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CA 218 Public Relations
Ventresca, Thomas J.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CA 218 Public Relations

Semester

F1J 2010 PV

Faculty

Ventresca, Thomas J.

Title

Senior Instructor

Degrees/Certificates

M.A. Counseling, University of Missouri-Kansas City
M.A. English, Pittsburg State University
B.A. English, Rockhurst University

Daytime Phone

816-931-3428

E-Mail

tventresca@mail.park.edu

tventresca@kc.rr.com

Semester Dates

August 16-October 10, 2007

Class Days

--T----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:
Effective Public Relations, Ninth Edition, Scott Cutlip, Allen Center, Glen Broom.  Upper Saddle River, NJ: Prentice Hall, 2006. (The newer Tenth edition of this textbook can also be used in this class.)

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A study of the dissemination of public information through mass media; intraorganizational information; public opinion analysis, research techniques to establish psychographics within groups, applications in business, government, education, and politics. 3:0:3

Educational Philosophy:

The facilitator's educational philosophy is one of critical thinking and exploration based on readings, lectures, dialogues, writings, presentations, and students' insights.  The facilitiator will engage each  learner in a lively discussion of issues and challenges, and how these ideas and insights can improve professional careers and personal lives.

Learning Outcomes:
  Core Learning Outcomes

  1. COURSE OBJECTIVES: When the course is complete:
  2. Students will have a critical understanding of the centrality of communication skills to their successful performance as a public relations practitioner.
  3. Students will critically evaluate studies pertaining to research in public relations
  4. Students will develop a practical methodology for identifying problems, implementing solutions and evaluating programs.
  5. Students will develop an understanding of the historical roots of the field and ethical conduct.
  6. Students will identify the role of the public relations practitioner in the context of organizations and society.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is the Public Relations Group Project.  Students will develop a pubic relations program for an organization, place, idea, product, event, or individual.  The project will consist of a paper and an oral presentation by the group.  The choice of the specific program will be left to the discretion of the group members with instructor approval.  The program should be a realistic and comprehensive as possible.  A detailed instruction sheet will be distributed in class.  (100 points) While this activity is required, its weight related to the grade computation may be modified as long as it is at least 20%of the total grade for the course. (Rubric Attached) {Assesses outcomes 1, 2, 3, 4, 5}

 

Link to Class Rubric

Class Assessment:

Students will be evaluated by the above Public Relations Group Project, plus seven reflection papers on the readings,  chapter presentations, a book review, and attendance.  There may be some field trips and guest speakers in this class.

All papers should be typewritten, double-spaced.  Name, title, number of the assignment, and date in the upper right hand corner.  Students may rewrite their graded papers.  Hand in rewritten papers by the next class (include the original stapled underneath the rewrite).  The scores of the two papers (the original and the rewrite) will be averaged to get a new score.  The content, organization (opening, body, close), and mechanics (grammar, punctuation, spelling) of the papers are very important.

Grading:

Public Relations Group Project (30 points)
Seven Reflection Papers (10 points each = 70 points)
Chapter Presentations (35 points)
Book Review (10 points)
Perfect Attendance (5 points)
One Absence (0 points)
Two Absences (-6 points)
Three Absences (-12 points plus a failing grade for the class)
 
A = 135-150
B = 120-134
C = 105-119
D = 95-104
F = 0-94
 
 

Late Submission of Course Materials:
Late papers may not be accepted; if accepted they may be subject to a reduced grade.

Classroom Rules of Conduct:
Students are expected to honor the basic rules of classroom behavior: (1) only one person speaks at a time, (2) no side conversations while someone is talking, (3) full attention given to person speaking, (4) treat others as you would like to be treated (respect shown to everyone in the class) (5) no use of electronic devices other than taking notes for class.

Course Topic/Dates/Assignments:

Class #1 (August 17) 
Overview of the course.  Syllabus.  Introductions.  Read Chapters One and Two in textbook.  Reflection Paper #1 due.
 
Reflection Paper #1 (Guidelines) 
This reflection paper (as well as the other six reflection papers) should be one to two pages in length and focus on 1-3 concepts, ideas, or information from each of the assigned chapters of the textbook (for example, Reflection Paper #1 should focus on the first two chapters of the textbook, Contemporary Public Relations and Practitioners of Public Relations; Reflection Paper #2 will focus on Chapters Three and Four, Organizational Settings and Historical Origins). 
 
This first reflection paper should emphasize the importance of communication skills in the successful practice of public relations.  It should also consider the role of the public relations practitioner in the context of organizations and society. 
 
Students should focus on ideas and/or information they found interesting in these chapters and explain these ideas and/or information using examples from their professional and personal lives, if possible.  Students should also give some consideration to how these ideas and/or information can help them in their professional and personal lives.
 
Each reflection paper should be organized with a clear beginning, middle, and ending.  Be sure to give an overview of your main ideas in the introduction and summarize these main ideas at the end of the paper.  
 
