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.
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.
"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
"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.
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.
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.
"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
"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.
My group and I designed a research project on how intimacy is affected in first year students at the University of Georgia by the use of Snapchat. We created a full study and sent out a survey. This is the results of our study. My group members have approved that I can share this. The other contributors are Ashlyn DeCarlo, Angela Schwerer, Mary Kathryn Scarpa, Mary Clare Breyel, Holly Hutchinson and Margaret Ann Yates.
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This is the third class in a course on Org. Communication in Social Context; in it I pull together the need for business strategy and communication strategy to be aligned. And, I criticize stakeholder theory as too limiting.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
Social work student beliefs about social media: Implications for education an...husITa
Social workers and other professionals are increasingly using social media in their professional lives as a way to network, serve clients, share information, or find information. Education about technology and social media in social work is often integrated sporadically in to programs, and based on the comfort level or experience of instructors.
This research aims to understand the beliefs and practices of social work students who have completed a social work field placement in an accredited program. Participants responded to survey questions which explore their beliefs about appropriate use of social media in the workplace, as well as the level of training they received in their academic programs and work sites. This study reports on feedback from over 100 students and recent social work graduates. The data offers information about the use of social media in their personal lives and use in field placements, and offer insight in to the widely disperse beliefs of students about whether and when it is appropriate to search for or engage with clients using social media. Data is shared related to student perceptions of agency beliefs around social media use and the need for ongoing education. Two thirds of respondents check their social media sites multiple times each day, and forty percent are on social media during work hours. A third of them search for clients online. Almost half believe that it is acceptable to search for client information on social media for the sake of curiosity. Despite these figures, half of respondents do not know whether their agency permits seeking out or connecting with clients via social media. Qualitative responses indicate the strong polarized feelings of students about appropriate uses of social media. Implications for training and education are discussed.
Approximately 80% of public relations programs offer a public relations campaigns course and the course is required for almost 90% of public relations majors (Benigni, Cheng, & Cameron, 2004). According to the most recent surveys of public relations campaigns teaching methods, 92% of instructors divide students into teams to handle the work and about 90% of classes operate using an “agency structure” with most instructors serving as an “adviser” or “coach” (Benigni, Cheng, & Cameron, 2004, p. 265). This “implies a pedagogical strategy that emphasizes student/team autonomy rather than a didactic approach directed by the professor” (Benigni & Cameron, 1999, p. 55).
"This assignment was developed to address the task of policy development with practical training that foregrounds professional ethical communication guidance, legal precedent, and collaboration with organizational stakeholders. Researching and crafting the policy also prepares students for the emergent public relations role of social media policy maker and manager (Neill & Moody, 2015)." Melissa Adams, Journal of Public Relations Education, Vol. 3, Issue 2, 123-127
Tiffany Derville Gallicano, Journal of Public Relations Education, Vol. 3, Issue 2, 128-132
"The purpose of this assignment is to adopt a strategic planning approach to the task of creating engaging social media content in a real-world context. For this assignment, students work as a class to set a weekly research-based objective and work in teams to plan the communication department’s Facebook fan page content for every day of a work week (Monday-Friday) during the semester. Other fan page account administrators can post important departmental content throughout the semester without disrupting the week-by-week student takeovers of the fan page. This assignment has been popular in social media and public relations strategy classes. This assignment provides an experiential way for students to apply basic statistical concepts, assessment data, and message design theories. In addition, it has the benefit of serving as a potential resume item and portfolio sample."
1 ESSAYS – Preparation for HS 305 Test 2 1. Let.docxaryan532920
1
ESSAYS – Preparation for HS 305 Test 2
1. “Let’s Stop HIV Together” is a communication campaign (from the readings, on CDC’s site). It is an anti-
stigma campaign featuring individuals with HIV who share their personal stories along with friends and family.
It promotes a call to Americans to join the fight against HIV. How would a health educator apply the concept of
segmentation from communications campaigns to an intervention? Explain three specific examples of how
you think segmentation could be applied to this campaign to ensure relevance of the message.
2. Your health office wants to develop a program like CDC’s “One Test. Two Lives.” It is a communication
campaign (from the readings, on CDC’s site) to encourage health care providers to test pregnant women for
HIV infection. You are not sure whether the CDC program is applicable to your community. You decide to
conduct formative research to evaluate this. Explain three specific examples of how you think formative
research could be applied to the development of a campaign to ensure relevance of the message to your
community.
3. Answer ALL parts of this question: You have been awarded a grant for a community’s anti-bullying
campaign, and you want to enlist the help of the local elementary school. The school has a very diverse
population of students, faculty, staff, and administrators, and it strongly supports equality and respect. In this
school, children are allowed to wear clothing and other symbols of their respect for their religions, such as hijab
(head covering) for Muslim girls, and necklaces with a cross or a Star of David. The school would like for you
to enlist the students at the school to assist with anti-bullying education in the rest of the community. What is
one way that you might you help the students tailor their messages without stigmatizing or stereotyping any
individuals at the school? Who will keep the project going after the funding has ended? Why would they be
interested in doing so? What might be one specific barrier to the program’s sustainability? How can you
apply a strategy based on theory to overcome that barrier? Be specific. In your answer, include the theory and
the construct from the theory that you propose using.
