BRAND IDENTITY GUIDELINES JANUARY 2011

BRAND IDENTITY GUIDELINESJANUARY 2011

AN ORGANIZATION-WIDE COMMITMENT

A brand is more than a logo or a name. It is what makes an institution unique, the essence of an organization. It is what defines it—internally and to the outside world. An organization’s brand allows it to build recognition and loyalty among all constituents, to communicate its goals and values in a memorable way, and to give staff and administration a sense of unity and pride.

At Lumina Foundation, we know that organizational identity is an investment in our future and that consistent application of Lumina’s brand elements demonstrates professionalism and enhances credibility. Given the importance of a consistent organizational identity, it is crucial that standards regarding our brand be clearly communicated and vigorously maintained. To that end, we have developed this set of Brand Identity Guidelines.

If you have any questions about this style guide or any of the policies it contains, please get in touch with our brand manager, whose contact information is provided on the back cover.

Regards,

Jamie P. MerisotisPresident and CEO

30 South Meridian Street, Suite 700 | Indianapolis, IN 46204-3503 | PH 317-951-5300 luminafoundation.org

3

PROPORTIONS OF THE TRADEMARKThe Lumina Foundation trademark was built with the following aspect ratio (height to width):Horizontal: 1:3.2Vertical: 1:1(see Figure 1).

These proportions must never be altered.

MINIMUM SIZEHorizontalThe smallest the horizontal trademark may be used is 1 inch in width (see Figure 2).

VerticalThe smallest the vertical trademark may be used is .6 inch in width (see Figure 3).

In some instances such as promotional or specialty items, the trademark may need to appear smaller than the minimum size indicated. In those cases, the word Foundation must be legible.

SPECIALTY USE Large-format uses of the trademark— signs, banners, billboards, backdrops and the like—must be approved in advance by the brand manager.Also, the circle graphic image (the “Lumina sun”) can be used as a separate element— as a Twitter icon, for example—but ONLY with the brand manager’s prior approval.

FIGURE 1Proportions of horizontal trademark

1 X

3.2 X

1 X

1 X

Proportions of vertical trademark

1 in

FIGURE 2Minimum horizontal size is 1 inch in width

FIGURE 3Minimum vertical size is .6 inch in width

.6 in

PROPORTIONS, SIZE AND SPECIALTY USEThe Lumina Foundation trademark

© 2011 Lumina Foundation. For questions concerning the Lumina Foundation brand, please contact our brand manager.

© 2011 Lumina Foundation. For questions concerning the Lumina Foundation brand, please contact our brand manager. 4

RE-PROPORTIONING AND RE-CONSTRUCTINGThe Lumina Foundation trademark

USING APPROVED ARTWORKWhen using the trademark in any application, only an approved, unaltered vector art file (typically in .eps or .svg format) is to be used in order to preserve the integrity of the mark (see Figure 1).

In no case is the trademark to be re-created using fonts, scans or tracing techniques (see Figure 2).

RESIZINGParticular attention should be given when placing the trademark in an application (such as Microsoft Word or PowerPoint) where the image proportions can be distorted simply by dragging the corners of the picture box. This changes the aspect ratio of the trademark and is unacceptable (see Figure 3).

FIGURE 1Approved trademarks

FIGURE 2The trademark must NEVER be re-constructed. Even when similar fonts are used, the integrity of the mark is severely compromised.

FIGURE 3The trademark must NEVER be re-proportioned by stretching or skewing.

LuminaLumina

FOUNDATION


AREA OF ISOLATIONThe Lumina Foundation trademark

AREA OF ISOLATIONMinimum clear space is presented here as a guide to positioning the trademark at a visually safe distance from distracting elements.

The unit of measure “X” equals half the height of the “Lumina sun” (the circle including the swirls). The minimum required clear space is a distance of “X” on each side of the trademark (see Figure 1).

For example, when the horizontal trademark is used at its minimum width of 1 inch, the minimum clear space is .16 inch on all sides.

FIGURE 1Area of isolation for horizontal trademark

X

X

X

X

X

Area of isolation for vertical trademark

X

X X

X X


COLOR USEThe Lumina Foundation trademark

TRADEMARK COLOR USEAt left are the approved configurations for the trademark. They include the proper color break for two-color (see Figure 1); and one-color black and reversed options (see Figure 2).

This color break must never be altered.

COLORApproved Pantone®, CMYK, RGB and hexadecimal equivalents for Pantone 145 and Process Black can be found below.

