Keywords: Experiential learning, practicum, service learning
Robin Rothberg, The University of North Carolina at Charlotte
Sayde J. Brais, The University of North Carolina at Charlotte
Alan R. Freitag, The University of North Carolina at Charlotte
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
This research examines how popular editions of public relations principles texts and public relations writing texts address media relations. The study consisted of a content analysis of six principles texts and six PR writing texts. One research question was posed,“How do public relations texts address media relations and the journalist/ PR practitioner interaction?” and one hypothesis was posited, “When discussing media relations, PR textbooks focus on relationship building more than specific communication tactics.”The study found that while most texts address media relations from a tactical standpoint, few texts go beyond that to address deeper relational issues, answering the research question and leading to the rejection of the authors’ hypothesis.
Keywords: media relations; public relations education; public relations writing texts; public relations principles texts; public relations introductory texts
The roundtable discussion focused on challenges and opportunities in online public relations education. Key recommendations included reviewing materials created during emergency remote teaching to ensure quality, offering flexible course modalities to mirror the future of work, providing dynamic content to stay current, introducing students to digital tools through a dedicated course, emphasizing faculty presence and student digital presence, and dedicating funding to support continuous online course delivery and faculty development in digital pedagogy. The roundtable emphasized that online education needs to move beyond emergency remote teaching and prepare students for digital work environments through interactive learning experiences.
Entering the Game_Vicker_AJEMC15_final copyLauren Vicker
This paper reports on a large-scale follow-up study that examined how mass communication programs engage students, especially transfers, in internships and co-curricular activities. A survey of over 600 students at 53 schools found that the majority of students, both native and transfer, had done or planned to do an internship for credit. However, fewer students were willing to do internships without credit. For those not interning, time constraints were the most common reason. The study provides suggestions for improving engagement of transfer students based on these results.
This document provides a summary of a survey conducted by the Brian Lamb School of Communication at Purdue University to understand students' perceptions of communication as an academic field and major. The survey found that communication was perceived as too broad a field without specific career opportunities. It provides recommendations for the school to address this through a brand identity campaign emphasizing communication majors' job and career prospects, and a positioning campaign to better define the field. Tables in the document analyze survey results on factors influencing major selection and perceptions of communication majors.
The document summarizes responses from 22 university associations regarding their roles in enhancing quality of higher education. Key findings include:
1) Most associations focus on raising awareness of quality issues through conferences and disseminating good practices. Some assess members' education quality.
2) Associations mainly provide information to members and foreign partners about quality assurance. Some participate in regional association quality initiatives.
3) Major challenges include increasing accountability demands, maintaining quality with access growth, and developing common understandings of quality internationally.
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).
This document summarizes a public relations practicum course at the University of North Carolina at Charlotte that combined classroom learning with real-world experience and service learning. The course involved students developing communication materials and tactics to address improper disposal of fats, oils, and grease by target audiences, as part of a larger project with the North Carolina Urban Water Consortium. The document discusses experiential learning and service learning pedagogies and reviews literature supporting the benefits of such approaches. It then describes the structure of the practicum course and evaluates its effectiveness based on student and client feedback, finding that it met academic and professional development expectations while producing useful materials for the client organization.
This research examines how popular editions of public relations principles texts and public relations writing texts address media relations. The study consisted of a content analysis of six principles texts and six PR writing texts. One research question was posed,“How do public relations texts address media relations and the journalist/ PR practitioner interaction?” and one hypothesis was posited, “When discussing media relations, PR textbooks focus on relationship building more than specific communication tactics.”The study found that while most texts address media relations from a tactical standpoint, few texts go beyond that to address deeper relational issues, answering the research question and leading to the rejection of the authors’ hypothesis.
Keywords: media relations; public relations education; public relations writing texts; public relations principles texts; public relations introductory texts
The roundtable discussion focused on challenges and opportunities in online public relations education. Key recommendations included reviewing materials created during emergency remote teaching to ensure quality, offering flexible course modalities to mirror the future of work, providing dynamic content to stay current, introducing students to digital tools through a dedicated course, emphasizing faculty presence and student digital presence, and dedicating funding to support continuous online course delivery and faculty development in digital pedagogy. The roundtable emphasized that online education needs to move beyond emergency remote teaching and prepare students for digital work environments through interactive learning experiences.
Entering the Game_Vicker_AJEMC15_final copyLauren Vicker
This paper reports on a large-scale follow-up study that examined how mass communication programs engage students, especially transfers, in internships and co-curricular activities. A survey of over 600 students at 53 schools found that the majority of students, both native and transfer, had done or planned to do an internship for credit. However, fewer students were willing to do internships without credit. For those not interning, time constraints were the most common reason. The study provides suggestions for improving engagement of transfer students based on these results.
This document provides a summary of a survey conducted by the Brian Lamb School of Communication at Purdue University to understand students' perceptions of communication as an academic field and major. The survey found that communication was perceived as too broad a field without specific career opportunities. It provides recommendations for the school to address this through a brand identity campaign emphasizing communication majors' job and career prospects, and a positioning campaign to better define the field. Tables in the document analyze survey results on factors influencing major selection and perceptions of communication majors.
The document summarizes responses from 22 university associations regarding their roles in enhancing quality of higher education. Key findings include:
1) Most associations focus on raising awareness of quality issues through conferences and disseminating good practices. Some assess members' education quality.
2) Associations mainly provide information to members and foreign partners about quality assurance. Some participate in regional association quality initiatives.
3) Major challenges include increasing accountability demands, maintaining quality with access growth, and developing common understandings of quality internationally.
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).
Unified in Learning –Separated by Space (S-ICT 2008 Conference Proceedings)Martin Rehm
This document describes a case study of a global online learning program for over 400 staff members from nearly 100 offices worldwide of a large international organization. The 6-month blended learning program had an initial e-learning phase followed by face-to-face workshops. The e-learning phase aimed to facilitate collaborative knowledge sharing and was based on a model incorporating individualized learning, interaction through discussion forums, and rapid feedback. Concepts from communities of practice were also incorporated to encourage open dialogue both within and outside the organization. Preliminary results found the program structure and design produced an interesting and stimulating learning community and positive learning outcomes.
Dr. Robert L. Marshall & Ben C. DeSpainguestfa49ec
This document summarizes a study that compares current data and policies around online course delivery to a similar study conducted 10 years ago. It finds that while online education has grown exponentially, some resistance remains from university leaders and faculty. However, growth is expected to continue, especially at established universities with developed online programs. Challenges to online education include gaining faculty support and addressing issues like student commitment and high development costs.
CPRE 2021 Industry/Educator Summit ReportSarah Jackson
The 2021 CPRE Industry/Educator Summit consisted of four virtual sessions that brought together public relations educators and professionals to discuss the impact of the COVID-19 pandemic and issues of racial inequity on public relations education and the industry. Key learnings from the summit highlighted the need to focus on empathy, flexibility, relationship building and diversity in the workplace. Virtual internships were praised for increasing access and diversity, but the social capital gap for first-generation students was also discussed. Keeping strong connections between universities and industry through mentorship programs and networking opportunities was emphasized.
The document discusses a research project aimed at identifying the core competencies and skills needed by public sector organizations in the South West of England to meet future challenges. It involved an extensive literature review, analysis of documentation from participating organizations, and in-depth interviews. The research identified 14 core competencies, including leadership, communication, sustainability and managing diversity. It also developed a competency lexicon framework to help organizations and educators. A related project examined the training needs of parish councillors in Cornwall to help develop curriculum that emphasizes sustainable development. The research aims to contribute to workforce development in the public sector.
The document summarizes the PEGASUS program at Texas Tech University, which aims to support the academic success of first-generation college students. It was launched in 2002 and has evolved over time based on best practices and data. The program takes a holistic approach, including academic advising, peer mentoring, community building, skills development, and service opportunities. It has demonstrated success in improving GPA, retention, and graduation rates of participating first-generation students.
The document discusses NAPE's Program Improvement Process for Equity (PIPE), which is a model designed to help increase participation and success of underrepresented students in nontraditional career and technical education programs. PIPE is a five-module process that guides teams in using data to identify equity gaps, discover root causes, select evidence-based strategies, and evaluate outcomes. The case study describes how a high school in Oregon successfully used PIPE to increase female enrollment in welding from 4 to 38 students by addressing issues like equipment size and perceptions.
This document explores stakeholder relationships in a university internship program through a qualitative study. It examines the power dynamics between students, employers, and the university in an undergraduate marketing internship program. The goal is to better understand the student perspective and how experiential learning through internships can be improved to benefit students' career development and inform changes to university programs and coursework.
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Presentation to academics at Nelson Mandela Metropolitan University (NMMU) on initial findings from the CHET HERANA II project on engagement at African universities.
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...Emma Olohan, PRII
The document summarizes research into Irish undergraduate marketing educators' confidence levels in teaching digital and social media methods. A literature review established the growth of digital marketing in curricula over the past decade. A survey of 35 Irish marketing educators found that over half had taught for less than 5 years. Educators reported using mainly Facebook in class but 52% lacked confidence in teaching digital aspects. While most universities provided WiFi, only 35% offered software or IT support. Educators identified needs for more training, technology, support and time to incorporate digital methods effectively into their teaching.