4. Answer ALL parts of this question: You have been awarded a grant to promote healthier eating behaviors
among NAU students. You want to enlist the help of selected students whom you believe would promote the
campaign. The grant funders have asked that you enlist support from diverse student groups. What is one
way that you might select students who represent NAU without stigmatizing or stereotyping any individuals?
How can they help you tailor messages to reach the widest array of the student population in a culturally
competent and respectful way? Who will keep the project going at NAU after you have graduated? Why
would they be interested in doing so? What might be one ...
INSTRUCTIONSDiscussion 1 Contextualizing Quantitative Data .docxcarliotwaycave
INSTRUCTIONS
Discussion 1: Contextualizing Quantitative Data in the Workplace- CORPORATE BANK FACILITATOR
What role does quantitative research play in your current (Corporate Bank Facilitator) professional role?
Share 1-2 specific examples of ways in which you have, or might, use quantitative data.
Include projects where you would like to do some analysis (quantitative, qualitative or mixed methods) but have not.
Describe the project and ask your classmates for their feedback!
· Your initial post (approximately 200-250 words) should address each question in the discussion
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 5
Topic: “The Effect of Social Media Marketing On Business Growth and Prosperity”
Introduction
Since early 2000s, businesses have seen the need of utilizing social media as a convenient platform to reach and engage their potential customers (Pourkhani et al., 2019). Social media has revolutionized the way businesses connect with consumers for the purpose of growing their brand. Notably, social media offers cheaper and highly accessible tools of marketing used by businesses to advance their promotional activities (Fan & Gordon, 2014). In United States, social media has highly transformed the world of business –allowing firms to innovate and improve their business plans in order to attain maximum growth and prosperity (As' ad & Alhadid, 2014). Therefore, this study explores the impact, benefit, and importance of social media to the growth and performance of businesses.
Purpose of the Study
According to Kane (2015), a researcher should have a tangible reason (s) for undertaking a particular study in any filed. Marketing is very crucial to each and every business. Marketing entails the need for companies to access the target markets and engage their potential customers. This is aimed at understanding customer needs and wants –something that is crucial in developing a product (s) which offer maximum satisfaction to consumers. Until late 90s, businesses relied on traditional mode of marketing which included radio, TV, newspaper, billboards, field-marketing, among others. Notably, these marketing channels were very expensive. However, the introduction of social media platforms in early 2000s availed cheap, accessible, and reliable means of reaching the target audiences. Consequently, there is need to explore the element of social media in order to establish its superiority and contribution in helping organizations to attain maximum growth and performance. Thus, this study seeks to establish the impact and benefit of social media platforms to organizations as far as elements of building brand awareness, increasing sales, and expanding markets are concerned.
Study Rationale
Before conducting a research, a researcher is supposed to explain clearly the importance of the study he or she is carrying out. This involves providing specific, valid, and ideally arguments in support of the research topic. The rationale of th ...
"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.
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
My group and I designed a research project on how intimacy is affected in first year students at the University of Georgia by the use of Snapchat. We created a full study and sent out a survey. This is the results of our study. My group members have approved that I can share this. The other contributors are Ashlyn DeCarlo, Angela Schwerer, Mary Kathryn Scarpa, Mary Clare Breyel, Holly Hutchinson and Margaret Ann Yates.
This is the syllabus for my (applied) communication research class for spring 2019. The class is taught to undergraduate communication students at Shepherd University. The class is geared towards students interested in working in public relations, social media and related fields. Learn more about this class and others I teach at: https://mattkushin.com.
This is the third class in a course on Org. Communication in Social Context; in it I pull together the need for business strategy and communication strategy to be aligned. And, I criticize stakeholder theory as too limiting.
My 2015 Communication Research syllabus for Shepherd University.
This is an applied research class.
Learn more about the class and assignments at: MattKushin.com
Social work student beliefs about social media: Implications for education an...husITa
Social workers and other professionals are increasingly using social media in their professional lives as a way to network, serve clients, share information, or find information. Education about technology and social media in social work is often integrated sporadically in to programs, and based on the comfort level or experience of instructors.
This research aims to understand the beliefs and practices of social work students who have completed a social work field placement in an accredited program. Participants responded to survey questions which explore their beliefs about appropriate use of social media in the workplace, as well as the level of training they received in their academic programs and work sites. This study reports on feedback from over 100 students and recent social work graduates. The data offers information about the use of social media in their personal lives and use in field placements, and offer insight in to the widely disperse beliefs of students about whether and when it is appropriate to search for or engage with clients using social media. Data is shared related to student perceptions of agency beliefs around social media use and the need for ongoing education. Two thirds of respondents check their social media sites multiple times each day, and forty percent are on social media during work hours. A third of them search for clients online. Almost half believe that it is acceptable to search for client information on social media for the sake of curiosity. Despite these figures, half of respondents do not know whether their agency permits seeking out or connecting with clients via social media. Qualitative responses indicate the strong polarized feelings of students about appropriate uses of social media. Implications for training and education are discussed.