Pantone 145 Process BlackCMYK: 0/47/100/8 CMYK: 0/0/0/100RGB: 229/142/26 RGB: 0/0/0Hexadecimal: e58e1a Hexadecimal: 000000

FIGURE 1Approved two-color use

FIGURE 2Approved one-color use (black)

Approved one-color reversed use


TRADEMARK INTERACTIONThe Lumina Foundation trademark

TRADEMARK COMBINATIONSGuidelines for handling the trademark in conjunction with other trademarks help create a logical, hierarchical organization.

While it is impossible to show all iterations, to the left you will find examples of approved lock-ups (see Figure 1). Below are specific instructions for creating lock-ups beyond the examples shown here. For additional assistance, please contact the brand manager.

LOCK-UP CONSTRUCTIONWhen building an approved lock-up, always start with the Lumina Foundation trademark and follow the sizing and proportion rules described in this guide.

NEVER let the accompanying trademark dominate the shared space. The Lumina Foundation mark should never be visually smaller.

NEVER intrude on the approved area of isolation (see Page 5).

NEVER change the approved colors of the trademarks (see Page 6).

FIGURE 1Approved trademark combinations


UNACCEPTABLE USESThe Lumina Foundation trademark

PROHIBITIONSWhile not an exhaustive list, the examples to the left are meant to serve as a reference for how NEVER to use the Lumina Foundation trademark.

The following principles should always be adhered to:

NEVER swap colors within the trademark configuration or use color breaks that differ from the approved version. The circle graphic element (the “Lumina sun”) must NEVER appear in any color except PMS 145 and equivalents, black or white when reversed out (see Figure 1).

NEVER use outlines or strokes on any element or character within the trademark (see Figure 2).

NEVER use the reversed trademark on a color field that is less than a 40% gray value or use a screen of the trademark on a dark color field which also reduces the legibility of the mark (see Figure 3).

NEVER use the trademark on a patterned or graphically busy background or place it over a visually busy area of an image or any area that impedes the legibility of the mark (see Figure 4).

FIGURE 1

FIGURE 2

FIGURE 3

FIGURE 4


USAGE EXAMPLESThe Lumina Foundation trademark

EXAMPLES OF TRADEMARK USEFollowing are examples of how the Lumina Foundation trademark and other branding elements are now being used. Any new uses will require review and approval by Lumina’s brand manager and, where appropriate, by the Foundation’s director of electronic communications.

Stationery items

Print publications

Lumina Foundation for Education P.O. Box 1806, Indianapolis, IN 46206-1806www.luminafoundation.org

© 2011 Lumina Foundation for Education, Inc.All rights reserved.

January 2011

Editing: David S. Powell • Editorial assistance: Gloria AckersonPhotography: Shawn Spence Photography • Design: IronGate Creative • Printing: Think Patented

TM

F o c u sWinter 2011

L U M I N A F O U N D A T I O N

DiscerninglearningColleges findnew ways toshow whatstudents know

30 South Meridian Street, Suite 700 | Indianapolis, IN 46204-3503 | 317-951-5300 | 800-834-5756 luminafoundation.org

PO Box 1806 | Indianapolis, IN 46206-1806luminafoundation.org

Lumina_shiplabels.indd 1 1/24/11 9:42 AM

Lumina Foundation for Education | 30 South Meridian Street, Suite 700 | Indianapolis, IN 46204-3503Phone: 317.951.5300 | Toll free: 800.834.5756© January 2011, Lumina Foundation for Education, Inc.

Lumina Foundation’s Strategic Plan

The student learning outcomes, or competencies, are organized in five broad categories: 1. Specialized Knowledge. Independent of the vocabularies, theories, and skills of particular fields, what students in any specialization should demonstrate with respect to the specialization itself. 2. Broad, Integrative Knowledge. Something that transcends typical distribution requirements bounded by the first two years of higher education. This category of competencies is about bringing together learning from broad fields of study throughout the three degree levels covered in the Profile. 3. Intellectual Skills. Both traditional and nontraditional cognitive operations are brought together and in sometimes new formulations: communications fluencies, quantitative fluencies, analytic operations, use of information resources, and the capacity to perceive from different points of reference. 4. Applied Learning. What students can do with what they know, demonstrated by innovation and fluency in addressing unscripted problems at work and in other non-classroom settings. 5. Civic Learning. Integration of knowledge and skills in applications that facilitate student articulation and response to social, environmental and economic challenges at local, national and global levels.

The Degree Profile is more than merely a new way to tackle accountability in U.S. higher education. In fact, it differs from current approaches to accountability in at least three important ways.