39. social and student engagement and supportAnton Lebedev
This document discusses social and student engagement and support based on the Sloan-C Quality Scorecard for online programs. It provides examples of how institutions can meet the Scorecard's indicators for creating a sense of community and introducing students to online learning. For community, it discusses the importance of peer support and interactions. Examples highlighted include Rio Salado Community College's student-centered approach and CUNY's academic social network. For introducing online learning, it emphasizes informing students and assessing readiness. Examples include orientations, advising pilots, and tools to evaluate technology skills and learning styles. The document concludes that supporting students' technology use is also important.
This curriculum vitae summarizes Philip Ryan Johnson's education and teaching experience. He received a Ph.D. in mass communication from Syracuse University where his dissertation focused on social media engagement and public relations outcomes. He has taught several courses related to strategic communication, social media, research methods, and public relations at both the undergraduate and graduate levels. His teaching experience includes adjunct positions at Syracuse University and Ithaca College where he had student teams work with real-world clients on communication projects.
EDUC 8103-6: A3: Program Proposal, Section 1 Needs Assessment Planeckchela
This is Walden University course (EDUC 8103-6) Section 1 Needs Assessment Plan. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
This document discusses university-community partnerships. It notes that historically universities have been separated from communities, but there is now a push for more collaboration. The document reviews literature on partnerships and finds it focuses more on analyzing past partnerships rather than developing models. It argues a management model is needed to facilitate partnerships tailored to individual university contexts. The document aims to develop such a framework to guide sustainable university-community integration, identify partnership opportunities, and explore applications for open learning systems.
Public engagement with postgraduate research june 2013VreckaScott
This document discusses public engagement with postgraduate research. It begins by introducing a project aimed at embedding public engagement within the research culture of the Open University. It then discusses the concept of scholarship of engagement and different types of thinking around public engagement. The rest of the document focuses on planning public engagement activities, the current UK agenda around public engagement, and considerations for career development and practical planning regarding public engagement.
This document discusses research on developing employability, positive values, diversity awareness, and civic engagement among university graduates in order to equip them to create positive change. It reviews literature showing that employability requires more than academic skills, including work experience relevant to graduates' fields. Developing positive values in university is important but challenges remain in ensuring graduates maintain these values after graduating. Promoting diversity awareness meets growing societal needs and supports skills like creativity. University experiences like community engagement make graduates more likely to be engaged citizens who can influence positive change.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
52 Journal of College Science TeachingThe partnership betw.docxblondellchancy
This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
52 Journal of College Science TeachingThe partnership betw.docxfredharris32
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica†Smith, Abilene Christian University
Abstract
Student-led advertising and/or public relations agencies have increasingly become an educational component of university ad/PR programs. Previous research has established the value that advisers see in the agencies, and this study reports student perceptions of agency involvement. The survey (N = 210) found that participants rated the opportunity to work with real clients, the importance of their universities having agencies, and the increase in their own job marketability as the most positive aspects of the agency experience. Participants said that the most highly rated skills that agency participation built were the ability to work with clients, working in a team structure, and interpersonal skills.
Unified in Learning –Separated by Space (S-ICT 2008 Conference Proceedings)Martin Rehm
This document describes a case study of a global online learning program for over 400 staff members from nearly 100 offices worldwide of a large international organization. The 6-month blended learning program had an initial e-learning phase followed by face-to-face workshops. The e-learning phase aimed to facilitate collaborative knowledge sharing and was based on a model incorporating individualized learning, interaction through discussion forums, and rapid feedback. Concepts from communities of practice were also incorporated to encourage open dialogue both within and outside the organization. Preliminary results found the program structure and design produced an interesting and stimulating learning community and positive learning outcomes.
Dr. Robert L. Marshall & Ben C. DeSpainguestfa49ec
This document summarizes a study that compares current data and policies around online course delivery to a similar study conducted 10 years ago. It finds that while online education has grown exponentially, some resistance remains from university leaders and faculty. However, growth is expected to continue, especially at established universities with developed online programs. Challenges to online education include gaining faculty support and addressing issues like student commitment and high development costs.
CPRE 2021 Industry/Educator Summit ReportSarah Jackson
The 2021 CPRE Industry/Educator Summit consisted of four virtual sessions that brought together public relations educators and professionals to discuss the impact of the COVID-19 pandemic and issues of racial inequity on public relations education and the industry. Key learnings from the summit highlighted the need to focus on empathy, flexibility, relationship building and diversity in the workplace. Virtual internships were praised for increasing access and diversity, but the social capital gap for first-generation students was also discussed. Keeping strong connections between universities and industry through mentorship programs and networking opportunities was emphasized.
The document discusses a research project aimed at identifying the core competencies and skills needed by public sector organizations in the South West of England to meet future challenges. It involved an extensive literature review, analysis of documentation from participating organizations, and in-depth interviews. The research identified 14 core competencies, including leadership, communication, sustainability and managing diversity. It also developed a competency lexicon framework to help organizations and educators. A related project examined the training needs of parish councillors in Cornwall to help develop curriculum that emphasizes sustainable development. The research aims to contribute to workforce development in the public sector.
The document summarizes the PEGASUS program at Texas Tech University, which aims to support the academic success of first-generation college students. It was launched in 2002 and has evolved over time based on best practices and data. The program takes a holistic approach, including academic advising, peer mentoring, community building, skills development, and service opportunities. It has demonstrated success in improving GPA, retention, and graduation rates of participating first-generation students.
The document discusses NAPE's Program Improvement Process for Equity (PIPE), which is a model designed to help increase participation and success of underrepresented students in nontraditional career and technical education programs. PIPE is a five-module process that guides teams in using data to identify equity gaps, discover root causes, select evidence-based strategies, and evaluate outcomes. The case study describes how a high school in Oregon successfully used PIPE to increase female enrollment in welding from 4 to 38 students by addressing issues like equipment size and perceptions.
This document explores stakeholder relationships in a university internship program through a qualitative study. It examines the power dynamics between students, employers, and the university in an undergraduate marketing internship program. The goal is to better understand the student perspective and how experiential learning through internships can be improved to benefit students' career development and inform changes to university programs and coursework.
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Presentation to academics at Nelson Mandela Metropolitan University (NMMU) on initial findings from the CHET HERANA II project on engagement at African universities.
Emma Olohan. Investigating into the confidence levels of irish undergraduate ...Emma Olohan, PRII
The document summarizes research into Irish undergraduate marketing educators' confidence levels in teaching digital and social media methods. A literature review established the growth of digital marketing in curricula over the past decade. A survey of 35 Irish marketing educators found that over half had taught for less than 5 years. Educators reported using mainly Facebook in class but 52% lacked confidence in teaching digital aspects. While most universities provided WiFi, only 35% offered software or IT support. Educators identified needs for more training, technology, support and time to incorporate digital methods effectively into their teaching.
39. social and student engagement and supportAnton Lebedev
This document discusses social and student engagement and support based on the Sloan-C Quality Scorecard for online programs. It provides examples of how institutions can meet the Scorecard's indicators for creating a sense of community and introducing students to online learning. For community, it discusses the importance of peer support and interactions. Examples highlighted include Rio Salado Community College's student-centered approach and CUNY's academic social network. For introducing online learning, it emphasizes informing students and assessing readiness. Examples include orientations, advising pilots, and tools to evaluate technology skills and learning styles. The document concludes that supporting students' technology use is also important.
This curriculum vitae summarizes Philip Ryan Johnson's education and teaching experience. He received a Ph.D. in mass communication from Syracuse University where his dissertation focused on social media engagement and public relations outcomes. He has taught several courses related to strategic communication, social media, research methods, and public relations at both the undergraduate and graduate levels. His teaching experience includes adjunct positions at Syracuse University and Ithaca College where he had student teams work with real-world clients on communication projects.
EDUC 8103-6: A3: Program Proposal, Section 1 Needs Assessment Planeckchela
This is Walden University course (EDUC 8103-6) Section 1 Needs Assessment Plan. It is formatted in APA, has been graded (A), and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
This document discusses university-community partnerships. It notes that historically universities have been separated from communities, but there is now a push for more collaboration. The document reviews literature on partnerships and finds it focuses more on analyzing past partnerships rather than developing models. It argues a management model is needed to facilitate partnerships tailored to individual university contexts. The document aims to develop such a framework to guide sustainable university-community integration, identify partnership opportunities, and explore applications for open learning systems.
Public engagement with postgraduate research june 2013VreckaScott
This document discusses public engagement with postgraduate research. It begins by introducing a project aimed at embedding public engagement within the research culture of the Open University. It then discusses the concept of scholarship of engagement and different types of thinking around public engagement. The rest of the document focuses on planning public engagement activities, the current UK agenda around public engagement, and considerations for career development and practical planning regarding public engagement.