Social work student beliefs about social media: Implications for education an...
Similar to Willis (2018) Diagnosing Health Campaigns: A Campaign Evaluation Assignment, Journal of Public Relations Education, Volume 4, Issue 2, 99-106
Approximately 80% of public relations programs offer a public relations campaigns course and the course is required for almost 90% of public relations majors (Benigni, Cheng, & Cameron, 2004). According to the most recent surveys of public relations campaigns teaching methods, 92% of instructors divide students into teams to handle the work and about 90% of classes operate using an “agency structure” with most instructors serving as an “adviser” or “coach” (Benigni, Cheng, & Cameron, 2004, p. 265). This “implies a pedagogical strategy that emphasizes student/team autonomy rather than a didactic approach directed by the professor” (Benigni & Cameron, 1999, p. 55).
"This assignment was developed to address the task of policy development with practical training that foregrounds professional ethical communication guidance, legal precedent, and collaboration with organizational stakeholders. Researching and crafting the policy also prepares students for the emergent public relations role of social media policy maker and manager (Neill & Moody, 2015)." Melissa Adams, Journal of Public Relations Education, Vol. 3, Issue 2, 123-127
Tiffany Derville Gallicano, Journal of Public Relations Education, Vol. 3, Issue 2, 128-132
"The purpose of this assignment is to adopt a strategic planning approach to the task of creating engaging social media content in a real-world context. For this assignment, students work as a class to set a weekly research-based objective and work in teams to plan the communication department’s Facebook fan page content for every day of a work week (Monday-Friday) during the semester. Other fan page account administrators can post important departmental content throughout the semester without disrupting the week-by-week student takeovers of the fan page. This assignment has been popular in social media and public relations strategy classes. This assignment provides an experiential way for students to apply basic statistical concepts, assessment data, and message design theories. In addition, it has the benefit of serving as a potential resume item and portfolio sample."
1 ESSAYS – Preparation for HS 305 Test 2 1. Let.docxaryan532920
1
ESSAYS – Preparation for HS 305 Test 2
1. “Let’s Stop HIV Together” is a communication campaign (from the readings, on CDC’s site). It is an anti-
stigma campaign featuring individuals with HIV who share their personal stories along with friends and family.
It promotes a call to Americans to join the fight against HIV. How would a health educator apply the concept of
segmentation from communications campaigns to an intervention? Explain three specific examples of how
you think segmentation could be applied to this campaign to ensure relevance of the message.
2. Your health office wants to develop a program like CDC’s “One Test. Two Lives.” It is a communication
campaign (from the readings, on CDC’s site) to encourage health care providers to test pregnant women for
HIV infection. You are not sure whether the CDC program is applicable to your community. You decide to
conduct formative research to evaluate this. Explain three specific examples of how you think formative
research could be applied to the development of a campaign to ensure relevance of the message to your
community.
3. Answer ALL parts of this question: You have been awarded a grant for a community’s anti-bullying
campaign, and you want to enlist the help of the local elementary school. The school has a very diverse
population of students, faculty, staff, and administrators, and it strongly supports equality and respect. In this
school, children are allowed to wear clothing and other symbols of their respect for their religions, such as hijab
(head covering) for Muslim girls, and necklaces with a cross or a Star of David. The school would like for you
to enlist the students at the school to assist with anti-bullying education in the rest of the community. What is
one way that you might you help the students tailor their messages without stigmatizing or stereotyping any
individuals at the school? Who will keep the project going after the funding has ended? Why would they be
interested in doing so? What might be one specific barrier to the program’s sustainability? How can you
apply a strategy based on theory to overcome that barrier? Be specific. In your answer, include the theory and
the construct from the theory that you propose using.
4. Answer ALL parts of this question: You have been awarded a grant to promote healthier eating behaviors
among NAU students. You want to enlist the help of selected students whom you believe would promote the
campaign. The grant funders have asked that you enlist support from diverse student groups. What is one
way that you might select students who represent NAU without stigmatizing or stereotyping any individuals?
How can they help you tailor messages to reach the widest array of the student population in a culturally
competent and respectful way? Who will keep the project going at NAU after you have graduated? Why
would they be interested in doing so? What might be one ...
INSTRUCTIONSDiscussion 1 Contextualizing Quantitative Data .docxcarliotwaycave
INSTRUCTIONS
Discussion 1: Contextualizing Quantitative Data in the Workplace- CORPORATE BANK FACILITATOR
What role does quantitative research play in your current (Corporate Bank Facilitator) professional role?
Share 1-2 specific examples of ways in which you have, or might, use quantitative data.
Include projects where you would like to do some analysis (quantitative, qualitative or mixed methods) but have not.
Describe the project and ask your classmates for their feedback!
