Category Archives: JPRE Table of Contents

Journal of Public Relations Education, Vol. 12, Issue 1

Letter from the Special Issue Editors & Table of Contents

Emily S. Kinsky
West Texas A&M University
Professor
Past Editor-in-Chief, Journal of Public Relations Education
Email: ekinsky@wtamu.edu

Chuck Lubbers
University of South Dakota
Professor
Past Editor-in-Chief, Journal of Public Relations Education
Email: chuck.lubbers@usd.edu

Adrienne A. Wallace
Grand Valley State University
Editor-in-Chief
Journal of Public Relations Education
Email: wallacad@gvsu.edu

Editors’ Note: “Elevating PR: Insights and Trends in Graduate Education”

It is with tremendous honor and deep gratification that we introduce this special issue of the Journal of Public Relations Education, a collection of scholarly work that addresses a critical and timely gap in our field: the state of graduate education in public relations. This issue comes at a pivotal moment in our discipline, when the landscape of higher education is shifting, our industry is navigating technological disruption, and questions about the value and structure of advanced degrees are being asked with unprecedented urgency.

The Impetus for this Special Issue

Since 1975, the Commission on Public Relations Education (CPRE) has maintained a steadfast commitment to studying and improving public relations education standards and practices. However, much of that effort has focused on undergraduate education and the crucial transition from the academy to the profession at the entry level. In 1999, the CPRE “Port of Entry” report established the university as the official pathway for those seeking to establish careers in public relations, recognizing both undergraduate and graduate education as essential “tooling and retooling centers” for the profession. Yet, despite the substantial growth in master’s-level public relations programs over the past decade, the last comprehensive CPRE report dedicated exclusively to graduate education was published in 2012, well over a decade ago.

The intervening years have witnessed profound transformations. The global pandemic reshaped how we work and learn, fundamentally altering the pedagogy of graduate education. Artificial intelligence (AI) has emerged not merely as a technological tool but as a force reshaping job functions and competencies. The profession itself has fragmented and rebranded across multiple disciplines and specializations, such as strategic communication, integrated marketing communication, corporate communication, and beyond. Master’s programs have proliferated, diversified, and dispersed across various academic units and delivery models. In the face of this complexity and growth, the need for scholarly attention to graduate public relations education became undeniable.

This special issue, titled “Elevating PR: Insights and Trends in Graduate Education,” was conceived to further bridge this pedagogical gap in tandem with the 2025 CPRE report and to spark contemporary dialogue about the future of graduate education in our field. We sought to invite research articles, teaching briefs, scholarly essays, and case studies that would explore both the challenges and opportunities inherent in graduate-level public relations education. The call extended an open invitation to examine how practitioner expectations align with graduate curricula, how best practices in internships and applied learning can be designed, how research and data analytical abilities are cultivated, and how graduate programs connect, or fail to connect, with the demands of contemporary professional practice.

What This Issue Reveals

The manuscripts brought together in this collection offer a multifaceted portrait of graduate public relations education in the United States, which expands upon the work recently published by the CPRE research committee in the Graduate Education in Public Relations: 2025 Report, released in November. Collectively, they represent the work of educators, researchers, and practitioners committed to understanding and improving the graduate student experience and, ultimately, the competency of the professionals our programs produce.

Several critical themes emerge from this collection. First, the issue addresses the persistent challenge of curricular inconsistency and lack of standardization across graduate programs. Despite decades of recommendations from the Commission on Public Relations Education, programs continue to vary significantly in their structure, titles, course offerings, and culminating experiences. Some programs house themselves within journalism schools; others reside in business colleges, communication departments, or interdisciplinary centers. This fragmentation raises important questions about what prospective students can expect, what employers should anticipate, and how our field can signal its credibility and value.

Second, this special issue grapples with the critical question of alignment—the alignment between what the industry needs and what our programs teach. The gap between employer expectations and graduate preparation surfaces repeatedly across these manuscripts. Practitioners emphasize the importance of writing proficiency, interpersonal communication, strategic thinking, and professional maturity in their graduate interns, yet many find these competencies underdeveloped. This disconnect demands our attention and our response.

