Adrienne A. Wallace Grand Valley State University Editor-in-Chief Journal of Public Relations Education Email: wallacad@gvsu.edu
It is our privilege to introduce this issue, which brings together timely scholarship on the evolving landscape of public relations and communication education. As the demands of the modern workplace continue to shift, driven by rapid technological innovation, changing employer expectations, and a renewed focus on equity and access, educators and students are challenged to adapt, innovate, and reflect critically on their practices and priorities. The three manuscripts featured in this issue each offer a distinct, research-driven perspective on how communication programs can best prepare students for professional success while addressing the complexities of today’s media and public relations industries.
The first teaching brief, “AI Hackathon: Igniting and Connecting Students’ Generative AI Knowledge,” explores the integration of artificial intelligence into public relations pedagogy through the use of classroom hackathons. This innovative approach not only demystifies generative AI for students but also provides a hands-on, collaborative environment where technical skills, creativity, and ethical considerations intersect. The findings demonstrate that such experiential learning models can foster both technical competence and critical thinking, equipping students to navigate a workplace increasingly shaped by AI tools and practices.
Our second contribution, “Facilitating Students’ Career Readiness Through Social Media Micro-internships with On-Campus Clients,” addresses another pressing need: equitable access to meaningful professional experiences. By embedding micro-internships within the curriculum and partnering with real, on-campus clients, this model provides students—especially first-generation college students—with opportunities to develop both technical and soft skills in authentic work settings. The evidence presented here underscores the value of experiential learning, mentorship, and inclusive practices in bridging the gap between academic preparation and career readiness, while also highlighting the importance of diversity, equity, and inclusion in communication strategy.
The third paper, “Mandate of Professionalization: Serial Interns, Self-Branding and Invisible Laborers in the PR and Media Industries,” offers a critical examination of the internship economy and the pressures facing early career professionals. Through in-depth interviews, the study reveals how students often prioritize organizational prestige and self-branding over substantive skill development, sometimes at the expense of their own well-being and professional growth. The research recommends more structured mentoring, clear ethical guidelines, and a rebalancing of educational objectives to ensure that internships serve as genuine sites of learning and professional development, rather than merely providing credentials for employability. Taken together, these papers illuminate the multifaceted challenges and opportunities facing public relations and communication education today. They remind us that preparing students for the future requires more than technical proficiency or a polished resume; it demands critical engagement with new technologies, a commitment to inclusivity, and an honest reckoning with the structures that shape professional development.
Additionally, in this issue, we honor our immediate past Editor-in-Chief, Pamela Bourland-Davis, who passed away suddenly in May, leaving a huge hole in our hearts in the PR pedagogy community. The loss of her mentorship is deeply felt by our editorial staff at JPRE. Her impact was immense. I’ve already cried twice today writing this editorial note. Please read additional moving tributes to Pam on the JPRE website, the PRD community pages, and in the summer newsletter, and find a way to honor her in your life and teaching practice.
Now, Pam would not have wanted me to end on a sad note; she would have wanted us to continue celebrating our incredible scholars with joyful enthusiasm. And so, our final addition to this issue is the announcement of the 2024-2025 JPRE awards. In 2024, thanks to our incredible sponsors, we were able to add two named awards to celebrate our contributors. In May, JPRE also established an editorial leadership award, which we are presenting for the first time to honor Dr. Bourland-Davis and her mentorship of our editorial staff.
Without further ado:
Our longest-standing award was created by our first editor-in-chief, Chuck Lubbers. The Chuck Lubbers Award for Pedagogical Research honors our top JPRE article of the year. This year, the award goes to: Stephanie Madden & Kate Guastaferro for “Public relations isn’t all rainbows and butterflies”: Student experiences in developing a child sexual abuse prevention campaign. (10-2)
The Stan Richards School of Advertising & Public Relations – Moody College, University of Texas Top Quality Reviewer Award goes to: Katie Place, Quinnipiac University, for her excellence in timely reviews and rich feedback to authors submitting to JPRE.
The Top Ethics in PR Pedagogy Paper Award for the Journal of Public Relations Education (JPRE) is sponsored by the Arthur W. Page Center for Integrity in Public Communication and goes to: Alec Tefertiller, Rosalynn Vasquez, and Matthew Brammer for The Kids are alright: Examining how US public relations students ethically navigate artificial intelligence. (11-1)
The newly established Pamela Bourland-Davis Editorial Excellence Award honors an individual on staff with JPRE who has demonstrated exceptional commitment, skill, and integrity in editorial leadership. This award goes to: Christopher McCollough, Kennesaw State University, for his diplomacy, leadership, and commitment to PR pedagogical advancement through mentorship.
Special thanks to our sponsors for providing funding for our cash awards to the winners. It is deeply appreciated.
As you read this issue, consider how these insights might inform your teaching, research, or practice. Let us continue to foster environments where students not only acquire the skills they need but also develop the critical awareness and ethical grounding to lead in a rapidly changing world, as Pam would have wanted.
We are deeply saddened to share the news of the passing of Dr. Pamela Bourland-Davis, a beloved educator, tireless leader, and cherished member of the public relations academic community. Her sudden departure leaves a void that will be felt across the many professional circles she so actively enriched.
Dr. Bourland-Davis’s career is a testament to the powerful combination of intellectual rigor and compassionate mentorship. At Georgia Southern University, where she chaired the Department of Communication for 19 years, Pam was known not only for her administrative strength but for the enduring support she offered to colleagues and students alike. She led with both vision and heart.
However, what many of us will remember most about Pam is the way she quietly but consistently cultivated community and, oh, ever-so-gently nudged people into leadership roles. She saw capacity in us that we did not even see in ourselves. Pam welcomed collaboration, mentored emerging scholars with patience and encouragement, and brought warmth and wisdom to every room she entered – okay, okay, and a little bit of good old-fashioned southern sass too.
In an academic world that can often feel fragmented or competitive, she built bridges. She looked for opportunities to include, to guide, and to affirm. Pam never pulled the ladder up behind her; she always had a hand on your back, reassuring you that you really could do it too. Her legacy is not only found in publications, awards, or committee work, but in the many individuals whose professional paths she influenced and whose personal lives she enriched.
As we mourn her loss, we also celebrate her impact. Dr. Bourland-Davis embodied the values of generosity, excellence, and service that define the very best in our field. May we carry her example forward by supporting one another with the same authenticity, humility, and grace that she gave so freely.
We extend our heartfelt condolences to her family, friends, and the wide-reaching academic network that will miss her dearly. Further details on memorials or tributes will be shared as they become available.
With appreciation and respect, The Journal of Public Relations Education Editorial Team
Adrienne A. Wallace Associate Professor Grand Valley State University Editor-in-Chief Journal of Public Relations Education Email: wallacad@gvsu.edu
The 10-2 issue is all about the student experience. Following the Commission of Public Relations Education (CPRE) issue in 10-1, wherein we examined expectations of a complicated and growing field, we look at not just how students will succeed in the industry but rather their experience and perspective in getting to the finish line of the undergrad experience, using the classroom as a laboratory.
This issue addresses courageous methods with Madden & Guastaferro lending brave insight into the emotional toll that students endure when working with sensitive topics. In fact, their findings show us that students found this topic motivating and meaningful in providing support to victims. I’m grateful for Madden & Guastaferro bringing these issues and advice to light so as to help other PR professors understand how to more effectively integrate trauma-informed practices into campaign courses. We can’t avoid commonly stigmatized issues for the sake of our own comfort in classrooms, we must remain vigilant and maybe even, comfortably uncomfortable in order to improve outcomes related to all matters of communication with all people. I hope you find this article as moving and helpful as I did.
Then, Weed & Nye reveal an additional aspect of student satisfaction using extracurricular activities through PRSSA as a model for maximizing leadership potential and their knowledge, skills, abilities, and traits (KSATs) – building upon the last two CPRE reports. They recommend to maximize these KSATs that PRSSA should be structured within a for-credit curricular design to enhance career preparedness in the student experience. This left me thinking about the potential that exists for high-impact practices and experiential learning crossovers in my own curriculum and asking the question, am I advocating enough for my own PRSSA chapter?
