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CA 218 Public Relations
Stewart, Amy Lynn


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CA 218 Public Relations

Semester

S2J 2012 DN

Faculty

Stewart, Amy Lynn

Title

Adjunct Faculty

Degrees/Certificates

Master of Arts

Office Location

United States

Daytime Phone

8165886165

E-Mail

amy.stewart@park.edu

Semester Dates

S2J 2012

Class Days

--T----

Class Time

5:30 - 10:00 PM

Credit Hours

3


Textbook:

Public Relations Writing: The Essentials of Style and Format 
By Thomas Bivins
2011: McGraw-Hill
ISBN: 13 9780073511986

 Associated Press Stylebook

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:
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:
The Communication Arts Department at Park University combines theoretical learning, skills mastery, and practical experience for students.  This course emphasizes effective writing and professionalism for public relations.

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:

Attendance and participation 5%
Quizzes 10%
Writing assignments & portfolio 40%
Midterm 20%
Final project (Core Assessment) 25%
Total 100%

Grading:

Item Possible Points
Attendance 20
Quiz 1 20
Quiz 2 20
Midterm 80
Final Project 100
Paper 1 25
Paper 2 25
Paper 3 25
Paper 4 25
Paper 5 25
Portfolio 35
TOTAL                   400

Grade Percentage Points
A+ 98-100% 392-400
A 93-97% 372-391
A- 90-92% 360-371
B+ 87-89% 348-359
B 83-86% 332-347
B- 80-82% 320-331
C+ 77-79% 308-319
C 73-76% 292-307
C- 70-72% 280-291
D+ 67-69% 268-279
D 63-66% 252-267
D- 60-62% 240-251
F 0-59% 0-239

Coursework Overview

-  Most writing assignments will be a part of the students’ portfolio and should complement one another. 
All assignments should follow “Associated Press Stylebook” guidelines.
- All assignments should include proper citations when appropriate.

 

Writing Assignment 1 – 25 Points
Backgrounder and Fact Sheet
Length: 2 pages
Due: Week 2 – March 27, 2012

Each student will choose a company or organization for which they will create public relations materials throughout the semester. The backgrounder will give an overview of the company and should include history, mission, services provided, size, and key stakeholders. The Fact Sheet includes similar information, but is in a bulleted list and gives a quick overview of the company in an easy-to-read format.

Writing Assignment 2 – 25 Points
Interview
Length: 2 pages
Due: Week 3 – April 3, 2012

Each student will conduct a 15-20 minute interview with a public relations, journalism, or communication professional and write an article based on the interview. The student should prepare 5-10 interview questions based on the public relations profession, contact the prospect in advance to set up a time for the interview, and then conduct the interview in person or over the phone.

Note: This interview does not have to align with the students’ chosen company, but may if the student chooses to do so.

Writing Assignment 3 – 25 Points
News Release and Media List
Length: 2 pages – News release 1; Media List 1
Due: Week 4 – April 10, 2012

This paper will include a news release and media list and should be written for news outlets. The news release should focus on an upcoming event, company accomplishment, or product release and should include proper formatting, quotes from an internal spokesperson, and a boilerplate.  The media list should include at least 10 contacts relevant to the news release and include the organization, contact, title, address, phone number, and email address for each contact.

Writing Assignment 4 – 25 Points
Television and Radio Public Service Announcements
Length: 2-3 pages
Due: Week 5 – April 17, 2012

This paper will include Television and Radio Public Service Announcements (PSAs) that complement one another.  The PSAs should align with the company’s mission or the mission of the company’s non-profit partner. They should include a header, images where applicable, and format notes.

Writing Assignment 5 – 25 Points
1 Blog, 2 Facebook, and 3 Twitter posts
Length: 2 pages
Due: Week 6 – April 24, 2012

This paper will include blog, Facebook, and Twitter posts and should be written for the company’s external target audience. The posts should focus on a topic relevant to the company. It may feature an interview with an employee, a new product or service, or highlight a news related event in the industry. The posts should be written in a conversational tone while remaining true to the company’s voice.

Portfolio – 35 Points
Length: 5-10 pages
Due: Week 7 – May 1, 2012

The portfolio should include at least three edited writing assignments and two additional public relations items that highlight the students writing skills and public relations knowledge.

Additional public relations items may include:
- Internal email from the company’s CEO
- Newsletter Article (Internal or External)
- Brochure Copy and Creative Direction
- Key Stakeholder Biographies

Group Project – 100 Points
Length: 10 pages plus 20 minute presentation
Due: Week 8 – May 8, 2012

Students will develop a public 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. 

The project should include:
 - Company overview
 - Project overview with goals
 - Project timeline
 - Project budget
 - Target audience
 - Strategy and tactics
 - 3-5 public relations materials that will be used to implement tactics
 - Measurement plan

 

Late Submission of Course Materials:
Public relations professionals need to meet deadlines. No late assignments will be accepted.

Classroom Rules of Conduct:

Course Topic/Dates/Assignments:

Week Reading Assignments Course Work Due
1 - March 20, 2012  -Writing for Public Relations
 -Ethical and Legal Issues in Public Relations Writing
 -Planning and Research
 
2 - March 27, 2012  -Choosing the Right Message and Medium
 -Media Relations and Placement
 -AP Stylebook Quiz
 -Writing Assignment
3 - April 3, 2012  -News Releases and Backgrounders  -Writing Assignment
4 - April 10, 2012  -Design, Printing, and Desktop Publishing
 -Controlled Publications
 -Midterm
 -Writing Assignment
5 - April 17, 2012  -Television and Radio  -Writing Assignment 
6 - April 24, 2012  -Writing for Web and Social Media  -AP Stylebook Quiz
 -Writing Assignment 
7 - May 1, 2012  -Speeches and Presentations  -Portfolio 
8 - May 8, 2012  N/A  -Group Project
Any Time  N/A  -Extra Credit: Attend PRSA or IABC Event

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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 2011-2012 Undergraduate Catalog Page 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 .

Additional Information:













Attachments:
Bibliography:



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:2/29/2012 4:54:49 PM