· Your initial post (approximately 200-250 words) should address each question in the discussion
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 5
Topic: “The Effect of Social Media Marketing On Business Growth and Prosperity”
Introduction
Since early 2000s, businesses have seen the need of utilizing social media as a convenient platform to reach and engage their potential customers (Pourkhani et al., 2019). Social media has revolutionized the way businesses connect with consumers for the purpose of growing their brand. Notably, social media offers cheaper and highly accessible tools of marketing used by businesses to advance their promotional activities (Fan & Gordon, 2014). In United States, social media has highly transformed the world of business –allowing firms to innovate and improve their business plans in order to attain maximum growth and prosperity (As' ad & Alhadid, 2014). Therefore, this study explores the impact, benefit, and importance of social media to the growth and performance of businesses.
Purpose of the Study
According to Kane (2015), a researcher should have a tangible reason (s) for undertaking a particular study in any filed. Marketing is very crucial to each and every business. Marketing entails the need for companies to access the target markets and engage their potential customers. This is aimed at understanding customer needs and wants –something that is crucial in developing a product (s) which offer maximum satisfaction to consumers. Until late 90s, businesses relied on traditional mode of marketing which included radio, TV, newspaper, billboards, field-marketing, among others. Notably, these marketing channels were very expensive. However, the introduction of social media platforms in early 2000s availed cheap, accessible, and reliable means of reaching the target audiences. Consequently, there is need to explore the element of social media in order to establish its superiority and contribution in helping organizations to attain maximum growth and performance. Thus, this study seeks to establish the impact and benefit of social media platforms to organizations as far as elements of building brand awareness, increasing sales, and expanding markets are concerned.
Study Rationale
Before conducting a research, a researcher is supposed to explain clearly the importance of the study he or she is carrying out. This involves providing specific, valid, and ideally arguments in support of the research topic. The rationale of th ...
"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.
SOCW 6311 wk 8 peer responses Respond to at least two collea.docxsamuel699872
SOCW 6311 wk 8 peer responses
Respond to at least two colleagues by doing all of the following:
Name first and references after every person
Indicate strengths of their needs assessment plan that will enable the needs assessments to yield support for the program that they want to develop.
Offer suggestions to improve the needs assessment plan in areas such as:
Defining the extent and scope of the need
Obtaining important information about the target population
Identifying issues that might affect the target population’s ability to access the program or services
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Discussion - Week 8
COLLAPSE
Top of Form
Needs assessments are a form of research conducted to gather information about the needs of a population or a group in a community (Tutty & Rothery, 2010, p. 149). One purpose of a needs assessment is to explore in more depth whether a new program within an organization or agency is needed (Dudley, 2014, p. 117). Key questions of this type of needs assessment may revolve around: (1) whether there are enough prospective clients to warrant this type of program, (2) the different activities or programs that the respondents would be interested in using, priorities for some activities over others, (3) importance of the activities, and (4) times in which this program would be desired and used (Dudley, 2014, p. 117). Potential barriers for the implementation of a new program should also be assessed to ensure the best possible outcome. Some barriers to services could include factors such as: location, costs, potential need for fees, and possible psychological issues related to such things. The following is an assessment of an intensive outpatient program for youth, and a potential need that is currently being unmet.
Post a needs assessment plan for a potential program of your choice that meets a currently unmet need. Describe the unmet need and how current information supports your position that a needs assessment is warranted.
The intensive outpatient program (IOP) at Provo Canyon Behavioral H.
Composition Project 3: Writing Portfolio
Your Writing Portfolio is an online space where you gather pieces of your writing and
make an argument about how those pieces demonstrate significant development of your writing, your thinking, and/or your research skills. It is also a place where you can address more specifically your relationship to the goals of the course. You will select one of the FWP Outcomes that resonates with you, and you will use reflective analysis as a tool to closely examine a variety of your own compositions over a period of time. Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
As you move through the FWP sequence, the Writing Portfolio will give you lots of
practice in doing reflective analysis, which will help you to work toward two of the FWP
Outcomes (and others, too):
1. Students will reflect on their own and others’ writing and communication
processes and practices. They will learn that the term “writer” applies to
themselves and their peers.
2. Students will use writing to embrace complexity and think about open-ended
questions.
The skills you gain by closely examining your compositions, and by making larger claims about your writing abilities based on the compositions you include, will help to prepare you for the reflective analysis you will be asked to do later in your academic and professional life.
English 102 Writing Portfolio and Reflective Analysis Assignment
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the
FWP Outcomes and choose ONE of the Outcomes as the focus for your
argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument.
Specifically, you should integrate the following compositions as sources in
your analysis:
a. 1 major project from 101
b. 1 major project from 102
c. 2 informal compositions from either 101 or 102
d. Any other supporting compositions you would like to use
3. It should do “meta-analysis” of those artifacts as it makes its argument.
Works Cited
Last name, First name. “Title of Project.” Course Title. Professor ______ ______.
Assignment Capstone Project Part II Needs AssessmentPeople.docxluearsome
Assignment: Capstone Project Part II: Needs Assessment
People often use advocacy to create positive change for society. Advocacy represents the strategies devised, actions taken, and solutions proposed to influence change for the betterment of society. The key to successful advocacy and creating a successful strategic plan is to conduct a needs assessment to determine the needs or priorities for a given agency, organization, or community.
