Course Outline - Advertising

Vanier College 

Faculty of Arts, Business and Social Sciences 

Advertising, Tools, Strategies

401-A06-VA/ Ponderation 2-2-2 

Prerequisites: OME1 

 Section(s) 1

Winter, 2026

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Instructor	Dr. Samie Li Shang Ly
Office	N-225
Phone/E-mail	lys@vaniercollege.qc.ca
Office Hours	By appointment, please feel free to Mio me

 Assigned Times to the Course: 

Day	Time	Location
Tuesday	8:30 AM - 10:00 AM	N - 275
Friday	8:30 AM - 10:00 AM	N - 275

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1. Course Description

This course will focus on advertising’s role as part of the promotional mix (one of the “4-P’s” of Marketing). Various advertising strategies, types of advertisements, and the broad spectrum of advertising media will be introduced and analyzed including social media marketing. Students will analyze cases to assess the best mediums to use in different situations and will prepare and produce advertisements in one or more mediums. Finally, after studying both how to prepare an ad campaign and the role of ad agencies, students will also complete an integrated marketing communications campaign 

1.1 Course Level Learning Outcomes 

Advertising Tools & Strategies builds upon students’ foundational knowledge of marketing by deepening their understanding of advertising as both a strategic business function and a social phenomenon. The course develops discipline-specific terminology while emphasizing analytical thinking over memorization, encouraging students to critically examine how advertising shapes and reflects human behavior, markets, and culture. Rather than focusing solely on creative execution, the course places greater emphasis on the strategic decisions underlying advertising campaigns, including media selection, message design, and audience targeting. Through case analyses, applied projects, and research-informed evaluation, students explore the complex role advertising plays within integrated marketing communications and its broader economic, cultural, and ethical implications.

This is an advanced (enrichment) program-specific analysis course, which builds on knowledge gained from COMMERCE introductory course. social science students are required to take four analysis enrichment courses whereas Commerce students are required to take at least one. 

1.2 Durable Skills In this Course

1.2.1 Manage tasks and deadlines

1.2.2 Build positive relationships 

1.2.3 Interact and participate effectively with others

1.3. Program Relevance

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2. Teaching Methodology and Resources 

2.1 Compulsory Resources (Includes textbooks & softwares) 

Title: Advertising Chapters from Principles of Marketing:  : https://openstax.org/details/books/principles-marketing

Additional Open Source material distributed on Omnivox.

2.2 Recommended Resources (Includes textbooks & softwares) 

2.3 Teaching Approach

This course adopts an immersive, real-world teaching approach centered on the analysis of six case studies drawn from contemporary advertising practices, including brand positioning strategies, media innovation, social and digital advertising, and integrated marketing communications campaigns. Students engage in structured class discussions that explicitly connect advertising theory, strategic frameworks, and human realities to real organizational and societal contexts.

Rather than focusing on advertising as a purely creative activity, the course emphasizes critical analysis, strategic decision-making, and the social impact of advertising, encouraging students to examine how advertising messages are constructed, disseminated, and interpreted across diverse audiences and media platforms. Learning activities combine theoretical readings, case-based analysis, applied exercises, and experiential projects that mirror professional advertising environments. Through this approach, students develop discipline-specific vocabulary, analytical rigor, and a nuanced understanding of advertising’s role within organizations and society.

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3. Learning Competencies & Objectives 

3.1 Key Learning Outlcomes (KLO)

1. To know and understand the facts, notions, concepts, theories, methods, and tools related to advertising.

• Examine the role of advertising within the promotional mix.
• Describe major advertising objectives, strategies, and message types.
• Identify and explain key advertising media, including traditional, digital, and social platforms.
• Examine fundamental concepts related to branding, positioning, and advertising message design.
• Describe the role and structure of advertising agencies and other actors in the advertising industry.
• Explain the basic stages involved in planning and developing an advertising campaign.

2. To understand and analyze advertising issues and problems by applying relevant theories, concepts, and information.

• Analyze advertising cases using appropriate discipline-specific terminology.
• Apply consumer behavior and persuasion concepts to advertising decision-making.
• Assess the effectiveness of advertising strategies and media choices in different contexts.
• Examine ethical, social, and regulatory issues related to advertising practices.
• Analyze how advertising strategies are adapted to different audiences, markets, and communication objectives.