Third, these articles illuminate the reality of contemporary graduate student diversity—not only in terms of students’ demographic characteristics, but also in their goals, backgrounds, and contexts. Graduate programs now serve students pursuing doctoral degrees, career advancement in practice, and specialization in niche sectors. They serve full-time and part-time students, residential and online learners, career-changers and industry veterans. The “one-size-fits-all” approach to graduate education is no longer viable…if it ever was.

Fourth, these research endeavors document important efforts to innovate pedagogically. From service-learning models that bridge community engagement with research methods training to intentional curriculum design informed by industry input, this issue captures creative and thoughtful responses to the challenges of contemporary graduate education. These examples demonstrate that excellence in graduate public relations education is not only achievable but is already taking place in pockets across our discipline.

The Articles in This Issue

The collection opens with research examining curriculum and standards insights provided by educators, followed by an audit of graduate program websites analyzing curricular offerings and assessing alignment with existing recommendations. These first two articles provide valuable empirical documentation of the current master’s-degree landscape and inform ongoing efforts by the Commission on Public Relations Education to revise and update standards.

We are also pleased to feature an examination of practitioners’ expectations for graduate education, a timely survey that captures the voices of industry leaders and updates prior research in light of seismic shifts in practice brought about by the pandemic, technological advancement, and changing social dynamics. This research provides empirical grounding for conversations about what skills and knowledge matter most in contemporary professional contexts.

This issue includes scholarship focused on inclusion, equity, and representation in graduate education, a critical imperative for our discipline. Research exploring the lived experiences of Black graduate students and faculty in public relations illuminates systemic challenges in recruitment, retention, and support. These insights are essential reading for all who work in graduate education and aspire to create more welcoming, affirming, and equitable learning environments.

Additionally, we include research examining what industry professionals expect from graduate interns, the skills, competencies, and dispositions they value, and the gaps they perceive in graduate preparation. This work provides actionable guidance for program directors and faculty committed to strengthening the professional readiness of their graduates.

The last full article shares how public relations is presented, or absent, in sport management master’s programs. This work challenges us to consider whether our field maintains visibility and voice in related disciplines, and whether professionals in adjacent fields are being adequately prepared to leverage public relations expertise.

Finally, this issue includes two teaching briefs. The first demonstrates the pedagogical value of service-learning in graduate research methods instruction, offering a practical model for educators who seek to bridge theory and application while fostering meaningful community partnerships. The second explores the creation of thought leadership articles by graduate students on LinkedIn. Such examples of class-tested project ideas are invaluable for faculty considering pedagogical innovation.

Looking Forward

As we reflect on this collection and consider its significance, we are struck by several observations. First, there is genuine consensus in these articles about what matters: graduate education must be intentional, theory-grounded, professionally relevant, and equitable. There is, however, less certainty about how to achieve these goals within the constraints of institutional structures, resource limitations, and competing pedagogical philosophies. That uncertainty reflects the genuine complexity of graduate education in an applied discipline.

Second, the research findings within this issue reveal that graduate public relations education is not in crisis. It is in transition. Our programs are responding creatively and thoughtfully to changing contexts and emerging needs. Yet they would benefit from greater alignment, more explicit communication of their value propositions, and renewed commitment to standards that ensure quality and consistency without stifling innovation and specialization.

Third, we are grateful that these articles attend carefully to issues of diversity, equity, and inclusion. As of late, and way too often, discussions of curriculum and standards abstract away from the human experiences of students, particularly students from historically marginalized communities. This issue reminds us that excellent graduate education is not only intellectually rigorous but also humane and affirming.

We would be remiss if we did not mention the role our dear friend Pamela Bourland-Davis had in this issue – she aided in dreaming and scheming this idea. She was so enthusiastic about the potential of an entire issue of JPRE dedicated to *just* graduate education. Dr. Bourland-Davis, we dedicate this issue to you. We are certain your heart guided our work.

