2008 PROCEEDINGS - Public Relations Society of America

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thinking:” write an opinion piece in which a position must be taken and defended; written case analysis; and write a strategic public relations plan. Who Should Evaluate a Professional Portfolio? The Faculty. Working with the student, the faculty serve as the initial evaluators of a professional portfolio. Several reasons recommend faculty as initial evaluators: (a) faculty ought to be sympathetic judges of the substance and organization of the portfolio, (b) the quality of the portfolio reveals the quality of the curriculum and its pedagogy (Cole, 1995), and (c)faculty frequently serve as references for students. The Practitioners. One place for practitioners to have direct involvement in student assessment is the evaluation of student portfolios. Three advantages arise: (a) practitioners witness firsthand the quality of students from a particular program., (b) the student and the faculty gain insight into the changing expectations of the industry, and (c) involvement enhances the necessary connection between the academic and work worlds. What Criteria Will Evaluators Use to Judge Portfolios? 1. organized: logical sequencing of the material 2. ease of use: table of contents, tabs, explanatory paragraphs of complex projects 3. accuracy of language use (grammar, spelling, style, etc.) 4. appearance: quality of container, font, paper, quality, use of color, white space, etc. 5. displays a variety of work: a diverse set of skills revealed in the materials 6. evidence of increasing responsibility for the work 7. shows creativity and imagination: in the completed items, in the portfolio itself 8. adapts to the audience: items included appropriate to the evaluator’s circumstance Description of the Instructions for Process and Professional Portfolios Handouts describing the process and professional portfolio assignment at Indiana State University will be available for attendees. In addition, at least example of a process portfolio in progress and a completed professional portfolio will be available for inspection. References “A Portfolio Evaluation Checklist,” (http://712educators.tqn.com//library/weekly/blportcklist.htm). Belanoff, P. and Dickson, M. (1991). Portfolio: Process and product. Portsmouth, NH.: Boynton/Cook Publishers. Cole, D. Ryan, C. and Kick, F. (1995). Portfolios across the curriculum and beyond. Thousand Oaks, CA.: Corwin Press. Fogarty, R. “Student Portfolios: A Collection of Articles,” (http://www.business1.com/iri SKY/stp.htm). Farr R. (1998). Portfolio and performance assessment: Helping students evaluate their progress as readers and writers (2 nd ed.). Fort Worth, TX: Harcourt Brace. Fetterman, D. (ed.). (1998). Qualitative approaches to evaluation in education: The silent scientific revolution. New York: Praeger. Fusco, E. (1993). The portfolio assessment handbook: A practical guide for implementing and organizing portfolio evaluation. Roslyn, NY: Berrent. 162
Gill, K. (ed.). (1993). Process and portfolios in writing instruction. Urbana, IL: National Council of Teachers of English. Lyons, N. (ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.1998. Knight, M. and Gallaro, D (Eds.). (1994). Portfolio assessment: Applications of portfolio analysis. New York: University Press of America. Holloway, M. and Landa, R. (1994). The visual communication portfolio: The measure of one’s work. In N. Lyons (Ed.) With portfolio in hand: Validating the new teacher professionalism (pp. 85-96). New York: Teachers College Press. “Portfolio,” (http://www.seattles.edu/~genhold/portfolio.html). “Portfolio Checklist,” (http://jan.ucc.nau.edu/~emw4/html599ss/portfolio/htm?. Porter, C. (1995). The portfolio as a learning strategy. Portsmouth, NH: Boynton-Cook Publishers. Public Relations Society of America. (1994). Public relations professional career guide. New York: PRSA. Remmers, F. and Londino, C. (1994). The public relations portfolio. In N. Lyons (Ed.) With portfolio in hand: Validating the new teacher professionalism (pp. 27-36). New York: Teachers College Press. Rybacki, D. and Lattimore, D. (1999). Assessment of undergraduate and graduate programs. Public Relations Review, 25(1), 65-66. Searson, M. and Knight, M. (1998). Developing an employment portfolio for professional educators. Dubuque, IA: Kendall-Hunt. Shulman, L. (1998). Teacher portfolios: A theoretic activity. In N. Lyons (Ed.) With portfolio in hand: Validating the new teacher professionalism (pp. 23-38). New York: Teachers College Press. Stacks, D.W., Botan, C. and VanSlyke Turk, J. (1999). Perceptions of public relations education, Public Relations Review, 25(1), 9-28. Pamela Winsor, “A Guide to the Development of Professional Portfolios in the Faculty of Education,” (http://www.edu.uleth.ca/fe/ppd/contents.html). Wolf, D. (1998). Anatomy of a portfolio assessment system. In N. Lyons (Ed.) With portfolio in hand: Validating the new teacher professionalism (pp. 189-201). New York: Teachers College Press. 163
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
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Examples of student blogs can be fo
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Technorati. Retrieved on May 15, 20
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Characteristics of Organizational o
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Table 1. Summary Definitions of Cri
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Table 3. Organizational Image Resto
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Table 5. Hierarchical Rankings of E
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strategies public relations profess
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Stephens, K. K., Malone, P. C., & B
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Testing Crisis Response Strategies:
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example Coombs & Schmidt (2000) emp
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Table 1.0 Tactics And Examples As O
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Discussion The purpose of this rese
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Benoit, W.L. (1995b). Sears repair
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IMC and its Integration into Progra
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umbrella. This arrangement more clo
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3B: How do institutional factors pr
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academic units. Responses were code
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RQ3A: How do institutional factors
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The lowest mean scores, ranging fro
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In this study, respondents’ perce
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At this juncture, the challenge for
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education. Journalism & Mass Commun
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However, many inside the public rel
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Core Determinants UTAUT contains fo
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H5a: Computer self-efficacy will NO
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Table 2 Descriptive Statistics for
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Although hierarchical multiple regr
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Table 8 HMR Results for Facilitatin
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use blogs. In fact, nearly 86% of r
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Venkatesh, V. (1999). Creation of f
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What’s Guiding the Profession? An
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process. Arnett, Arneson, and Bell
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The interview process was guided by
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chef’s feelings or the server’s
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If you’re going to work with [com
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Professionals, however, offered sev
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Hemingway, C. A. (2005). Personal v
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Causing Our Own Problems? Women as
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What’s Critical About PR and New
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Page 127 and 128: technology that we lose sight of th
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Page 135 and 136: all had the same instructor, the sa
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Page 141 and 142: will realize they all are expected
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Page 149 and 150: messages and she never even called
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Page 157 and 158: governmental entities. The professo
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Page 173 and 174: innovation; (2) Successful collabor
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Page 177 and 178: O A Video Documentary O A mini-vide
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Page 181 and 182: Creating a Multi-Layered Case Study
Page 183 and 184: Finally in phase three of the case
Page 185 and 186: Example 2 Online Assignment: Studen
Page 187 and 188: New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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