• First, current accountability markers are principally limited to degree-completion data and lack any sense of what degrees mean in terms of concrete performance criteria. • Second, most current accountability portfolios are based on simple measurements that reflect retrospective opinions that have no impact on the academic lives of future students. • Finally, the Degree Profile offers qualitative guidance to both students and a society that asks, “So, you hold this degree; what did you really do to earn it?”

The Degree Profile thus has several potential uses. As faculty and students collaborate in planning an individualized course of study, it can be a useful guide for building a comprehensive degree.Similarly, as institutions add or adjust degree programs, the Degree Profile can aid in the design of these curri-cula. Those seeking to assure the quality of academic programs may find the Degree Profile a useful tool as they consider institutional offerings.

Other uses include the Degree Profile as a potential framework to align degree levels and as a new way to consider college readiness. It also can be an aid in assessing incoming students’ prior learning and out-of-classroom learning.

Lumina by no means sees this version of the Degree Profile as final. In fact, it is designed specifically to be an iterative document that will be refined and shaped through practical application. This testing will almost certainly illuminate additional, unanticipated uses for the Degree Profile.

Broad, Integrative Knowledge

Applied Learning

Intellectual Skills

Specialized Knowledge

Civic Learning

The Degree Qualifications Profile

Defining degrees: A new direction for American higher education to be tested and developed in partnership with faculty, students, leaders and stakeholders

January 2011 © Lumina Foundation for Education, Inc.

Lumina Foundation for Education, an Indianapolis-based private foundation, is committed to enrolling and graduating more students from college — especially 21st century students: low-income students, students of color, first-generation students and adult learners. Lumina’s goal is to increase the proportion of Americans who hold high-quality degrees and credentials to 60 percent by 2025. Lumina pursues this goal in three ways: by identifying and supporting effective practice, through public policy advocacy, and by using our communications and convening power to build public will for change.

EXECUTIVE SUMMARY

The student learning outcomes, or competencies, are organized in five broad categories: 1. Specialized Knowledge. Independent of the vocabularies, theories, and skills of particular fields, what students in any specialization should demonstrate with respect to the specialization itself. 2. Broad, Integrative Knowledge. Something that transcends typical distribution requirements bounded by the first two years of higher education. This category of competencies is about bringing together learning from broad fields of study throughout the three degree levels covered in the Profile. 3. Intellectual Skills. Both traditional and nontraditional cognitive operations are brought together and in sometimes new formulations: communications fluencies, quantitative fluencies, analytic operations, use of information resources, and the capacity to perceive from different points of reference. 4. Applied Learning. What students can do with what they know, demonstrated by innovation and fluency in addressing unscripted problems at work and in other non-classroom settings. 5. Civic Learning. Integration of knowledge and skills in applications that facilitate student articulation and response to social, environmental and economic challenges at local, national and global levels.

The Degree Profile is more than merely a new way to tackle accountability in U.S. higher education. In fact, it differs from current approaches to accountability in at least three important ways.

• First, current accountability markers are principally limited to degree-completion data and lack any sense of what degrees mean in terms of concrete performance criteria. • Second, most current accountability portfolios are based on simple measurements that reflect retrospective opinions that have no impact on the academic lives of future students. • Finally, the Degree Profile offers qualitative guidance to both students and a society that asks, “So, you hold this degree; what did you really do to earn it?”

The Degree Profile thus has several potential uses. As faculty and students collaborate in planning an individualized course of study, it can be a useful guide for building a comprehensive degree.Similarly, as institutions add or adjust degree programs, the Degree Profile can aid in the design of these curri-cula. Those seeking to assure the quality of academic programs may find the Degree Profile a useful tool as they consider institutional offerings.

Other uses include the Degree Profile as a potential framework to align degree levels and as a new way to consider college readiness. It also can be an aid in assessing incoming students’ prior learning and out-of-classroom learning.

Lumina by no means sees this version of the Degree Profile as final. In fact, it is designed specifically to be an iterative document that will be refined and shaped through practical application. This testing will almost certainly illuminate additional, unanticipated uses for the Degree Profile.

Broad, Integrative Knowledge

Applied Learning

Intellectual Skills

Specialized Knowledge

Civic Learning

The Degree Qualifications Profile

Defining degrees: A new direction for American higher education to be tested and developed in partnership with faculty, students, leaders and stakeholders


Lumina Foundation for Education, an Indianapolis-based private foundation, is committed to enrolling and graduating more students from college — especially 21st century students: low-income students, students of color, first-generation students and adult learners. Lumina’s goal is to increase the proportion of Americans who hold high-quality degrees and credentials to 60 percent by 2025. Lumina pursues this goal in three ways: by identifying and supporting effective practice, through public policy advocacy, and by using our communications and convening power to build public will for change.

