Monthly Archives: August 2025

Journal of Public Relations Education, Vol. 11, Issue 2

Letter from the Editor

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.

Adrienne A. Wallace
Editor-in-Chief

TABLE OF CONTENTS

Letter from the Editor
Adrienne A. Wallace

In Memoriam
JPRE Editorial Team

The JPRE Awards 2025
JPRE Editorial Team

ARTICLES

Mandate of Professionalization: Serial Interns, Self-Branding and Invisible Laborers in the PR and Media Industries
Joseph Giomboni

TEACHING BRIEFS/GIFTS

Facilitating Students´ Career Readiness Through Social Media Micro-internships with On-Campus Clients
Denisse Vasquez-Guevara & Preeti Wadhwa

AI Hackathon: Igniting and Connecting Students’ Generative AI Knowledge
Regina Luttrell, Jason Davis, & Carrie Welch

BOOK REVIEWS

The Public Relations Handbook
Kristen Heflin

Crisis Communication Case Studies on COVID-19: Multidimensional Perspectives and Applications
Yeonsoo Kim

SPECIAL CALL

The Graduate Issue – 12(1)

Read the Full Issue:

JPRE_2025_11(2)Download

In Memoriam – Pamela Bourland-Davis

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

The JPRE Awards 2025

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

Mandate of Professionalization: Serial Interns, Self-Branding and Invisible Laborers in the PR and Media Industries

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.

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Facilitating Students´ Career Readiness Through Social Media Micro-internships with On-Campus Clients

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.

JPRE_2025_11(2)_VasquezGuevaraWadhwaDownload

AI Hackathon: Igniting and Connecting Students’ Generative AI Knowledge

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.

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The Public Relations Handbook

Reviewer

Kristen Heflin, Kennesaw State University

Editor: Robert L. Dilenschneider
Publisher: BenBella Books, Inc., 2022
ISBN: ISBN-13: 9781637740613
https://benbellabooks.com/shop/the-public-relations-handbook/
Number of pages: 280

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.

JPRE_2025_11(2)_HeflinDownload

Crisis Communication Case Studies on COVID-19: Multidimensional Perspectives and Applications

Reviewer

Yeonsoo Kim, The University of Texas at Austin

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.

JPRE_2025_11(2)_KimDownload

Special Issue Call for Papers – The Graduate Issue

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)
  • CEPR graduate-level certifications (e.g., tips, benefits)

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

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