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CA 218 Public Relations
Keeshan, Christy


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

FA 2010 HO

Faculty

Keeshan, Christy

Title

Adjunct Prof., Communication Arts

Degrees/Certificates

BA-Washburn University, Communication Arts:  Journalism and Speech; Psychology.  Minor in Business, 1985
MS-Lindenwood University,  Corporate and Industrial Communication-- emphasis in public relations and advertising, 1991

Office Hours

Will be distributed in class

Daytime Phone

785-633-0969

E-Mail

chris.keeshan@park.edu

keeshan@networksplus.net

Semester Dates

August 16 - December 10. 2010

Class Days

-M-W---

Class Time

1:30 - 2:45 PM

Credit Hours

3


Textbook:
  No required text

Additional Resources:

We also will be using handouts, speakers and websites to further grasp the fundamentals of public relations.   Memorize the “PUBLIC RELATIONS MATRIX” which will be handed out in class. 

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:
CA218 Public Realtions: 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:
I believe that students only learn by doing. Thus, I teach using an interactive hands-on teaching style. Mini-lectures, reading, homework, class discussion, group activities and presentations by guest lecturers are used to master the class learning objectives. I believe that “learning together” lets teacher and student look at reality through the eyes of another, thus expanding our own limited world view. As a teacher, my goal is always to help develop a sense of community, teach tolerance, develop creativity and help students develop not only career skill sets, but life lessons.    

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:
 Core Assessment:
Student performance will be evaluated on the following:

1.      Class participation

2.      Writing style and correctness

3.      Essay and short answer tests

4.      In-class assignments and presentations

5.      Homework assignments

6.      Public relations campaign  

Class Assessments:

Homework and In-class Assignments:

1.      All assignments must be typed, unless completed in class.

2.      Assignments must be handed in during the class period on the designated date unless other arrangements have been made with the instructor.

3.      Assignments are worth 25 points. A late assignment is only worth 15 points. All late assignments must be turned in by finals.

4.      Assignments requiring design work must be professional looking, and print quality.

Tests:

There are two essay and short answer tests scheduled throughout the semester. Tests are worth 100 points.

Speaker Interaction:

We will have the honor of having at least three speakers during the semester. These speakers bring a broad range of knowledge and networking opportunities to you as students. You will be asked to write a mini-reaction paper on the speaker. This is worth 150 points.

Public Relations Campaign:

You will design a public relations campaign, “The P.R. Student” which will be set up as a reality television show about the student themselves. This serves as a dual purpose—1) How to sell yourself and 2) How to implement and use appropriate public relation tools. UTUBE clip video will be a requirement. This will be judged by a group of public relation professionals at the conclusion of the semester. The campaign is worth 200 points—150 written and 50 points oral.    Attire and professionalism will be taken into account when grading presentations.   

Grading:
     1.      Homework and In-Class Assignments –700 points

2.      Tests—200 points

3.      Speaker Interaction—150 points

4.      Public Relations Team Campaign—200 points

Grades are calculated on a straight percentage scale—90-100% is an earned “A.” etc. You will be given a grade sheet to keep track of your own grades. This serves as a way to double-check your work and keep you on track with your class goals. 

Classroom Rules of Conduct:
The cornerstones of good classroom conduct: respect, honesty, and being open to new ideas and ways of doing things. Asking questions is always a good idea. 

My pet-peeve is “lateness.” It is disruptive to the class, and the instructor. Be on time.

Course Topic/Dates/Assignments:

Each class session is divided into topic, reading assignments, homework and in-class assignments and due dates. (This is subject to change, so always listen to announcements at the end of the class or read the board.  
 

DATE

Reading Assignment

Exercise

Due Dates

Aug. 16, 2010

Introductions

Review Course Outline

Exercise 1: Introduction Game 

Exercise 1: Due Today

Aug. 18, 2010

www.faithpopcorn.com

read the section on EVEolution: The seven truths of marketing to women.  

Exercise 2: Public Relations Matrix

Exercise 3: P. R. Fav

Exercise 2: Due Aug. 23

Exercise 3: Due Today

Aug. 23, 2010

www.faithpopcorn.com

www.quiksilver.com

Exercise 4: Target Audience—Gender Matters

Exercise 5: Research Profile on CEO Bob McKnight of Quiksilver (notice spelling w/o the “c”)

Exercise 4: Due Today

Exercise 5: Due Aug. 25

Aug. 25, 2010

www.quiksilver.com

PR Presentation Outline of Campaign and presentation of Exercise 5

Exercise 5: Due Today

Aug. 30, 2010

www.quiksilver.com

The Tools of PR:

