Syllabus for 4453/5453 Public Relations Research

#GAYLORDPR

COURSE DESCRIPTION

Public relations decisions must be based on sound research. Communication campaigns without a solid research foundation cannot be strategic and will fail. This course will teach students how to read and understand communication and PR (as a part of communication) research, evaluation, and measurement. It will provide students an understanding of the relationship between theory, data collection, analysis, and communication of results. The course will also teach how to choose, design, critique, manage, and execute various methodologies used for program assessment and evaluation in the field of communication in general and the contemporary PR practice in particular.

During the course we will be focusing on what demonstrates expertise in our field:

• Writing = evidence of thinking.

• Thinking = goal setting and evaluating information.

• Research = finding answers to problems.

• Deadline orientation and organization.

Student Learning Outcomes

By the end of the semester, students will be able to:

• Identify and analyze principles of public relations and human subjects research ethics, and the history of human subjects, research (assessed via IRB training certificate, unit exams, indepth interviews, focus groups, surveys).

• Analyze, appraise, and synthesize of communication and public relations research (assessed via client overview/intro, secondary research, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Identify and analyze the philosophies of science and processes of inquiry (assessed via unit exams, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

TEXT AND OTHER READING MATERIAL:

• There is NO textbook for this course.

• You are required to complete the readings posted in the Canvas Modules every day before coming to class:

• Canvas reading materials, posted week by week.

• Resources and other materials posted on Canvas, such as “Dictionary of Public Relations Measurement and Research.”

• http://www.instituteforp r.org/wpcontent/uploads/Diction ary-of-Public-RelationsMeasurement-andResearch-3rdEdition1.pdf

• Additional readings distributed in class (occasionally).

• Required

Supplementals (you do not have to purchase textbooks for this course, this is where your costs will arise):

• Materials and costs of producing two professional final research reports (folder, color printing, etc.). (One for professor, one for client)

• Recognize and analyze differences between qualitative and quantitative research, and recognize the limitations in various methodologies and in specific research (assessed via exams, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Understand, apply, and analyze methods of research design, sampling, measurement, reasoning, and analysis (assessed via exams, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Analyze research tools and technologies appropriate for public relations professionals (assessed via client overview/intro, secondary research, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Apply concepts of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to public relations research (assessed via IRB certificate, in depth interviews, focus groups, surveys, findings, discussion/suggestions assignments, presentation, and final report).

• Explain, interpret, and examine numbers and basic statistical procedures to analyzing and reporting data (assessed via unit exams, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Produce a comprehensive research report, written clear and in a style appropriate for client consumption of a comprehensive research report (assessed via client overview/intro, secondary research, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, and final report).

• Think critically, creatively, and independently and critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style, and grammatical correctness (assessed via client overview/intro, secondary research, in-depth interviews, focus groups, surveys, content analysis, findings, discussion/suggestions assignments, presentation, final report, and peer evaluations).

Expectations for Professionalism

JMC 4453/5453- Public Relations Research is an applied undergraduate course designed to provide students in public relations with a pre-capstone experience. As such, it draws heavily on your previous courses in public relations, namely intro to public relations, strategy and writing so that students are able to develop a public relations campaign for an actual organizational client.

The Gaylord College of Journalism and Communications is a professional school and professional decorum is expected at all times. Therefore, both the instructor and students adhere to workplace norms for collegial and respectful interaction. The instructor reserves the right to penalize any students who do not follow the guidelines and who disrupt the class (via a 5-point final grade deduction for each occurrence).

• Students are expected to attend every class. When you arrive, you will either sign an attendance sheet or log in via Canvas. You are expected to arrive on time, stay engaged with the entire course until the scheduled end time. This means that students are not expected to leave early unless prior permission is granted and must wait for the class to end (You will wait before packing to leave).

• Students are expected to attend every team meeting as well as every meeting with the instructor.

• Please note that cell phones, iPods, and other devices must be turned off completely during class and client meetings; Also note; setting your phone to vibrate is not considered having your phone turned off.

• All work completed for this course is expected to be your own original work. I have a zero -tolerance policy for plagiarism, and I expect that you are familiar with the University’s policy on academic honesty and will follow that policy without exception. Factual and grammatical errors will not be tolerated and will count against your grade for the given assignment. These include mathematical errors, misspellings of the client’s name or misuse of terms associated with relevant content or research.