We are also grateful to the authors who contributed their scholarship, the peer reviewers who provided constructive feedback, and the practitioner-partners who participated in the research and shared their insights. Finally, we thank the CPRE research committee and leadership team, as well as the JPRE editorial team, for their commitment to supporting this issue and advancing scholarship in public relations education.

This special issue on graduate public relations education is offered in the spirit of generative dialogue. We hope this issue will spark conversations on campuses, in professional organizations, and in industry settings about what excellent graduate education in public relations looks like and how we, collectively, can ensure that our programs prepare the next generation of public relations leaders to navigate complexity, lead with integrity, and serve the public interest with wisdom and skill.

As we move forward, may we do so together, committed to elevating the quality, relevance, equity, and impact of graduate public relations education.

With warm regard and deep appreciation for our scholarly community,

Drs. Kinsky, Lubbers, Wallace, & Bourland-Davis (in memoriam)

TABLE OF CONTENTS

Letter from the Editors
Emily S. Kinsky, Chuck Lubbers, & Adrienne A. Wallace

ARTICLES

State of Public Relations Master’s Degree Education in the United States: 2025 Curricular Standards
Hongmei Shen, Kenneth Plowman, & Melody Fisher

To Degree or Not to Degree: The Unclear Value and Expectations of Public Relations Graduate Education
Stephanie Madden, Chelsea Woods, Kathleen Rennie, & Karla K. Gower

Public Relations Practitioners’ Expectations for Graduate Education
Marlene Neill, Patrick Merle, & Anni Qiang

Appreciative but Battered: The Bittersweet Experiences of Former Black Public Relations Graduate Students
Candice L. Edrington, Damion Waymer, Maryam Goli, & LaTonya Taylor

Shaping Future Professionals: Industry Perspectives on Graduate Internships
Richard D. Waters, Elizabeth C. Ray, & Eldaneka Rolle

In the Lineup or on the Bench? Searching for PR in Sports Management Master’s Programs
Betsy Emmons & Elizabeth S. Cox

GIFTS

GIFT: Graduate Instruction with Purpose: Theory Building and Community Engagement in Quantitative Methods Courses
Virginia Harrison

GIFT: Demonstrating Course Competencies and Student Expertise through a Thought Leadership Assignment
Laura Willis

Read the Full Issue:

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Journal of Public Relations Education, Vol. 11, Issue 3

Letter from the Editor

Adrienne A. Wallace
Grand Valley State University
Editor-in-Chief
Journal of Public Relations Education
Email: wallacad@gvsu.edu

Thank you for engaging with the Journal of Public Relations Education (JPRE) and with this final issue of 2025 (11-3). In this issue, once again, we showcase the vibrancy, innovation, and care that public relations educators bring to their classrooms and curricula. The manuscripts collected here reflect a shared commitment to preparing students for a profession that is increasingly data-driven, AI-mediated, and equity-focused, while remaining grounded in ethical practice and human-centered communication.

This issue features pedagogical work that helps students navigate emerging technologies with critical insight and practical skill. One teaching brief immerses undergraduates in a high-pressure simulation of an AI-triggered crisis, asking them to apply crisis communication theories in real time, collaborate across stakeholder roles, and reflect on the ethical use of generative AI in organizational communication. Another contribution uses AI-generated, arts-based audience personas to deepen students’ audience analysis, integrating diversity, equity, and inclusion principles so that students practice ethical prompt design, realistic representation of identities, and research-informed segmentation for strategic campaigns.

Alongside these technology-focused innovations, this issue also advances the conversation about quantitative literacy in public relations. One study introduces the construct of “closeness to numbers,” illuminating how practical, civic, and cultural numeracies can be nurtured over time, through concrete contexts, supportive learning communities, and intentional efforts to counter math anxiety and negative self-talk. Together, these pieces underscore that preparing students for contemporary practice means helping them both interpret data and understand the human stories, identities, and power structures that those data represent.

Across the manuscripts in 11-3, several themes emerge: the value of experiential learning, the importance of safe and inclusive learning environments, and the need to integrate data, technology, and IDEA throughout the curriculum rather than confining them to isolated modules or single courses. The authors in this issue offer concrete models, simulation designs, assignment structures, and conceptual frameworks that colleagues can adapt to their own institutional contexts and student populations.