This takes us to the role of technology in this experience discussion, which Lim and Place address in the use of technological tools and responsible use in public relations with our final article and GIFT. In these final pieces, Lim reveals, that college students anticipate professors to incorporate ChatGPT into many course materials rather than prohibiting its use. This study highlights that ChatGPT is a powerful PR tool that can be used by colleges to improve their public relations efforts in a number of ways, from classroom to campus-wide innovation. I appreciated this article and timing as my own university and unit wrestle with policymaking and educational practices surrounding emerging tech in the classroom and campus.
As luck would have it, Place provides us with a solution to the implementation of this looming issue in our classrooms in her award-winning GIFT from the PRSA Educators Academy Summit in 2022. This assignment has miraculously stood the test of tech time and is structured to empower, enable, and embolden students to apply ethical and legal theory in PR to practice by way of a policy writing assignment. Really turning the student into an expert to engage as counsel and “ethical guardians” in the field; furthering a confident student through this classroom experience. Our educators in this issue have effectively transformed wicked problems into practical and professional solutions. I’m so proud of the work we do at JPRE, and I hope our scholars inspire your own practice.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Adrienne A. Wallace Associate Professor Grand Valley State University Editor in Chief, Journal of Public Relations Education Email: wallacad@gvsu.edu
Elizabeth L. Toth Professor Emerita University of Maryland Co-Editor, CPRE 2023 Report Email: eltoth@umd.edu
Pamela Bourland-Davis Professor Georgia Southern University Co-Editor, CPRE 2023 Report Email: pamelagb@georgiasouthern.edu
As the incoming editor of the Journal of Public Relations Education, I’ve been absolutely blown away and, frankly, dazzled by the dedication and talents of an all-volunteer team. Where else in the academy does one find an open-access journal run 100% on the time, talent, and treasure of volunteers? Are we crazy? Passionate? Both? Maybe. Anyway, I’m here for it and so are you! If you are so inclined to drop a note of thanks to our esteemed volunteers, you can find a listing of the full executive editorial board and editorial review board at this link.
JPRE welcomes the following members to the executive editorial board of directors:
Senior Associate Editor – Christopher McCollough, Ph.D., Jacksonville State University Associate Editor – Style – Luke Capizzo, Ph.D., APR, University of Missouri Associate Editor – Style – LaShonda L. Eaddy, Ph.D., APR, Penn State University Associate Editor – Layout Design & Web – Amanda J. Weed, Ph.D., APR, Kennesaw State University Assistant Editor – Layout Design – Haley Higgs, Ph.D., Georgia Southern University Associate Editor – Book/Resource Reviews – Jiun-Yi (Jenny) Tsai, Ph.D., Northern Arizona University Assistant Editor – Digital Media – Kate Stewart., Jacksonville State University
It’s my pleasure to thank Dr. Pamela Bourland-Davis for her endless support and enthusiasm for the growth and forward progress of this journal. As just the fourth editor in the journal’s history, it’s not lost on me that JPRE would not be the success it is without the legacy support of the past editors Pamela Bourland-Davis, Emily Kinsky, and Chuck Lubbers and critical support from Tiffany Gallicano. These esteemed scholars form the past editors’ council of JPRE – the foundation and backbone of the journal.
With each new editor, great strides have been made throughout JPRE’s history. As such, I’m pleased to announce the first marks that the incoming executive editorial board has made on the journal, starting with this issue:
We have updated each publication entry to simplify the process and improve website navigation, page loading time, and search. This will allow us to capitalize on precious volunteer hours as well as end keyword cannibalization and “keyword stuffing” of articles published as both a “blog style” post and a PDF on the same site. The appearance might change over time as we find out what is working and what is not working for the journal for search.
Sponsorship from the Moody College of Communication at the University of Texas at Austin will create the Moody College of Communication Quality Reviewer Award with a cash prize to be awarded in August.
Sponsorship from The Arthur W. Page Center establishes the Page Center Ethics in PR Pedagogy Award with a cash prize – to be awarded in August.
Due to generous sponsorships from Moody College and the Page Center, JPRE will pursue CrossRef/DOI supplier registration and SCOPUS database participation to expand the journal’s footprint and impact.
As you can see, this good work cannot be maintained without donor aid. If you are interested in supporting JPRE financially, please message me (jpre@gvsu.edu) for a specialized sponsorship package.
Finally, those of you who attended the November event celebrating 50 years of the Commission on Public Relations Education (CPRE) understand the blood, sweat, and tears that went into the 2023 CPRE report, Navigating Change. It’s my pleasure to present the guest editor commentary for special issue 10-1 below. This issue is a dynamic partner in implementing the report findings into our classrooms. Thank you to Pamela Bourland-Davis and Elizabeth Toth for their insight and lift in bringing this special issue to publication so swiftly.
Adrienne A. Wallace Editor in Chief Journal of Public Relations Education
The 2023 Commission on Public Relations Education report, Navigating Change: Recommendations for Advancing Undergraduate Public Relations Education, was published in conjunction with the 50th anniversary of the Commission. An 18-month process, the report emerged from crowdsourcing what practitioners and educators felt were the most critical topics for public relations, especially as we emerged from a global pandemic, and a myriad of other social and political issues. The result was a report focused on key elements related to the status of education, repeating key items from previous CPRE studies; the future of the workplace; critical strategic thinking; data insights and strategy; ethics; DEI; and, PR as a driver of social change.
Each of these topics was addressed via questions on an omnibus-style quantitative survey, “Page Conversations,” and through secondary research. The key findings are detailed in the report, along with recommendations – largely focused on educators. This issue of the Journal of Public Relations Education provides a deeper dive into some of the data, which was largely descriptive in the report. It also provides teaching suggestions to integrate the findings in the classroom.
Specifically, in this issue you’ll find additional information on the KSAs and hiring preferences as seen by practitioners versus educators, along with the differences between U.S. and international curriculum based on the respondents. Future of the workplace team members considered whether current job ads reflect the interests of Gen Z, the primary future employee workforce. Additional data insight and application in the classroom are offered through reports on critical strategic thinking and ethics. And finally, a classroom assignment based on one of the DEI recommendations is offered.
Because of the richness of the data, and the reported importance of these topics, we anticipate you’ll see additional publications and presentations emerging from the CPRE report in the future. The 2023 Report, Navigating Change, gives the most current thinking by experts. It also has a wealth of additional resources to learn how the seven-chapter topics are refining public relations knowledge. Here’s the link to the full report, the executive summary, and a student guide: https://www.commissionpred.org/navigating-change-report/
We walked away from this project concluding that undergraduate public relations education has made significant progress in establishing the educational foundations. At the same time, it would appear that we are seeing higher-than-ever expectations of our graduates from the public relations industry. The choice of topics included in the report implies that what is needed from future employees will be to think wholistically about how to create effective relationships for their employers within rapidly changing social and global expectations.
Elizabeth L. Toth, Ph.D., APR, Fellow PRSA Professor Emerita, CPRE 2023 Report Co-Editor
Pamela Bourland-Davis, Ph.D. Professor, CPRE 2023 Report Co-Editor
Table of Contents
Editor’s Note Adrienne A. Wallace, Elizabeth L. Toth, and Pamela Bourland-Davis
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
The GIFT Exchange: Innovative Assignments to Build Knowledge, Skills, Abilities, and Traits for Career Success
Note from the Editors:
Adrienne A. Wallace Associate Professor School of Communications Grand Valley State University Guest Editor Email: wallacad@gvsu.edu
Amanda J. Weed Assistant Professor School of Communication & Media Kennesaw State University Guest Editor Email: aweed2@kennesaw.edu
The GIFT (Great Idea for Teaching) concept is simple — providing instructors with tangible resources to implement innovative class assignments and activities to support student success. In 2022, we had a casual conversation at the AEJMC conference about the growing popularity of GIFTs at conferences but noted that there were few publication outlets where this pedagogical scholarship could be published. From this conversation emerged “The GIFT Exchange,” a special issue devoted to GIFTs that features classroom assignments, activities, and projects that develop unique knowledge, skills, abilities, and traits (KSATs) that are most desired of emerging public relations practitioners.
