Students majoring in advertising and public relations have to complete one of three capstone courses, which all include a service-based learning component. They work in teams to develop an integrated marketing communications campaign for a real client using knowledge gained in other classes they have taken in the major as well as their general education courses. Students produce different documents that describe the research they conducted, the strategy they developed, as well as strategic creative executions. This poster provides evidence of student learning in three different capstone courses with the same learning outcome and describes how the department’s program level assessment results were used to improve the curriculum leading up to the capstone course. *Best Poster Award at 2015 Lilly Conference for Teaching and Learning, Newport Beach, Calif.

1. 1. WEAKNESSES IN RESEARCH
• Emphasizing and reinforcing the role of secondary research in other required courses
• Creating a template for students to be more explicit about the research process and results
• Requiring students to include research instruments in the plans books
• Revising an existing strategy course to include a heavier emphasis on research
2. WEAKNESSES IN WRITING
• Developing and testing a new required course in “Strategic Writing for Advertising and Public Relations”
Documenting Learning Across Three Capstone Courses
in a Service-Based Learning Environment
College of Journalism and Mass Communications | ADVERTISING & PUBLIC RELATIONS
ABSTRACT
THE QUESTION OF INTEREST
THE WORK
IMPROVING LEARNING
Students majoring in advertising and public relations have to complete one of three capstone courses, which
all include a service-based learning component. They work in teams to develop an integrated marketing
communications campaign for a real client using knowledge gained in other classes they have taken in the
major as well as their general education courses. Students produce different documents that describe the
research they conducted, the strategy they developed, as well as strategic creative executions. This poster
provides evidence of student learning in three different capstone courses with the same learning outcome
and describes how the department’s program level assessment results were used to improve the curriculum
leading up to the capstone course.
Frauke Hachtmann, Ph.D.
fhachtmann@unl.edu
ACE 10: Generate a creative or scholarly product that requires broad knowledge,
appropriate technical proficiency, information collection, synthesis, interpretation,
presentation, and reflection.
THE OUTCOME
Plans Books
THE COURSES
• ADPR 489 ADVERTISING & PUBLIC RELATIONS CAMPAIGNS
• ADPR 439 STUDENT COMPETITIONS
• ADPR 429 JACHT ADLAB/AGENCY PRACTICUM
To what extent do students in the three capstone courses demonstrate their achievement of the outcome?
December 10, 2013
An Integrated Marketing Communications Plan for
The UNL Center for Civic Engagement
Presented by:
7block
S P R I N G 2 0 1 4
Quantitative Analysis (n=17):
TOTAL Jacht NSAC Campaigns
Average SD Average SD Average SD Average SD
Broad Knowledge 3.3 1.0 2.8 1.3 3.6 .6 3.3 1.0
Technical Proficiency 3.0 1.0 2.7 1.2 3.4 .9 3.0 1.0
Info Collection & Synthesis 3.1 .87 2.8 1.2 3.6 .6 3.0 .8
Interpretation 3.0 .82 3 .89 3.2 .8 2.9 .8
Presentation 3.1 .98 2.5 1.4 3.6 .6 3.2 .8
Qualitative Analysis (n=17):
BROAD KNOWLEDGE. Student samples showed breadth of integrated marketing communications (IMC)
knowledge and understanding and how to use media; however, some samples lacked documentation of
secondary sources; faculty would like to see more in-depth use of secondary sources.
TECHNICAL PROFICIENCY. Some samples lacked a theoretical framework; most plans books did not include
a methods section; faculty would like to see more rigorous primary research.
INFORMATION COLLECTION & SYNTHESIS. Some samples did not show a strong connection between
secondary and primary research; faculty would like to see primary research instruments included in
the sample.
INTERPRETATION. While some samples showed a strong connection between research, insights, and
strategies, others did not; the connection between them needs to be made more explicit
PRESENTATION. The organization of files produced in ADPR 429 needs to include more evidence and
documentation; faculty recommended that plans books be developed in this course; faculty noticed that
some of the samples contained typos and other writing errors.
METHOD OF ANALYSIS
Direct Assessment:
• ADPR faculty evaluated the final projects and plans books/project rationales using a rubric that
assesses integrative learning (n=17)
• Rubric based on VALUE Rubric created by the Association of American Colleges & Universities
Indirect Assessment:
• Students rate their achievement of the learning outcomes
FINDINGS
Download this poster
and the rubric here:
http://go.unl.edu/je04
REFERENCES
AAC&U National Leadership Council for Liberal Education & America’s Promise (2007). College Learning for the New Global
Century. Washington, DC: Association of American Colleges and Universities.
Rosenberry, J, & Vicker, L.A. (2006). Capstone course in mass communication programs. Journalism and Mass Communication
Educator, 61 (3), 267-283
Walvoord, Barbara E. (2010). Assessment Clear and Simple. Jossey-Bass.
Rhodes, Terrel L. (2010). Assessing Outcomes and Improving Achievement. Association of American Colleges and Universities.