• Understand that specific topics, assignments, and due dates are subject to change.

• Pay close attention to class announcements and postings on the Canvas site for this class. Readings for each class are listed next to the date when they are due. This means you need to come to class prepared to answer questions about the chapter/s listed for that date. Chapters from each book are clearly identified by the authors’ names. Please pay attention when readings are due for each class!

• During class times, surfing the Internet, checking email, playing games, using social media, and doing other activities unrelated to class are strictly prohibited.

• Students are expected to conduct themselves in an honest, ethical, and courteous manner – with classmates, the instructor, and the client. Eating, drinking, and privately chatting do NOT demonstrate professional behavior. Talking while the instructor, the client, or another student is talking is unacceptable. Such actions can result in a lowering of your final grade.

• Students will be responsible for all material and procedures related to this course.

• Students will be responsible for completing all the assigned readings prior to the class period during which these readings will be assigned.

Dr. Frisby

’

s Teaching Philosophy

It is my belief that learner-oriented teaching promotes learning that is both purposeful and enduring. As a teacher, it is my responsibility to know who my learners are, what kinds of knowledge and experience they bring to the classroom, and what they want to achieve so that I can tailor a curriculum that fits their needs and yet leaves enough room to accommodate topics that emerge from group discovery. By assessing where my learners are with respect to our mutual learning goals, I can provide the foundation they need to build connections between what they already know and the new understandings they seek to create.

Teachers who demonstrate curiosity and passion about a subject area motivate students to learn. Motivating students to learn is a blend of positive attitude, knowledge, motivation, and a concern for students, enthusiasm in and out of the classroom. Good teachers also encourage passion about the course content and topics, while using a plethora of teaching techniques. In short, my

philosophy on good teaching revolves around three major components: mature and responsible students, a positive learning environment, and an enthusiastic teaching style.

Mature STUDENTS

College students, in my opinion, are not customers, or entitled to their education, and teachers are not here to serve or please students. I do not believe that college students should be treated or perceived as customers nor should they be taught in an environment that breeds the ethic “the customer is always right.” In my class, a student is treated as an adult and as a team player. Students are free to discuss issues and problems as they arise with me and receive my honest, objective opinions. Students in my courses are able to communicate with me via email, by calling me at my home and/or office phone number, or through my personal and/or course web sites.

The Learning Environment

Students enrolled in my classes are afforded with several learning opportunities that allow them to channel their energies in productive ways ways that enhance, encourage and stimulate application of important advertising concepts as well as critical and independent thinking skills and abilities. To stimulate strategic and critical thinking skills, the learning environment allows students to work on projects and activities in and outside of the classroom. Students are furnished with a variety of duties and projects that ultimately result in a feeling of self-satisfaction and accomplishment. In a large online environment, students not only lack motivation, but also can lack initiative and tend to hide in the security of anonymity. Good teachers, should, in my opinion, in any environment be it large lecture, zoom, or small discussion seminar courses, strive to create a learning atmosphere that motivates students to attend and participate in class discussions. A good teacher encourages students to actively contribute to and take personal responsibility in the learning process. Students in my courses are provided with such a learning environment.

My job, as a professor, is to create an atmosphere that fosters learning. I chose to be a professor because I have a passion for guiding students through the learning process, in addition to a passion for the courses I teach. One of the best ways to foster learning is to demonstrate those feelings to my students. I encourage learning by creating a relaxed environment for students, stimulating conversation about concepts being presented and organizing material in a way that makes it easiest to understand. I also believe that respect for my students is one of the most important things I can show - not only to encourage their

openness to the material I am presenting, but also to inspire them to respect each other and all other humans.

One of the most important concepts I hope to impart to students is that learning is a process that never ends. For me, the learning process includes improving myself professionally. I want to read more about formal learning theories to expand my understanding of how learning takes place. As I continue to instruct classes, I also aim to enhance my ease and confidence in front of classrooms and audiences. Finally, I plan to experiment with different methods and means of presenting information to classes in order to improve the learning atmosphere I create for students.