A needs assessment is a systematic way of determining the gap between what an agency, organization, or community has and what is desired to meet the needs of individuals, groups, communities, or societies. The needs assessment will reveal whether there
may
be unmet services. It can then provide information about those needs and help inform your planning to meet them. The needs assessment also consists of planning
who
you need to target,
how
you will effectively gather new data, and/or how you will use existing data to inform your planning decisions.
To prepare:
Think about the needs of the agency, organization, or community that you identified as being the focus for your strategic plan.
Consider how you might collect data from stakeholders regarding met and unmet needs.
The Assignment (2 pages): My Organization is The United Nations Environmental Protection
Outline/describe steps you would take to conduct a needs assessment.
State which stakeholders you would contact and why you would contact each.
Develop a stakeholder survey related to your professional or societal issue.
The survey must be at least 10 questions.
Provide a justification for each question on the survey.
Provide a rationale for the type/format of questions on the survey.
State how you would vary items on the survey based on the role of the stakeholders who would complete it (administration, leadership, staff, recipient of surveys).
Required Readings
Homan, M. S. (2016).
Promoting community change: Making it happen in the real world
(6th ed.). Boston, MA: Cengage.
· Chapter 4, “Putting Yourself in the Picture” (pp. 96–112)
· Chapter 5, “Knowing Your Community” (pp. 131–172)
· Chapter 12, “Taking Action—Strategies and Tactics” (pp. 379–417)
Schutz, A. (2011). Power and trust in the public realm: John Dewey, Saul Alinsky, and the limits of progressive democratic education.
Educational Theory, 61
(4), 491–512. Retrieved from the Walden Library databases.
Snow, K. C. (2013). The importance of advocacy and advocacy competencies in human service professions.
Journal of Human Services
,
33
(1), 5–16. Retrieved from the Walden Library databases.
...
Journal Effective, Consistent, and Ethical CommunicationInforma.docxcareyshaunda
Journal: Effective, Consistent, and Ethical Communication
Information is used in various ways, including as a tool to gain support, influence behaviors and decisions, and alter one’s perspectives. When you encounter new information, does it sway your opinion? The source of the information, the way it is presented, and the people or issue (s) that benefit from public reaction to the information all play a role in determining quality information. As both a consumer and producer of information, it is important to consider the methods used to effectively and ethically communicate to a broad audience
In this week’s Journal Assignment, you examine the effectiveness of your Group Project.
To prepare for this Assignment:
Review Walden University’s DEEP-C Model General Education Learning Outcomes “Expression” and “Perspective” in the Syllabus
.
Consider “Expression” and “Perspective” as they relate to your Group Project.
Review your Topic Exploration and Analysis and Literature Review to ensure that your group’s publicity campaign is effective, has an ethical approach, and has a consistent message.
The Assignment:
Writea 2- to 3- paragraph journal entry in which you address the following:
Consider how nonverbal communication and the formatting of written communication (style, formatting, correct grammar, spelling, etc.) enhance or detract from the effectiveness and consistency of the work you produce.
Reflect on ways the effectiveness of your Group Project’s publicity approach can vary according to audience and context.
Think about the ways an ethical publicity approach could influence a broader audience
.
"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.
Running head CHILD WELFARE NEEDS ASSESSMENT .docxhealdkathaleen
Running head: CHILD WELFARE NEEDS ASSESSMENT 1
CHILD WELFARE NEEDS ASSESSMENT 2
Child Welfare Needs Assessment
Student name:
Institution Affiliation:
Date:
Child Welfare Needs Assessment
The following major steps would be required for the child welfare needs assessment to complete the project. These include:
Step 1: Brainstorming and Planning
First of all, I will consider gathering all the concern key stakeholders who will tend to serve as the task force for the needs assessment regarding the child welfare project. In context, the group will include individuals in service delivery staff, leadership, consumers as well as volunteers. During the gathering, I will create questionnaires whereby I will be asking questions relating to various factors such as duration, frequency, scope severity and perceptions the project will take and aim (Cummings, 2016). Based on brainstorming, I will initiate validated methods like Modified Delphi Technique that is a simple meeting facilitation technique to give every participant an equal chance to contribute their voices as well as ideas regarding the concern project.
Step 2: Guiding Documents
I will collect and gather feedback that directly comes from the concern task force where then I will analyze. Thereafter, I will use the analyzed data to come up with concrete solutions to act as the guideline documents for the entire child welfare needs assessment. Besides, I will ensure that the documents are well attached and published in a comprehensive manner for both task force and stakeholders involved to clearly read and understand.
Step 3: secondary data collection
In step three, I will utilize the existing sources in formulating relevant information concerning the child welfare project. Moreover, I will use the secondary data or information to support the project’s questions in regards to my surveys, interviews and focus groups. Further, I will conduct an in-depth research on the available literatures for an effective understanding on research evidence state relating to the subjective area associating to the child welfare project (Child Welfare Strategy Group).
Step 4: Primary data collection
I will also utilize both methods of collecting primary data including qualitative and quantitative methods which will help me in collecting direct information concerning the child welfare project from the people I will be serving. Some of the primary data sources I will initiate include electronic or written surveys, moderated focus groups and key informant interviews.
