2010 - Public Relations Society of America

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Prioritizing Stakeholders for Public Relations: A Case Study of Envirocare Kenneth D. Plowman and Brad L. Rawlins, Brigham Young University _____________ 195 , Pedagogical Posters _____________________________________________ 213 Information Gathering as a Form of Experiential Learning for Corporate Communications Suzanne Berman, Hofstra University __________________________________________ 214 Story: A Powerful Tool of Influence for PR Patrick Bishop, Ferris State University ________________________________________ 218 Pitching on Your Feet: Using the Mock Press Conference as a Teaching Tool Denise Marcella Casey, Appalachian State University ____________________________ 225 Connecting the Public Relations Writing Course with the Community through AmeriCorps*VISTA Jane Dailey, Marietta College ________________________________________________ 228 Take it to the Extreme: Using Immersive Service-Learning to Build Students’ Multimedia Skills and Cross-Discipline Understanding Kelly B. Everling and Lori Blachford, Drake University __________________________ 232 What’s All the Hype about Skype? Re-Invigorating the Introductory Public Relations Course through the Implementation of Global Speaker Series Kelly B. Everling and Ronda Menke, Drake University __________________________ 237 Using a Gaming Scenario in Reputation Management Gregg Feistman, Temple University __________________________________________ 238 Best Practices in Public Relations: A Practical Analysis of Training Students to Prepare and Present Proposals for Real-World Clients Arhlene Flowers, Ithaca College _____________________________________________ 241 The Facilitation and Evaluation of Meaningful International Internships James M. Haney, University of Wisconsin – Stevens Point ________________________ 246 Using the Case Study Approach to Analyze Crisis Communication Practices by Emergency Management Association Volunteers in a Small Community: An Engaged Learning Experience Ann D. Jabro, Robert Morris University _______________________________________ 251 Harnessing the Web for Teaching Writing for the Web: A New Media Makeover of the Public Relations Writing Course Pedagogy Beth A. Kuch and Abbey Blake Levenshus, University of Maryland ________________ 255 The Causal Relationship between Math Apprehension and Curricular Choices among Public Relations Students: An Experiment Alexander Laskin and Hilary Fussell-Sisco, Quinnipiac University _________________ 260 Crisis in the Classroom: A Cross-Departmental Approach Prepares PR Students as Spokespeople Colleen Pope Lemza, State University of New York at Plattsburgh __________________ 265 4
Public Relations Leadership through Social Networking: An Analysis of Undergraduate Use and Attitudes Bonita Dostal Neff and Jennifer Halbert, Valparaiso University ____________________ 271 Poetry: A Surprisingly Powerful Teaching Tool for Public Relations Robert J. Petrausch, Iona College ___________________________________________ 276 Hope for Uganda: How a PR Portfolio Honors Class Gave “Hope” to Children in Rural Uganda— Thirteen Students Work to Bring Education and Sustainability to a Small Village Gemma Puglisi, American University _________________________________________ 280 Best Practices in Teaching Client-Based Courses Donna Simmons and Jean Jaymes West, California State University, Bakersfield ______ 284 Integrating Ethics into the Undergraduate Public Relations Curriculum Jonathan R. Slater, SUNY College at Plattsburgh, and Deborah Silverman, Buffalo State College __________________________________________________________________ 289 PR Pedagogy to Practice: Preparing Future Practitioners Through Knowledge-Centered, Skills-Driven Pedagogy Natalie T. J. Tindall, Georgia State University, and Trayce Leak, Clark Atlanta University ________________________________________________________________ 292 Putting Theory, Research and Strategic Thinking to Practice in Writing Courses Tia C. M. Tyree, Howard University __________________________________________ 293 5