We approached the call for this special issue in two unique ways. First, we aligned our call with the results of the Commission on Public Relations Education (CPRE) report “Fast Forward: Foundations + Future State. Educators + Practitioners” (2018). This public relations education report identified unique KSATs identified by educators and practitioners as most desired by entry-level employees in the field of public relations (see Table 1). Over the past three comprehensive state-of-education reports (and a fourth that launched while this issue was in production), certain KSATs such as writing and ethics consistently rank at the top for entry-level public relations practitioners. The purpose of this issue was to provide a showcase for innovative GIFTs that directly align student learning outcomes with the most-desired KSATs identified by CPRE.
Table 1
CPRE “Fast Forward” KSATs that PR Practioners Agree Entry-Level PR Practitioners Should Have
a 1 = strongly disagree to 5 = strongly agree
b Number of respondents noted in open-ended questions
The second unique contribution of “The GIFT Exchange” was the development of a standardized and comprehensive format for GIFT submissions. The purpose of this robust set of submission requirements was for JPRE readers to easily understand the scope of the GIFT, its pedagogical objectives and outcomes, and guidance for successful implementation of the GIFT in their own classes. Each GIFT includes:
An overview that describes how it integrates the most-desired KSATs and evidence of learning outcomes
A template assignment guide
A description of grading criteria or rubric
A teaching note that provides information and resources to implement the GIFT
We are thrilled with the positive response to this call with a record 19 submissions to the special issue (including several first-time submitters). We hope this call can act as a first step in creating a standard GIFT model that complements other forms of pedagogical research.
Contributions to the Special Issue
In this issue, we are pleased to offer a curated collection of eight GIFTs in this issue that address several KSATs identified by CPRE. While each GIFT addresses multiple KSATs identified by CPRE, we organized this issue by key themes: writing, media relations, audio/video production, ethics, and crisis management.
We lead this issue with two GIFTs that develop students’ writing skills. “Social Advocacy Statement Writing for Entry-Level Public Relations Practitioners” by Lee, for which students write a social organizational social issue statement to learn about corporate social advocacy, and “Generative AI in the Classroom: Teaching a Critical Skill for the Public Relations Writing Student” by Ryan explores how to effectively use generative artificial intelligence (AI) to improve student outcomes in writing assignments.
Media relations is the focus of the third GIFT “Inoculating Vaccine Disinformation: A Digital Media Kit Exercise” by Bradshaw. This GIFT describes a real-time class activity that tasks student teams to create a digital media kit to promote influenza vaccine participation.
The fourth GIFT, “Express Yourself: Developing Creative Storytelling Skills” by Kinksy and Gallicano shares how to teach storytelling skills through multimedia production using Adobe Express.
Ethics is featured in our fifth and sixth GIFTs. Kleinmann’s “The Quiet Place Journal: Reflective Learning to Bridge the Gap Between Ethical Concepts and Practice” facilitates students’ understanding of ethical literacy and decision-making through reflective journaling activities and “Infusing Real-world Social Issues and Ethics into Research Methods Instruction” by Gray and Thompson explores the ethical practice of research to address inequities during societal disruptions.
The final two GIFTs surround crisis management. “Implementing Sequential Assignments and Media Training Guidelines to Crisis Communication: Case Study and Press Conference Simulation” by Yook shares a two-part assignment where students write a crisis communication case study that is subsequently used to plan a press conference using media training guidelines and finally, Gallicano develops students’ understanding of crisis management from a cultural perspective in “Spilt Milk: Navigating a Response to a Moral Dilemma.”
Acknowledgments
Special issues take a scholarly village to produce, often requiring additional reviewers and an expedited timeline for success. Our volunteers were up for the task, and we are grateful for their efforts in bringing
“The GIFT Exchange” from a pre-conference idea to publication. Their valuable insights, constructive feedback, and thorough reviews were crucial in aiding authors to refine and enhance their contributions. We are deeply grateful for the chance to work on this issue regarding pedagogy and extend our sincere thanks to everyone who supported it with their submissions and curiosity. Most importantly, our profound gratitude is extended to Dr. Pamela Bourland-Davis, Editor-In-Chief of the Journal of Public Relations Education, and her editorial team. Their support and guidance were essential in making this special issue possible.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Dr. Pamela G. Bourland-Davis Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
Reflecting on the last three years of my editorship, we’ve seen the addition of a number of special issues addressing relevance in what we teach. The special issues related to leadership and diversity and activism, in particular, connect directly with key topics in the recently released Commission for Public Relations Education 2023 report, the subject of a special issue for 2024 where you’ll find more in-depth analyses and topics related to the report. We also have enjoyed perspectives from international authors, which, I hope, continues to grow.
As editor, I have, naturally, paid close attention to each and every article and have found them especially helpful as I transitioned from department chair back to full-time faculty. This JPRE issue is no different in presenting a number of topics of relevance to classes you teach, including APA style in the class, social media, and ethics. Of contemporary concern are two GIFTS integrating AI into the class.
Outside of good ideas for the classroom, JPRE provides a leading role in research on topics of academic interest – whether macroscopic perspectives of programs or microscopic analyses of particular skills and their applications. I’ve been honored to play a supporting role for the journal, continuing the contributions of past editors Chuck Lubbers and Emily Kinsky. I look forward to the editorship of Adrienne Wallace, editor for 2024-26.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Dr. Pamela G. Bourland-Davis Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
Issue 9-1 features articles related to those who have vested interests in our programs: the students, the professors and practitioners. You’ll find two of the top three teaching research papers from the AEJMC Public Relations Division’s conference line up – one discussing the faculty of PR programs (Marks Malone), and the other looking at business literacy based on practitioner viewpoints (Ragas).
And if you’re like me, facing multiple options of programs and data analytics in the classroom, you’ll find helpful the articles on developing data competency (O’Neil, Kinsky, Ewing & Russell), graphic design options for building self-confidence (Pressgrove & Kinsky), and Python as an option for social media analytics (Kim & Chon). Managing service-learning collaborations builds on the experience of the professors and students, and includes consideration of technology as part of the process (Maresh-Fuehrer & Baum).
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Special Issue on Leadership, Mentorship and DEI in the Post-Pandemic Public Relations Classroom
Note from the Guest Editor:
Juan Meng, Ph.D. Head & Associate Professor Department of Advertising and Public Relations Grady College Journalism and Mass Communication University of Georgia Email: jmeng@uga.edu
Nilanjana Bardhan, Ph.D. Professor Communication Studies at Southern Illinois University Carbondale Southern Illinois University Carbondale Email: bardhan@siu.edu
Introduction The world changed in 2020 in unprecedented ways. In the United States, the combined impact of COVID-19 and the racial unrest following the murders of George Floyd, Breonna Taylor and Ahmaud Arbery left us reeling with regards to questions of diversity, equity and inclusion (DEI) in the workplace and in our societal institutions, including higher education. Discourse on public relations education and DEI peaked. This watershed year witnessed numerous webinars, conversations and discussions sponsored by our profession’s organizations such as the Public Relations Society of America, the Institute for Public Relations, and the Plank Center for Leadership in Public Relations, all of which queried with renewed vigor on how well we are preparing our students to be racial-justice-oriented and DEI-minded public relations professionals as they transition from college to the industry. This was the moment when we approached the Journal of Public Relations Education with the idea of this special issue.
