2012 PROCEEDINGS - Public Relations Society of America

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Assignment P#5 - [Sections 04 and 85]: We will be launching our Survey Monkey instrument this week. There will be an in-class activity to identify populations for survey (respondents that we will be contacting to participate). [Section 05]: There will be an inclass content analysis activity as we gather data. (100 points) Week 8: Students were updated on the progress of the project since our last class meeting. A lecture/ discussion focused on what research-based data from different types of studies can and cannot tell us. Week 9: Students were updated on the progress of the project since our last class meeting. A lecture/ discussion focused on outlets for publication – academic journals, trade publications, and general-interest media. Students completed an individual assignment as shown below. Assignment P#6 - This assignment will be written as a business memo of no more than two pages. The memo must be addressed to me and follow the general format/ structure described in the handout I have provided. In this memo, please identify three peerreviewed and two general-interest publications where we might want to submit our findings for possible publication. For each of the publications, give a paragraph or so of description of the publication. Include such details as professional association sponsorship (if any), editorial review processes (as reported by the publication), typical subjects of articles contained in recent past issues, and so forth. This memo will be evaluated on quality and accuracy of writing, and appropriateness of recommendations. (100 points) Week 12: The P#6 memos were returned and discussed. Depending on the class section in which they were enrolled, students were presented with either survey or content analysis data. A lecture/ discussion was held about apparent trends, response rates (or) framing and consistency of media content. Students returned to their teams to complete a final assignment as shown below. Assignment P#7 - Review the data thus far collected. Based on that review and your earlier work, develop a draft outline of how the results should be reported in research form. What‘s the most interesting result(s) of our survey/ analysis? What‘s the least interesting? Each team will submit a rough outline. Outlines will be evaluated on appropriateness of recommendations. (100 points) Week 14: At the end of the course, students individually submitted a final term paper summarizing an interview they conducted with a working professional in PR about the importance of theory and research in the profession. The paper was to address ‗applied research‘ and discuss in detail how the professional makes pragmatic and ethical decisions in a technological profession undergoing rapid change. Assignment weights The seven component assignments (100 points each) + the term paper (300 points) = 1,000 points possible out of 4,000 points possible in the course. 210
The remaining points possible were split between other writing assignments (1,400), tests (500), a final exam (800), and an individual electronic portfolio of work (300). Evaluation Student evaluation data showed that the project – while initially perceived as a daunting task by students – was one of the most appreciated components of the public relations writing course. ―This class turned out to greatly exceed my expectations. Everything I learned is extremely valuable to my future career.‖ ―This class relates classroom experience and work with real-world workplace situations.‖ ―Assignments encourage us to think outside the box.‖ ―The class was very intense in terms of course load. However, I feel I have learned so much and have improved my PR writing.‖ References Cahill, B. (2009, Spring). Your attention please: The right way to integrate social media into your marketing plans. Public Relations Strategist. Retrieved from: http://www.prsa.org/Intelligence/TheStrategist/Articles/download/6K- 020925/102/Your_Attention_Please_The_Right_Way_to_Integrate_S? The Professional Bond: The Report of the Commission on Public Relations Education (2006). New York: Commission on Public Relations Education. Available from: http://www.commpred.org/theprofessionalbond/ 211
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2 0 1 2 P R O C E E D I N G S S A N
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Table of Contents Research Papers A
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RESEARCH PAPERS 5
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campus public relations agency. Wor
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involves researchers reviewing the
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showed generalizibility. Therefore,
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References Allen, M. J. (2004). Ass
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Table 2 Small sample of the evoluti
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Table 4 Instrument Refinement Data
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Table 5 Instrument Refinement Data
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Appendix Firm‟s Logo Client Satis
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This section addresses how you feel
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Communication Tools/Tactics Created
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Communication Skills of the Student
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Additional Comments This section al
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Hope for the Future: Millennial PR
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difference with their work, and the
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with participants lacking discretio
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advise on the best strategy, not to
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opportunities.‖ She also added th
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answering all of these questions th
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2011). The lack of control some Mil
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References Berger, B. K., & Reber,
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Looking Back, Looking Forward: A Th
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Internet and Web would help democra
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In 2010, Smith (2010b) used Twitter
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ecently reported implications of Wi
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Internet, as well as the role of cu
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In 2011, Freberg, Graham, McGaughey
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Conclusion Figure 1 on the followin
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How can new media be used to increa
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DiStaso, M.W. (2012). Measuring pub
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Johnson, M.A. (1997). Public relati
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McKeown, C.A., & Plowman, K.D. (199
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Sweetser, K.D. (2007). Blog bias: R
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Yang, A., & Taylor, M. (2010). Rela
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effective public relations practiti
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Additionally, many public relations
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evidence has suggested that public
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As indicated in the literature revi
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This study shows several areas in w
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Table 4: Distribution Across Employ
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Table 7: Frequency of Engagement in
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Table 8: Frequency of Use of KSAs b
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In the context of the public relati
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Lazarus and Folkman (1984) proposed
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identified as educators, and who sk
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practitioners were confronted with
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Organizational factors are importan
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extend one‘s social capital; in c
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Duhachek, A. (2005). Coping: A mult
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5. Instrumental Support I tried to
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Table 2 Hierarchical Regressions Pr
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elations effects are generally long
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includes the effects of distributed
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[INSERT TABLE 3 ABOUT HERE] The Gra
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David, P., Kline, S., & Dai, Y. (20
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Table 2 Augmented Dickey-Fuller uni
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Table 6 The result of the Toda and
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Communication Excellence and Public
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organize and integrate a group of p
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agencies in the southwestern United
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One participant expressed her perce
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Dozier, D. M., Grunig, L. A., & Gru
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programs, [...] and the delineation
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Freidson, 2001; Krause, 1996). Moll
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and larger public relations departm
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Table 1 Professionalism Dimensions:
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Estimation for the initial measurem
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Figure 3: Coefficients are unstanda
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Bowen, S.A. (2007). Ethics and publ
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Krause, E. A. (1996). Death of the
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Weis, D., & Schank, M.J. (1997). To
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environments: inclusive and transfo
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Purpose How do PRSSA faculty advise
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Findings The descriptive data indic
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advisers were ethical values and or
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The recognition for long-term facul
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PEDAGOGICAL POSTERS 157
Page 159 and 160: Professional Development Assignment
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Page 169 and 170: Table 1: Management, Message Design
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Page 189 and 190: But what about the students in grou
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Page 209: eviewed articles; the other two may
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2012 PROCEEDINGS - Public Relations Society of America

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