This textbook pitches itself as a choice for upper-level undergraduates and professional master’s degree students in public relations and other strategic communication fields. It meets its intended audience where they are, which is thinking more about how a research methods course relates to the workplace than the maze of philosophical and statistical issues that sometimes predominate this subject.
Editorial Record: Submitted December 18, 2024. Revised July 18, 2025. Accepted September 22, 2025.
Authors
Ruoyu Sun Assistant Professor University of Georgia Georgia, USA Email: rsun@uga.edu
Yan Jin Professor University of Georgia Georgia, USA Email: yanjin@uga.edu
Wenqing Zhao Ph.D. Candidate University of Georgia Georgia, USA Email: Wenqing.Zhao@uga.edu
ABSTRACT
The rise of Generative Artificial Intelligence (GenAI) introduces new challenges to crisis communication. This teaching brief describes a crisis simulation exercise, conducted separately in two crisis communication classes at a university in the United States, where undergraduate public relations students apply crisis communication theories to address a GenAI misuse scenario based on the artificial intelligence (AI) scandal involving Sports Illustrated. Students assume roles of crisis management team members, board members, or journalists to perform specific tasks throughout the simulation. A mock press conference is integrated into the simulation, enabling students to engage in real-world crisis communication dynamics and practice their crisis communication skills in a realistic, high pressure setting. Afterward, the crisis responses developed in each class are shared for critique, objective feedback, and reflective learning.
Editorial Record: Submitted October 18, 2024. Accepted November 19, 2025.
Authors
Denisse Vasquez-Guevara Assistant Professor California State Polytechnic University, Pomona California, USA Email: denissev@cpp.edu
ABSTRACT
Audience analysis is crucial for planning and developing effective communication strategies. It involves gaining a deeper understanding of audience demographics and psychographic data to create strategies that engage audiences around the specific goals of an organization, brand, or public figure. Through the theoretical lens of audience analysis theories in strategic communication and marketing, diversity, equity, and inclusion (DEI) principles and ethics, and arts-based pedagogical techniques, this teaching brief explores audience personas and the practical application of artificial intelligence (AI) prompt engineering for image generation. Through this assignment, students enhanced their understanding of audience analysis and segmentation while practicing the ethical use of AI guided by DEI guidelines. Specifically, students learned how to represent audience diversity in research data collection equally, audience segmentation profile descriptions that reflect respectful and realistic representations of gender identities and race, detailing the visual and textual descriptions of their needs, interests, and culture. This class assignment could be useful for undergraduate courses such as public speaking, public relations, strategic communication, communication research, public relations campaigns, and social media marketing.
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.
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 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.
Pamela Bourland-Davis Georgia Southern University Editor-in-Chief Journal of Public Relations Education 2021-2024
The public relations academic community mourns the loss of Dr. Pamela Bourland-Davis, whose passing leaves a profound void in our professional and personal circles. A dedicated educator, visionary leader, and compassionate mentor, Dr. Bourland-Davis exemplified the very best of what it means to serve the academy.
For nearly two decades, she chaired the Department of Communication at Georgia Southern University, where her leadership was marked by a rare blend of intellectual rigor and steadfast support for faculty and students. Her administrative acumen was matched only by her generosity of spirit, guiding, uplifting, and inspiring those around her.
Nationally, Dr. Bourland-Davis’s contributions were wide-reaching. She served as Editor of the Journal of Public Relations Education and held leadership roles in numerous professional associations, including as Head of the AEJMC Public Relations Division (2000–2001) and as President of the Southern States Communication Association (2020). Her enduring commitment to advancing the discipline was evident in her work with the Commission on Public Relations Education, where she had recently begun serving as Vice Chair.
What set Dr. Bourland-Davis apart was her ability to build community. She mentored emerging scholars with care and conviction, encouraged collaboration, and gently urged others into leadership—often before they recognized their own readiness. Her influence lives on in the many colleagues, students, and friends she empowered. Dr. Bourland-Davis’s legacy is one of inclusion, service, and scholarly excellence. In honoring her memory, we are reminded of the power of mentorship, the importance of humility in leadership, and the enduring impact of a life lived in service to others. We extend our deepest condolences to her family, friends, and the extended academic community she shaped so meaningfully.
With appreciation and respect, The Journal of Public Relations Education Editorial Team
Chuck Lubbers Award for Pedagogical Research The Journal of Public Relations Education’s (JPRE) founding Editor-In-Chief presents the Chuck Lubbers Award for Pedagogical Research. This is an esteemed recognition given annually to an outstanding research paper that exemplifies academic excellence in the field of public relations (PR) education. This award celebrates the innovative, impactful, and methodologically rigorous work of authors who significantly contribute to advancing PR pedagogical understanding and practice. Selected by a panel of expert scholars, the winning paper is distinguished by its originality, research depth, presentation clarity, and potential to influence PR educational theory and practice. This accolade not only honors the authors’ dedication to high-quality PR pedagogy research but also sets a benchmark for future submissions, inspiring a continual elevation of standards in PR educational scholarship. The award underscores JPRE’s commitment to fostering cutting-edge, transformative educational research. The award is given annually at the AEJMC conference and includes a $250 cash award.