Page 1 and 2: 2 0 1 0 P R O C E E D I N G S W A S
Page 3: TABLE OF CONTENTS Research Papers _
Page 7 and 8: Millennial Students Relationship wi
Page 9 and 10: elationship approach to PR provides
Page 11 and 12: social media marketing is effective
Page 13 and 14: students who noted they were 17 or
Page 15 and 16: discussed previously, Millennial st
Page 17 and 18: strongly committed to maintaining a
Page 19 and 20: gender (male/female) and each of th
Page 21 and 22: social media. One focus of the arti
Page 23 and 24: Shah, A. (2007, June 18). Social me
Page 25 and 26: Appendix B Table 2 Differences Betw
Page 27 and 28: Appendix D Table 4 Differences Betw
Page 29 and 30: Appendix F Table 6 Pearson Correlat
Page 31 and 32: Mentoring 2.0: How PR Educators Use
Page 33 and 34: Despite this, however, studies have
Page 35 and 36: Sometimes using Facebook to IM is a
Page 37 and 38: Investing time. As with any relatio
Page 39 and 40: pursuing chosen fields. For public
Page 41 and 42: Tam, S. Y., Dozier, D. M., Lauzen,
Page 43 and 44: While favor towards nuclear energy
Page 45 and 46: frames present new considerations w
Page 47 and 48: Procedural -Licensing and applicati
Page 49 and 50: “Shoreham Board Begins a Hunt for
Page 51 and 52: While the story element “positive
Page 53 and 54: Gamson, W. & Lasch, K. (1983). The
Page 55 and 56:
Reputation Matters: Impact of Organ
Page 57 and 58:
leadership had at hand a number of
Page 59 and 60:
and 65+ (15.4%). More than half wer
Page 61 and 62:
evealed significant differences for
Page 63 and 64:
will be rewarded in the marketplace
Page 65 and 66:
Investigating Multiplier Effects of
Page 67 and 68:
RQ1: Do PR practitioners and busine
Page 69 and 70:
accepting information they receive
Page 71 and 72:
still smacks of news. News coverage
Page 73 and 74:
Even when testimonials do not withs
Page 75 and 76:
viewed to some degree as a valuable
Page 77 and 78:
Perceptions of Product Blogs in Tai
Page 79 and 80:
Uses and gratifications theory has
Page 81 and 82:
Thus the degree to which blog reade
Page 83 and 84:
hours). Blog reading was dwarfed by
Page 85 and 86:
Effects of Language on Responses Ba
Page 87 and 88:
esponse (M = 4.13). For online acti
Page 89 and 90:
5-item Index 4.41(1.030) 3.80(1.033
Page 91 and 92:
ecommendations were more objective
Page 93 and 94:
Choney, B. (2009, September 29). Mi
Page 95 and 96:
Lenhart, A., Purecell, K., Smith, A
Page 97 and 98:
elational trust. Journal of Public
Page 99 and 100:
challenge will be to persuade survi
Page 101 and 102:
of Avian Flu. It is important to no
Page 103 and 104:
with an arousing stimulus or messag
Page 105 and 106:
Chen, N. (2009). Institutionalizing
Page 107 and 108:
Excellence in an Activist Organizat
Page 109 and 110:
public relations functions or tacti
Page 111 and 112:
Data Collection Documents. In an ef
Page 113 and 114:
Research. A key area of CTFK’s we
Page 115 and 116:
Engaging individuals. Many times ac
Page 117 and 118:
Washington, DC, and Puerto Rico; ge
Page 119 and 120:
Murphy, P. & Dee, J. (1996) Reconci
Page 121 and 122:
of Educational Progress (NAEP), 80%
Page 123 and 124:
school assessment, and that the pro
Page 125 and 126:
Both the paper and Web-based survey
Page 127 and 128:
student was admitted to their acade
Page 129 and 130:
Problems with the measures: Here, s
Page 131 and 132:
Patterns in the open-ended response
Page 133 and 134:
Trends evident in K-12 education, t
Page 135 and 136:
Another 15% of respondents (n = 8)
Page 137 and 138:
Table 1 Respondents’ Perceptions
Page 139 and 140:
Table 4 Frequencies of Listed Writi
Page 141 and 142:
Hansen, R.S. (1993). Clear, concise
Page 143 and 144:
so, this study follows up on recent
Page 145 and 146:
2009). In BMCC context, in addition
Page 147 and 148:
--------------------------------- I
Page 149 and 150:
