulting relationship
with your coach?
11. Was there any information that you wish you had received
that you didnt get?

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Appendi ces

Draft measuri ng i nstru ment

Questionnaire for
people who know about the service
but have not gone and who have never heard about it.

1.What is your name and what year are you in school?

2.What is your major?
3.Do you think the majority of people will leave school
with debt?
4.How did you hear about the one-on-one coaching?
5.What do you think this service provides?
6.Do you plan on going at some point?
7.What has prevented you from going?
8.What would it take to get you to go?

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Appendi ces

Biographi es of researchers

Gayle Landry is a current masters student at the S.I. Newhouse School of

Public Communications at Syracuse University. Before Syracuse University,
Gayle received her undergraduate education at the University of Massachu-
setts Amherst, where she got her bachelors of science in communications.
Now Gayle is currently the head of Newhouse social media Twitter page, has
an research assistants position with an advertising professor, and is on several
committees that help student campus life.

Jiangyifan (Eve) Ke studies public relations at the at the S.I. Newhouse School
of Public Communications at Syracuse University. She is originally from China,
and used to work as marketing manager for ChuangYu Campus Advertising
Agency in Yantai. Now she is the social media coordinator of China Develop-
ment Student Think Tank. As a future public relations professional, her passion
is to help clients build their positive branding image. In her spare time, she
plays badminton and takes Jazz class.

Kate Lin is a graduate school student majored in public relations at Syracuse

university and comes from China. She has a lot of hobbies: graphic design,
animation, video production and music.

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Appendi ces

Biographi es of researchers

Ran Lai is a graduate student studying Public Relation at Syracuse University.

Ran is orginally from China, and has years of experience in mass communica-
tion before he came to Syracuse for Public relations. He has a bachelor
degree of International Journalism at United International College in Zhu Hai
and internship experiences from different communication companies including
Phoenix Satellite Station.

Yue (Sharon) Shi is a graduate student, major in public relations at Syracuse

University. Previously, Shi studied broadcast journalism at Shanghai University
as an undergraduate. She graduated with honors from Shanghai University as
an excellent student and went to Syracuse University with a multicultural schol-
arship. Shi also transferred to Jonkoping University in Sweden as a senior
student, receiving a full scholarship from Swedish International Development
Cooperation Agency. In terms of working experiences, she is now a blogger
for S.I. Newhouse School of Public Communications. She did her internship as
an Account Executive for Fleishman Hillard and Yonny Communication.

26
Publi c Rela tions Research Team Syracuse Uni versi ty

Appendi ces

References

Jacobson, E. (2005). Increasing Attendance Using Email: Effect on Develop-

mental Math Performance. Journal of Developmental Education, 29(1), 18-22.

Hock, S. & Anderson, S. & Potoski, M. (2013). Invitation Phone Calls Increase
Attendance at Civic Meetings: Evidence from a Field Experiment. Public Ad-
ministration Review, 73(2), 221 228.

Leong, K, C. (2006). The use of text messaging to improve attendance in

primary care: a randomized controlled trial. Family Practice, 23 (6), 699-705.

Wilder, David. (2001). "The Use of Random Extra Credit Quizzes to Increase
Student Attendance." Journal of Instructional Psychology, 28(2), 117.

Shoffiner, J. (2007). Using telephone reminders to increase attendance at

psychiatric appointments: Findings of a pilot study in rural appalachia.
Psychiatric Service, 58(6).

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