By Joe Bob Hester, The University of North Carolina at Chapel Hill
JOMC 279, Advertising and Public Relations Research, is a required course for students majoring in advertising, public relations, or strategic communications in the UNC School of Journalism and Mass Communication. The primary goals of this course are for students to learn 1) to conduct research and evaluate information by methods appropriate to the advertising and public relations professions, and 2) to apply basic numerical and statistical concepts.
Social Media is changing everything. Nowhere is this more evident than on our college and university campuses. Yet there are unique challenges in incorporating social media into an established and tested curriculum.
AEJMC asked teachers to share some of their best practices for incorporating social media into the classroom, including suggested articles, exercises, tools and more. The following is a collection their best ideas and experiences.
Showing posts with label Public Relations. Show all posts
Showing posts with label Public Relations. Show all posts
Social Media in the Classroom
By Cliff Shaluta, Western Kentucky University
01 / Introduction to Social Media
The business of advertising is being transformed. Consumers are choosing new communication technologies to network with others and to consume news, information, and entertainment on the platforms they choose at the times they want. We are witnessing a seismic shift in consumer media behavior, along with a much slower realignment of advertising budgets. eMarketer projects that spending on digital advertising in the United States will reach $23.6 billion this year, which represents about 14.4% of total advertising spending of $163 billion. Advertising spending exclusively on social networks is pegged at $1.3 billion or about 5% of total digital advertising spending for this year. Advertising on social networks is projected to reach just $1.6 billion by 2013. eMarketer projects that overall spending on digital advertising will grow to $34.0 billion in 2014, meaning that the actual percentage of ad dollars spent on the social networks will remain about 5% of total digital ad spending in the United States.
01 / Introduction to Social Media
The business of advertising is being transformed. Consumers are choosing new communication technologies to network with others and to consume news, information, and entertainment on the platforms they choose at the times they want. We are witnessing a seismic shift in consumer media behavior, along with a much slower realignment of advertising budgets. eMarketer projects that spending on digital advertising in the United States will reach $23.6 billion this year, which represents about 14.4% of total advertising spending of $163 billion. Advertising spending exclusively on social networks is pegged at $1.3 billion or about 5% of total digital advertising spending for this year. Advertising on social networks is projected to reach just $1.6 billion by 2013. eMarketer projects that overall spending on digital advertising will grow to $34.0 billion in 2014, meaning that the actual percentage of ad dollars spent on the social networks will remain about 5% of total digital ad spending in the United States.
Building Personal Brands through Social Media
By David Kamerer, Loyola University Chicago
Students in my public relations writing class are assigned to write 12 blog posts during the semester. While we use many social media tactics in the class, blogging requires the largest time commitment. Some complain about the assignment.
“What should I write about?” ask others.
My answer is that they should write about their professional passion and to do it well.
Students in my public relations writing class are assigned to write 12 blog posts during the semester. While we use many social media tactics in the class, blogging requires the largest time commitment. Some complain about the assignment.
“What should I write about?” ask others.
My answer is that they should write about their professional passion and to do it well.
Social Media in the Classroom
By Katie Stansberry, University of Oregon
Because I primarily teach in the public relations sequence, most of my students are preparing for a career in professional persuasive communications. When they enter the workforce, senior employees will look to these fresh-faced young scholars to help lead this industry into a work world increasingly dominated by online communication practices. My students are comfortable, although by no means experts at, using social media tools. There is no need to spend class time walking them through the process of setting up a personal profile or creating a blog. However, they are woefully unaware of the power of social media tools and the potential of these tools to improve the field of professional strategic communication.
Because I primarily teach in the public relations sequence, most of my students are preparing for a career in professional persuasive communications. When they enter the workforce, senior employees will look to these fresh-faced young scholars to help lead this industry into a work world increasingly dominated by online communication practices. My students are comfortable, although by no means experts at, using social media tools. There is no need to spend class time walking them through the process of setting up a personal profile or creating a blog. However, they are woefully unaware of the power of social media tools and the potential of these tools to improve the field of professional strategic communication.