Step 5: Data analysis
With all data required for the project, I will tend to use both qualitative and quantitative analysis to verify the results. During the analyzing, I will seek help from a statistician who will help to predict the outcomes of the results and to determine whether the data collected ...
PSY 638 Final Project Guidelines and Rubric Overview .docxpotmanandrea
PSY 638 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a grant proposal.
The assessment for this course will be the construction of a grant proposal that targets a current area of developmental, behavioral, or diagnostic need for
children or adolescents in your community. The final project represents an authentic demonstration of competency, because it requires you to apply concepts
from across the child and adolescent curriculum to compose an original grant proposal for a theoretically supported, age-specific, and effective intervention
program. Terms commonly used in grant proposals include problem identification, prevalence, assessment of resources, impact of the problem, and
implementation plan. The meaning of these grant terms is revealed in the critical elements listed in the prompt, in which you will be asked to devise a grant
proposal that one would submit in the field of psychology. Grant proposals could be submitted for funding for research, training, institutional upgrades,
nonprofit center grants, funding opportunities, grants for children’s programs, or grants for specific outreach programs such as engaging underrepresented
cultures. The purpose of this task is to assess your understanding of concepts from across the child and adolescent curriculum.
Some real-world examples of grant proposal ideas have included:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative community-based programs that employ prevention strategies to promote access to
health care for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and ...
Similar to Willis (2018) Diagnosing Health Campaigns: A Campaign Evaluation Assignment, Journal of Public Relations Education, Volume 4, Issue 2, 99-106 (20)
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
"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.
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
Journal of Public Relations Education, Volume 3, Issue 2
2017
JPRE – Volume 3, Issue 2
Research Articles:
Thomasena Shaw, Bridgewater State University
Mind the gap: An exploratory case study analysis of public relations student intern and on-site supervisors’ perceptions of job skills and professional characteristics
Diana C. Sisson, Auburn University
Tara M. Mortensen, University of South Carolina
Educating students for the social, digital & information world: Teaching public relations infographic design
Ming Wang, University of Nebraska-Lincoln
Using crisis simulation to enhance crisis management competencies: The role of presence
Laura E. Willis, Quinnipiac University
A dam(n) failure: Exploring interdisciplinary, cross-course group projects on STEM-Translation In Crisis Communication
GIFT Articles:
Mary E. Brooks and Emily S. Kinsky, West Texas A&M University
Who Will Get Chopped? Mystery Basket PR Challenge
Melissa Adams, North Carolina State University
How Do Social Media Managers “Manage” Social Media? A Social Media Policy Assignment
Tiffany Derville Gallicano, University of North Carolina Charlotte
Math, Message Design and Assessment Data: A Strategic Approach to the Facebook Assignment
Review:
Teddi Joyce, University of South Dakota
Review of Douglas J. Swanson’s “Real world career preparation: A guide to creating a university student-run communications agency”
Published by the Public Relations Division of AEJMC
Chuck Lubbers, Ph.D., Professor
Editor, Journal of Public Relations Education
Media & Journalism
The University of South Dakota
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/
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
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."
Book Review by Teddi A. Joyce, Journal of Public Relations Education, Vol. 3, Issue 2, 133-135
Book Title: Real World Career Preparation: A Guide to Creating a University Student-Run Communications Agency
By: Douglas J. Swanson (2017)
Mary E. Brooks and Emily S. Kinsky, Journal of Public Relations Education, Vol. 3, Issue 2, 119-122
"Based off Food Network’s Chopped challenge, the Mystery Basket PR Challenge is a competition that focuses on creativity, speed, and skill in which students are given a box of mystery 'ingredients' (e.g., brand, crisis, strategy, channel, speaker, audience) they have to use to complete an assigned task (e.g., a tweet, an official statement, a headline). For example, a box might have a brand name, a particular crisis, a group of people affected and a celebrity, and the task would be to write a headline for a news release, keeping in mind which crisis response strategy from Benoit (1997) or Coombs (2007) might be most appropriate. Students open the box and have a limited time in their groups to complete the task, which they then pitch to the judges (faculty and local professionals). This requires teamwork and application of lessons learned in class as the student groups compete against each other."
This is perhaps the first in-depth qualitative study that shares insights about the perceived role of Twitter on the learning experience and the sense of classroom community from students’ perspectives in a large lecture class. We conducted four focus groups with a cumulative total of 27 students from a class of 269 students. Based on our data, we propose ways that Twitter might contribute to the sense of classroom community, which could be tested through quantitative research. We also identify ways that Twitter helps and undermines students’ learning experience. In addition, we found a surprising theme about Twitter fostering a sense of competition in the class when projected on the wall. This study concludes with recommendations for integrating Twitter in the large lecture class.