social media is not crisis communic
Page 151 and 152:
and uses and gratifications theorie
Page 153 and 154:
Hennig-Thurau, T., Gwinner, K. P.,
Page 155 and 156:
Table 1 BMCC Model Propositions (__
Page 157 and 158:
FIGURE 1 BMM Model (_____ & _____,
Page 159 and 160:
practitioners and scholars argue fo
Page 161 and 162:
Several studies, however, suggest t
Page 163 and 164:
factors that impact the development
Page 165 and 166:
perceptions of administrative suppo
Page 167 and 168:
(2009) reminds us that the limitati
Page 169 and 170:
412-414. Gonzalez-Herrero, A., & Ru
Page 171 and 172:
Intersections and Overlaps: Buildin
Page 173 and 174:
elations excellence, relationship-b
Page 175 and 176:
2002), all of which encourage emplo
Page 177 and 178:
Conley and Wagner-Marsh (1998) prop
Page 179 and 180:
passion, caring for people.” Note
Page 181 and 182:
done.” Accommodations such as fle
Page 183 and 184:
organizational commitment and loyal
Page 185 and 186:
Founder/Leader Faith & Vision Authe
Page 187 and 188:
Practical implications This study a
Page 189 and 190:
public relations (pp. 3-22). Mahwah
Page 191 and 192:
Grunig, L. A. (1992). Power in the
Page 193 and 194:
presented to the annual conference
Page 195 and 196:
Prioritizing Stakeholders for Publi
Page 197 and 198:
developed by Grunig and Hunt (1984)
Page 199 and 200:
expectant stakeholders possess two
Page 201 and 202:
each other” (p. 125). Examples of
Page 203 and 204:
Priority publics are those whose pa
Page 205 and 206:
Collection of data triangulated (Yi
Page 207 and 208:
Diffused Linkage. A diffused stakeh
Page 209 and 210:
Envirocare take it. They are also m
Page 211 and 212:
Dunham, L., Freeman, R. E., & Liedt
Page 213 and 214:
PEDAGOGICAL POSTERS 213
Page 215 and 216:
seem to be context-dependent (Lauri
Page 217 and 218:
Shapiro, A. (2003). Case Studies in
Page 219 and 220:
Argument #2: stories are for childr
Page 221 and 222:
Physiology “…your mind was evol
Page 223 and 224:
Conclusion In the movie, Indiana Jo
Page 225 and 226:
Pitching on your Feet: Using a Mock
Page 227 and 228:
speaker(s) are available after the
Page 229 and 230:
college’s connection to the commu
Page 231 and 232:
“I felt the class built upon our
Page 233 and 234:
community. Many participants have c
Page 235 and 236:
posting content to the Internet, bu
Page 237 and 238:
What’s All The Hype About Skype?
Page 239 and 240:
In between the times the class meet
Page 241 and 242:
Best Practices in Public Relations:
Page 243 and 244:
Assignment Structure Client Selecti
Page 245 and 246:
Conclusion Integrating real-world c
Page 247 and 248:
equires true fluency in the host co
Page 249 and 250:
living in London. Because visa and
Page 251 and 252:
Using the Case Study approach to an
Page 253 and 254:
tier responders hadn’t participat
Page 255 and 256:
Harnessing the Web for Teaching Wri
Page 257 and 258:
these tools and platforms. With wri
Page 259 and 260:
article 2. 259
Page 261 and 262:
Experimental methods may be better
Page 263 and 264:
The third hypothesis asked whether
Page 265 and 266:
Crisis in the Classroom: A cross-de
Page 267 and 268:
prepare and do the research. I prov
Page 269 and 270:
• September 2009 - More students
Page 271 and 272:
Public Relations Leadership Through
Page 273 and 274:
from using it multiple times a day
Page 275 and 276:
Kent, M. (2010). Directions in soci
Page 277 and 278:
Professor Clare Morgan at Oxford no
Page 279 and 280:
evenings at home working on his poe
Page 281 and 282:
Another strategy for the students w
Page 283 and 284:
Media list and crisis media list So
Page 285 and 286:
understand that knowledge of the cl
Page 287 and 288:
If creating separate teams for one
Page 289 and 290:
Integrating ethics into the undergr
Page 291 and 292:
Three-step approach The present aut
Page 293:
Putting Theory, Research and Strate
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2010 - Public Relations Society of America

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