JPRE continues to depend on an army of volunteers, comprising a vibrant community of reviewers, authors, and readers who share a vision of public relations education that is evidence-based, ethically grounded, globally engaged, and, dare I even say it… fun! Gratitude is extended to the authors, reviewers, and production team whose volunteer labor and scholarly generosity make this issue possible, and to the educators who will carry these ideas into their classrooms and programs. We appreciate your support, encouragement, love, and trust in our humble journal.

Adrienne A. Wallace
Editor-in-Chief

TABLE OF CONTENTS

Letter from the Editor
Adrienne A. Wallace

ARTICLES

Addressing the Phrase, “I’m in PR because I Hate Math:” Role of Experiential Factors in Developing Closeness to Numbers through Practical, Civic, and Cultural Numeracies
Meghnaa Tallapragada

TEACHING BRIEFS/GIFTS

Using AI Arts-based Audience Personas for Deepening Audience Analysis, Incorporating DEI
Denisse Vasquez-Guevara

A Simulation Exercise on Tackling AI-triggered Crisis
Ruoyu Sun, Yan Jin, & Wenqing Zhao

BOOK REVIEWS

Strategic Communication Research Methods
Jacob Long

Strategic Communications for PR, Social Media, and Marketing (8th ed.)
Betsy Emmons

Read the Full Issue:

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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:

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Journal of Public Relations Education, Vol. 11, Issue 1

Letter from the Editor

Adrienne A. Wallace
Grand Valley State University
Editor-in-Chief
Journal of Public Relations Education
Email: wallacad@gvsu.edu

At JPRE, we love it when a plan comes together, resulting in a powerful themed issue. In 11-1, the evolving landscape of public relations (PR) education and the necessity of preparing students for industry challenges through experiential learning, ethical considerations, and AI literacy is brought full circle. This issue features a diverse array of pedagogical innovations aimed at bridging the gap between academic instruction and professional application.

“The Kids Are Alright” by Tefertiller, Vaszuez and Brammer delves into the ethical dimensions of AI use among PR students, revealing how future practitioners navigate the complexities of AI-driven communication while maintaining professional integrity. The creative thinking of Riddell, Fenner, and Kearney uses Enneagram Harmony Triads for group formation in PR courses, and highlights the role of team dynamics in successful campaign execution. By leveraging personality-based grouping, this method improves collaboration, reduces interpersonal friction, and enhances overall project outcomes, reinforcing the importance of soft skills in PR education. The teaching brief by Howes on creating a prompt library for AI-driven public relations education underscores the growing importance of AI proficiency in public relations practice, emphasizing both the technical skill of prompt engineering and the critical thinking necessary to evaluate AI-generated content. Finally, the critical dimension of industry readiness is explored by the dynamic duo from Jacksonville State University, Murphy and Joyce, in a teaching brief giving us a roadmap for the integration of job application practice into a PR campaigns course, which provides students with hands-on experience in applying for PR roles, refining their resumes, and preparing for professional interviews. This approach mirrors industry expectations, ensuring that students graduate with not only theoretical knowledge but also practical skills that enhance employability.

Together, these articles reflect the Journal of Public Relations Educator’s ongoing commitment to advancing pedagogical strategies that align with industry needs. From AI literacy and ethics to career preparation and collaborative learning, the articles in this issue provide a roadmap for equipping students with the knowledge, skills, and ethical frameworks necessary to thrive in the modern PR landscape.

Coming soon: Keep your eyes peeled for two special issue calls dropping in the upcoming weeks: first, in what we are calling the graduate issue, is the collective creation of previous JPRE editors-in-chief, Pamela Bourland-Davis, Emily Kinsky, and Charles “Chuck” Lubbers which will invite invite research articles, teaching briefs, and book reviews – we are especially interested in manuscripts that explore BOTH the challenges and opportunities for public relations pedagogy focusing on graduate-level education; then the second special issue, we are affectionately referring to as the GIFTs of leadership which features another all-star guest editor lineup of David Grossman (The Grossman Group), Tina McCorkindale (IPR), Karla Gower (Plank), and more. This special issue will welcome submissions of articles, teaching briefs, and book reviews that examine both the challenges and opportunities in public relations pedagogy, with a focus on leadership in the undergraduate classroom. Watch the AEJMC PRD listserv for complete calls and the PRD community website for these calls as they go live.

