Honoring Dr. Pamela Bourland-Davis: A Legacy of Leadership, Mentorship, and Heart

We are deeply saddened to share the news of the passing of Dr. Pamela Bourland-Davis, a beloved educator, tireless leader, and cherished member of the public relations academic community. Her sudden departure leaves a void that will be felt across the many professional circles she so actively enriched.

Dr. Bourland-Davis’s career is a testament to the powerful combination of intellectual rigor and compassionate mentorship. At Georgia Southern University, where she chaired the Department of Communication for 19 years, Pam was known not only for her administrative strength but for the enduring support she offered to colleagues and students alike. She led with both vision and heart.

Nationally, her influence was equally significant. She served as a past editor of this journal and held leadership roles in practically every scholarly association, including Head of the Public Relations Division of AEJMC (2000-2001) and the Southern States Communication Association (SSCA), where she served as President in 2020. Her thoughtful contributions to the Commission on Public Relations Education (CPRE) helped shape the standards that guide our field – she was just stepping into the Vice-Chair role at CPRE to galvanize these efforts. In recent years, her commitment to service and education was formally recognized with honors from both SSCA and NCA.

However, what many of us will remember most about Pam is the way she quietly but consistently cultivated community and, oh, ever-so-gently nudged people into leadership roles. She saw capacity in us that we did not even see in ourselves. Pam welcomed collaboration, mentored emerging scholars with patience and encouragement, and brought warmth and wisdom to every room she entered – okay, okay, and a little bit of good old-fashioned southern sass too.

In an academic world that can often feel fragmented or competitive, she built bridges. She looked for opportunities to include, to guide, and to affirm. Pam never pulled the ladder up behind her; she always had a hand on your back, reassuring you that you really could do it too. Her legacy is not only found in publications, awards, or committee work, but in the many individuals whose professional paths she influenced and whose personal lives she enriched.

As we mourn her loss, we also celebrate her impact. Dr. Bourland-Davis embodied the values of generosity, excellence, and service that define the very best in our field. May we carry her example forward by supporting one another with the same authenticity, humility, and grace that she gave so freely.

We extend our heartfelt condolences to her family, friends, and the wide-reaching academic network that will miss her dearly. Further details on memorials or tributes will be shared as they become available.

With appreciation and respect,
The Journal of Public Relations Education Editorial Team

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:

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.

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.

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.

A Modern Guide to Public Relations: Unveiling the Mystery of PR

Reviewer

Matthew P. Taylor, Middle Tennessee State University

Author: Amy Rosenberg
Publisher: Veracity Marketing, 2021
ISBN (Print): 978-1-7365140-0-9
ISBN (eBook): 978-1-7365140-1-6
Number of pages: 185

A Modern Guide to Public Relations: Unveiling the Mystery of PR provides a practitioner’s perspective on how to conduct effective media relations using traditional methods to generate publicity and newer SEO-driven approaches to garner attention online. Author Amy Rosenberg, founder and president of Veracity, a PR firm in Portland, OR, draws from a wealth of professional experience to guide the book’s articulation of how to generate effective story ideas, distribute content to the appropriate news outlets, and connect with journalists in order to earn placement. Rosenberg also incorporates her observations on the most important qualities for public relations professionals to possess and how to find one’s fit in the industry. Public relations is an intriguing career path in this telling.

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.

Special Issue | Call for Graduate Education Papers

“Elevating PR: Insights and Trends in Graduate Education”

Manuscript Due Date: 08/07/2025

Anticipated Publication: January 2026 JPRE 12(1)

Guest Editors:

Pamela G. Bourland-Davis, Georgia Southern University

Emily S. Kinsky, West Texas A&M University

Charles Lubbers, University of South Dakota

Adrienne A. Wallace, Grand Valley State University

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. Pamela Bourland-Davis, pamelagb@georgiasouthern.edu

Dr. Emily S. Kinsky, ekinsky@wtamu.edu

Dr. Chuck Lubbers, chuck.lubbers@usd.edu

Dr. Adrienne A. Wallace, wallacad@gvsu.edu

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:

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.