Keywords: Public relations, Twitter, classroom exercises
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
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
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Willis (2018) Diagnosing Health Campaigns: A Campaign Evaluation Assignment, Journal of Public Relations Education, Volume 4, Issue 2, 99-106
1. Public Relations Education
Association for Education in Journalism and Mass Communication
Journal of
JPRE
Volume 4, Issue 2, Fall 2018
A publication of the Public Relations Division of AEJMC
ISSN 2573-1742
3. Table of Contents
Research Articles
1-20
21-50 What do Employers Want? What Should Faculty Teach? A
Content Analysis of Entry-Level Employment Ads in Public
Relations
Brigitta R. Brunner, Kim Zarkin, & Bradford L. Yates
51-86 Teaching Digital and Social Media Analytics: Exploring Best
Teaching Briefs
PRD GIFT Winners from AEJMC 2018
87-98 Building a Social Learning Flock: Using Twitter Chats to
Enhance Experiential Learning Across Universities
Amanda J. Weed, Karen Freberg, Emily S. Kinsky,
& Amber L. Hutchins
99-106 Diagnosing Health Campaigns: A Campaign Evaluation
Assignment
Laura E. Willis
4. Teaching Briefs (continued)
PRD GIFT Winners from AEJMC 2018
107-114 Teaching Trolling: Management and Strategy
Leslie Rasmussen
115-122 Sparking Creativity Through Purpose-Driven Storytelling
Chris Cooney
123-127 Looking in to see out: An Introspective Approach to Teaching
Ethics in PR
Regina Luttrell & Jamie Ward
Reviews
128-133 Social Media Campaigns: Strategies for Public Relations and
Marketing
Matthew J. Kushin
134-145 Meltwater Media Intelligence Software
Matthew J. Kushin
5. PRD GIFT Winner AEJMC 2018
Diagnosing Health Campaigns: A Campaign
Evaluation Assignment
Laura E. Willis, Quinnipiac University
Rationale
The purpose of this assignment is to have students engage in
the evaluation of real-world, contemporary health communication
campaigns developed and disseminated by a leading public health
organization. The final product of this assignment is a written analysis
paper; however, the content of that paper is meant to be developed through
group discussion. The assignment was developed for an upper-level,
major elective on strategic health communication for public relations
undergraduate students. This assignment has two primary components.
First, groups of students are asked to apply the six components of health
communication campaign design (formative research, use of theory,
audience segmentation, message design, channels/message placement, and
evaluation) in their evaluation of the campaign overview and materials
presented on the Centers for Disease Control and Prevention’s (CDC)
website. Additionally, student groups are asked to consider the role of
evidence within the campaign development and evaluation. Second,
groups have the opportunity to discuss how organizations communicate
about their campaigns, including what information they provide and what
information would have been more helpful in determining the outcomes
of the campaign. This assignment has been popular in both the on-ground
and online sections of the strategic health communication elective class,
as it provides students the opportunity to apply course material to a real
health campaign in collaboration with their peers.
Journal of Public Relations Education
2018, Vol. 4, No. 2, 99-106
6. 100
Student Learning Goals
This assignment asks students to engage in critical and creative
thinking in their application of key concepts from course materials to
assess a campaign, as described on the CDC’s website. Moreover, the
assessment of the campaign deepens students’ understanding of the
purpose of research in strategic health communication, an inquiry and
analysis learning outcome. These are learning outcomes for both the
analysis paper and the group discussion about the CDC’s communication
about its campaigns on its website. This assignment directly connects to
public relations theory and practice, as it asks students to consider the
output of contemporary campaign practices and identify possible theories
that may have informed the campaign.
The assignment also asks students to practice effective
communication in their discussions with their group members about their
assigned campaign, in the analysis paper they submit as a group, and in
the follow-up discussion. Finally, working as a group also encourages
them to practice professionalism in group dynamics, which is a social and
emotional intelligence learning outcome.
Connection to Practice
This assignment provides students with the opportunity to evaluate
how components work together in practice. Students apply the six
components of campaign development and consider the role of evidence
to a real-world example in group discussions and a subsequent paper.
Moreover, this assignment helps them to feel more familiar with these
concepts before they begin their final project for the course (a health
campaign proposal plan).
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7. Vol. 4(2), 2018 Journal of Public Relations Education 101
Evidence of Student Learning Outcomes
In-Person Classroom
When this assignment has been utilized in a class running in
person, students are divided into small groups, in which they select from
a list of pre-determined CDC campaigns. Generally, student groups begin
to work on the analysis of the campaign during class time. By providing
time in class for this work, the instructor can observe a group’s dynamic
and get an idea of their individual contributions to the assessment of the
campaign, as well as answer questions as they arise. An analysis paper
is due afterward (generally by two class meetings after the in-class work
time). In the class meeting in which the paper is due, we wrap up the
assignment with a more meta-level discussion of how the CDC organized
and discussed the campaign efforts on its website.
Virtual Classroom
In an online setting, the timeline varies slightly, and the nature of
group work and discussions shifts. In-person work and discussions shift
to a virtual group messaging program and/or a discussion board on the
class’ website. Student professionalism in the small group setting can be
assessed through group evaluation, which is due after the submission of
the paper.
In both on-ground and virtual settings, students have noted that
this assignment helped them to more fully understand the implications
of critical campaign components, such as audience segmentation or
evaluation, on an individual campaign’s success, as well as the generation
of strategic health communication knowledge for future campaign
development.