This document discusses research on developing employability, positive values, diversity awareness, and civic engagement among university graduates in order to equip them to create positive change. It reviews literature showing that employability requires more than academic skills, including work experience relevant to graduates' fields. Developing positive values in university is important but challenges remain in ensuring graduates maintain these values after graduating. Promoting diversity awareness meets growing societal needs and supports skills like creativity. University experiences like community engagement make graduates more likely to be engaged citizens who can influence positive change.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
52 Journal of College Science TeachingThe partnership betw.docxblondellchancy
This document discusses the importance of developing university and community partnerships for successful service learning projects. It begins by providing an example of a nutrition class where students volunteered at a soup kitchen without clear connections to course objectives. The authors note that successful service learning requires distinguishing volunteerism from service learning, identifying clear course objectives, and developing community partnerships.
The document then discusses defining the community, developing a partnership framework with 3 steps: identifying course objectives/outcomes, selecting community partners, and defining the project roles/responsibilities. Two examples of successful service learning projects in environmental interpretation and elementary science classes are provided that benefited students, community partners, instructors, and the university. The conclusion emphasizes the importance of a strategic approach to developing community
52 Journal of College Science TeachingThe partnership betw.docxfredharris32
52 Journal of College Science Teaching
The partnership between science and the environment in service-learning
projects helps students to make greater connections to the world around
them. Service learning provides many benefits to students, faculty, and
communities within the context of a college course. However, to prevent
frustration, it is important for faculty members to make a clear distinction
between service learning and volunteerism by connecting their course
objectives to the service being provided. They also must develop a framework
for planning, assessment, and reflection. Finally, a successful partnership
must be developed. Clearly defining the community setting to be used for the
service-learning project will ensure a more positive outcome. Developing the
partnership framework through purposeful communication with all partners
is the key to successful service-learning projects. A sequential series of steps
are provided for the framework development. Actual examples of classroom
projects are described, along with benefits to students, agencies, and
community participants.
Developing University and
Community Partnerships: A Critical
Piece of Successful Service Learning
By James McDonald and Lynn A. Dominguez
S
cience instructors may often
ask themselves how they can
make the material in their
classes relevant to their stu-
dents. This is particularly important
now as the world faces a variety of
issues that are related to science such
as energy, climate, and environmen-
tal challenges of a global nature. To
comprehend the complexity of these
global issues, students must gain a
deeper understanding about science
and the environment. However, at
the same time, students must realize
their connectedness to a much larger
global community existing outside
of the physical university boundar-
ies. One teaching method that con-
nects students with the community
through the science content in their
classes is service learning. Many
people confuse community service
with service learning. At its core,
service learning provides a benefit
to both the student (related to their
classwork) and to the community
partner. The use of service learning
in service-learning experiences “stu-
dents are actively participating in the
process of understanding, integrating,
and applying knowledge” from the
subject area they are studying as they
work to improve their communities.
Making a clear distinction between a
volunteer activity and service learning
is critical to the success of any service-
learning project. At a number of
service-learning workshops, we have
assisted science faculty with problem
solving related to the implementa-
tion of service learning in a science
classroom. For example, a nutrition
department faculty member had her
students volunteer each semester
serving food at a local soup kitchen.
Students were required to donate 5
hours of their time, which they docu-
mented by having .
Journal of Public Relations Education, Vol. 2 Issue 1
Authors
Joyce Haley, Abilene Christian University
Margaret Ritsch, Texas Christian University
Jessica†Smith, Abilene Christian University
Abstract
Student-led advertising and/or public relations agencies have increasingly become an educational component of university ad/PR programs. Previous research has established the value that advisers see in the agencies, and this study reports student perceptions of agency involvement. The survey (N = 210) found that participants rated the opportunity to work with real clients, the importance of their universities having agencies, and the increase in their own job marketability as the most positive aspects of the agency experience. Participants said that the most highly rated skills that agency participation built were the ability to work with clients, working in a team structure, and interpersonal skills.
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
Enhancement of Student Preparation for Global Serviceinventionjournals
University students are expected to acquire proficiency in skills used in the profession and to serve globally as they graduate. Efficacy of this has been supported in studies in which skill mastery was enhanced through provision of experiential assignments. Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience. Problem-based learning provides active, hands-on learning that is centered on real-world problems or issues. A qualitative study was conducted by the researchers with five online courses in graduate counselor education and a total of 536 students over a 2.5 year period to assess student application of course concepts in a realworld environment with cultural diversity. Student projects focused on identification of needs and individual work to serve those needs, such as volunteering with a cultural group other than their own and development of websites to address collective population issues of need. This paper shares reflections and benefits found in student projects with these courses. Results of the study supported efficacy of Service Learning and ProblemBased Learning to enhance student mastery of course content and preparation for global service after degree completion.
"Competition and Public Relations Campaigns: Assessing the Impact of Competition on Quality of Projects, Partners, and Students" by McCollough in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Scholars in public relations pedagogy have provided a strong
body of research on the impact of service learning, community
partnerships (Daugherty, 2003), and applied learning on
campaigns, writing, and production courses common to the public
relations curriculum (Wandel, 2005). Rarely explored, however,
is the impact of competition among student groups within a
public relations course on the quality of campaigns, student
experience, client satisfaction, and achievement of learning
outcomes (Rentner, 2012). This study presents a comparative
analysis of campaign courses that employed competitive and noncompetitive
campaign course models to demonstrate the impact
of incorporating competition within public relations courses.
Augmenting Higher Education Students Work Experiences Preferred Purposes An...Tony Lisko
This document summarizes a study that examined higher education students' preferred purposes and processes for augmenting their work experiences. A survey of healthcare students found they prefer processes that help gauge and develop their occupational capacities and readiness for employment. They prefer interventions led by teachers or experts over student-led ones. However, students placed low value on peer assistance and feedback, contrary to recent literature indicating peers are highly valued. The study aims to identify effective ways to utilize work experiences and resources invested in them.
Promoting knowledge and understanding in societyIme Hilmy
The document discusses the importance of training students in communication skills, particularly the ability to communicate with non-specialist audiences. It notes that while the 1997 Dearing Report highlighted communication skills as essential, many higher education programs have not adequately developed training in this area. The paper examines drivers for improving communication skills training in fields like medicine, healthcare, and science. It provides examples of approaches used to integrate both written and oral communication skills development and assessment into curricula. The value of training students to engage with and explain their work to the public is discussed.
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
The Reciprocal Relationship of Higher Education Institutions and Their Commun...Innovations2Solutions
The purpose of this paper is to illustrate how action-oriented programs in community engagement are a means for Higher Education Institutions (HEIs) to advance the needs of their organizations. Advancement occurs through dynamic relationships and partnerships with a variety of community stakeholders. The result of this synergy is the enhancement of quality of life and an improved educational climate, which benefits students, staff, faculty and community members.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
1) The document describes a case study of institutional changes made to assessment practices at a large arts university in London. Specifically, it introduced eight explicit assessment criteria, a standardized feedback form, and a grading matrix to improve consistency, clarity, and timeliness of assessment and feedback.
2) There was initial resistance from staff who saw it as compromising their autonomy, but student feedback was positive. National survey scores on assessment and feedback increased by 7% on average after implementation.
3) The changes are analyzed through the framework of "The Fourth Way" model of education reform, which argues for a balanced approach between support/accountability and freedom/consistency in managing change.
Assessing Service-Learning And Civic Engagement Principles And TechniquesPedro Craggett
This summary provides an overview of the document in 3 sentences:
After a decade of growth, outcome assessment and service-learning initiatives are now mainstream in higher education. The document reviews a handbook that provides guidance on assessing the impact of service-learning on students, faculty, community partners, and institutions. It summarizes the handbook's comprehensive approach to assessment and some concerns around reliance on self-reporting and the complexity of accurately assessing service-learning outcomes.
An Exploratory Study On The Value Of Service Learning Projects And Their Impa...Richard Hogue
This exploratory study examined the impact of service learning projects on students' development of community involvement, critical thinking skills, and job preparedness. The researchers conducted focus groups with students from various disciplines to understand their perspectives on how their college experience, including any service learning components, contributed to these areas. They then administered a survey adapted from the National Survey of Student Engagement to collect additional data. The study aimed to provide empirical evidence on the benefits of service learning projects, which have traditionally been supported by anecdotal evidence. The researchers were particularly interested in how service learning may influence the development of critical thinking skills useful for business students and graduates.
Navigating Change: Recommendations for Advancing Undergraduate PR EducationSarah Jackson
The report provides recommendations for advancing undergraduate public relations education to prepare students for an evolving field and workplace. Key findings include:
1) Educators and practitioners should promote the six essential courses of study (principles, research, writing, campaigns, internship, and ethics) and increase experiential learning opportunities.
2) Critical strategic thinking must be explicitly taught across the curriculum using models like DASA (Detect, Analyze, Strategize, Act).
3) Students must have grounding in data analytics, research, and alignment of data to objectives to address demands of practice related to technology and AI.