Our appreciation goes out to the Editorial Review Board, the Past Editors Council, as well as our beloved sponsors, the Arthur W. Page Center for Integrity in Public Communication and the Stan Richards School of Advertising & Public Relations – Moody College at the University of Texas at Austin. If you are interested in joining the ERB or sponsoring JPRE, please reach out. I’d love to talk to you about how you can contribute to our 100% volunteer-operated open-access journal.

Onward!
Adrienne A. Wallace
Editor-in-Chief

TABLE OF CONTENTS

Letter from the Editor
Adrienne A. Wallace

ARTICLES

The Kids Are Alright: Examining How U.S. Public Relations Students Ethically Navigate Artificial Intelligence
Alec Tefertiller, Rosalynn Vasquez & Matthew Brammer

Do We Have to Work in Groups? Using Enneagram Harmony Triads for Improved Group Formation in the Classroom
Heather Riddell, Christopher Fenner & Christina Kearney

TEACHING BRIEFS/GIFTS

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

Preparing Students for the Workplace: Integrating Job Application Practice into a Campaigns Course
Breann Murphy & Teddi Joyce

BOOK REVIEWS

A Modern Guide to Public Relations: Unveiling the Mystery of PR
Matthew P. Taylor

Read the Full Issue:

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Journal of Public Relations Education, Vol. 10, Issue 3

Letter from the Editor

Adrienne A. Wallace
Grand Valley State University
Editor-in-Chief
Journal of Public Relations Education
Email: wallacad@gvsu.edu

As we present the latest issue of the Journal of Public Relations Educator, a common theme emerges across the contributions: the critical role of evolving pedagogical practices in equipping public relations students to meet contemporary challenges. This issue underscores the field’s pressing need to adapt and innovate in response to societal, technological, and ethical transformations often, and lately, in a highly charged political environment.

Several articles emphasize the importance of experiential learning as a cornerstone of public relations education. The study on the PRSSA Bateman Case Study Competition explores how such initiatives can provide students with practical, hands-on experiences that align with industry expectations while integrating diversity, equity, and inclusion (DEI) considerations. Similarly, the teaching brief on group work in research methods courses addresses the persistent challenges of collaboration in post-pandemic classrooms, offering motivational strategies to foster engagement and equitable participation.

The themes of ethics and critical thinking are equally prominent. One article delves into the skillsets required for managing (mis/dis)information, stressing the ethical responsibilities of PR professionals in navigating the post-truth era. This contribution highlights the importance of incorporating ethics into curricula and suggests practical strategies for combating disinformation through transparency and proactive communication. Another piece introduces moral entrepreneurship as a pedagogical framework, encouraging educators to integrate activism and ethical leadership into the curriculum to prepare students for roles as change agents in a rapidly evolving field.

Finally, this issue addresses student autonomy and privacy, exploring how educators can respect privacy boundaries while leveraging digital tools for learning. This teaching brief reflects on the balance between fostering critical digital literacy and maintaining ethical standards in the classroom, showcasing innovative assignments that empower students to navigate the digital landscape responsibly.

Through these diverse yet interconnected discussions, this issue reaffirms the transformative potential of public relations education when it embraces innovation, ethical rigor, and inclusivity. As educators, researchers, and practitioners, we have a shared responsibility to continue evolving our practices to better serve our students and society. Our educators in this issue once again have effectively transformed wicked problems into practical and professional solutions. I’m so proud of our work at JPRE, and I hope these scholars inspire your practice.