EXECUTIVE SUMMARY

506,000 will require postsecondary credentials, while only 424,000 are expected to be filled by high school graduates or dropouts.

It will be impossible to reach the Big Goal without significantly increasing college success among the groups that can accurately be called 21st century students, including working adults, low-income and first-generation students and students of color. Closing attainment gaps among racial and ethnic groups is a particular challenge in Indiana, as in other states. The current higher education attainment rates in Indiana are displayed in the accompanying bar graph.

These gaps have persisted for decades, and closing them is obviously a big challenge. Still, it can and must be done. It will require concerted and strategic efforts over many years — efforts based on solid evidence about what

0 10 20 30 40 50 60

Asian 64.8 ☛

works to increase attainment. Information about successful strategies to increase the number of students who complete higher education is available on Lumina Foundation’s Web site. The site also provides specific information about Indiana’s degree-attainment rates at www.luminafoundation.org/state_data/. From there, you can find links to data from all 50 states.

Still more information is available at a Web-based resource created

by the National Center for Higher Education Management Systems (NCHEMS). The NCHEMS Information Center provides detailed comparative data for all states and counties, as well as other contextual information that can help higher education policymakers and analysts make sound policy decisions. We urge you to visit the site (www.higheredinfo.org).

Percentage of Indiana adults (25-64) with a two- or four-year degree, by county:

Source: U.S. Census Bureau, 2008 American Community Survey

Lumina Foundation for Education is committed to enrolling and graduating more students from college — especially low-income students, students of color, first-generation students and adult learners. Our goal is to increase the percentage of Americans who hold high-quality degrees and credentials to 60 percent by 2025.

Lumina pursues this goal in three ways: by identifying and supporting effective practice, through public policy advocacy, and by using our communications and convening power to build public will for change. For more details on the Foundation, visit our Web site at www.luminafoundation.org.


Degree-attainment rates among Indianaadults (ages 25-64), by population group

*This percentage is an average for the 20 Indiana counties with fewer than 20,000 residents.


0% 10% 20% 30% 40% 50% 60%

Adams Allen Bartholomew Boone Cass Clark Clay Clinton Daviess Dearborn Decatur DeKalb Delaware Dubois Elkhart Fayette Floyd Franklin

22.737.139.248.520.128.428.420.922.628.022.628.332.030.724.418.933.028.9

21.928.427.224.063.638.322.943.824.327.826.623.623.920.025.616.736.734.2

27.214.229.126.120.425.436.225.520.250.224.424.823.216.235.629.425.620.6

25.436.221.027.431.118.626.928.545.133.032.227.140.116.725.427.621.930.120.9*

Fulton Gibson Grant Greene Hamilton Hancock Harrison Hendricks Henry Howard Huntington Jackson Jasper Jay Jefferson Jennings Johnson Knox

Kosciusko LaGrange Lake LaPorte Lawrence Madison Marion Marshall Miami Monroe Montgomery Morgan Noble Owen Porter Posey Putnam Randolph

Ripley St. Joseph Scott Shelby Spencer Starke Steuben Sullivan Tippecanoe Vanderburgh Vigo Wabash Warrick Washington Wayne Wells White Whitley Other counties

Hispanic 17.0

Native American 26.5

White 33.9

Black 23.0

A policy brief from Lumina Foundation for Education

Levels of education for Indiana residents, ages 25-64

Less than ninth grade 108,812 3.2%

Ninth to 12th grade, no diploma 273,086 8.1%

High school graduate (including equivalency) 1,125,166 33.5%

Some college, no degree 734,541 21.8%

Associate degree 290,493 8.6%

Bachelor’s degree 554,593 16.5%

Graduate or professional degree 277,639 8.3%

TOTAL 3,364,330 100%


3.2%

8.1%

33.5%

21.8%

8.6%

16.5%

8.3%

In Indiana, 33 percent of the state’s nearly 3.4 million working-age adults (25-64 years old) hold at least a two-year degree, according to 2008 Census data. This

compares to a national average of around 38 percent.

Attainment rates in Indiana are increasing modestly, even though the proportion of degree-holding young adults — those 25-34 years old — mirrors that of the overall adult population. If Indiana continues to increase attainment at the rate it did over the last decade (2000-2008), the state will have a college-attainment rate of 44 percent in 2025 — far short of the Big Goal of 60 percent.

However, this gap can be closed. The key is to begin increasing degree production, and to continue to increase it each year until 2025. By increasing production by 6,454 associate or bachelor’s degrees each year between now and 2025 — an annual increase of 6.3 percent — Indiana will reach the Big Goal.