4) Ethics education is still lacking and should be a required course, and educators must prepare students to
A Co-Teaching Model For Developing Future Educators Teaching EffectivenessTye Rausch
This document summarizes a research article that presents a co-teaching model developed by two doctoral students. Some key points:
1. The doctoral students co-developed and co-taught an undergraduate course to gain teaching experience and skills. Co-teaching provided opportunities for skills development, collaboration modeling, and workload sharing.
2. Benefits of the co-teaching model included added course offerings informed by the teachers' expertise, as well as modeling of collaborative relationships. Challenges included additional planning time and potential power imbalances.
3. The case study illustrated the co-teachers' experience conceptualizing, planning, and teaching the course together. Their collaborative relationship and support of
Similar to Improving Grease Disposal Behavior: Combining the Classroom, Real-World Experience and Service Learning in a Public Relations Practicum (20)
This document summarizes the Fall 2018 issue of the Journal of Public Relations Education. It includes an introduction from the editor, a table of contents listing three research articles and teaching briefs on public relations education topics, and two software reviews of social media monitoring tools. The issue reflects work from previous editors and reviewers to select and format research and teaching content for publication.
This document provides instructions for a two-part assignment in which students create a multimedia story about their transformation from a college student to a communication professional. In part one, students write a structured narrative describing their personal and professional goals grounded in their values. In part two, students translate this narrative into a multimedia presentation using Adobe Spark, learning strategic content creation and digital storytelling. The assignment aims to develop students' problem-solving, creativity, and multimedia storytelling skills for public relations practice.
This teaching brief describes a group assignment where students evaluate real-world health communication campaigns developed by the CDC. Students are divided into groups and each analyzes a different CDC campaign. They discuss how the campaign addressed key components of design like research, messaging, and evaluation. They also consider how the CDC communicates about the campaigns on its website. The goal is for students to apply their learning and get experience critically analyzing actual public health campaigns. Student feedback indicates the assignment helps them better understand how theory and research inform strategic health communication in practice.
Teaching Digital and
Social Media Analytics:
Exploring Best Practices and Future
Implications for Public Relations Pedagogy
ABSTRACT
One of the growing areas within public relations is digital and social
media analytics. Teaching the use of analytics to communication
students is not new, but studying what is being taught is almost
non-existent. The public relations research literature has supported
exploring the value of data analysis to gain audience insights, to
measure communication strategies, and to evaluate campaign
efforts. The purpose of this study is to explore the ways in which
faculty are teaching social media analytics. Two content analyses
were conducted to explore trends of digital and social media
analytics training. Authors analyzed related course syllabi and a
Twitter chat on the subject sponsored by the AEJMC PR Division
and PRSA Educators Academy. Findings and future implications
in teaching digital and social media analytics for educators and
public relations practitioners are discussed.
What do Employers Want? What Should
Faculty Teach? A Content Analysis of
Entry-Level Employment Ads
in Public Relations
ABSTRACT
Public relations remains a popular major at the undergraduate level;
faculty want to provide the best educational experience for their
students to help them secure jobs. This research explores entrylevel
employment ads in public relations as a way to understand
what skills employers want and expect new graduates to have. A
content analysis of 199 entry-level employment ads posted to the
Public Relations Society of America Job Center was conducted.
Major findings include the need for graduates to possess not
only hard skills such as writing but also soft skill abilities, such
as time management, deadline orientation, and collaboration. In
addition, it was found that few job ads specifically request that
future employees have a public relations degree. Finally, although
many of the ads that were examined call for a future employee to
have the skills traditionally associated with the technician role, the
authors suggest a new practitioner role has come into existence.
This role, which bridges the technician and manager, is called
the manager’s apprentice, and it requires knowledge of tactics
and writing, as well as familiarity with measurement, social media
strategy, and data collection.
Millennial Learners and Faculty Credibility:
Exploring the Mediating Role of
Out-of-Class Communication
ABSTRACT
Every generation experiences distinct events and develops unique
values. As Millennial learners enter classrooms, they bring with
them new views about education, learning and faculty/student
communication. This study explores the mediating role of out-ofclass
communication (OCC) in relation to the historical dimensions
known to compose faculty credibility. Findings indicate that OCC
has a positive, mediating influence that enhances two of the three
key dimensions of credibility for faculty members: trustworthiness
and perceived caring. In addition, this study suggests that there
is a fourth potential dimension that composes the construct
of faculty credibility in the perspectives of Millennial learners:
sociability, which should be included alongside the three historical
dimensions scholars have used in previous studies.
Journal of Public Relations Education Volume 4, Issue 2, Fall 2018 [complete issue]
Millennial Learners and Faculty Credibility: Exploring the Mediating Role of Out-of-Class Communication by Carolyn Mae Kim
What do Employers Want? What Should Faculty Teach? A Content Analysis of Entry-Level Employment Ads in Public Relations by Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates
Teaching Digital and Social Media Analytics: Exploring Best Practices and Future Implications for Public Relations Pedagogy by Michele E. Ewing, Carolyn Mae Kim, Emily S. Kinsky, Stefanie Moore, & Karen Freberg
GREAT IDEAS FOR TEACHERS 2018
Teaching Briefs
Building a Social Learning Flock: Using Twitter Chats to Enhance Experiential Learning Across Universities by Amanda J. Weed, Karen Freberg, Emily S. Kinsky, & Amber L. Hutchins
Diagnosing Health Campaigns: A Campaign Evaluation Assignment by Laura E. Willis
Teaching Trolling: Management and Strategy by Leslie Rasmussen
Sparking Creativity Through Purpose-Driven Storytelling by Chris Cooney
Looking in to see out: An Introspective Approach to Teaching Ethics in PR by Regina Luttrell & Jamie Ward
Social Media Campaigns: Strategies for Public Relations and Marketing --Book Review by Matthew J. Kushin
Meltwater Media Intelligence Software--Review by Matthew J. Kushin
The document discusses the challenges that professors face when teaching social media courses. Through interviews with 31 social media professors, several key themes emerged. Professors viewed teaching social media as the most labor-intensive but also most rewarding course, as it requires staying up-to-date with changing tools and trends and grading large volumes of student social media work. However, professors also encountered resistance from students, who did not want to use social media for professional purposes or share personal opinions publicly. Overall, the interviews aimed to understand professors' perspectives on teaching social media and how to best implement social media pedagogy in the classroom.
"Improving PR Campaigns with a Roll of the Dice: Assuming New Identities to Strengthen Diversity and Inclusion" by Bruhn in Journal of Public Relations Education (JPRE) Vol 4, Issue 1, Spring 2018
"Score! How Collegiate Athletic Departments Are Training Student-Athletes About Effective Social Media Use" by Smith and Watkins in Journal of Public Relations Education, Vol. 4, Issue 1, Spring 2018
ABSTRACT:
The primary responsibility of student-athletes is to represent
their institution on the field, but because of social media, that
role has evolved so that now student-athletes are considered
representatives of the institution to a larger public. As such,
athletic departments have implemented social media policies
and/or training programs to guide student-athletes’ online activity.
Drawing on digital literacy, this study investigates motivations
behind the development of social media policies, how student
athletes are trained about effective social media use, and how
social media policies for student athletes are enforced from the
perspective of the institution. In-depth interviews (N = 17) with
representatives from collegiate athletic departments in the U.S.
revealed social media policies were designed primarily to educate,
rather than punish, and that training about the policy helps reduce social media violations. Theoretical and practical implications of this research are discussed.
"Developing a Blueprint for Social Media Pedagogy: Trials, Tribulations, and Best Practices" by Zhang and Freberg in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Social media research, and particularly social media pedagogy,
has increased substantially as a domain in public relations
research. Yet, along with this increased focus on social media
pedagogy, educators and other higher education professionals
are under pressure from industry, professional communities,
and university administrations to keep their classes updated and
relevant for their students. To better understand the current state
and rising expectations facing educators teaching social media,
we interviewed 31 social media professors to explore the trials and
tribulations of their journey and to identify best practices for social
media as a pedagogical tool. The study also suggests a blueprint
for implementing social media pedagogy in the classroom. Future
implications for both research and practice are discussed.
"Media Relations Instruction and Theory Development: A Relational Dialectical Approach" by Pettigrew in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
There has been almost no research in the area of media relations
instruction in the public relations literature. This study seeks to fill a
gap in theory-building in the area of media relations and examines
the state of media relations instruction in today’s public relations
curriculum through a survey of public relations professors. The
author suggests relational dialectical theory as a way to better
understand the relationship between public relations practitioners
and journalists, and proposes a relational dialectical approach
to theory-building and in teaching media relations in today’s
changing landscape.
"Public Relations Ethics, “Alternative Facts,” and Critical Thinking, with a Side of Tuna" by Lambiase in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
Book Review of "Public Relations and the Corporate Persona: The Rise of the Affinitive Organization" by Burton St. John III; review by Christie Kleinmann
This document is the table of contents and introduction for Volume 3, Issue 2 of the Journal of Public Relations Education from November 2017.