Rationale for the Special Issue As educators and scholars, we believe leadership and mentorship are especially important during times of upheaval, uncertainty and radical change. Educators and students are grappling with new pedagogical challenges, and we need scholarship that can aid in navigating these challenges and discovering opportunities (Bardhan & Gower, 2020). As editors of this special issue, we hope the research articles and teaching brief collected in this volume address the pressing need to make DEI an integral part of public relations education as emphasized by the Commission on Public Relations Education (Mundy et al., 2018). We also hope the broad range of perspectives and solutions offered in the articles collected in this special issue will aid in deepening our understanding of and the discussion on the intersections of leadership and mentorship in fostering DEI in public relations education.
It is hard to argue against the proposition that it is difficult for progress to occur in the domain of DEI without committed leadership and stellar mentorship. With regards to public relations education, this means that both students and educators need to understand this crucial relationship between DEI, leadership and mentorship in public relations pedagogy and learning environments. Meng (2013, 2015) has already emphasized that educators play a critical and instructive role in enhancing students’ competitive advantage by incorporating leadership content and training into undergraduate curriculum. In addition, Bardhan and Gower (2020) also addressed the need for public relations educators to lead efforts to advance DEI in education by diversifying curriculum, enhancing inclusive learning environments, and advocating for structural change for DEI-centered pedagogy. The events of 2020 compelled us to weave together both these emphases of DEI and leadership and add the layer of mentorship. We wove in these layers into our call, which encouraged submissions addressing both the challenges and the opportunities in the DEI-Leadership-Mentorship mix in the domain of public relations education. Some key questions were asked as we launched the special issue call:
What are the current practice, challenges and opportunities associated with enhancing public relations education at the intersections of leadership, mentorship, and DEI?
What kinds of pedagogical, theoretical and practical implications and recommendations can we offer educators in empowering them to foster DEI in public relations education by jointly engaging leadership and mentorship in teaching and training?
What are the best practices and resources that aid in teaching public relations at the intersections of leadership, mentorship and DEI?
What are some innovative approaches and strategies to connect educators, practitioners and students to enhance public relations pedagogy by integrating the critical thinking and discussion of leadership, mentorship and DEI?
Contribution of the Special Issue This special issue, Leadership,Mentorship and DEI in the Post-Pandemic Public Relations Classroom, strives to address the above questions. We are pleased to offer our readers a collection of seven articles, which includes six original research articles and one teaching brief. This collection offers a variety of perspectives on exploring both the challenges and opportunities for public relations pedagogy focusing on leadership and mentorship and how the mix could foster a more diverse, equal and inclusive environment in the post-pandemic public relations classroom.
This issue is organized into three sections, which reflect the complexities of the intersections of leadership, mentorship and DEI in public relations education. The first section, Current Practices and Challenges of DEI in Public Relations Education and the Need for Self-Reflection and Mentorship, includes three articles addressing the broad landscape of public relations pedagogy at the intersections of leadership, mentorship and DEI.
The first article titled “Enhancing Diversity and Inclusion in the Public Relations Classroom: Current Practices of Public Relations Educators,” contributed by Shana Meganck and Yeonsoo Kim, provides an overview of the changing higher education landscape in addressing the DEI efforts from multiple perspectives (e.g., recruitment, admissions, climate, curriculum, research, strategic planning, administrative structures, etc.). The study focuses on investigating the pedagogical approaches adapted by public relations educators to integrate DEI practices in the public relations classroom through a self-administered online survey. To provide a snapshot of the current DEI practice in public relations education, the authors reviewed structural elements of courses in public relations curriculum such as value statements and policies in course materials, course objectives and learning outcomes, assignments and course evaluations and investigated how those pedagogical approaches are integrated into public relations education to support DEI in the classroom. The results of the survey indicate that educators are performing better when it comes to practicing DEI pedagogical approaches and that they need to work harder at including clearer DEI structural elements.
The second contribution, titled “Self-Reflection is the Engine that Drives, Grows and Sustains DE&I among Leaders, Mentors and Public Relations Educators and Professionals,” by Bruce K. Berger and Elina Erzikova, offers a critical perspective on examining the relationship between meaningful self-reflection and its underestimated function in navigating DEI challenges and unexpected situations. The authors designed and carried out a three-phase comprehensive research project in the past four years (i.e., self-reflection interviews with 30 PR leaders, a content analysis of educator blogs, articles, and websites addressing self-reflection skills, and surveys of PR educators and focus groups with PR students). Based on the results, the authors argue that educators and professionals in public relations must practice meaningful self-reflection to not only grow but also sustain DEI in public relations. More significantly, the authors provide a practical six-step strategic self-reflection process that can be taught and practiced in the classroom. From the perspective of leadership development, the authors argue that self-reflection is the foundation for continuous improvement in public relations leadership, mentorship, education, and practice.
In the third article in this section, titled “Cross the Stage: Underrepresented Students’ Challenges and Mentoring Needs in Strategic Communication Programs,” Jiun-Yi Tsai, Janice Sweeter, and Amy Hitt focus on investigating the challenges encountered by underrepresented students in public relations programs in college education. The authors conducted 14 semi-structured interviews with students who self-identify as first generation, Hispanic/Latinx, or Black/African American college students majoring in strategic communication. Their research offers insights on the importance of mentorship support from faculty to help underrepresented students build resilience. The research results also mention that identity-based clubs and classroom peer relationships could foster relational connections that support underrepresented students.
The second section of this special issue, Curriculum Innovation and Accreditation Standards in Public Relations DEI Pedagogy, features two contributions addressing innovative pedagogical approaches in public relations curriculum. The first article contributed by Lee Bush and Vanessa Bravo, titled “Systematically Applying DEI Accreditation Standards to a Strategic Communication Curriculum,” shares the authors’ experience in leading a new initiative to research, develop, and test modules to achieve DEI learning outcomes in their strategic communication courses as an effort to meet the new guidelines for diversity and inclusion approved by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC). The reflective results showed that it is important to integrate DEI into curriculum in a more systematic way. The assessment results of what worked and what did not provide important pedagogical suggestions to public relations educators for developing a DEI-focused curriculum.
Leadership, mentorship and DEI can intersect in extracurricular spaces and learning environments inhabited by public relations students, and this is demonstrated in practical detail in the second article in this section, titled “Student-led Diversity, Equity, and Inclusion Education in Public Relations: PRSSA as a Space for Teaching and Learning.” Authors Arshia Anwer and Timmy Kwong describe how the student leadership of a Public Relations Student Society of America (PRSSA) chapter at a private liberal arts college in the United States took the initiative to enhance its DEI vision, action and pedagogy during the watershed events of 2020. By inviting multiple DEI focused guest speakers, conducting a survey that gauged chapter members’ interest in DEI issues, recruiting diverse students to the chapter from across campus, and nominating its VP for DEI for a PR News Social Impact Award, this chapter sets an example for other PRSSA chapters to emulate.
The third section of this special issue, Teaching Cases for Exploring DEI Complexities in Public Relations Education, is composed of two contributions that center on incorporating inclusivity and cultural sensitivity into public relations campaigns courses. In the article, titled “Shaping Tomorrow’s Industry Leaders by Incorporating Inclusivity into Campaign Planning Curriculum: Student Reactions to the SMART+IE Mindset in Strategic Communication Efforts,” Richard D. Waters and Tricia M. Farwell present an innovative teaching activity that demonstrates how students can be pedagogically engaged to discuss the nuances of DEI in campaign planning and strategic communication. By incorporating hypothetical case studies that include DEI complexities and teaching students how to lead in DEI communication, this pedagogical innovation emphasizes the importance of inclusive communication. The authors share not just the case study and its DEI pedagogy value, but also describe how students who worked on this case in classes responded to it and what they learned from it about themselves and about the role of DEI in strategic communication. Additionally, the authors reflect on their own experience, as educators, of including this DEI case study in their classes.
The last contribution in this edited issue is a teaching brief, titled “Eco-Tourism Campaigns as a Framework for Global PR Course.” The authors, Nandini Bhalla and Arien Rozelle, address diversity education at the international level and argue for the importance of helping students build cultural sensitivity and equality in the public relations classroom. Their teaching brief provides scenarios for public relations educators to consider and adopt when helping students understand cultural and structural differences in an international context.