Social Media in the Classroom
By L. Simone Byrd, Alabama State University
With a 4/4 teaching load, there are a variety of tools and concepts to experiment with, and integrate into the course curriculum. This is especially true in the academic discipline of public relations and advertising. As a junior faculty member completing the second-year on the tenure-track, I’ve noticed that the majority of the courses offered in my department, had not begun to respond to the growing relevance of social media on not only public relations and advertising, but the overall mass communication discipline. To some extent, I’ve used social media tools in my courses, but not to the extent at which they’re currently being used.
With a 4/4 teaching load, there are a variety of tools and concepts to experiment with, and integrate into the course curriculum. This is especially true in the academic discipline of public relations and advertising. As a junior faculty member completing the second-year on the tenure-track, I’ve noticed that the majority of the courses offered in my department, had not begun to respond to the growing relevance of social media on not only public relations and advertising, but the overall mass communication discipline. To some extent, I’ve used social media tools in my courses, but not to the extent at which they’re currently being used.
Social Media in the Classroom
By Sheree Martin, Samford University
I introduced social media into two courses I taught this semester at Samford University in Birmingham, Alabama—Principles of Public Relation (PR) and a special topics course, Media of Religion (MOR). The approaches were similar so I will discuss my techniques collectively.
I introduced social media into two courses I taught this semester at Samford University in Birmingham, Alabama—Principles of Public Relation (PR) and a special topics course, Media of Religion (MOR). The approaches were similar so I will discuss my techniques collectively.
The Our House Project: A Social Media Experiment
By Amy Barnes, University of Arkansas at Little Rock
The University of Arkansas at Little Rock, sitting in the state’s capital city and largest population center, brands itself as a metropolitan university, a label that is as much about philosophy as location. It is a philosophy that embraces community enhancement through public service and service learning and one that faculty in all disciplines are urged to bring to the classroom.
The University of Arkansas at Little Rock, sitting in the state’s capital city and largest population center, brands itself as a metropolitan university, a label that is as much about philosophy as location. It is a philosophy that embraces community enhancement through public service and service learning and one that faculty in all disciplines are urged to bring to the classroom.
Social Media in the Classroom: Mastering the Art of the “Push Post”
By Jake Batsell, Southern Methodist University
The Destination Web is losing ground to the Social Web. Fewer people are using home pages and bookmarks to find their news on the Web – instead, news finds them through shared links on Facebook, link-shortened URLs on Twitter, or “like” buttons on scores of social media sites. For the modern journalist, that prized front-page clip or lead story on the 10 p.m. news may escape the notice of the growing legions of readers who get their news primarily online.
The Destination Web is losing ground to the Social Web. Fewer people are using home pages and bookmarks to find their news on the Web – instead, news finds them through shared links on Facebook, link-shortened URLs on Twitter, or “like” buttons on scores of social media sites. For the modern journalist, that prized front-page clip or lead story on the 10 p.m. news may escape the notice of the growing legions of readers who get their news primarily online.
Integrating Social Media Into the Classroom
By Kelli Matthews, University of Oregon
Overview: In spring 2006 I invited two guests to my Principles of Public Relations class to talk about blogs. You would have seen many glazed eyes in the classroom that day, including my own. It was, however, at that point that I realized blogs specifically (and social media generally) were going to be important for my students to learn and to understand how to execute as part of a strategic communications plan.
Overview: In spring 2006 I invited two guests to my Principles of Public Relations class to talk about blogs. You would have seen many glazed eyes in the classroom that day, including my own. It was, however, at that point that I realized blogs specifically (and social media generally) were going to be important for my students to learn and to understand how to execute as part of a strategic communications plan.