The table of contents lists 4 research articles on topics related to public relations education such as analyzing perceptions of job skills between PR students and supervisors. It also lists 3 "GIFT" articles which are teaching ideas/assignments for PR instructors. Finally it lists a book review.
The introduction discusses the benefits of internships for students in terms of career outcomes. It also discusses gaps that can exist between what skills/characteristics students and supervisors perceive as important. The study aims to use coorientation theory to examine the levels of agreement between students and supervisors on key job skills
Laura E. Willis, Journal of Public Relations Education, Vol. 3, Issue 2, 110-118
A Dam(n) Failure: Exploring Interdisciplinary, Cross-Course Group Projects on STEM-Translation in Crisis Communication
Abstract
"This exploratory, quasi-experimental study examines whether incorporating an interdisciplinary, cross-course aspect to a group project on the Teton Dam failure in a crisis communication management course would impact public relations students’ ability to translate technical aspects of the crisis for media and public audiences. Results suggest the inclusion of an engineering student as a technical expert negatively impacted project grades and increased student frustration. Possible improvements and lessons for future interdisciplinary, cross-course projects are presented."
Keywords: science communication, STEM translation, cross-course projects, interdisciplinary projects
Diana C. Sisson and Tara M. Moretensen, Journal of Public Relations Education, Vol. 3, Issue 2, 78-95
Educating students for the social, digital and information world: Teaching public relations infographic design
Abstract
"This study employs an exploratory content analysis of current public relations information graphics to examine variables within two concepts pertaining to public relations: transparency and clarity. These two concepts were chosen because they apply to both traditional public relations practice and are also widely taught amongst contemporary infographics design experts. The subjects of the study are nonprofit organizations’ online informational graphics (N = 376) that have been released on Twitter. Findings suggest that nonprofit organizations are not applying traditional public relations principles to their design of online information graphics, demonstrating difficulty in translating these principles to visual design, a skill that is becoming more important. While the study is not intended to generalize, this snapshot of current practice is used to offer improvements in preparing public relations students for communication with information visualizations. This exploration illuminates the need for public relations education geared toward the social, visual, and data-driven environment. To this end, the study uses these findings to develop an initial set of practices for infographic design that can be implemented into current public relations education."
http://aejmc.us/jpre/2017/12/29/educating-studen…fographic-design/
More from AEJMC Journal of Public Relations Education (JPRE) (20)
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Improving Grease Disposal Behavior: Combining the Classroom, Real-World Experience and Service Learning in a Public Relations Practicum
1. Journal of Public Relations Education
2016, Vol. 2, No. 2, 54-67
Improving Grease Disposal Behavior: Combining
the Classroom, Real-World Experience and Service
Learning in a Public Relations Practicum
Robin Rothberg, Sayde J. Brais and Alan R. Freitag
The University of North Carolina at Charlotte
Abstract
In 2011, the North Carolina Urban Water Consortium approved a grant
funding a communication planning project by University of North Carolina
at Charlotte researchers aimed at addressing the problem of improper
disposal of fats, oils and grease (FOG) by population segments in Char-
lotte, Winston-Salem and Raleigh, North Carolina. The research results,
summarized in a 157-page report, led to additional funding to support ini-
tial implementation of elements of the strategic communication plan. Fac-
ulty in UNC Charlotte’s Communication Studies Department undertook
this phase of the project and crafted a Public Relations Practicum course
to support it. This paper describes the course structure and evaluates its
effectiveness as measured by both student outcomes and client satisfac-
tion. Results point to the academic and professional development value
of a course that combines classroom structure, practical experience and
service learning. Initial responses from clients suggest satisfaction with
the quality of products and services as well.
Keywords: Experiential learning, practicum, service learning
In its landmark 1999 report, the Commission on Public Relations Education (“Port of En-
try”) called for PR programs in universities and colleges to develop curricula responsive to
the dynamic needs of the profession. The report, an initiative of the Public Relations Soci-
ety of America, noted the rapid growth and acceptance of public relations as a management
and leadership function increasingly indispensable and valued, requiring commensurate
improvements in higher education programs graduating new generations of entry-level
practitioners. Among the Commission’s guidelines is the call for curricula to produce
graduates “well-prepared in public relations theory and practice, tested not only in the
classroom but in the field” (p. 1). Among the report’s recommendations regarding modes of
instructional delivery, emphasis is placed on experiential learning, supervised work experi-
ence and service learning in addition to more traditional, classroom-based pedagogies. In
a subsequent 2006 report (“The Professional Bond”), the Commission reported continued
academic and professional support for experiential learning, noting “…public relations
education should include an internship, practicum or other work experience in the field”
(p.20).
2. Rothberg, Brais and Freitag 55
The Certified in Education for Public Relations-certified undergraduate public
relations program at the University of North Carolina at Charlotte is designed to be in
compliance with “Port of Entry” and “The Professional Bond” guidelines and includes
requirements for experiential learning along with a comprehensive agenda of public rela-
tions, communication and liberal arts courses. The university’s proximity to a large and
rapidly growing metropolitan area makes it an internship-rich environment. Despite the
large number of public relations undergraduate students, only about one-third of available
internships can be filled each academic term, so abundant are the opportunities in the met-
ropolitan region. Students are required to complete one internship and are encouraged to
complete more if their schedules permit. Still, as valuable as internships are to a student’s
professional development, the lack of direct and frequent faculty engagement in the intern-
ship experience introduces a level of uncertainty regarding the usefulness of each individ-
ual internship. Of course, each internship opportunity is carefully vetted and monitored,
but the program still relinquishes a degree of control. The challenge is to craft additional
opportunities that combine real-world experience with a higher degree of qualified faculty
guidance and involvement. Two years ago, UNC Charlotte’s program benefitted from just
such an opportunity.
In spring 2013, nine undergraduate public relations students at UNC Charlotte
were competitively selected for a PR Practicum course offered as the third and tactical
step in an ongoing, collaborative project involving the university and the North Carolina
Urban Water Consortium (UWC). The overarching aim of the project was to address the
problem of improper disposal of fats, oils and grease (FOG) by population segments in
Charlotte, Winston-Salem and Raleigh, North Carolina. The UWC identified two groups
for researchers to target: multifamily housing residents and Latinos, populations identified
by the Consortium as potentially contributing disproportionately to problems caused by
improper FOG disposal. Sanitary sewer overflows (SSOs) often result from improper FOG
disposal, incur significant corrective costs for water utilities (costs that must be passed on
to customers) and pose potential public health issues. Consequently, reducing SSOs is in
the interest of community members both as residents and utility rate payers. The aim of the
project was to gauge levels of issue awareness among the target populations, identify con-
straints preventing desirable behavioral changes and craft a strategic communication plan
to encourage proper FOG disposal. Thus, the first two project phases involved extensive
research followed by the development of a comprehensive, strategic communication plan
to address the issue. For a full description of the initial research and planning phases of
the overall project, see Freitag, Rothberg and Brais (2014). This report addresses the third
phase – initial, tactical implementation of the plan – and describes how this aspect was
undertaken in the context of an undergraduate public relations elective course.
LITERATURE REVIEW
Two primary conceptual approaches to public relations education are at play in
the context of this case: experiential learning and service learning. Of course, scholars
nearly universally agree that effective programs successfully blend the theoretical with the
applied. In fact, Motschall and Najor (2001) believe, “The orientation of an entire under-
3. Vol. 2 (2), 2016 Journal of Public Relations Education 56
graduate public relations program or curriculum should reflect this same effort to blend
theory with application” (p. 6). Most scholars agree that for a program to be successful,
instruction must contribute to students’ application beyond the classroom, into the real
world through the use of practical application in the form of service-learning activities, us-
ing the client-centered approach, and a response-oriented approach to experiential learning
(Gleason & Violette, 2012; Motschall & Najor, 2001). It is through these approaches that
teaching becomes “…more relevant, predictable and scalable” (Gleason & Violette, 2012,
p. 281). UNC Charlotte’s goal was to introduce this applied element but within the frame-
work of extensive faculty engagement to ensure participating students grasped the direct
correlation between abstract theory and a real-world problem.
Experiential learning opportunities strengthen the connection between theory and
application for greater student understanding. As Gleason and Violette (2012) note, “The
study of Public Relations is not abstract or idealized, but rather is most effective when
it takes place in the context of its real-world application” (p. 280). Experiential learning
allows for the blending of theory and application to take place through simulations, re-
al-life experiences, client-based cases, and more. When applying to practical problems the
principles they’ve learned in the classroom, students experience a shift in meaning, and
they begin to tangibly recognize public relations as having importance and value in society
because they see the function it serves (Motion & Burgess, 2014).
Experience is a crucial credential for any professional, but accumulating it early,
even before completion of an entry-level degree, can be challenging. Accumulating ex-
perience requires opportunity, and that’s not always practical in many higher education
settings. Gleason and Violette (2012) acknowledge the importance of scholarship but judge
experience to be even more useful for practitioners aiming to provide wise counsel to
clients. Thus, courses that provide students with experiential learning opportunities will
benefit the student both academically and professionally.