2025 Award Recipients- Stephanie Madden & Kate Guastaferro for “Public Relations isn’t all Rainbows and Butterflies”: Student Experiences in Developing a Child Sexual Abuse Prevention Campaign (10-2)
The Stan Richards School of Advertising & Public Relations – Moody College, UT Top Quality Reviewer Award The Stan Richards School of Advertising & Public Relations – Moody College, UT Top Quality Reviewer Award for the Journal of Public Relations Education (JPRE) is a prestigious accolade bestowed annually to honor an outstanding individual who has demonstrated exceptional commitment, expertise, and diligence in reviewing JPRE submissions. This award recognizes the crucial role of peer reviewers in maintaining the highest standards of scholarly discourse and integrity in PR educational research. Recipients are selected based on their thoroughness, constructive feedback, and timely contribution to the advancement of PR pedagogical knowledge. The award acknowledges their invaluable service to the academic community and encourages continued excellence in the critical task of peer review, thus highlighting the vital importance of quality reviews in shaping the future of pedagogical scholarship. The award is given annually at the AEJMC conference and includes a $250 cash award.
2025 Award Recipient – Katie Place, Quinnipiac University
Top Ethics in PR Pedagogy Paper Award The Top Ethics in PR Pedagogy Paper Award for the Journal of Public Relations Education (JPRE) is presented by the Arthur W. Page Center for Integrity in Public Communication. This award is a distinguished honor given annually to one exemplary paper in the field of ethics in public relations pedagogy. This award recognizes groundbreaking research that significantly contributes to the understanding and teaching of ethics and responsibility in public communication. The winning paper is chosen from all work published in the journal in a calendar year and will be awarded to a paper that offers exceptional insight, rigorous analysis, and profound impact on the ethics of public relations education. The award reflects the Page Center’s dedication to nurturing ethical awareness and practice in corporate and public communication spheres. This accolade not only celebrates academic excellence but also reinforces the importance of integrating ethical considerations into the core of PR education. The award is given annually at the AEJMC conference and includes a $500 cash award. The award will only be given if an appropriate article appears within a calendar year.
2025 Award Recipients – Alec Tefertiller, Rosalynn Vasquez, Matthew Brammer for The Kids are Alright: Examining how US Public Relations Students Ethically Navigate Artificial Intelligence (11-1)
Pamela Bourland-Davis Editorial Excellence Award The Pamela Bourland-Davis Editorial Excellence Award honors an individual on “staff” with JPRE who has demonstrated exceptional commitment, skill, and integrity in editorial leadership. This annual award recognizes those who uphold the highest standards of quality, accuracy, and innovation in the editorial process. Recipients of this award have significantly contributed to elevating the visibility, rigor, and impact of the publications or platforms they steward. Their work reflects a deep dedication to editorial ethics, inclusivity, mentorship, and the advancement of knowledge within their field. This award celebrates excellence in areas such as peer review coordination, editorial strategy, author development, content curation, and process improvement. It acknowledges the often-unseen VOLUNTEER labor of editorial work at JPRE that ensures clarity, coherence, and credibility in published communication. This award winner is selected annually by the Editor-in-Chief, JPRE.
2025 Award Recipient – Christopher McCollough, Kennesaw State University
Editorial Record: Submitted September 28, 2024. Revised January 28, 2025. Accepted May 5, 2025.
Authors
Joseph Giomboni Assistant Professor Susquehanna University Pennsylvania, USA Email: giombonij@susqu.edu
ABSTRACT
This study examines how public relations education programs can better prepare students to navigate the evolving dynamics of internship experiences and professional development. Through interviews with 28 PR students and recent graduates, the research reveals a critical gap between academic preparation and industry expectations regarding internship outcomes. The findings suggest PR students prioritize organizational prestige over skill development, potentially undermining educational objectives. Students reported feeling pressure to complete multiple internships to meet perceived industry requirements, even when lacking substantive work experience. The study provides recommendations for PR educators to help students balance brand-driven motivations with meaningful skill development, including implementing structured mentoring programs and incorporating personal branding instruction into PR curricula. These insights can help educators better align internship programs with both student career aspirations and pedagogical goals.
Editorial Record: Submitted August 12, 2024. Revised December, 2024. Accepted May 5, 2025.
Authors
Denisse Vasquez-Guevara Assistant Professor California State Polytechnic University, Pomona California, USA Email: denissev@cpp.edu
Preeti Wadhwa Professor California State Polytechnic University, Pomona California, USA Email: pwadhwa@cpp.edu
ABSTRACT
Facilitating student career readiness is one of the key goals of baccalaureate communication programs. Specifically, employers seek professionals with technical skills (copywriting, editing, and content creation) and soft skills (critical thinking, problem-solving, and teamwork). However, first-generation students face disparities in accessing internship opportunities. This GIFT highlights a micro-internship experience offered to students enrolled in the course titled “Online and Social Media.” As a part of this course-embedded experience, student teams developed social media strategies and content for on-campus clients. The student learning objectives included (a) creating a social media strategy aligned with the client’s goals; (b) developing social media content adapted to varied target audience so as to increase reach and audience engagement; (c) helping students develop critical thinking, negotiation, teamwork; and last, but not the least, (d) exposing students to professional behavior and expectations. The associated assignments, rubric, teaching materials, and students’ qualitative self-evaluation results are discussed.