Class #2 (August 24)
Introduction to Contemporary Public Relations, Practitioners of Public Relations, Organizational Settings, Historical Origins.  Read Chapters Three and Four.  Presentations on Chapters 1-4.  Discussion of chapters, presentations, and papers.  Reflection Paper #2 due.
 
Reflection Paper #2 (Guidelines)
This 1-2 page paper should focus on 1-3 ideas and/or information from each of Chapter Three and Four with a particular emphasis on the historical roots of public relations. Students should pick ideas and/or information that are of interest to them and then explain these concepts using examples from their professional or personal lives, if possible.  Students should give some consideration to how these ideas and concepts can help them in their professional or personal lives.
 
Class #3 (August 31)
Defining Public Relations Problems, Planning and Programming.  Read Chapters Eleven and Twelve.  Presentations on Chapters 11 and 12.   Discussion of chapters, presentations, and papers. Reflection Paper #3 due.
 
Reflection Paper #3 (Guidelines)
This 1-2 page paper should focus on 1-3 ideas/concepts from each of Chapter Eleven and Twelve.  Emphasis should be on how to develop a practical way of  identifying public relations problems and planning/programming their solutions. Students should pick concepts they find interesting and explain these concepts using examples from their professional or personal lives, if possible.  Students should give some consideration to how these concepts can help them in their professional or personal lives.
 
 
Class #4 (September 7)
Taking Action and Communicating, Evaluating the Program.  Read Chapters 13, 14.  Presentations on Chapters 13,14.  Discussion of chapters, presentations, and papers. Reflection Paper #4 due.
 
Reflection Paper #4 (Guidelines)
This 1-2 page paper should focus on 1-3 key concepts from each of Chapters 15, 16.  Emphasis should be on how to develop practical ways of solving public relations problems by implementing solutions and evaluating programs.  Students should choose concepts that are of interest to them and explain these ideas using examples from their professional and personal lives, if possible.  Students should give some consideration to how these ideas can help them in their professional and personal lives.
 
 
Class #5 (September 14)
Ethics and Professionalism, Legal Considerations.  Read Chapters 5,6.  Presentations on Chapters 5,6.  Discussion of chapters, presentations, and papers.  Reflection Paper #5 due.
 
Reflection Paper #5 (Guidelines)
This 1-2 page paper should focus on 1-3 key ideas from each of Chapters 5,6.  Give some emphasis to what is considered ethical conduct in the practice of public relations.  Students should choose concepts that are of interest to them and explain these ideas using examples from their professional or personal lives, if possible.  Students should also give some consideration to how these ideas can improve their professional and personal lives.
 
 
Class #6 (September 21)
Theoretical Underpinnings, Communication and Public Opinion.  Read Chapters 7,8.  Presentations on Chapters 7,8.  Discussion of chapters, presentations, and papers.  Reflection Paper #6 due.
 
Reflection Paper #6 (Guidelines)
This 1-2 page paper should focus on 1-3 key ideas from Chapters 7,8.  Some consideration should be given to the role of the public relations practitioner in the context of society.  Students should pick ideas of interest to them and explain them using examples from their professional and personal lives.  Students should also give some consideration to how these ideas can improve their professional or personal lives.
 
 
Class #7 (September 28)
Internal Relations and Employee Communication, External Media and Media Relations.  Read Chapters 9, 10.    Presentations on Chapters 9,10.  Discussion of chapters, presentations, and papers. Dress rehearsal for Group Project Presentation. Reflection Paper #7 due.
 
Reflection Paper #7 (Guidelines)
This 1-2 page paper should focus on 1-3 concepts from each of Chapters 9,10.  Emphasis should be on internal employee communication and external media relations.  Students should pick ideas of interest to them and then explain these ideas using examples from their professional or personal lives, if possible.  Students should also give some consideration to how these ideas can improve their professional or personal lives.
 
Class #8 (October 5)
Public Relations Group Project Presentations.  Group and individual papers due.
 
Public Relations Group Project Paper/Presentation (Guidelines)
"Your task is to develop a public relations program for an organization, place, idea, product, event, or individual.  The project consists of a paper and an oral presentation by the group.  The choice of a specific program will be left to the discretion of the group members with instructor approval.  It should be as realistic and comprehensive as possible.  Be sure to include all the elements in the four-step process as described in the textbook, Effective Public Relations (page 319).
 
"The first step is to construct a specific, measurable problem statement (What's happening now?).  Be sure that it includes all the essential elements of what, where, when, who, how, and why.  You should also provide a situation analysis that supports, expands, and illustrates the problem statement.
 
"The second step is planning and programming (What should we do and say and why?).  This should include short-term plans, budget proposals, the desired behavior of the audience, and the choice of themes, tactics, and timing.  You should have a written statement of goals or objectives, both immediate and long range.  You might also include a recommended pilot study (interview guide, polls, etc.) as a part of your strategic plan.
 