The Experiential Learning Model, developed by Kolb (1984), provides a frame-
work for the assessment of the association among education, work and personal develop-
ment. Kolb maintains that the retention of abstract concepts is significantly enhanced when
those concepts are presented and demonstrated in the context of real-world experience
along with reflection and experimentation. Experiential learning, through the form of sim-
ulations or client-interaction, can help students gain professional knowledge, while also
engaging students in active learning, defined as “anything that involves students in doing
things and thinking about the things they are doing” (Bonwell & Eison, 1991, p. 2).
The “Client-Centered Approach” amplifies the concept of practical application
through the use of simulations and classroom exercises and allows students the opportu-
nity to develop materials for an often real-life client. The approach applies the knowledge
and skills foundational to public relations to a real-world problem (Motschall & Najor,
2001). Often described as a service-learning approach (Gleason & Violette, 2012), work-
ing toward something tangible for an actual client provides for a re-conceptualization of
“public relations as a communicative function that is deployed not only by corporations,
but also by local community organizations and even by individuals” (Motion & Burgess,
2014, p. 530). Although this client-centered model may be advantageous, even preferable,
it is not always a plausible option due to budget (unless the client can underwrite costs),
4. Rothberg, Brais and Freitag 57
class size (less feasible in large classes), or other constraints. In fact, Miller and McCain
(2012) maintain that the biggest challenge faced by curriculum planners lies with lower
enrollment cap requirements for these classes, creating budgetary pressures. Further, there
is a sensitive dimension to working with real clients because of the need for the instructor
to monitor carefully all interaction between multiple individuals and teams. Demands on
client time can quickly become unmanageable, there may be breeches in customary busi-
ness protocol by inexperienced students, and relationships can become strained. Oversee-
ing these dynamics even on a modest scope can be trying, yet most courses are taught by
a single instructor with no assistance (Motschall & Najor, 2001). In this case, the authors
felt teaching a practicum course using the client-centered model, led by an instructor and
aided by graduate assistants, provided the best model for students. Not only does it provide
real-world practice, but in many cases it also provides students an opportunity to improve
the community. Additionally, the use of real clients positively affects student perception
of the instructor’s credibility (White, 2001). Further benefit accrues because students can
exercise an assortment of real-life tasks and scholastic skills such as research, writing,
speaking and team-work (Miller & McCain, 2012). In fact, these experiences “allow stu-
dents to begin to develop an instinct for appropriate action based on ‘real-life’ situations”
(Motschall & Najor, 2001, p. 7).
Benecke and Bezuidenhout (2011) consider experiential learning to be crucial for
students’ career preparation, but lament that its use is not widely employed. Bringle and
Hatcher (1996) felt so strongly about the value of experiential learning that they outlined
the Comprehensive Action Plan for Service Learning (CAPSL), a guide for creating and
implementing service learning programs on campuses, programs that focus on strategies
to engage the institution, faculty, students and the community in a cooperative approach.
Nearly two decades later, Hatcher and Studer (2015) assessed service learning as a process
for developing “civic-minded graduates” (p. 12), finding service learning curricula to be of
crucial value to students and communities. This was further confirmed by Novak, Markey
and Allen (2007) in their meta-analysis of service learning literature. They found a posi-
tive relationship between service learning and development of students’cognitive capacity,
understanding of subject matter, skill acquisition, and “ability to apply knowledge and
reframe complex issues” (p. 153).
Swords and Kiely (2010) provide a model for service learning aimed primarily
at faculty, whom they see as pivotal to the service learning approach. They cite four key
components of their model: pedagogy, institution/organizational learning, research, and
community development. Further, they suggest such a model can lead to faculty becoming
change agents, building and strengthening relationships between the institution and the
community. This model is mirrored in the Kolb and Kolb (2011) observation that learning
is best conceived as a process and that knowledge is gained through transformative experi-
ences.
Based on this understanding of the value and framework for experiential and ser-
vice learning, the authors saw in the FOG project an opportunity to develop a public rela-
tions practicum course that would allow students to work for an actual client and toward
addressing a societal issue – in this case, an issue involving both public health and mone-
tary costs. Student participation in such an act of “civic responsibility,” the literature sug-
5. Vol. 2 (2), 2016 Journal of Public Relations Education 58
gests, helps to build mutually beneficial relationships with multiple stakeholders beyond
that of the client themselves (Motion & Burgess, 2014). While challenges would remain,
the confluence of opportunity and support compelled the authors to proceed.
To gauge the value of experiential and service-learning approaches for public re-
lations curricula, the following research questions were posed:
RQ1: To what extent will students report that this PR Practicum met their academic
development expectations?
RQ2: To what extent will students report that this PR Practicum met their profes-
sional development expectations?
RQ3: In what ways did the course meet those expectations?
Within the scope of these RQs, we were interested in learning whether students viewed
favorably the structure of the course, such as its emphasis on laboratory time, the presence
of two instructors and the participation of client representatives. We also wanted to deter-
mine if students believed the PR Practicum improved their confidence and marketability
as communication professionals, and we hoped to learn what important concepts and skills
the students felt they acquired from the experience. We also sought to gauge the value of
the practicum to the client:
RQ4: To what extent will utility representatives find materials created by UNC
Charlotte students potentially useful for FOG-related communication?
RQ5: To what extent will utility representatives report they have employed and
implemented materials and concepts developed by students in this PR Practi-
cum?
METHOD
Fundamentally, this is a case study following the model employed by Wooddell
(2009) called action research. This qualitative approach might be encompassed within the
broader parameters of participant-observer research, but action research has, as Wooddell
explains, several unique characteristics: the researcher is not merely observing but is ac-
tively engaged, the intent is to effect improvement of some condition, and there is attention
paid to the learning cycle of the project under observation – the process of feedback and
reflection. O’Brien’s (2001) definitive description of action research credits German re-
searcher Kurt Lewin with introducing the method to social science during the late 1940s
and says the process requires that “a group of people identify a problem, do something
to resolve it, see how successful their efforts were, and if not satisfied, try again” (p. 2).
O’Brien lists EducationAction as one of four streams of action research and says advocates
of this stream maintain that “professional educators should become involved in community
problem-solving” (2001, p. 7). This project follows that admonition.
Within O’Brien’s (2001) concept of action research, however, the researchers also
employed two surveys comprising closed-ended and open-ended items to collect and an-
alyze quantitative data and additional qualitative data. Students involved in the class and
representatives of municipal utility offices were separately surveyed via Survey Share 6
months following the final, in-class student presentations to utility clients. Survey instru-
ments were simple: 10 items on the student survey and nine items on the utility representa-
tive survey. Each survey used 5-point Likert scales for valence items and nominal response
6. Rothberg, Brais and Freitag 59
options for others, but the instruments also sought narrative elaboration on selected items.
All nine participating students completed their surveys, and 4 of 12 utility representatives
responded. Although the overall response rate was perfect for students and marginally ac-
ceptable (roughly 33%) for utility representatives, the low census numbers preclude the use
of measures of statistical strength or inferential statistical projections. We can report that
all nine students in the class were female, upper-level undergraduate students following the
public relations concentration within a broader communication major. The selection of all
female participants in the class was not purposeful but rather reflects the gender imbalance
typical of undergraduate public relations programs in the U.S. The small number of survey
participants precluded collection of further demographic data because its collection would
have diminished anonymity and, therefore, candid responses.
Survey items for utility representatives asked respondents to identify and priori-
tize their target publics, list their greatest needs in terms of FOG-prevention communica-
tion, suggest the degree to which student-designed collateral materials would contribute to
FOG-prevention efforts, and identify those student-created materials they found the most
promising. The survey also asked which materials and student recommendations had been
implemented during the 6 months since the in-class presentations and asked for initial as-
sessments of the effectiveness of those items and tactics. Survey items were derived from
analytical and evaluative instruments used previously for similar projects by the Energy
and Environmental Assistance Office (EEAO), an agency of the researchers’ home univer-
sity. The EEAO was awarded the original grant for the FOG research project and engaged
the authors’ academic department in carrying out the project.
The student survey’s 10 items asked students to list positive and negative factors
about their experience in the class; how the class affected their aspirations for a career in
public relations; their assessment of the value of small class size, client in-class participa-
tion, and the self-paced class structure; the degree to which the class experience improved
their “marketability” as entry-level job seekers; self-assessment of the quality of class-gen-
erated products; and whether they would recommend a similar class to other students. The
survey also asked each student if he or she had been offered and had accepted a full- or
part-time position in public relations or a directly related field. Student survey items were
adapted from standard student course evaluation instruments and tailored to the practicum
setting. As with the utility representative survey, quantitative and qualitative survey re-
sponses were entered on Excel spreadsheets for analysis.