One excellent place to begin looking for these additional graduates is in the ranks of Indiana residents who have completed some college without earning a degree. In

2008, 730,000 Indiana residents fit into this category — representing nearly 22 percent of the state’s adult population. If only a small portion of this group could be enticed to return to college to complete either a two- or four-year degree, it would go a long way to helping Indiana reach the goal of 60 percent higher education attainment.

Also, by looking at the geographic distribution of college graduates within the state (see chart on reverse), policymakers and other stakeholders can begin to work strategically and systematically to close achievement gaps. They can target counties and regions that show the greatest need and focus their efforts on those specific areas.

How do we know that Indiana’s economy will demand more college graduates? A recent analysis by the Georgetown University Center on Education and the Workforce provides the answer. According to the center’s analysis of occupation data and workforce trends, 55 percent of Indiana’s jobs will require postsecondary education by 2018. Between now and 2018, Indiana will need to fill about 930,000 vacancies resulting from job creation, worker retirements and other factors. Of these job vacancies,

A stronger nation through higher education— and Indiana’s role in that effort


USAGE EXAMPLESThe Lumina Foundation trademark

Website

Social Media

USE IN ELECTRONIC MEDIA Additional guidelines for the proper expression of Lumina’s brand identity in electronic media will soon be made available.


COLOR PALETTE

COLORAt left and below are approved Pantone®, CMYK, hexadecimal and RGB equivalents for the Lumina Foundation color palette.

These colors are intended to be used in the creation of organizational materials to ensure a common look and feel throughout the brand.

PRIMARY COLORS

SECONDARY COLORSColors that complement the primary palette

ANCILLARY COLORSAccent color palette

Pantone 145CMYK: 0/47/100/8RGB: 229/142/26 Hexadecimal: e58e1a

Pantone 632CMYK: 92/0/15/5RGB: 0/168/203 Hexadecimal: 00a8cb

Pantone 1235CMYK: 0/29/91/0RGB: 253/187/48 Hexadecimal: fdbb30

Pantone 624CMYK: 44/0/35/20RGB: 118/174/153 Hexadecimal: 76ae99

Pantone 1655CMYK: 0/63/91/0RGB: 244/125/48 Hexadecimal: f47d30

Pantone 186CMYK: 0/100/81/4RGB: 227/24/55 Hexadecimal: e31937

Pantone 383CMYK: 20/0/100/19RGB: 178/187/30 Hexadecimal: b2bb1e

Process BlackCMYK: 0/0/0/100RGB: 0/0/0 Hexadecimal: 000000

Pantone 5665CMYK: 5/0/7/10RGB: 217/225/217 Hexadecimal: d9e1d9

Pantone Warm Gray 1CMYK: 0/2/3/6RGB: 239/233/229 Hexadecimal: efe9e5

Pantone 452CMYK: 24/18/42/0RGB: 197/193/157 Hexadecimal: c5c19d

Pantone 7499CMYK: 0/2/15/0RGB: 255/246/220 Hexadecimal: fff6dc

Pantone 416CMYK: 0/0/16/50RGB: 149/148/132 Hexadecimal: 959484

Pantone 1245CMYK: 0/28/100/18RGB: 213/159/15 Hexadecimal: d59f0f

Pantone 1395CMYK: 0/41/100/37RGB: 170/113/10 Hexadecimal: aa710a


APPROVED FONT SETS

LUMINA FOUNDATION FONTSAt left are accepted font families for use in Lumina Foundation’s printed communications. Primary fonts include the Univers family and the Times New Roman family, which should be used across the brand to maintain a consistent look.

For questions regarding proper font use in Lumina’s electronic communications, please contact the brand manager.

APPROVED PRIMARY FONT FAMILIES

UniversJay visited back home and gazed upon a brown fox and quail. The vixen jumped quickly on her foes barking with zeal.

abcdefghijklmnopqrstuvwxyzABCDEFGHIJKLMNOPQRSTUVWXYZ1234567890(.,!?&$%£†¥)

QaTimes New RomanJay visited back home and gazed upon a brown fox and quail. The vixen jumped quickly on her foes barking with zeal.

abcdefghijklmnopqrstuvwxyzABCDEFGHIJKLMNOPQRSTUVWXYZ1234567890(.,!?&$%£†¥)

Qa

For questions regarding the Lumina Foundation Identity Guidelines or to obtain approved versions of our logo, please contact:

David S. Powell, Communications Director

Lumina Foundation for Education 30 S. Meridian St., Suite 880 Indianapolis, IN 46204

[email protected]

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BRAND IDENTITY GUIDELINES JANUARY 2011

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