Teaching Style

I try my best to provide a learning environment that gives students an opportunity to enhance critical thinking skills by working on a variety of assignments, activities, and projects. I do believe that all students in my classes, from the resistant to the most accomplished ones, can gain and walk away with something: be it a better understanding of a particular concept, enhanced skills, or an increase in selfconfidence. What is most important to me is that my students leave my course feeling inspired, confident, and encouraged.

A good teacher should treat all students with respect. Many of my students describe me as a teacher “unlike any other.” Students often describe me as a teacher who raises the level of student performance very high, so high that students feel they are challenged and motivated to learn and not frustrated or irritat ed because the goals are “attainable.” The students in my classes oftentimes feel encouraged to achieve goals and levels of learning that they would have otherwise not have achieved if it were not for my high standards…that means a lot to me! I believe that an effective teacher is not and should not be concerned with popularity or high student liking/teacher ratings. A good teacher, the one I inspire to be one day, is a person who is primarily concerned about student learning,

and helping students reach their academic and career goals.

I work hard to be a teacher that challenges, encourages, and inspires students to learn in every way possible and make the most of their college learning experiences. I believe the fundamental goal of teaching is to foster learning. Learning takes place in many different circumstances and contexts. Although everyone is capable of learning, a student's desire to learn is a vital precondition to effectively mastering new concepts and skills. Students have multiple learning styles: some learn best in lecture atmospheres, some are motivated by discussion, and others absorb best when they read and reflect on what they have read. The classroo m setting can encourage or inhibit learning depending on the dominant learning style of each student. Accommodating different learning styles creates an atmosphere that is conducive to learning. Students take many of their learning habits from their professor. If the professor doesn't show interest in the course and a passion for learning, students are less likely to put forth the effort to learn in that class. A professor must convince students of his or her knowledge and expertise before they will show a willingness to learn.

(important fine print policies about class success and grading):

In spring 2020, efforts began on the Safe and Resilient Instructional Plan at the University of Oklahoma, the goal of which was to provide in-person instruction to the greatest extent possible while promoting a safe and secure campus environment. As the summer progressed, additional and more detailed plans were developed and implemented.

ATTENDANCE

Learning is best achieved through active class time participation and actual preparation - doing things like reading assignments, rigorous study for exams, and careful preparation of papers and other written assignments. Preparation, timely completion of assignments and active participation are required and will affect the student’s grade in the course. Despite the virtual nature of the course, I believe that learning happens outside of the classroom. Think about it: have you ever been physically present but mentally checked out? Therefore, my attendance policy will follow university rules and regulations.

EXCUSED ABSENCES

Only Provost approved activities (ie., scholarly competitions, fine arts performances, academic field trips) Director of Athletics approved athletic events and legally required activities (i.e., jury duty, emergency military service & duty, religious observances, verified/documented illness from doctors or medical practitioners, bereavement and intercollegiate athletes are EXCUSED. Students are responsible for informing Dr. Frisby, via email, two (2) two class periods or (1) week before an exam or quiz and should make every effort to give the professor enough time to ensure a reasonable accommodation. Students missing an assignment or exam due to one of the excused activities will be given accommodations to complete the make-up work. Students should also provide written verification of all absences. This is required for excused as well as unexcused absences. NO SKIPPING CLASS, in other words.

University Sanctioned Events

Students who are part of a university-sanctioned group (e.g., sports or academic team) should provide the professor with an official letter from a coach/advisor indicating the dates that he/she will be absent. Absences taken without at least oneweek prior notification in this manner will be considered unexcused.

Academic Integrity

Honesty is fundamental in all academic activities, and those privileged to be members of a university community have a special obligation to observe the highest standards of honesty and a right to expect the same standards of all others.” – OU Faculty Handbook. According to OU's guide to academic integrity for students (http://integrity.ou.edu/students.html), misconduct includes, but is not limited to, cheating, plagiarism, fabrication and improper collaboration. I take academic misconduct very seriously. You will be subject to the university’s academic misconduct policy.

Plagiarism Statement

The Gaylord College of Journalism and Mass Communication commits to the preparation of mass communication professionals and scholars. Such a mission demands the highest standards of academic honesty and integrity. Violations of academic honesty, including but not limited to plagiarism, collusion, deception, conflict of interest and theft, are not tolerated and can lead to severe penalties. Disciplinary actions are outlined in the OU Student Handbook. I do not tolerate dishonesty and will assess the harshest punishment available if you are caught cheating in any way in my course.