"The third step is taking action and communicating (How do we do it and say it?).  This involves an action plan for each public, a communication plan for each public, and program inplementation plans.  You should include a text for commercials, advertisements, or public service announcements for television, radio, newspapers, and magazines.
 
"The fourth and final step is evaluating the program (How did we do?).  This should include your projected ideas on how the results of your program should be measured.
 
"It should also include a written evaluation by each project member regarding the group process, the effectiveness of the group as a team, and their personal feelings about their role in the group.  This portion of the project should be submitted separately by each group member and will remain confidential.  As a part of this step, the following questions should be answered:
 
--Did the group operate effectively?
--Was the work evenly distributed?
--Did a group leader emerge?  Was there a struggle for leadership?
--Where the group members involved and interested?
--Were there disagreements within the group?  If so, how were they resolved?
--If you could change any aspect of the group project, what would it be?
 
"Your response to these questions should be at least two full pages in length (typed, double spaced)." 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 3, 4 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
Constructs a specific, measurable problem statement that indicates mastery of the essential elements of what, where, who, when, why, and how. Also provides a situation analysis that supports, expands and illustrates the problem statement.

 
Constructs a specific, measurable problem statement that includes the essential elements of what, where, who, when, why, and how. Also provides a situation analysis that supports, expands and illustrates the problem statement.

 
Constructs a problem statement that is vague and not measurable and does not include all of the essential elements of what, where, who, when, why, and how. The situation analysis does not support, expand and illustrate the problem statement.

 
Problem statement is very vague and does not include any of the essential elements of what, where, who, when, why, and how. Does not include a situation analysis that supports, expands and illustrates the problem statement.

 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Design of short and long term plans illustrate mastery of the four principles of goal setting as outlined by George Morrisey: 1) Get Agreement and Commitment, 2) Reduce Goals to a Manageable (bite) Size, 3) State Goals in Terms of Measurable Results with Target Dates and Cost Limitations, 4) Initiate an Action Plan.

 
Design short and long term plans that meet the four principles of goal setting as outlined by George Morrisey: 1) Get Agreement and Commitment, 2) Reduce Goals to a Manageable (bite) Size, 3) State Goals in Terms of Measurable Results with Target Dates and Cost Limitations, 4) Initiate an Action Plan.

 
Short and long term plans do not meet the four principles of goal setting as outlined by George Morrisey: 1) Get Agreement and Commitment, 2) Reduce Goals to a Manageable (bite) Size, 3) State Goals in Terms of Measurable Results with Target Dates and Cost Limitations, 4) Initiate an Action Plan.

 
Short and long term plans do not meet any of the four principles of goal setting as outlined by George Morrisey: 1) Get Agreement and Commitment, 2) Reduce Goals to a Manageable (bite) Size, 3) State Goals in Terms of Measurable Results with Target Dates and Cost Limitations, 4) Initiate an Action Plan.

 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Survey shows mastery of systematic research methods to discover patterns of human interaction and draw appropriate conclusions related to purpose of study.



 
Survey shows use of acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions. Survey shows use of some acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions. Survey does not show use of acceptable and systematic research methods and draws inappropriate conclusions. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Extensive use of professional-level vocabulary.








 
Acceptable use of professional- level vocabulary. Rudimentary, inappropriate use of professional-level vocabulary. Poor and inappropriate use of professional-level vocabulary. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Professional mastery in all 4 components: Problem Statement and Situation Analysis, Planning and Programming, Taking Action and Communicating, and Program Evaluation.






 
Meets acceptable standards in all 4 components: Problem Statement and Situation Analysis, Planning and Programming, Taking Action and Communicating, and Program Evaluation. Meets some of the acceptable standards in 4 components: Problem Statement and Situation Analysis, Planning and Programming, Taking Action and Communicating, and Program Evaluation. Does not meet acceptable standards in all 4 components: Problem Statement and Situation Analysis, Planning and Programming, Taking Action and Communicating, and Program Evaluation. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
A professional quality action plan, communication plan, and program implementation plan are included for each public, and an in-depth written evaluation of the group process that addresses all 7 questions on the Group Project assignment.





 
An action plan, communication plan, and program implementation plan are included for each public, and a written evaluation of the group process that addresses all 7 questions on the Group Project assignment.


 
A rudimentary action plan, communication plan, and program implementation plan are included for each public, and a written evaluation of the group process that addresses 5 or 6 questions on the Group Project assignment.

 
Action plan, communication plan, and program implementation plan are missing for each public, and a written evaluation of the group process that addresses 4 or less questions on the Group Project assignment.

 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Project focus is clear, thoughtful and imaginative, sources are smoothly integrated and persuasively support the project focus, sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors.  




 
Project focus is clear and sustained, sources clearly support the purpose, sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader. Project focus is clear but commonplace, sources are not always relevant and critically discussed, sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader. Project lacks focus, makes no use of sources, sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice. 

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Last Updated:8/2/2010 9:28:46 AM