Thank you for a great first year working with an incredible volunteer team to elevate PR pedagogy research to its deserved prominence. Our appreciation goes out to the Editorial Review Board, the Past Editors Council, as well as our beloved sponsors, the Arthur W. Page Center for Integrity in Public Communication and the Stan Richards School of Advertising & Public Relations – Moody College at the University of Texas at Austin.

I hope a restful break is upon you and the new year brings you joy.

Adrienne A. Wallace
Editor-in-Chief

TABLE OF CONTENTS

Letter from the Editor
Adrienne A. Wallace

ARTICLES

Identifying (Mis/Dis)Information Skills: The Need for Educating and Training a Holistic PR Professional
Courtney D. Boman, Laura L. Lemon, LaTonya J. Taylor, and Matthew S. VanDyke

Leveling the Playing Field: Fostering Student Success in the PRSSA Bateman Case Study Competition
Amanda J. Weed, Adrienne A. Wallace, Betsy Emmons, & Alisa Agozzino

Moral Entrepreneurship as a Framework for Teaching Public Relations and Activism: University Educators’ Perspectives
Elina Erzikova

TEACHING BRIEFS/GIFTS

When Group Work isn’t Dream Work: Insights to Enhance Students’ Active Participation in Group Projects After the COVID-19 Era
EunHae (Grace) Park

Respecting Students’ Privacy Boundaries and Media Use Preferences while Teaching with Online Digital Tools
Corinne Dalelio

BOOK REVIEWS

Paradox in Public Relations: A Contrarian Critique of Theory and Practice
Burton St. John III

The Illustrated Guide to the Content Analysis Research Project
Laura Willis

Read the Full Issue:

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Journal of Public Relations Education, Vol. 10, Issue 2

Letter from the Editor

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.

Adrienne A. Wallace
Editor-in-Chief

TABLE OF CONTENTS

Letter from the Editor
Adrienne A. Wallace

ARTICLES

“Public Relations Isn’t All Rainbows and Butterflies”: Student Experiences in Developing a Child Sexual Abuse Prevention Campaign
Stephanie Madden and Kate Guastaferro

Making PRSSA Leadership Work for Students: Role Satisfaction, Educational Success, and Career Readiness for the PR Profession
Amanda J. Weed and Lauren Nye

Revolutionizing Campus Communications: The Power of ChatGPT in Public Relations
Young Joon Lim

TEACHING BRIEF/GIFT

Organizational Web and Social Media Ethics Policies
Katie R. Place

BOOK REVIEWS

Research Perspectives on Social Media Influencers and Brand Communication
Melissa A. Goodson

On Deadline: Managing Media Relations (6th Ed.)
Kristen Heflin

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A publication of the Public Relations Division of AEJMC
© 2024 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).

Questions? Contact the Editorial Staff.

Journal of Public Relations Education, Vol. 10, Issue 1

1 Reply

Note from the Editors

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

Editor’s Note
Adrienne A. Wallace, Elizabeth L. Toth, and Pamela Bourland-Davis

Articles

CPRE Study: Educator/Practitioner Perceptions of Student Preparation and International Comparisons of the Six-Course Standard
Hongmei Shen, Pamela Bourland-Davis, and Elizabeth L. Toth

Are We Speaking Their Language: The Presence of Content Important to Gen Z in Entry-Level PR Job Advertisements
Charles A. Lubbers, Debbie Davis, Amiso George, Morgan Still, and Victoria Bacon

Teaching Critical Strategic Thinking Model for Teaching the Public Relations Process
Ken Plowman, Anna Klyueva, Hongmei Shen, Christopher Wilson, and Elina Erzikova

Identifying & Addressing Gaps in Public Relations Ethics Education
Marlene S. Neill, Shannon A. Bowen, and Denise Bortree

Teaching Brief

Actualizing the DEI Mission in Public Relations Classrooms
Rosalynn A. Vasquez, Nneka Logan, Hilary Fussell Sisco, and Katie Place

Read the full issue here:

JPRE_101_FullIssue_Final Download

Research Articles
Teaching Briefs
Book/Software Reviews

Questions? Contact the Editorial Staff

Journal of Public Relations Education, Vol. 9, Issue 3

Special Issue

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.