Overall, the research articles and teaching brief collected in this special issue present a wide range of perspectives on understanding the intersections of leadership, mentorship and DEI in public relations education. We could not locate any research that addressed the intersections of DEI, leadership and mentorship in public relations education when we sent out the call for this special issue. Now we are pleased to state that this is no longer the case. The intersectionality nature of the topics present the complexity at multiple dimensions such as the practical, the pedagogical and the theoretical levels. It is our sincere hope that the articles in this special issue will serve as a springboard for further scholarship on this critical intersection in public relations pedagogy.
Acknowledgments It has truly been an honor to have had the opportunity to work on this issue and we would like to thank all those who supported it by sending in submissions. We would especially like to thank our team of reviewers with expertise on this topic. We could not have published this issue without their valuable insights, constructive feedback, comments and suggestions, and overall solid reviews to help the authors revise and improve their research and writings. Finally and most importantly, our heartfelt thanks go to Dr. Pamela Bourland-Davis, Editor of the Journal of Public Relations Education and her editorial team for offering the opportunity to edit this special issue. It would have been impossible to produce this special issue without their encouragement and guidance throughout the process.
Meng, J. (2013). Learning by leading: Integrating leadership in public relations education for an enhanced value. Public Relations Review, 39(5), 609-611. https://doi.org/10.1016/j.pubrev.2013.09.005
Mundy, D., Lewton, K., Hicks, A., & Neptune, T. (2018). Diversity: An imperative commitment for educators and practitioners. In Fast Forward: The 2017 Report on undergraduate public relations education (pp. 139-148). Commission on Public Relations Education. Available at: http://www.commissionpred.org/wp-content/uploads/2018/04/report6-full.pdf
Table of Contents
Research Articles
Section I: Current Practices and Challenges of DEI in Public Relations Education and the Need for Self-Reflection and Mentorship
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Dr. Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
I hope this issue of The Journal is as relevant to you as it has been to me. While I’ve connected to every issue, perhaps our first in-person meeting of AEJMC’s Public Relations Division in a couple of years enhanced the relevance. The PRD included a pre-conference special session on ASPIRE – Active Strategies for Pedagogy in Research and Education, featuring the GIFTS, and the top five (presented in order of their rankings) are included here. While we could not feature all of the GIFTS, the authors presented so many great ideas that have inspired me.
To be honest, I’ve already adapted some of Deline’s work included here. In doing so, I learned much about the student experiences during the pandemic response – including that most were freshmen having to complete core courses on line. I hope to continue to include a variation of the reflection on KSAs as the next group will be the one who missed much of the social side of completing high school.
In the area of pedagogical research, the first article on mentorship provides some feedback on the mentorship program of the PRD. Having signed up to serve as a mentor, I am internalizing the results, and thinking about how I can improve as a mentor. The second article is a good reminder that service learning, specifically fundraising in this case, can have an impact on learning on into the future.
I hope all of these papers and GIFTS are inspirational to you as well, and don’t forget about the special issue focused on GIFTS for next year:
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Stephanie Madden, Ph.D. Assistant Professor Donald P. Bellisario College of Communications Penn State Senior Research Fellow, Arthur W. Page Center Email: szm962@psu.edu
Stephanie Mahin, Ph.D. Clinical Assistant Professor Management & Corporate Communication UNC Kenan-Flagler Business School Email: stephanie_mahin@kenan-flagler.unc.edu
In 2020, the brutal murders of George Floyd, Breonna Taylor, and Ahmaud Arbery, and the weeks of protest for racial justice that surrounded each event, led a group of public relations scholars and educators in activist public relations to meet on Zoom to discuss how to integrate topics about activism into our classrooms. Many of us felt a deep divide between our activist research interests, our personal commitment to activist causes, and the types of skills-based, corporate-centric content we teach in our public relations courses. While the body of academic literature on the topic of activist public relations grows, we noticed a lack of tangible resources and pedagogical research on how to incorporate activism into public relations education. As our grassroots group compiled resources, we came up with the idea for this special issue of the Journal of Public Relations Education to help bridge the gap, and help other scholars and educators feel less fragmented between their research and teaching interests. We hope you find the articles in this issue useful as a way to incorporate activist topics into core public relations courses such as research, writing, and campaigns, or maybe you will be inspired to create a special topics course.
The issue opens with an article “Centering Activism and Social Justice in Public Relations Education: Critical Communication Pedagogy as an Entryway” by Aghazadeh and Ashby-King that presents critical communication pedagogy (CCP) as a framework to meaningfully include activism in PR curricula and the very dynamics of classroom instruction. In addition to their compelling argument for the importance of integrating social justice and activism into the PR classroom, they offer three concrete strategies on how to do this rooted in CCP’s guiding concepts of identity, power, and social (re)production. These include considering the influence of positionality on communication, student and educator power dynamics, and critiquing discourses and challenging social (re)production.
While the revolution may not be televised, the article, “Called, Committed and Inspiring Activism: How Black PR Guest Speakers Experienced the PR classroom during the COVID-19 and Racial Reckoning Academic Year of 2020/2021” by Del Rosso and Brown suggests a revolution in the classroom. One way to do this is by embracing activist pedagogy, which is about transforming the classroom into a space that decenters privilege and decolonizes curriculum. The authors interviewed Black public relations professionals about their experiences as invited guests and what professors can do to improve them. Four fascinating themes emerged that speak directly to why Black PR experts go into the classroom. The authors provide a useful guide with actionable suggestions for professors to help prepare guest speakers for the classroom experience.
Teaching activism does not have to be emotionally draining or focused only on confrontational tactics. Hou and Wang’s article, “Creativity is the Key: Incorporating Creative Activism to Public Relations Classrooms through Using Creative Pedagogy,” offers creativity as an entry point for the content, design, and delivery of activist public relations education. Seeing the potential for activism as both joyful and fun, rather than only discouraging and negative, may encourage more students to consider how their public relations skills can be used as part of social change movements. For instructors, creative pedagogy also offers ways to revitalize traditional teaching of activist public relations through playfulness, hope, and possibilities. Hou and Wang offer a variety of case studies and participatory activities for integrating creative activism into PR classes.
The fourth article, “Public Interest Communications in the Classroom: Bringing Activism to Public Relations Education” by Chernin and Brunner introduces readers to a newer area of study, Public Interest Communication or PIC. The authors challenge public relations educators to use the PIC framework to disrupt the ways in which communication is taught by moving beyond teaching corporate-focused skills to a curriculum that uses skill-based approaches to mold future activists. For example, the PIC framework offers six tactics that, when used as part of strategic communication, can help drive social change. Additionally, Chernin and Brunner offer specific and timely suggestions for how to incorporate PIC into existing public relations programs.
The two teaching briefs in this issue offer activism-focused assignments that can be easily adopted into the public relations classroom. In her article “Vaccinate Against Hate: Using Activism to Teach Applied PR Research and Theory,” Rozelle provides an in-class activity where students are tasked to develop a recruitment campaign and educational and awareness campaign for the fictional organization Vaccinate Against Hate. Because this activity can be integrated into an introductory public relations course, it offers an easy entry point for students to begin considering the role of public relations in activist causes.