Planning the Class
The authors were actively engaged in the initial FOG research and planning proj-
ect that had begun more than a year before this class started and recognized within it
the opportunity to incorporate a service/experiential learning opportunity for advanced
undergraduate public relations students. Two of the authors of this report were directly
involved in developing and delivering the course and conducted the active research com-
ponent of this report. The elective course the researchers designed was promoted as a
“beyond books” opportunity to develop public relations materials for water utilities across
North Carolina promoting proper disposal of FOG. Applications required qualified stu-
dents to address several essay questions regarding their level of commitment, expectations
7. Vol. 2 (2), 2016 Journal of Public Relations Education 60
and qualifications. Applicants were winnowed to result in a small group gifted in writing,
editing, and graphic design/layout, along with qualities such as creativity, passion, detail
orientation and leadership. The class was further aligned in three smaller teams. A portion
of the grant from the UWC allowed the teams to create FOG-related materials for 12 of
the largest UWC utilities as well as for up to 300 smaller utilities across the state. Funding
support enabled access to professional-level stock photography, printing and other resourc-
es. Importantly, the grant also funded a graduate student to meet with each of the 12 pri-
mary utilities before the class began to ascertain unique expectations for materials students
would create through Public Relations Practicum coursework.
One full-time lecturer and one graduate assistant led the class and guided student
efforts. Graded items included: attendance, each student group’s calendar/plan for the
term, two student-written critiques of their group’s progress, two peer grades extracted
from the student-written critiques, the group’s final set of documents/materials, and the
group’s client presentation.
To address research questions, students and utility representatives received on-
line surveys via Survey Share 6 months after the students presented their work to utility
representatives. Because all students in the practicum were graduating seniors, the survey
also occurred roughly 6 months following their completing their bachelor’s degrees. All
students responded to their 10-question survey, while four utility representatives responded
to their nine-question survey.
Conducting the Class
In their semester of work, students worked in teams of three to craft FOG edu-
cation materials in English and Spanish including door hangers, brochures, instructional
videos, bill stuffers, grocery store receipt advertisements, infographics, social media out-
reach concepts, T-shirt designs, PSA storyboards, and teacher lesson plans. Students also
created display items for utilities’in-person interaction with customers (often from a booth
at county fair-type events) such as a clear plastic tube filled with glue substituting for FOG.
A student-made cookbook offered recipes that replaced store-bought oils with a consum-
er’s own leftover cooking grease, and a student-designed website consolidated utilities’
disparate and fragmented FOG concepts into a single, statewide message. All materials
and concepts followed strategies prescribed in the planning document that constituted the
initial deliverable of the grant project and which led to the creation of the PR Practicum
course.
Students met with utility representatives at the beginning and middle of the course
for guidance. At the beginning of the course, the purpose of the meeting was to understand
the utilities’ unique needs so students could customize materials for statewide use. The
purpose of the mid-semester meeting was for students to show drafts of concepts. Most
utility representatives drove – some for more than 2 hours each way – to meet with students
in person, though Skype allowed for interaction with utility representatives who could
not come to the computer lab where the class met. The class also collectively chose one
student representative to present at the 15th Annual Water Resources Research Institute
Conference in Raleigh, N.C., in March 2013, where she showcased a poster depicting work
common to all groups.
8. Rothberg, Brais and Freitag 61
At the end of the course, nearly all of the 12 major UWC utilities sent at least
one representative to student team presentations of finished, professionally printed sets of
materials. Those attending utility representatives said they planned to re-present all three
teams’ concepts to utilities’ respective legal and corporate communications departments.
Students had believed utilities were looking for one, coherent, statewide message regard-
ing FOG. Surprisingly, though, many utilities said they planned to use materials from all
three groups, despite the groups’ slightly different approaches, with one utility member
noting: “I’ve been saying, ‘Don’t pour grease down the drain’ for 5 years – now I have
three new ways to say it!” Utility representatives expressed plans to offer the cookbook to
cooking shows on local and network TV stations, as well as to restaurants in Leadership in
Energy & Environmental Design-certified buildings.
Although utilities have already used multiple student-created items in their out-
reach efforts, coursework for this class was designed both to educate students and to satis-
fy the needs of potential employers, as the principles underlying experiential and service
learning would attest. So, a full estimation of this Public Relations Practicum requires a
gauge of student satisfaction and learning outcomes from the practicum-delivery model.
Additionally, a measure of utility satisfaction with student-created materials will help as-
sess the value of this pedagogical approach.
FINDINGS/RESULTS
The surveys yielded qualitative and quantitative data for each research question.
RQ1: To what extent will students report that this PR Practicum met their academic
development expectations?
RQ2: To what extent will students report that this PR Practicum met their profes-
sional development expectations?
RQ3: In what ways did the course meet those expectations?
Six of the 9 students, surveyed 6 months following the course (and their own graduation)
had been offered and accepted professional positions in public relations. All responding
students agreed that the course resulted in improved professional portfolios. Seven of 9
said the course improved their presentation skills, and 8 of 9 reported improved self-con-
fidence. Similarly, 8 of 9 students said they advanced their ability to work in teams and
acquire other skills that helped in their job searches. Eight of 9 also said they had improved
their client relation skills such as participating in meetings and processing feedback. Seven
of 9 responding students said there were no negative aspects of the class. Only one student
reported not having improved teamwork skills. Asked their strength of agreement with
the statement, “PR Practicum was a worthwhile course that improved my confidence and
marketability as a communication professional,” 7 of 9 students “strongly agreed” and 2
“agreed.”
Key qualitative findings among students revealed their impression that the unique
benefit of the classroom setting and low student-faculty ratio was the students’ ability to
discuss work in progress immediately with the lead instructor or graduate assistant. Sam-
ple survey responses include:
9. Vol. 2 (2), 2016 Journal of Public Relations Education 62
• “Having laboratory time twice a week with two professors was a huge plus. They
were always there to oversee our work as well as answer our questions.”
• “[B]eing able to get individual time with teachers to help direct your work on a
professional level is something students don’t get too often in undergrad, and that
was extremely helpful!”
• “The ratio gave us a sense of one-on-one mentoring. The workshop style allowed
us a ‘true’ PR professional atmosphere.”
Of note: Though two teams always met in the assigned classroom, one did not. In
that regard, a former student praised the flexibility of class laboratory time, as her group
was the one that used a few class sessions to work off-site to create a conceptual display
model based on clear plastic tubes with “FOG” glue. Because it would be impractical to
bring to a classroom tubes and glue that then had to set as the glue dried, the group crafted
the items at a student’s off-campus apartment. Those students used the cameras on their
smart phones to send course instructors real-time photos and videos of the production pro-
cess. This allowed instructors to offer instant feedback, even though the students were not
in the classroom.
To understand why students deemed the course successful in improving their
confidence and marketability as a communication professional, it is necessary to under-
stand how the items created affected the students’ professional aspirations, qualitatively
and quantitatively. Qualitative results suggest this student satisfaction took the form of
empowerment, as student responses to the open-ended survey question, “How did the FOG
items you created in PR Practicum, individually or as part of a team, affect you as an aspir-
ing professional communicator?” include:
• “Creating these materials allowed me to tap into a creative gene in me that I never
knew existed.”
• “The FOG items I created helped me realize new skills such as graphic design
and helped me realize the communication skills needed to go into such projects.
It helped improve my confidence and hone my skills to make me a well-rounded
employee.”
• “My group took a very modern approach to the course, with upbeat content and
[visually] appealing design to cater more toward women. I think it’s safe to say we
all left our presentation feeling confident in our campaign and our presentation.”
Empowerment isn’t useful without being underpinned by specific knowledge,
skills and abilities, so Practicum students needed to be queried on this aspect of the class.
In response to the open-ended question, “What important concepts did you take away from
PR Practicum?” the students surveyed described how the PR Practicum enhanced their
knowledge, skills and abilities in areas such as time-management, group communication
and collaboration, adaptation to client needs, speedy subject matter assimilation, and pre-
sentation skills. One student captured the sentiment of numerous responses: “In my current
job, I make presentations, communicate with clients and create similar materials. Without
the practice in PR Practicum, I would have had a really hard time. I started my job with a
major advantage.”
Other responses frame this student satisfaction with the course in terms of career
aspirations and encouragement to other students considering enrolling in a similar course:
10. Rothberg, Brais and Freitag 63
• “The skills I developed and used in the PR Practicum are skills I now use every
day in my [job]. I strongly encourage all students serious about landing a job right
after graduation to enroll in this class.”
• “Because of the work experience I gained, and the professional-grade materials I
created in PR Practicum, I was able to land a job before graduation at one of the
top agencies in the U.S. I also started on a level above most college graduates.”
Another value a surveyed student reported was client feedback in the beginning,
middle, and end stages of the class: “Having different clients with different needs and
tastes was definitely a challenge, but it helped me to learn how to take one overall product
and mold it to what everyone else wants.” One responding student noted the professional
lesson inherent in client feedback: “The client time was extremely helpful.” The student
also wrote:
It was hard hearing criticism, but it was probably the most important lesson
learned in class. Real, constructive criticism is something you’re not exposed to
normally in college, and it is definitely something you’ll be exposed to in a career.
It helped because I was able to learn how to take such criticism and improve my
work.