All work must be your original work, exclusively written for this class. Academic integrity is expected. Plagiarism in any form will not be tolerated and will result in getting 0 points for the assignment and failing the class. Lack of knowledge of academic policy is not an excuse.

Honesty is fundamental in all academic activities, and those privileged to be members of a university community have a special obligation to observe the highest standards of honesty and a right to expect the same standards of all others.” – OU Faculty Handbook.

According to OU's guide to academic integrity for students (http://integrity.ou.edu/students.html), misconduct includes, but is not limited to, cheating, plagiarism, fabrication and improper collaboration. I take academic misconduct very seriously. You will be subject to the university’s academic misconduct policy. If you cheat or plagiarize, you will fail this course. For more information about academic integrity at OU please go to: http://integrity.ou.edu/students.html

Special needs Policy

accommodation based upon a disability under the terms of the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 or have a special need based upon other circumstances, please discuss your needs with me before the end of the second week of the semester.

Students requiring academic accommodation should contact the Disability Resource Center for assistance at (405) 325-3852 or TDD: (405) 3254173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html

Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities. Any student who needs special accommodation must let the professor know about that within the first week of the semester.

Religious Observances

It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. In keeping with stated university policy, an exception will be made for religious holidays. They will not count toward the absence limit if you notify me in advance in writing. (“It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required classwork that may fall on religious holidays.” Section 3.13.2, OU Faculty Handbook)

Reasonable Accommodation Policy

Any student in this course who has a disability that may prevent his or her from fully demonstrating his other abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities. Students requiring academic accommodation should contact the Accessibility and Disability Resource Center for assistance at (405) 325-3852 or TDD: (405) 325-4173. For more information please visit http://www.ou.edu/drc/home.html.

Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities.

If you need

Title IX Policy and reporting procedures

For any concerns regarding gender-based discrimination, sexual harassment, sexual assault, dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to report an incident, please contact the Sexual Misconduct Office at 405/325-2215 (8 to 5, M-F) or smo@ou.edu. Incidents can also be reported confidentially to OU Advocates at 405/615-0013 (phones are answered 24 hours a day, 7 days a week). Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office. Inquiries regarding non-discrimination policies can be directed to: Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator at 405/325-3546 or bjm@ou.edu . For more information, visit http://www.ou.edu/content/eco/policies.html.

Adjustments for Pregnancy/Childbirth Related

Issues

Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see www.ou.edu/content/eoo/faqs/pregnancyfaqs.html for commonly asked questions. Or contact the Disability Resource Center at 405/325-3852 as soon as possible.

BASIC NEED S & security

Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact Yvette Walker, Gaylord's Assistant Dean of Student Affairs at ywalker@ou.edu or (405) 3255684 for support. Furthermore, please notify the professor if you are comfortable in doing so. This will enable me to provide any resources that I may possess.

Final Exam Prep Period

Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to

Emergency Protocol

During an emergency, there are official university procedures that will maximize your safety.

Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather

1. LOOK for severe weather refuge location maps located inside most OU buildings near the entrances

2. SEEK refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.

3. GO to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in an innermost room. Avoid outside doors and windows.

4. GET IN, GET DOWN, COVER UP.

5. WAIT for official notice to resume normal activities.

Armed Subject/Campus Intruder: If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:

GET OUT: If you believe you can get out of the area WITHOUT encountering the arm

1. ed individual, move quickly towards the nearest building exit, move away from the building, and call 911.

2. HIDE OUT: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.

3. TAKE OUT: As a last resort fight to defend yourself. For more information, visit http://www.ou.edu/emergencypreparedness.html

OU Fire Safety on Campus Fire Alarm/General Emergency

If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:

1. LEAVE the building. Do not use the elevators.

2. KNOW at least two building exits

3. ASSIST those that may need help

4. PROCEED to the emergency assembly area

5. 5 ONCE safely outside, NOTIFY first responders of anyone that may still be inside building due to mobility issues.

6. WAIT for official notice before attempting to re-enter the building.

Class Cancellation Statement

If class is cancelled for any reason (e.g., inclement weather, professor illness) you will be notified via email. Make sure to get into the habit of checking your email accounts/Canvas announcements before coming to class.