More than ever corporations are expected to take a public stance on social and political issues. Remaining silent can be a sign of indifference. For example, after the murder of George Floyd, corporations offered statements in support of the Black Lives Matter Movement and/or a call to address structural racism. A major criticism of these statements was a lack of action and follow through. In “Beyond Slacktivism: Lessons for Authentic Activist Messages through Public Relations,” Janoske Mclean and Marks Malone offer timely and practical lessons to teach students how to write effective activist statements. Through these lessons, students are encouraged to find the organization’s authentic voice as they identify and practice writing activist statements. Further, this brief offers a lesson on how to respond to positive and negative reactions to corporate activist statements from the public. From navigating through a global pandemic, to parenting a toddler, and having a difficult pregnancy and unexpected early childbirth, our first time editing a journal had its fair share of challenges. A huge thank you to editor Pamela Bourland-Davis (and her editorial team) who worked patiently with us from idea conception to final production of this issue. We are immensely grateful for her kindness and understanding throughout the process. We would also like to thank the reviewers who quickly accepted invitations to review and offered valuable feedback for authors. Through both personal and global challenges, we are extraordinarily proud of this JPRE special issue and hope it jumpstarts conversations about how public relations can and should play a transformative role in society and our role as educators in the process.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Dr. Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
Featured in this issue are three articles which all center around different perspectives of public relations programs. The first two focus on alumni and student perspectives, with the students being HBCU students weighing in on their perspectives of graduate programs. The third article examines Ph.D. programs based on a content analysis of publicly available program information, and does so with an eye on moving the graduates into faculty lines.
The teaching briefs, as usual, provide excellent ideas for approaching classes ranging from using an international case study to teach race and cultural sensitivity in public relations, ideas for crisis classes, and a business model for a public relations firm which could be adapted for classes as well.
Our next issue is a special edition focuses on activism, and if you have not seen the call for the fall special issue on mentorship, leadership and DEI, please check it out! These are due the first of June.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Special Issue: The Unprecedented Upheaval of Public Relations Education
Note from the Editor:
Dr. Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
This particular call for papers related to the impact of COVID-19 on education came at a time when we would not have thought we’d still be in a pandemic response of some version. Special thanks go to Richard Waters, working with Emily Kinsky, in coordinating the call, and the initial work in the curation of the submissions. Their foresight that the pedagogical upheaval might have an impact on future practices was prescient, and so the articles included here are more than capturing a moment of time. In addition to articles discussing campaigns, service learning and PRSSA management, we have an article which describes reflexive-transformative approaches from a university in Australia where flipped learning was already the norm.
Included in this issue, you will find an invited resources article based on one of the virtual AEJMC PRD presentations from spring of 2021. It reviews a number of options such as apps which would help directly address many of the findings from the articles, and I’m working on my list of which ones to incorporate next term.
As I am hearing from many of you via social media, we are all still feeling we are working in “catch up” mode. The Journal is no different. While separate from the special issue, you will find our regular book reviews and an article on PRSSA, pre-COVID-19, which was among the last accepted by our previous editor.
Best wishes for the New Year, and here’s to new ideas we can integrate into our classes.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Dr. Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
Within this issue, you’ll find three articles which address various aspects of social and digital media within the curriculum. The timing is not the result of a special call for articles, and clearly represents an area of increased interest. I know I’ll be sharing these within my own department as we continue to evaluate our own approaches.
Two articles are, in part, reflective of our times with greater attention to diversity as you’ll see in Pompper & Ertem-Eray’s article on “Reconstructing the PR history time machine,” and of increased concern for our emotional and mental health, as addressed in Madden and Del Rosso’s, “We should have to take therapy classes.” And for those with or considering student-run firms, you’ll find the article on best practices helpful.
Of course, we have three of the top GIFTs selected and presented at AEJMC’s Public Relations Division’s ever-popular teaching panel which will provide creative approaches to how we can continue to develop student’s understanding of and abilities to practice public relations.
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
The first issue of 2021, provides a mix of topics including several articles which address diversity and intercultural competency, indirectly recognizing this continuing, urgent area where pedagogy can be examined and utilized. The issue reflects the work of both the outgoing and incoming editors.
Dr. Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University Editor in Chief, Journal of Public Relations Education Immediate Past President, SSCA Email: pamelagb@georgiasouthern.edu
As the incoming editor for the Journal of Public Relations Education, I’ve learned much – in addition to all the adjustments to teaching and learning in our pandemic-response world. To that end, our immediate past editor, Emily Kinsky, has been a saint – patient, responsive to my seemingly never-ending lists of questions, and, as always, focused on making sure we provide a forum for quality pedagogical research in public relations.
I’m not sure I can parallel the quantum leaps forward in the journal that she has made such as with adopting the on-line submission services, and that Chuck Lubbers made in kicking off the journal. We’ll try. Any progress we make will be because of the stellar Executive Editorial Board. I am thankful to be able to tap the expertise of board members who joined the journal under Emily’s leadership, with Melissa Janoske McLean now serving as Senior Associate Editor, and with LaShonda Eaddy, Kelly Vibber, and Brandi Watkins continuing in their roles. To the board we added Christopher McCullough as associate editor, helping manage the review process, and Stephanie Mahin, as associate editor of our Book and Resource Reviews. We’ve also created a Past Editors Council to serve as a sounding board as needed. We are also appreciative of our board members, who continue to provide feedback and reviews as well.
Pamela G. Bourland-Davis Chair & Professor Department of Communication Arts Georgia Southern University
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Denise Sevick Bortree, Ph.D. Professor and Associate Dean Bellisario College of Communications Penn State University Guest Editor, Journal of Public Relations Education, PR Ethics Special Issue Email: dsb177@psu.edu
December 14, 2020
In October 2019, the Commission on Public Relations Education issued its Ethics Education Report with suggestions for creating a required ethics course as recommended in the Commission’s earlier report Fast Forward: Foundations and Future State: Educators and Practitioners. The Ethics Education Report offered a new course proposal, student learning outcomes, course content, essential skills/knowledge/abilities, online resources, and sample syllabi. What it lacked were practical assignments and real-world application that might be useful for faculty who wish to build a new ethics course. This special issue of the Journal of Public Relations Education was created to help fill the gap and strengthen the arguments for the need for public relations ethics education internationally. The issue includes research articles examining the current state of ethics education and teaching briefs sharing practical ideas that can be adopted into curriculum, as well as a book review of a recently published ethics textbook. I hope you find the material here useful as you consider how you might develop a new course or strengthen the current ethics curriculum in your program.
The issue opens with an article “Accreditation, Curriculum, and Ethics: Exploring the Public Relations Education Landscape” by Del Rosso, Haught, and Marks Malone that examines programs certified by the Public Relations Society of America (PRSA) for the Certification in Education for Public Relations (CEPR) and also accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC). Not surprisingly, it finds that few were requiring ethics courses at the time of data collection, and this benchmarking study will help us see how the addition of a new requirement for an ethics course will change the curriculum of these programs and others.
The second article, “Public Relations Education in Singapore: Educating the Next Generation of Practitioners on Ethics” by Woon and Pang, examines the current state of ethics education in an international setting, comparing foreign and local programs in Singapore. It offers insights into the ways that programs are preparing future practitioners in the region.
The three teaching briefs in this issue offer ethics assignments that can be easily adopted into the public relations classroom. In their article “PR Ethics Literacy: Identifying Moral and Ethical Values Through Purposeful Ethical Education,” authors Ward, Luttrell, and Wallace detail the application of a case study to teach ethical decision-making. They offer a model for decision-making and a step-by-step process to help students think through the issues and reflect on their decisions.
Along a similar line, Kim shares assignments and rubrics for three activities used in a graduate program in Australia to strengthen students’ ethical decision-making skills. In the article “Finding a Linkage Between Becoming an Ethical Practitioner and Making an Organization Socially Responsible,” the author discusses the benefits and challenges of the assignments in helping students improve their ethics abilities.
The special issue teaching briefs wrap up with a recommendation for a fun activity in Rozelle’s “PR Ethics: An Interactive Adventure” adopting the concept from children’s books that allow readers to choose their next steps and see the resulting consequences.
Thank you to current (and outgoing) editor Emily Kinsky who worked patiently with me over the summer and through the fall as I, and a number of the article authors, battled COVID-19 related challenges. A special thank you to the reviewers who quickly accepted my invitations to review and offered useful feedback for authors to help improve the relevance of the work here. It has been an unusual year, and I am pleased that we were able to keep the conversation about ethics education moving forward despite the many global challenges we faced this year. I hope you enjoy the special issue.