3. To analyze contemporary advertising realities through applied and integrative work.

• Select a current advertising-related issue, campaign, or organizational challenge.
• Conduct research using appropriate and credible sources.
• Prepare a structured written analysis using appropriate terminology and referencing standards.
• Develop and present advertising materials that align with strategic and communication objectives.

APPENDIX 1 – EXCERPT OF THE MINISTERIAL DEVIS 

 

            

           Objective Standard 

 

 

          Objectif Standard 

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4. Academic Integrity 

4.1 Plagiarism 

Teachers reserve the right to make use of plagiarism detection software to help deter and detect plagiarism, students might be required to submit assignments to a plagiarism detection service. 

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5. Institutional Policies & Guidelines 

5.1 Familiarity with and adherence to Vanier College course level policies

It is the student’s responsibility to be familiar with and adhere to the Vanier College Academic Policies. The complete policies can be found on the Vanier College website, under Policies. Students should pay particular attention to the Institutional Policy on the Evaluation of Student Achievement (IPESA). The IPESA aims to clarify the structures and means that ensure the fair and equitable evaluation of student achievement, including the conditions for learning, assessment, and certification.

Section 11.4 of IPESA provides details on Academic Integrity, which is an essential component of any educational institution and all students are expected to uphold the highest standards of academic integrity during their college studies. Failure to do so may result in serious consequences – please see section 11.4.2 on Academic Misconduct. There are many resources available to support academic integrity in your courses. If you have a problem that you have been unable to resolve by talking with your teacher, please reach out to the Student Advocate or to a Faculty Dean’s office (A-286, B-208, N-301).  For Continuing Education courses, students can visit E-115.

Academic Complaints may be defined as grievances related to any matter covered in the IPESA (chapter 19). It is the College’s responsibility to offer a fair and equitable hearing of student complaints. To do so, the College provides students who perceive that there have been mistakes, errors, or breaches of procedure involving any aspect of this policy with clear complaint and recourse processes. Complaint and recourse processes may be informal or formal. Students are always encouraged to approach their teacher before seeking help from any outside person or body, but other courses of action may be followed depending on the situation. In the case of Academic Complaints, after having discussed with your teacher, if you are still dissatisfied, you may contact the following, in the specified order:

1. Department Coordinator: Marc-André René, renem@vaniercollege.qc.ca (for Business Administration courses)
2. Faculty Dean: Alena Perout, perouta@vaniercollege.qc.ca
3. Student Advocate, Student Services: General Email to Student Services, studentservices@vaniercollege.qc.ca

5.2 R-Score Information 

Students often ask their teachers about the calculation of their R-score. Please note that the computation of the R-score depends on information teachers do not have access to, for instance the high school averages of students in the class. Also, R-scores may be calculated for a single section or can combine students across several sections of the same course. This means that class averages, as they appear on LEA, are not necessarily the ones used to determine your R-score. For more information on the R-score, please visit this website: https://www.vaniercollege.qc.ca/advising/r-score/ 

5.3  Artificial Intelligence Usage 

Students must submit their own authentic work in order to demonstrate their own learning. Any document generated by AI, regardless of the AI program or software used, is not deemed your own authentic work.

In some instances, students may be permitted or required to use AI, however, students must respect the rules established by a given teacher in their courses.

Students are responsible to know when AI is permitted and when it is not. Unless a teacher explicitly states that the use of AI is permitted, in which context, and under which conditions and parameters, students must assume that it is not allowed. When not explicitly permitted, its use will be considered as cheating and plagiarism, and the Academic Misconduct Procedures applies.

5.4 Medical Absences

In the case of a missed assessment for a short-term medical reason, the student needs to document the absence with a verifiable medical note (or other medical documentation deemed legitimate by the College) in order to receive an alternative assessment plan. A student’s self-declaration of a medical absence (https://bit.ly/medical-absence) will be considered valid documentation, providing the student follows the appropriate steps of reporting to their teacher(s) for each day they are absent. If the medical absence is for 5 or more consecutive school days, the student is required to provide valid medical documentation from a physician to support their situation.