Mental Health Support Services

If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment call (405) 325-2911. For more information please visit http://www.ou.edu/ucc.

Please, please, please talk to me at any time if you have questions or concerns. I am here to help, but if don’t ask, I can’t help. Please use Canvas to ask questions about assignments or course content – that way everyone can benefit from the answers and multipl e emails do not get sent.

Communication Via Email Essential Email Etiquette: emailing your professor

All electronic communication should be professional. If you decide to communicate with the professor, you should:

• always use an informative subject line: MAIN REASON YOU ARE WRITING,

• have a professional greeting: for ex., Dear Dr. Frisby, etc.,

• include your full name in your email,

• write email as you were to write an actual letter (use a standard greeting, clearly state the purpose of your email in the lead, choose words carefully, etc.),

• email Dr. Frisby a JPEG of your favorite superhero by Sunday of the first week of class for one extra credit point, and

• be SHORT, professional, and respectful.

A grammatically correct, organized short email is a simple and effective way to show your respect and professionalism. I reserve the right NOT to answer any emails that do not meet these requirements. In addition, I WILL NOT answer any emails with questions that have answers found in the syllabus. Any emails on weekdays will be answered within 48 hours. Weekend emails will be answered on the next weekday of classes (i.e., if there is a school holiday on Monday, the email will be answered on Tuesday).

Attendance

Class attendance is vital for understanding the material and doing well in this course. This course is highly interactive and is based on the flipped class model, which means you will work in class on solving problems and applying the knowledge – not simply listening to lectures. You are expected to be in class every day. Please do not arrive late or leave early. If you arrive later than 15 minutes into the class period or leave earlier than time class is scheduled to end, without an excuse from the instructor, you WILL be considered absent. Good attendance on its own merit will NOT help you to get a better grade in this course; however, bad attendance WILL hurt your grade. If you walk out of the room during class three (3) or more times during the semester, you will lose 20% of your total grade.

Everyone is allowed to have one unexcused absence. If a student misses more than two classes during the semester unexcused absence) he/she will lose 10% of the final grade. For example, if a student gets a B at the end of the

semester and has four absences, she or he would receive a C grade. Miss five or more classes and you will get an automatic F for the class. You are responsible for making sure your name appears on the list when there is a sign in sheet, or on any quiz/class exercises for attendance. If you fail to do so during class time you will not be able to add your name at a later time. Also, anyone caught putting down someone's name who is not in class will be reported for Academic Misconduct. If you miss a class, you are responsible for accessing the information we covered in class and for completing all readings and assignments that are due for that class (by the current deadline). Please make sure to contact your classmates to get lecture notes and review materials on Canvas. Do not contact the professor asking what you missed or if you missed anything important. You are responsible for figuring out yourself what you missed and how best to prepare for the next class. Missing a class does not excuse you from completing assignments.

EMAIL

: Each student is expected to have access to their OU email account. If that is

not your primary email you can set up a referral email and check it regularly. Cell phone text messages is the best way to reach me outside of class time. I make an attempt to check my University email often M-F from 9 am – 5 p.m. and will answer you as soon as I possibly can. I will respond to all emails within 48 hours, EXCLUDING weekends and holidays.

• I expect you to use your email account and check your email on a regular basis to see if I have sent you a message or important housekeeping notes for the class as a whole.

• Students are encouraged to be proactive and seek out the instructor as soon as they have any concerns about the class or their performance. The end of the semester is too late to take action to bring up a grade.

All written work must meet the following criteria before instructor evaluation:

• Be typed with adequate margins and spacing using APA format unless otherwise indicated by the instructor (follow format of specific assignment.)

• Be clear, organized, and a logical development of the student’s ideas.

• Avoid vagueness and unsupported generalization.

• NEVER use another person’s ideas, phrases, sentences, or terms without acknowledging the source since this is plagiarism and is subject to an “F” grade and possible dismissal from the program. The student may be subject to more severe university discipline.

Students should retain copies of their graded work until a final grade is received for the course. Your final projects and assignments will not be returned and are kept in storage for future purposes related to teaching and accreditation.

• Any assignment not submitted on due date will lose one letter grade for every week it is late. It is your responsibility to turn in your assignments directly to the professor when they are due. If you turn in an assignment in some other way (under office door or in box) at some other time (before or after due date).