Denise Sevick Bortree Professor and Associate Dean Bellisario College of Communications, Penn State University
A publication of the Public Relations Division of AEJMC Copyright 2020 AEJMC Public Relations Division
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Emily S. Kinsky, Ph.D. Associate Professor West Texas A&M University Editor-in-Chief, Journal of Public Relations Education Email: jpre@wtamu.edu
Note from the Editor-in-Chief:
Below you will find the table of contents for our latest issue, which includes four research articles, six teaching briefs (top ranking Great Ideas For Teaching from the Association for Education in Journalism and Mass Communication-PR Division competition this year), and three book reviews. This issue is filled with valuable information for public relations educators.
We are pleased to welcome several new JPRE board members this summer, who are listed on the Editorial Board and Staff page along with the entire board. We thank all our board members for their service as reviewers, supporters, and problem solvers.
The editorial team, which gained a new member in Dr. Eaddy, donated countless hours of effort into this issue. Their assistance is priceless, and I am grateful for their brilliant minds, their willingness to serve, and their incredible work ethic.
Thank you to those of you who have reviewed manuscripts for JPRE this year. You each completed a valuable service to the field, and it is appreciated.
Thank you to Gini Dietrich, author of Spin Sucks, for allowing us to use her PESO model graphic in this issue. We are appreciative of that permission. I gain so much from her podcasts, so I was pleased to see her work featured in a GIFT teaching brief in this issue.
A publication of the Public Relations Division of AEJMC Copyright 2020 AEJMC Public Relations Division
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Note from the Editor-in-Chief: We are pleased to share Volume 6, Issue 1, which offers our readers three research articles, two teaching briefs and two book reviews. The articles cover a variety of topics: public diplomacy training around the world, a comparison of expectations for PR graduates made by practitioners at different levels in their careers, and suggestions for helping students increase their knowledge and confidence in using statistics. We believe you will gain both inspiration and guidance from the teaching briefs, as they explore multicultural training through writing assignments and building recognition of the connections within and across personal networks. Finally, the book reviews offer helpful insights into how these two books might fit into your classes.
The editorial team expanded in November 2019 to include Dr. Kelly Vibber. We are grateful to have her join us as Dr. Lucinda Austin transitions deeper into leadership within the AEJMC PR Division. Dr. Austin has been a great help these past 2 years and will be missed. I am thankful for this entire team, which invests countless hours into proofreading, formatting and preparing each issue. Their service to the field is greatly appreciated. I also want to express my gratitude to our reviewers who offer useful advice through the blind- review process and help us maintain a solid reputation. Thank you!
A publication of the Public Relations Division of AEJMC Copyright 2020 AEJMC Public Relations Division
The Journal of Public Relations Education (JPRE) is devoted to the presentation of research and commentary that advance the field of public relations education. JPRE invites submissions in the following three categories:
Research Articles
Teaching Briefs
Book/Software Reviews
Learn more by visiting the About JPRE page and the Authors/Contributors page for submission guidelines. All submissions should follow the guidelines of the most recent edition of the Publication Manual of the American Psychological Association (APA).
Pamela Bourland-Davis Georgia Southern University Editor-in-Chief Journal of Public Relations Education 2021-2024
The public relations academic community mourns the loss of Dr. Pamela Bourland-Davis, whose passing leaves a profound void in our professional and personal circles. A dedicated educator, visionary leader, and compassionate mentor, Dr. Bourland-Davis exemplified the very best of what it means to serve the academy.
For nearly two decades, she chaired the Department of Communication at Georgia Southern University, where her leadership was marked by a rare blend of intellectual rigor and steadfast support for faculty and students. Her administrative acumen was matched only by her generosity of spirit, guiding, uplifting, and inspiring those around her.
Nationally, Dr. Bourland-Davis’s contributions were wide-reaching. She served as Editor of the Journal of Public Relations Education and held leadership roles in numerous professional associations, including as Head of the AEJMC Public Relations Division (2000–2001) and as President of the Southern States Communication Association (2020). Her enduring commitment to advancing the discipline was evident in her work with the Commission on Public Relations Education, where she had recently begun serving as Vice Chair.
What set Dr. Bourland-Davis apart was her ability to build community. She mentored emerging scholars with care and conviction, encouraged collaboration, and gently urged others into leadership—often before they recognized their own readiness. Her influence lives on in the many colleagues, students, and friends she empowered. Dr. Bourland-Davis’s legacy is one of inclusion, service, and scholarly excellence. In honoring her memory, we are reminded of the power of mentorship, the importance of humility in leadership, and the enduring impact of a life lived in service to others. We extend our deepest condolences to her family, friends, and the extended academic community she shaped so meaningfully.
With appreciation and respect, The Journal of Public Relations Education Editorial Team
Chuck Lubbers Award for Pedagogical Research The Journal of Public Relations Education’s (JPRE) founding Editor-In-Chief presents the Chuck Lubbers Award for Pedagogical Research. This is an esteemed recognition given annually to an outstanding research paper that exemplifies academic excellence in the field of public relations (PR) education. This award celebrates the innovative, impactful, and methodologically rigorous work of authors who significantly contribute to advancing PR pedagogical understanding and practice. Selected by a panel of expert scholars, the winning paper is distinguished by its originality, research depth, presentation clarity, and potential to influence PR educational theory and practice. This accolade not only honors the authors’ dedication to high-quality PR pedagogy research but also sets a benchmark for future submissions, inspiring a continual elevation of standards in PR educational scholarship. The award underscores JPRE’s commitment to fostering cutting-edge, transformative educational research. The award is given annually at the AEJMC conference and includes a $250 cash award.
2025 Award Recipients- Stephanie Madden & Kate Guastaferro for “Public Relations isn’t all Rainbows and Butterflies”: Student Experiences in Developing a Child Sexual Abuse Prevention Campaign (10-2)
The Stan Richards School of Advertising & Public Relations – Moody College, UT Top Quality Reviewer Award The Stan Richards School of Advertising & Public Relations – Moody College, UT Top Quality Reviewer Award for the Journal of Public Relations Education (JPRE) is a prestigious accolade bestowed annually to honor an outstanding individual who has demonstrated exceptional commitment, expertise, and diligence in reviewing JPRE submissions. This award recognizes the crucial role of peer reviewers in maintaining the highest standards of scholarly discourse and integrity in PR educational research. Recipients are selected based on their thoroughness, constructive feedback, and timely contribution to the advancement of PR pedagogical knowledge. The award acknowledges their invaluable service to the academic community and encourages continued excellence in the critical task of peer review, thus highlighting the vital importance of quality reviews in shaping the future of pedagogical scholarship. The award is given annually at the AEJMC conference and includes a $250 cash award.
2025 Award Recipient – Katie Place, Quinnipiac University
Top Ethics in PR Pedagogy Paper Award The Top Ethics in PR Pedagogy Paper Award for the Journal of Public Relations Education (JPRE) is presented by the Arthur W. Page Center for Integrity in Public Communication. This award is a distinguished honor given annually to one exemplary paper in the field of ethics in public relations pedagogy. This award recognizes groundbreaking research that significantly contributes to the understanding and teaching of ethics and responsibility in public communication. The winning paper is chosen from all work published in the journal in a calendar year and will be awarded to a paper that offers exceptional insight, rigorous analysis, and profound impact on the ethics of public relations education. The award reflects the Page Center’s dedication to nurturing ethical awareness and practice in corporate and public communication spheres. This accolade not only celebrates academic excellence but also reinforces the importance of integrating ethical considerations into the core of PR education. The award is given annually at the AEJMC conference and includes a $500 cash award. The award will only be given if an appropriate article appears within a calendar year.
