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An introduction: Creating interest in pubiic reiations

By Holly Pieper, APR Engaging all of the students in your introductory PR course can be a challenge. The sttidcnts have diverse interests, knowledge ba.ses and skill levels that itiipact their excitement about learning the niaterial.Though you can assume that PR majors have some degree of interest ill the course, non-majors may not be as curious about the subject matter. If projects are industry specific or narrow in scope, some students tnay be unfocused or apathetic about the work. Beingflexiblewith teaching methods and assignments can motivate students who are interested in other subjects. Students need to master a great deal of content in a basic PR course. As a result, they niay be overwhebned at first. Class exercises and projects that involve students in a wide t^nge of activities and scenarios can inspire, stimulate and eng^e even the most disinterested student. Here are some tips on teacliing tecliniques as weJJ as a few sample exercises and assignments that I've found effective in helping educators intn^duce students to pubtir relations through a variety of experiences. In the classroom,students have the opportunity to critique their peers'work though presentations, compete with their classmates in a mock PR campaign pitch and evaluate an oi^anization sWeh presence. outlets closely and pay particular attention to events th:iE will illustrate a concept or theory relative to class. Coverage of news events can be used to exemplify topics or course content. Educators can present Internet coverage (audio, video, b!c^, etc.) to the class and guide students in a discussion of how it demonstrates a concept. For examplti, when reviewing the subject of crisis communication, it can be useful to examine a current crisis situation faced by an oi^anizadon. Viewing the oi^anizadon s Wt;b site, news releases, press conferences and other media coverage provides an effective way to analyze how an organization is responding to a situation. Additionally, media coverage of specific events or situations can offer excellent examples that demonstrate the theories of mass media in shaping public opinion. objective is for the PR practitioners to pitch a PR plan to their client. A case study or background scenano is needed as a basis for the PR plan.The clients are then required to choose wliich firm has the most effective campaign anti provide reasoas for their decision.

Assignments:
PR practitioner interview Working in pairs,students select and interview someone in the community who uses some form of publicrelationsin his or her job.This assignment ;tllows students to learn about opportunities and challenges in publicrelationsfirstiiand. Students are pnavided with a list of sample questions to use.They are aLsoreqtiiredto wTite a paper about the interview atid present theirfindingsto the class.This exposes students'peers to the numerous facets of the profession. Web site evaluation Ask students to evaluate the Web site of a company or organization that sells a product or service.This assignment requires students to assess the content, design, graphics and usefijness of the site and how they communicate tbe organization's purpose.To retnain objective, it s beneficial for the students to use a Web site that they aren't familiar with.Then the students write a paper and share their evaluation in class explaiiiing their opinions.This assignment provides a means to objectively analyze an oi^niza-

public relations instead of health care public relations, they can involve their own interests.This allows students to work with a subject that they enjoy, making the project much more attractive to them. It also provides a foundation for understanding how the PR profession is inherent in all organizations. Variety in instruction Use different teaclung methods in class. Instructors may ase lectures, individual or group activities, presentatioas, research exercises,oral critiques,peer critiques. Web site analysis, videos, role-playir^, interviews, team competitions, as well as assign students to correct their classmates' work. Variety helps keep students engaged and also enables the instructor to choose the most appropriate method of conveying course material. Media examples Support your instruction by providing current and relevant examples. This is easy to accomplish U'you follow media

Class exercises:
Student presentations Ask students toresearchpublic figures and examine hov/ they use PR communication tactics.This exercise requires students to assess effective and ineffective written,spoken aid visual strategies using well-knovm celehrities, athletes or politicians as examples.Then students can share the examples widi the class and explain their evaluaQon of the situations.This presentation serves as a motivator because the students'work is evaluated not only by their itistructor but also by their peers. Classroom competition Create a competition among the class where the students must apply their knowledge and skiUs to a case study. Students work in groups, some as PR practitioners and others as cUents.The

Teaching techniques:
Student-chosen topics Allow students to pick their own topics for assignments and projects. By letdtig students choose community relatiotvs instead of media relations or sports

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HoHy Piepw.APR, is an assistatti profcisor of public ffbiiom < .\tjnsfied Lhmvrsiiy in PemisYiihuiia. She serve.'! as the treasurer ami secretary of PRSA's Finger Lakes Chapter. E-mail hpieper@mamel. edu.

Executives in the classroom

The Institute for Public Relations hasrelea.seda booklet tided"A Professionals Guide to Guest Lecturing," written by Tom Martin, executive in residence. Department of Communication,The College of Charleston .What follows are two excerpts from the 34-page booklet: implemented, successfial canipaigns you have led. Studetits want tnore than locker room war stories, but they are engaged by examples that illustrate turning points, conflict and resolution. One way to get a feel for what is being presented in the classroom is to ask for a copy of the curriculum of the [academic program] .This document will provide you with a bird's-eye view of the entire program, required courses,and sequence of study. Knowing the sequence of courses being taught will provide a necessary context for reviewing specific syllabi and will allow you to

better target your presentatioas to course subjects and students' knowledge. Students love to hear about case histories (or, in bu.siness schools, case studies) . When presenting a case from your own experience, tiy to engage students by presenting only a portion of the case and then asking students what path they would take to address key issues."

Preparing content for guest lecturing

"Clearly the starting point for developing this content is your own individtuil expertise.TTiink about crises you have managed, communications strategies you have developed and

Benefits of heing involved in academia

"The real payoff for investing the time and energy it takes to serve as a guest lecturer, adjunct faculty member or mentor is the knowledge that in a

very direct way you are helping cha lives.These changes may be small and incremental,but they make a difference in the lives of the young men and women who will lead our profession in the fiature. Your level of involvement is totally yours to control. But if you're like many, myself included, you may well find that you enjoy the experience so much you want to do more. And believe me, there is an unlimited demand for the talent, wisdom and insist you bring."O The booidet is available for download at www.insdtuteforpr.oi^. TACnCS November 2008 2 1