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Using a Real-Life Problem in an Introductory Public Relations Course One, I know that completed problems can form the raw material for a fraternity or sorority's
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Submitted by mixannn on December 11, 2005
Category: Social Issues
Words: 1564 | Pages: 7
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One, I know that completed problems can form the raw material for a fraternity or sorority's database. That's reason enough not to repeat static problems found at the end of the chapter.
Two, real problems permit a more realistic research phase. Students can search public databases and discover what others have written or said about the problem.
Third, students seem to become more involved with real problems.
But if our pedagogical sensibilities require more rigorous justification, we might follow Gibson's (1992-3) suggestion and look at educational outcomes. He lists five outcomes desirable for public relations education: a) attitudes, b) skills), c) knowledge, d) professional affiliation, and e) resume and portfolio.
Certainly no one problem or class can give our students a full measure of all these outcomes, but some teaching strategies may provide more and richer outcomes than others.
For that reason I want to share my experience with one outside problem that proved to be rich in at least four of the five outcomes for a recent introductory class.
This particular semester I assigned as the first problem the situation faced by Jackson, Michigan at finding itself named last among Money Magazine's list of best places to live in America. This simulation called for the students to counsel the leaders of Jackson, Michigan as to what all this meant, then provide options for action.
Students were to follow the four steps outlined in their text: research, planning, implementation, and evaluation. Individu-ally they looked at selection criteria outlined in Money Magazine. I expected that this was going to be a lesson in the need to fix problems in the community before developing communi-cation strategies. As it turned out, my students learned a good deal more than they or I anticipated.
We started in the usual way. Students used NEXIS to check...
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