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Assignment
Once students have been separated into small groups (no more
than four, depending on the class size), they are given a list of CDC
campaigns that they have likely never heard of before, but which have
sufficient information about the campaign available through the CDC’s
website. For example, previous student groups have analyzed campaigns
such as “Screen for Life,” “Inside Knowledge,” “Get Smart,” “One and
Only,” and “One Conversation at a Time.” The groups are then asked to
select campaigns, and students are given some quiet time in class to begin
reviewing the campaign information. After that, student groups are asked
to begin discussing both the campaign itself, as well as the communication
efforts about the campaign.
Discussion Prompts
Student groups are asked to consider the following prompts as they
begin to critically review and discuss their CDC campaign.
• What information was easiest for you to discern about your assigned
campaign from the CDC’s website?
• Was the organization of the information easy for you to navigate?
• Who do you think the target public is for these web pages?
• If you were planning on developing a campaign that shared the same
topic (or target public), what information would have been most
helpful to you? What would you like to know that wasn’t provided on
the website?
• How do the ways in which the CDC communicates about its
campaigns connect to what you understand about evidence-based
practice?
Within their groups, students are asked to discuss how they see
the six key components of health communication campaigns within
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9. Vol. 4(2), 2018 Journal of Public Relations Education 103
their assigned campaign, as this will be a major focus of the final paper
(for analysis paper directions, see Appendix A; for grading rubric, see
Appendix B).
Appendix A
Analysis Paper Directions
Work with your group members to review and analyze the CDC campaign
you’ve been assigned. You must evaluate both the campaign itself and the
information provided about the campaign on the CDC’s website.
(1) From the CDC’s website, what can you determine related to the six key
components of campaign design:
• Formative research
• Use of theory
• Audience segmentation
• Message design
• Channels and message placement
• Evaluation
Questions to consider:
• What do you perceive the goals of the campaign are?
• Who is the target audience for the campaign?
• What channels appear to be utilized by the campaign?
• Using what you know about the key components of a successful
campaign, what does the campaign seem to be doing well?
• What possible changes would you suggest?
(2) Moreover, what might the information provided suggest for the
evidence-based approach to health communication?
Questions to consider:
• Does this campaign appear to have been based on evidence?
10. 104
• Would you be able to incorporate lessons from this campaign into the
development of future health communication campaigns?
Write up the critical analysis in no more than 5 pages (using APA style).
This paper should be a true group effort – you should NOT divvy up the
work and individually write subsections; this will result in a paper that
lacks a consistent tone of voice.
Connections to course material must be made and cited appropriately.
Your contributions and professionalism will be assessed through group
evaluations at the end of the assignment.
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Appendix B
Analysis Paper Grading Rubric
Reminder: Your individual grade for this assignment may be impacted
by the evaluations provided by you and your group members. It is your
responsibility to be a professional and effective group member. Failure to
submit a fully completed evaluation will result in a 5-point reduction from
your individual grade.
Equal Weight
(20% each)
Mastery
(90-100%)
Proficient
(80-89%)
Developing
(70-79%)
Feedback
& Score
Identification of
the main aspects
of the campaign
Identifies and
demonstrates
a sophisticated
understanding
of the main
components of
campaign design
Identifies and
demonstrates
an acceptable
understanding of
most components of
campaign design
Identifies and
demonstrates
a weak
understanding of
some components
of campaign design
Analysis /
evaluation of the
campaign
Presents an
insightful and
thorough analysis
of all aspects of
the campaign
Presents a thorough
analysis of most
aspects of the
campaign
Presents a
superficial or
incomplete
analysis of some of
the aspects of the
campaign
Recommendations Supports
recommendations
and opinions with
strong arguments;
recommendations
are reasonable
and objective
Supports
recommendations
and opinions with
limited reasoning
and evidence;
demonstrates little
engagement with
ideas presented
Little or no action
is suggested, and/
or inappropriate
solutions are
proposed to the
issues
12. 106
Links to course
material
Makes
appropriate
and powerful
connections
between
identified health
communication
aspects and the
course readings
and lectures
Makes appropriate
but somewhat
vague connections
between identified
issues/concepts and
concepts studied in
course material
Makes
inappropriate or
little connection
between aspects
identified and the
concepts studied in
course materials
Writing mechanics
and formatting
Demonstrates
clarity, concise-
ness, and correct-
ness; formatting
is appropriate,
and writing is free
of grammar and
spelling errors
Exhibits occasional
grammar or spelling
errors, but there is
still a clear presen-
tation of ideas; lacks
organization
Writing is unfo-
cused, is rambling,
or contains serious
errors; writing is
poorly organized
and does not follow
specified guide-
lines
Total:
Editorial Record: Submitted to AEJMC-PRD GIFT Competition by February 5, 2018. A
blind copy was peer reviewed by the PRD Teaching Committee, led by Chair Katie Place,
and selected as a Top GIFT. First published online on August 17, 2018.
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Appendix B (continued)
Analysis Paper Grading Rubric