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6. Assessments 

Type of Assessment	Weight
1. Individual Participation	20%
Case Memos - Weekly Summary/Reflections (C1 to C4)	10%
In-Class Activities	10%
2. Individual Assessments	20%
Report 1 - C2	10%
Report 2 - C4	10%
3. Team Assessments	30%
C1 - Advertising with Artificial Intelligence - Modern Outlook	20%
Analysis 2 - C3	10%
4. Learning Integrative Assessment (LIA)	30%
Advertising LIA Project (Deliverable + Presentations)	25%
Peer Participation & Activities	5%

6.1 Assessment Notes 

Case Memo 

A case memo is a 250 words analysis + 3 sources of the current case company, each case memo will ask you to answer 3 main questions which requires some research and analysis. 

Individual Report 

A short report using various media consists of a deeper analysis of the case we discuss while integrating global marketing theories. 

Case Analysis 

A case analysis is a group project deliverable consisting of a variety of formats such as a short essay, video, or presentation deck to practice applying what we learn in class in the context of the case studied. 

6.2 Minor Assessments 

All assessments have been scheduled in the detailed schedule at the end of this document. Be sure to note them down in your agenda as submission times are strict. However, some assessments may be subject to date change to accommodate student learning progressed and will be communicated 1 week prior of any changes.

Section 8.1.3 of IPESA

6.3 Learning Integration Assessment (LIA)

As a Learning Integration Assessment, students will complete a case-based project focused on the analysis of an advertising-related issue, campaign, or strategic decision. The project includes a written component that demonstrates the student’s ability to apply course concepts, theories, and terminology to the analysis of a real advertising phenomenon.

Students are required to select an appropriate topic, conduct research using relevant and credible sources, and produce a structured analysis that examines advertising as a human reality situated within economic, cultural, and organizational contexts. The project emphasizes the integration of information from multiple sources, the accurate use of discipline-specific terminology, and clear, professional written expression.

Evaluation Criteria for the Learning Integration Assessment

• Appropriate choice of the topic or issue to be studied

• Appropriate use of sources

• Effective analysis of a human reality related to advertising

• Integration of information from multiple sources

• Appropriate use of discipline-specific terminology

• Proper use of APA style

• Correct written expression (grammar, syntax, mechanics, etc.)

• Clear structure and organization

6.4 Student Proficiency in the Language of Instruction (SPLI)

Student proficiency in the language of instruction is the ability to write, read, speak, and listen in order to communicate effectively at the college level, within and across disciplines.  SPLI may also require discipline-specific vocabulary, documentation, and communication skills. An assessment of language skills must account for a minimum of 10% of any take-home written assignments or oral presentations in which English is the language of expression. 

STUDENT PROFICIENCY IN THE LANGUAGE OF INSTRUCTION (SPLI)

​​Student proficiency in the language of instruction is the ability to write, read, speak, and listen in order to communicate effectively at the college level. SPLI may also require discipline-specific vocabulary, documentation, and communication skills; assessment of language skills must account for a minimum of 10% of any take-home written assignment or oral presentation in which English is the language of expression.​

Minimum 10% for all take-home written work as per IPESA.

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7. Student Resources & Expectations 

7.1 Peer Tutoring

Free Drop-in Peer Tutoring Service for Social Science and Commerce Students
Get help with your Social Science, Commerce and Methodology courses. Whether it be to understand course content, search and read scholarly texts, write academic papers, cite your sources properly or any other questions you may have, the Peer Tutors are here to help. To see the schedule and connect with a Peer Tutor go to: 

https://www.vaniercollege.qc.ca/social-science/resource-center/ 

7.2 TASC Writing Centre

Teacher Provided Resource Service for RM/IP Students 
The Writing Centre's writing consultants (Vanier teachers) are available for online assistance with and feedback on all of your written assignments or essays.  For information on how to work with a writing consultant or to see the schedule, visit: 
https://www.vaniercollege.qc.ca/learning-commons/writing-centre/ 
You can access a series of short PowerPoint videos explaining different aspects of APA with examples (plagiarism, in-text citations, references, paraphrasing and quoting), along with some other information about referencing here: 
https://www.vaniercollege.qc.ca/learning-commons/plagarism-citing-sources/ 
For more information about Academic Integrity in general: 
https://www.vaniercollege.qc.ca/learning-commons/academic-integrity/

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8. Detailed Schedule 

You can view the detailed class schedule via this live link. The core is fixes, smaller details may change to accommodate student learning. Please check often. Updated Schedule