This client interaction leads to the research questions posed to the utility representatives.
RQ4: To what extent will utility representatives find materials created by UNC
Charlotte students potentially useful for FOG-related communication?
The survey of municipal utility representatives began by asking them to identify
the primary audience segments they hoped to influence with FOG materials and strategies
developed by the student teams. Of course, this basic question was integral to research con-
ducted at the outset of the multi-year project and refined by students in the PR Practicum.
The item was included in the survey to provide a region-specific benchmark for potential
future research and to reinforce the core aim of the communication effort. Nominal re-
sponses included: “General Community,” 3 of 4 respondents; “Restaurants and Restaurant
Owners,” 3 of 4 respondents; “Subsidized Housing/Apartments,” 3 of 4 respondents; and
“Latinos” and “Local Schools,” 1 respondent each. Given the option, no respondents added
any audience segments under the “Other” category. These results confirmed findings of the
initial project research preceding the PR Practicum course.
To further frame the context for this research question, one of the survey items
asked utility representatives to indicate their municipality’s most important needs in terms
of FOG communication materials. From a nominal list of collateral materials, respondents
reported needs for “bill inserts,” 3 of the 4 respondents; “fact sheets,” 3 of the 4 respon-
dents; and “event displays,” 3 of the 4 respondents. Two of the 4 respondents reported a
need for “post card/infographics” and “door hangers.” One in 4 respondents reported needs
for “brochures,” “educational activities,” “fliers,” “potty pamphlets” (on what should prop-
erly be disposed of in a toilet) and “other” (without elaboration). None of the respondents
selected from the nominal options “blog templates,” “cookbooks,” “contest layouts,” “PSA
storyboards,” “receipt stamps,” or “T-shirt designs.”
To determine the degree to which respondents were satisfied that PR Practicum
student teams had addressed their needs, the survey used two Likert-scale items. Of the
11. Vol. 2 (2), 2016 Journal of Public Relations Education 64
4 utility survey respondents, 3 “agreed” with the statement: “With the UNC Charlotte
student materials, I feel my municipality is adequately prepared to reach out to its target
audience(s).” None “strongly agreed,” and 1 checked “other” but did not elaborate. Two
respondents agreed and 1 strongly agreed (the 4th indicated “undecided”) with the state-
ment: “The materials the UNC Charlotte students created are useful for my municipality’s
FOG communication.”
The respondents who “agreed” that materials were useful explained, “They cre-
ated materials that we might not have the time to develop,” and “Obtaining a different
perspective from the students’creation of material helped in having new thoughts and ideas
being brought to the FOG control issue. As regulators we sometimes lose sight of what
residents and citizens know or think about FOG.” The respondent who “strongly agreed”
with the usefulness of the materials said they “conveyed a given message with the benefit
of ‘new eyes’ on the issue,” while even the undecided respondent reported, “The material
helped us re-evaluate our current educational materials.”
RQ5: To what extent will utility representatives report they have employed and
implemented materials and concepts developed by students in this PR Practi-
cum?
Two of 4 responding utility representatives indicated their agencies were using
student-developed postcard/infographics, and 1 in 4 indicated they were using brochures,
door hangers, fact sheets, fliers, the “potty pamphlet” and event displays based on concepts
and designs developed by the student teams. One respondent expressed frustration in the
municipality’s inability to use more of the student-created items: “Staffing levels do not
facilitate the amount of time needed to implement more. We have used the postcards for
small geographic areas (a condominium complex) that experienced a sewer overflow due
to grease. Again, more materials would be integrated if we had the manpower to spread the
word. We appreciated all their hard work!”
For other utilities, red tape seemed to be a barrier: “We have included some of the
educational approaches found in the materials, just have not been able to incorporate [the]
town’s seal for official use. We have used the grease/debris pipe display for our events.
Good visual.”
DISCUSSION
As measured by student satisfaction and learning outcomes, as well as utility/
client satisfaction with student-created materials, this Public Relations Practicum appears
to have been a useful course offering. Student responses to their survey favorably gauge
the practical/applied aspects of the course, and the authors can attest to the theoretical di-
mensions they addressed in class in the form of principles and guidelines of practice. This
fulfills the tenets of experiential learning as described in the literature review, and this PR
Practicum addresses the challenge for public relations students of acquiring and refining
relevant skills while still in their academic, pre-professional stage. The context of a
real-world issue of consequence fits squarely with Kolb’s (1984) Experiential Learning
Model and bridges theory and application. Thus, the course design appears to satisfy Glea-
son and Violette’s (2012) concern that limiting public relations education to traditional
12. Rothberg, Brais and Freitag 65
classroom curriculum designs risks restricting student understanding to abstract and ideal-
ized contexts.Additionally, the combination of close attention from the course instructor(s),
experience in multiple client-involved discussions and presentations, and the development
of professional-quality portfolio items serves Kolb’s (1984) standards of reflection and
experimentation; for example, recall one student’s recognition that constructive criticism
from the client was useful not only in the development of strategies and tactics but also in
preparing the student to face and benefit from such feedback in future professional settings.
As students reported and Practicum instructors observed, the course contributed
to student development in skill sets specifically cited in the 2006 report of the Commission
on Public Relations Education (“The Professional Bond”): presentation skills (beyond the
traditional assignment reports); audience segmentation; problem-solving and negotiation;
and working with current issues. The authors acknowledge, of course, that the practicum
approach would be difficult, even ill-advised, to duplicate in course settings such as Public
Relations Writing or Public Relations Campaigns where students initially acquire funda-
mental craft skills. The practicum model, as applied in this case, requires that students enter
the class with reasonable public relations skills nearly approaching professional entry-level
standards.
The practicum setting certainly appears to support Bonwell and Eison’s (1991)
contention that active learning adds value to the curriculum, and it does so in ways a tradi-
tional internship cannot. A public relations internship site supervisor could not be expected
to work with a student to the same degree or with the same intent as a seasoned facul-
ty member. This practicum framework offered a number of advantages when compared
to an internship: students reinforced each other’s learning experience through teamwork;
students had daily access, if needed, to instructors; and students had immediate access
to university amenities such as the library, computer laboratories, meeting rooms, media
production facilities, etc. Still, the authors certainly agree with the Commission on Public
Relations Education in maintaining that at least one professional internship should be re-
quired in the undergraduate public relations curriculum. Internships bring their own unique
benefits: individual student responsibility for assigned tasks; exposure to a full range of
organizational functions beyond public relations; engagement in the professional public
relations community; and supervision by a full-time public relations practitioner. Although
the PR Practicum richly supplements experiential learning through internships, it should
not be viewed as a substitute or replacement.
Considering Swords and Kiely’s (2010) model for service learning, this Practicum
course successfully positioned faculty and students as change agents and contributed to
strengthened relationships between the university and the community. Through the active
engagement between faculty and students on one hand and water utility representatives
throughout the state on the other, the university’s identity as a contributor to community
improvement has been reinforced. Utility representatives were clear in expressing their
intention to employ student-generated materials and concepts in their ongoing quest to
stem improper cooking grease disposal, and that bodes well for continuing engagement
with the university in refining and reinforcing communication efforts. It is encouraging,
too, that students would overwhelmingly gauge the experience to have been professionally
beneficial, despite involving sewage. This further suggests that the course achieved Kolb
13. Vol. 2 (2), 2016 Journal of Public Relations Education 66
and Kolb’s (2011) transformative criterion.
This Practicum was made possible through a substantial multi-year grant that be-
gan with extensive research and planning for a state-wide project. The unpredictable nature
of the grant application process means this model would be difficult to incorporate reliably
into a set undergraduate public relations curriculum. However, the model does point to the
merits of considering the inclusion of a practicum component in grant proposals. In many
cases, the prospect of experiential learning, service learning and community engagement
may well strengthen the competitiveness of a grant proposal. When funding is available,
a Public Relations Practicum course, particularly one working in the public interest and
thereby combining experiential learning with service learning, can be highly valuable on
several levels. The students gain experience and confidence, the client/community receives
professional-quality work with relatively minor investment in money and time, and the
instructors gain credibility along with consultative experience.
Public relations pedagogy can benefit from PR Practicum courses. The course be-
longs within a framework of skills and concept courses such as those recommended in the
1999 CPRE “Port of Entry Report.” The PR Practicum blends tactical and strategic skills in
an experiential and service learning context while it benefits students eager to expand their
portfolios.
Limitations and Implications
The benefit of outside funding facilitated this course, but public relations faculty know the
scarcity of such funding is a barrier to predictable inclusion of the PR Practicum in stan-
dard curricula. Pressures on class size as well as the cost of funding stock photography and
professional printing could singularly or cumulatively constrain the possibility of offering
such a course. Another limitation is client selection. The principles of service learning
favor projects that meet a public need, and clients representing those needs often face the
same financial constraints faced by college and university public relations programs. Of
course, a single case study based on the happy confluence of several enabling circumstanc-
es is hardly representative, but perhaps it encourages faculty to seek similar opportunities
more aggressively.
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