Category Archives: JPRE Articles

Addressing the Phrase, “I’m in PR becauseI hate math:” Role of Experiential Factors inDeveloping Closeness to Numbers throughPractical, Civic, and Cultural Numeracies

Editorial Record: Submitted August 12, 2024. Revised January 6, 2025. Accepted November 12, 2025.

Authors

Meghnaa Tallapragada
Assistant Professor
Temple University
Pennsylvania, USA
Email: meghnaa.tallapragada@temple.edu

ABSTRACT

Using theoretical frameworks of psychological distance and science literacy, this study introduces the construct of “closeness to numbers” conceptualized as: (i) practical numeracy – an understanding of how to use numbers, (ii) civic numeracy – a sense of comfort and confidence in discussing numerical data, and (iii) cultural numeracy – an appreciation for numerical data in the field. Using semi-structured in-depth interviews with public relations/communication students (n=15) and professionals (n=20), this study found that practical numeracy can be developed even if some struggled with it early on, civic numeracy nurtured at home and school can become integral at work, and cultural numeracy can be nurtured even if one is struggling with other numeracies. Experiential factors mattered significantly in developing closeness. Use of concrete contexts, establishing a supportive community, and inoculating against number trauma and negative self-talk contributed to building closeness to numbers.

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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.

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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 Kids Are Alright: Examining How U.S. Public Relations Students Ethically Navigate Artificial Intelligence

Editorial Record: Submitted May 23, 2024. Accepted July 26, 2024.

Authors

Alec Tefertiller
Assistant Professor
Baylor University
Texas, USA
Email: Alec_Tefertiller@baylor.edu

Rosalynn Vasquez
Assistant Professor
Baylor University
Texas, USA
Email: Rosalynn_Vasquez@baylor.edu

Matthew Brammer
Virtual Coaching Specialist
Ford Motor Company

ABSTRACT

Generative artificial intelligence tools have alarmed many in higher education given their potential threat to academic honesty. For public relations educators, for whom ethics education is an important consideration, the implications of these tools warrant close consideration. Using a cross-sectional, mixed-methods survey of students in a U.S. collegiate journalism and public relations department (N = 256), this study determined that while ethical issues need to be addressed, students seek to use the tools in a manner consistent with professional guidelines.

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Do We Have to Work in Groups? Using Enneagram Harmony Triads for Improved Group Formation in the Classroom

Editorial Record: Submitted July 20, 2024. Revised October 17, 2024. Accepted February 10, 2025.

Authors

Heather Riddell
Associate Professor
University of West Florida
Florida, USA
Email: hriddell@uwf.edu

Christopher Fenner
Instructor
University of West Florida
Florida, USA
Email: cfenner@uwf.edu

Christina Kearney
M.A. Student
Saint Mary of the Woods

ABSTRACT

A significant challenge academic courses face is how best to group students for a semester-long project in strategic communication or public relations courses. This research aims to determine whether using the Enneagram of Personality’s Harmony Triads to contextualize the formation of student groups in public relations courses increases the quality of group experiences and the effectiveness of project teams. An experiment was conducted over two academic years: one taught with the Enneagram framework and one without. Assessments and findings are based on comparing data gathered via peer evaluations, final group projects, and course grades. Results show group and final grades increase when project teams are formed using the Enneagram, suggesting the framework facilitates group cohesion, increased productivity, and higher grades.

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Creating a Prompt Library: Applying Generative AI Skills to Public Relations Practice

Editorial Record: Submitted June 30, 2024. Revised June September 21, 2024. Accepted February 10, 2024.

Authors

Pauline Howes
Associate Professor
Kennesaw State University
Georgia, USA
Email: phowes1@kennesaw.edu

ABSTRACT

Preparing public relations students with knowledge and skills to apply generative artificial intelligence (AI) to professional practice has become an essential part of PR education. This teaching brief presents a public relations course assignment, Creating a Prompt Library, that involves developing prompting skills, applying AI tools to a variety of public relations tasks, and critically analyzing AI output.

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Preparing Students for the Workplace: Integrating Job Application Practice into a Campaigns Course

Editorial Record: Submitted July 19, 2024. Revised October 14, 2024. Accepted February 10, 2025.

Authors

Breann Murphy
Associate Professor
Jacksonville State University
Alabama, USA
Email: bmurphy5@jsu.edu

Teddi Joyce
Associate Professor
Jacksonville State University
Alabama, USA
Email: tjoyce@jsu.edu 

ABSTRACT

Public relations industry professionals express a growing need for undergraduate students to be profession-ready upon graduation. As a result, educators must continue to creatively integrate assignments and experiential learning experiences into the classroom that simulate real-world practices and emphasize job readiness. This teaching brief provides an assignment sample to help educators provide students with practice and experience on applying for a job in public relations and how this assignment can be implemented into a public relations campaigns or capstone course.

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Identifying (Mis/Dis)Information Skills: The Need for Educating and Training a Holistic PR Professional

Editorial Record: Submitted October 5, 2023. Revised February 19, 2024 and May 1, 2024. Accepted June 16, 2024.

Authors

Courtney D. Boman
Assistant Professor
University of Alabama
Alabama, USA
Email: boman@apr.ua.edu

Laura L. Lemon
Associate Professor
University of Alabama
Alabama, USA
Email: lemon@apr.ua.edu

LaTonya J. Taylor
Doctoral Student
University of Alabama
Alabama, USA
Email: ltaylor12@crimson.ua.edu

Matthew S. VanDyke
Associate Professor
University of Alabama
Alabama, USA
Email: vandyke@apr.ua.edu

ABSTRACT

In the digital age, public relations professionals play a vital role in managing information, particularly (mis/dis)information. Understanding the ethical implications and resources needed to navigate (mis/dis)information is crucial. This study explores PR professionals’ perceptions of ethical education and the skills and resources required to address (mis/dis)information. In-depth interviews with professionals reveal insights for better preparing the next generation of PR professionals to navigate the post-truth era effectively. These findings shed light on the multifaceted skill set needed by PR professionals and the essential role of both informal and formal resources in preparing them to navigate (mis/dis)information effectively. Recommendations for education emphasize experiential learning, ethics-focused content, and readily available online resources.

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Leveling the Playing Field: Fostering Student Success in the PRSSA Bateman Case Study Competition

Editorial Record: Submitted May 15, 2023. Revised November 29, 2023. Accepted
December 18, 2023 by past Editor-in Chief Pamela Bourland-Davis.

Amanda J. Weed
Associate Professor
Kennesaw State University
Georgia, USA
Email: aweed2@kennesaw.edu

Adrienne A. Wallace
Associate Professor
Grand Valley State University
Michigan, USA
Email: wallacad@gvsu.edu

Betsy Emmons
Associate Professor
University of Nebraska-Lincoln
Nebraska, USA
Email: eemmons3@unl.edu

Alisa Agozzino
Associate Professor
Ohio Northern University
Ohio, USA
Email: a-agozzino@onu.edu

ABSTRACT

This mixed-method study provides the first known scholarly research specifically about the PRSSA Bateman Case Study Competition. Through triangulation of data from a survey, focus groups, and public data analysis, the authors explored the benefits and challenges of Bateman as an experiential learning program in public relations education. While promoted by the PRSSA organization as “the premier national case study competition for public relations students” (PRSSA, n.d.), research insights indicate that Bateman falls short in meeting students’ educational needs, which is reflected in a 41.7% decrease in competition entries since 2018. Study findings provide support for several research-based recommendations to improve competition practices related to the competition timeline, experiential learning outcomes, organizational communication, judging practices, and support for diversity, equity, and inclusion of Bateman student teams.

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