Exercise 6: News Release I: Bob McKnight

Exercise 7: New Release II: Quiksilver

Exercise 6: Due Today

Exercise 7: Due Sept. 1

Sept. 1, 2010

www.wannasurf.com

Exercise 8: News Release III: Surf Promo

Exercise 7: Due Today

Exercise 8: Due Today (and it will be a timed exercise)

Sept 8, 1010

Exercise 9: USP 

Exercise 9: Due Sept. 13

Sept. 13, 2010

Romancing the Brand: The Barry White Effect-Yea BabyN: 978-1-906316-56-

Exercise 10: Branding: “The Marlboro Man”

Exercise 9: Due Today

Exercise 10: Due Sept. 15

Sept. 15, 2010

Romancing the Brand: Check out www.purevisionuk.com

www.manoloblahnik.com

Exercise 11: Re-branding: Manolo Blahnik

Exercises 10 Due Today

Exercises 11: Due Sept. 20

Sept. 20, 2010

Exercise 12: Media Pitch Letter re-branding of Manolo Blahnik

Exercise 13: Story-telling (Story of you in high school that was a defining moment)

Exercise 11: Due Today

Exercise 12: Due Sept. 22

Exercise 13: Due Today

Sept. 22, 2010

www.usvirginislands.vi

www.istock.com

www.bigstock.com

Design and Printing

Exercise 14: USVI—Pick an Island (STX, STJ or STT) and sell it through words and visuals

Exercise 12: Due Today

Exercise 14: Due Sept. 27

Sept. 27, 2010

www.quickmba.com/marketing/ries-trout/positioning/

Exercise 15: P.R. Positions: Niche, Re-positioning, Demographic

Exercise 14: Due Today and be prepared to present to class

Exercise 15: Due today

Sept. 29, 2010

Newsletter, E-zine, Magazines

Exercise 16: Newsletter

Exercise 16: Due Oct. 4

Oct. 4, 2010

www.famee.org

Feature Writing

Exercise 17: Feature Writing FAMEE Fnd.

Exercise 16: Due Today

Exercise 17: Due Oct. 6

Oct. 6, 2010

Review for Test and campaign work

Exercise 17: Due Today

Oct. 11, 2010

TEST

TEST

TEST

Oct. 13, 2010

Electronic Media

TV News Segment

Exercise 18: UTUBE Storyboard

Exercise 18: Due today and review test

Oct. 18, 2010

Research “The Body Shop” and the publicity stunts that they used to launch their business. www.entrepreneurs.about.com/od/.../p/anitaroddick.htmand www.anitaroddick.com.

Exercise 19: Logo Design

Exercise 19: Due Oct. 20

Oct. 20, 2010

Exercise 20: Publicity Stunts

Exercise 19: Due Today

Exercise 20: Due Oct. 25

Oct. 25, 2010

Watch “I have a dream.” Martin Luther King speech. www.mlkonline.net › Speeches

Bring your favorite “quote”

Speech Writing

Exercise 21: Quotation Introductions

Exercise 20: Due Today

Exercise 21: Due Oct. 27

Oct. 27, 2010

Speech presentation

Exercise 21: Due today

Nov. 1, 2010

learn.linkedin.com/

Social Media: FB, Myspace, LindedIn, BlackPlanet, etc.

Exercise 22: LindedIN Profile

Exercise 21: Due today

Exercise 22: Due Nov. 3

Nov. 3, 2010

Right Brain/Left Brain Exercise 23: Rational./Emotional Pitches

Exercise 22: Due Today

Exercise 23: Due today

Nov. 8, 2010

Speaker

Exercise 24: Speaker Interaction

Exercise 24: Due

Nov. 10

Nov. 10, 2010

Exercise 25: Good Gossage

Exercise 24: Due today

Nov. 15, 2010

Speaker

Exercise 26: Website Design

Exercise 27: Speaker Interaction

Exercise 26: Due  Nov. 17

Exercise 27: Due today

Nov. 22, 2010

TEST

TEST

TEST

Exercise 26: Due Today

Nov. 24, 2010

Open

Open

Open

Nov. 29, 2010

PR Ethics and Code and Building Your Book (Portfolio)

Discussion

Dec. 1, 2010

Post It Notes, Vision Boards, SWOT, Story-board it

Exercise 28: Brainstorming of Ideas

Discussion and

Exercise 28: Due today

Dec. 8,  2010

Final: PR Campaign presentation (see time change)

PR Campaign Presentation

December 8, 2010 is the final exam date and is scheduled from 1:30-4:15. Please be on time, and if you need special equipment or assistance—let me know. 

 

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:7/30/2010 3:19:54 PM