2025 Award Recipients – Alec Tefertiller, Rosalynn Vasquez, Matthew Brammer for The Kids are Alright: Examining how US Public Relations Students Ethically Navigate Artificial Intelligence (11-1)
Pamela Bourland-Davis Editorial Excellence Award The Pamela Bourland-Davis Editorial Excellence Award honors an individual on “staff” with JPRE who has demonstrated exceptional commitment, skill, and integrity in editorial leadership. This annual award recognizes those who uphold the highest standards of quality, accuracy, and innovation in the editorial process. Recipients of this award have significantly contributed to elevating the visibility, rigor, and impact of the publications or platforms they steward. Their work reflects a deep dedication to editorial ethics, inclusivity, mentorship, and the advancement of knowledge within their field. This award celebrates excellence in areas such as peer review coordination, editorial strategy, author development, content curation, and process improvement. It acknowledges the often-unseen VOLUNTEER labor of editorial work at JPRE that ensures clarity, coherence, and credibility in published communication. This award winner is selected annually by the Editor-in-Chief, JPRE.
2025 Award Recipient – Christopher McCollough, Kennesaw State University
Editorial Record: Submitted September 28, 2024. Revised January 28, 2025. Accepted May 5, 2025.
Authors
Joseph Giomboni Assistant Professor Susquehanna University Pennsylvania, USA Email: giombonij@susqu.edu
ABSTRACT
This study examines how public relations education programs can better prepare students to navigate the evolving dynamics of internship experiences and professional development. Through interviews with 28 PR students and recent graduates, the research reveals a critical gap between academic preparation and industry expectations regarding internship outcomes. The findings suggest PR students prioritize organizational prestige over skill development, potentially undermining educational objectives. Students reported feeling pressure to complete multiple internships to meet perceived industry requirements, even when lacking substantive work experience. The study provides recommendations for PR educators to help students balance brand-driven motivations with meaningful skill development, including implementing structured mentoring programs and incorporating personal branding instruction into PR curricula. These insights can help educators better align internship programs with both student career aspirations and pedagogical goals.
Editorial Record: Submitted August 12, 2024. Revised December, 2024. Accepted May 5, 2025.
Authors
Denisse Vasquez-Guevara Assistant Professor California State Polytechnic University, Pomona California, USA Email: denissev@cpp.edu
Preeti Wadhwa Professor California State Polytechnic University, Pomona California, USA Email: pwadhwa@cpp.edu
ABSTRACT
Facilitating student career readiness is one of the key goals of baccalaureate communication programs. Specifically, employers seek professionals with technical skills (copywriting, editing, and content creation) and soft skills (critical thinking, problem-solving, and teamwork). However, first-generation students face disparities in accessing internship opportunities. This GIFT highlights a micro-internship experience offered to students enrolled in the course titled “Online and Social Media.” As a part of this course-embedded experience, student teams developed social media strategies and content for on-campus clients. The student learning objectives included (a) creating a social media strategy aligned with the client’s goals; (b) developing social media content adapted to varied target audience so as to increase reach and audience engagement; (c) helping students develop critical thinking, negotiation, teamwork; and last, but not the least, (d) exposing students to professional behavior and expectations. The associated assignments, rubric, teaching materials, and students’ qualitative self-evaluation results are discussed.
Editorial Record: Submitted September 13, 2024. Revised November 25, 2024. Accepted May 5, 2025.
Authors
Regina Luttrell Associate Professor Syracuse University New York, USA Email: rmluttre@syr.edu
Jason Davis Professor Syracuse University New York, USA Email: jdavis72@syr.edu
Carrie Welch Adjunct Professor Syracuse University New York, USA Email: ctwelch@syr.edu
ABSTRACT
An artificial intelligence (AI) hackathon was utilized in three class sessions in an innovative assignment designed for courses in public relations writing, campaigns, digital marketing, or capstone projects within communication majors to prepare students for the AI-driven modern workplace. The hackathon’s objectives centered on developing students’ technical understanding, practical application skills, and ability to work collaboratively with AI tools in public relations and communications contexts. Participants gained hands-on experience with image-based generative AI, demystifying the technology and exploring its strengths and weaknesses. This approach aimed to equip students with the necessary competencies to navigate and excel in communication strategies where AI can be productively incorporated. A survey of student participants revealed a positive experience as well as the acquisition of new skills.
The Public Relations Handbook is a useful resource for public relations students, aspiring PR professionals, and public relations educators looking for real-world examples, advice, and case studies to better understand the current state of public relations. Edited by Robert L. Dilenschneider, The Public Relations Handbook features chapters on a range of topics from public relations planning to specialized fields of public relations to international public relations.
Editors: Mildred Perreault and Sarah Smith-Frigerio Publisher: Peter Lang, 2024 ISBN: 9781433192234 DOI: 10.3726/b18897 Number of pages: 398
The authors effectively illustrate the multifaceted nature of crisis communication and responses in relation to the COVID-19 pandemic, encompassing various phases and complexities across all societal levels. Recognizing that traditional crisis communication literature may not fully capture the intricacies of such events, this book provides a comprehensive examination of the challenges and practices associated with pandemic-related crisis communication. Organized into four major categories, individual, organizational, community/regional, and national/international, the book utilizes a case study format to explore these complexities. Each chapter presents essential background information, including theoretical concepts and/or contextual information, before detailing a case study and concluding with discussion questions. This structure ensures readers gain a holistic understanding of crisis communication, moving beyond isolated examples to grasp the broader context and relevant background information.
Manuscript Due Date: 08/07/2025 Anticipated Publication: January 2026 JPRE 12(1)
Guest Editors
Emily S. Kinsky, West Texas A&M University Charles Lubbers, University of South Dakota Adrienne A. Wallace, Grand Valley State University Pamela G. Bourland-Davis, Georgia Southern University (posthumously)
Since 1975, the Commission on Public Relations Education (CPRE) has studied undergraduate and graduate public relations education standards and practices, with the bulk of its effort being to lessen the gap between the profession and the academy at the undergraduate level. In 1999, the CPRE “Port of Entry” report addressed the university as the official “port of entry” for those who seek to make public relations a career, citing both undergraduate and graduate education as the tooling and retooling centers of the public relations profession. Then, the last official CPRE report on graduate education was released in 2012, “Standards for a Master’s Degree in Public Relations: Educating for Complexity.” With the growth of master’s-level public relations education in recent years and the splintering of methods, modes of delivery, theory, and practice, this special issue attempts to bridge the gap that exists in pedagogy related to PR graduate education with an issue solely dedicated to graduate education in public relations.
The purpose of this special issue call is to invite research articles, teaching briefs, scholarly and critical essays, and case studies, and we are especially interested in articles that explore BOTH the challenges and opportunities for public relations pedagogy focusing on graduate-level education in the public relations classroom. Submissions that offer practical knowledge and guidance for ONLY graduate public relations education are encouraged. We invite original submissions, and areas of focus could include but are not limited to:
How practitioner expectations align with graduate education
Best practices for internships in applied master’s programs
Applied theory at the graduate level
International approaches to graduate education
Developing research and data analytical abilities for practice
How graduate programs connect with the demands of the profession
Innovative approaches to graduate education (e.g., unique course offerings, new ideas for projects and assignments)
Submission Guidelines Submissions should follow the Author Guidelines on the JPRE website. Authors should include the special call name (SIGradPR) in parentheses after their manuscript title to indicate the submission is for this particular special call. Authors should submit their manuscript through Scholastica, the online submission system for JPRE. All submissions will be anonymously reviewed, following the guidelines of JPRE. Authors must use APA style for citations, references, tables, figures, and captions, plus follow the JPRE Styleguide. All identifying information must be deleted before full paper submissions.
Timeline with Key Dates Deadline for full manuscript submission to JPRE’s Scholastica submission portal: https://jpre.scholasticahq.com/ – 08/07/2025 Notification of review results, including invitations for revision and resubmission (R&R): August 2025 Deadline for R&R submission: 09/30/2025 Scheduled Publication: January 2026 12(1)
If you have any questions, please contact the guest editors for additional information. Dr. Emily S. Kinsky, West Texas A&M University, ekinsky@wtamu.edu Dr. Chuck Lubbers, University of South Dakota, chuck.lubbers@usd.edu Dr. Adrienne A. Wallace, Grand Valley State University, wallacad@gvsu.edu