Social Media in the Classroom
By Ben Eveloff, St. Xavier University
It is a very exciting time to be teaching Social Media at the University level. The developments we have seen in the last few years have fundamentally changed the way we look at the field of communication. The continued evolution of these technologies, in accordance with Moore’s law, will greatly affect the field of Communication at a rate never seen before. This is why it is essential not only to teach the most up-to-date practices and uses of specific social media, but also the fundamentals that will hold true as social media platforms come and go. Below, I will outline strategies I use to teach social media and emerging technologies.
It is a very exciting time to be teaching Social Media at the University level. The developments we have seen in the last few years have fundamentally changed the way we look at the field of communication. The continued evolution of these technologies, in accordance with Moore’s law, will greatly affect the field of Communication at a rate never seen before. This is why it is essential not only to teach the most up-to-date practices and uses of specific social media, but also the fundamentals that will hold true as social media platforms come and go. Below, I will outline strategies I use to teach social media and emerging technologies.
Using Social Media to Develop Students’ Critical Thinking Skills
By Wanda Reyes, Sam Houston State University
I use YouTube and Facebook in Principles of Public Relations to help my students develop critical thinking skills. This course introduces students to theories and their applications in public relations. The main goal is to have students learn to analyze and critically evaluate ideas, arguments, and point of views related to the public relations practice.
I use YouTube and Facebook in Principles of Public Relations to help my students develop critical thinking skills. This course introduces students to theories and their applications in public relations. The main goal is to have students learn to analyze and critically evaluate ideas, arguments, and point of views related to the public relations practice.
"Freedom of Tweets" – Social Media in the Law & Ethics of Mass Comm Classroom
By Chip Stewart, Texas Christian University
In the Law & Ethics of Mass Communication course, every day is Social Media Day. However, rather than teaching students how to use social media tools, we instead focus on the legal and ethical ramifications of these tools. This material is deliberately interwoven into each of the course’s units through two teaching methods.
In the Law & Ethics of Mass Communication course, every day is Social Media Day. However, rather than teaching students how to use social media tools, we instead focus on the legal and ethical ramifications of these tools. This material is deliberately interwoven into each of the course’s units through two teaching methods.
Enriching Public Relations Education through the Implementation of Social Media in the Classroom
By Karen Freberg, The University of Tennessee
The public relations profession continues to play an essential and changing role in society, requiring the regular reassessment of the education of future public relations practitioners. Academics and practitioners often differ in how they view the public relations field, how they define the discipline, and how they view the major pedagogical approaches. The demands of the current economy and the ever-changing digital environment is challenging public relations practitioners and scholars to constantly evolve their research and practices in the discipline to meet the expectations of their stakeholders.
The public relations profession continues to play an essential and changing role in society, requiring the regular reassessment of the education of future public relations practitioners. Academics and practitioners often differ in how they view the public relations field, how they define the discipline, and how they view the major pedagogical approaches. The demands of the current economy and the ever-changing digital environment is challenging public relations practitioners and scholars to constantly evolve their research and practices in the discipline to meet the expectations of their stakeholders.
Cross-University Collaboration through Micro-blogging: Introducing Students to Twitter for Promoting Collaborations, Communication and Relationships
By Tricia M. Farwell, Middle Tennessee State University and Richard D. Waters, North Carolina State University
University collaboration with schools, communities and industry has been around for some time. While recently some universities are feeling increased pressure to focus on community partnerships through service learning due to President Obama’s pointing towards service as part of the higher-education agenda (Ashburn, 2010), partnering across universities is still slowly growing in some fields (Fisher, Phelps, & Ellis, 2000).
University collaboration with schools, communities and industry has been around for some time. While recently some universities are feeling increased pressure to focus on community partnerships through service learning due to President Obama’s pointing towards service as part of the higher-education agenda (Ashburn, 2010), partnering across universities is still slowly growing in some fields (Fisher, Phelps, & Ellis, 2000).
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