You will be expected to complete all reading assignments and participate fully in class discussions.

• Computers are notorious for losing files and data. Print your work often. Save your work often, and when you are working in a team, make sure all team members have identical copies of all files that are on the disk and related to the project. Work turned in late due to computer problems or crashes is not excusable especially if you follow the above policies. Be sure to back-up work to flash drives, share files with team members and other cohorts, and learn to work sooner rather than at the last minute.

• Communications: Dr. Frisby communicates with students through email and Canvas notifications. Students need to check their email and/or canvas at least once a day for any notes from their instructor; students need to check Canvas for any assignment, test, or new modules postings. I am generally available during class hours, unless posted otherwise. Unless on vacation or leave, I will try my best to submit grades to students as soon as possible, preferably within 72 hours.

• Confidentiality: Instructors will not use email as a tool to discuss confidential information such as grades. Please make an appointment with your lead instructor to discuss any course grading concerns.

• Contesting/Correcting Grades: Students have until one week after an assignment is returned to them to ask for regrading. Regrade requests must be submitted in writing with a solid rationale for where you feel your response may have been unfairly graded. After this time, regrade requests will not be honored. Similarly, students must promptly bring to the instructors' attention if a grade was incorrectly recorded in Gradebook online by bringing in the original paper.

• Use of Laptops and Other Technology: You are permitted to use laptops for notetaking, research, and other work as assigned in class. However, to minimize distractions to your classmates and to me, please minimize use of your laptop for non-class purposes. It’s particularly important to limit use of technology when we have visiting guest speakers, because they have made a special effort to visit with us and deserve our undivided attention. During these visits, limit laptop use to obvious notetaking, and do not text.

• Required Readings: There is no required textbook that you must purchase. I will rely primarily on selected chapters from various textbooks and will place PDF copies of these on Canvas under the appropriate week’s module. Other readings will come from several different sources and will be available on Canvas. You should complete the readings listed on the course schedule before class and be prepared to discuss during class.

University Sanctioned Events

Students who are part of a university-sanctioned group (e.g., sports or academic team) should provide the professor with an official letter from a coach/advisor indicating the dates that he/she will be absent. Absences taken without at least one-week prior notification in this manner will be considered unexcused.

The classroom is a place of learning. I will attempt to make that process as enjoyable as possible, but the classroom is not

a meeting place for casual conversation or a lounge for taking naps. It also is not a place for rudeness. Displays of disrespect for fellow students, the professor or guest lecturers will not be tolerated.

If you have a cellular phone, turn it off before you enter the room. If you forget and the phone goes off during class, turn it off immediately and stow it away. If you answer your phone, you must leave the room. Do not use your cell phone or internet in any way during lectures! Do not walk out of the class during the lectures without an excuse. It will distract your professor and your fellow classmates. As a result, the learning process will be interrupted.

Our differences add richness to our learning experience. Please consider that sarcasm and humor can be misconstrued in digital interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. Your professor and fellow students wish to foster a safe learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea - but you are not to attack an individual. Personal attacks of any kind will not be tolerated and will result in an “F” and/or dismissal from the course. What constitutes a personal attack is solely up to the discretion of the professor.

It is very hard to judge the “tone” of digital interactions. That said, I encourage all of you to interact with one another with respect, tact, and appreciation when using social media,

text messages, and email. These are your colleagues. Every one of us will make mistakes throughout this course, but we should be professional enough to deal with one another with consideration, poise, and class. Professionalism points will be reduced if you do not show respect to your classmates or professor in any and all course interactions. Remember to be a professional and behave like one. You will be evaluated on your professionalism as part of this course. Professionalism points are awarded at the professor’s discretion based on peer evaluations as well as instructor/TA observances.

Professionalism points indicate responsibility taken for one’s own intellectual development. Professionalism points encompass everything that you do in this class. This includes the following: content mastery, communication skills, interaction (including constructive criticism), creativity (going beyond the assignment given), enthusiasm and interest. Additional points may be awarded for extra effort put into assignments and taken away for sub-par efforts including constant excuses regarding assignments, failure to participate, failure to communicate with the professor or teammates and other unprofessional behavior. See statement on Canvas regarding professionalism. Professionalism points are given in full at the beginning of the semester and can be reduced even after final grades are posted.

Academic Freedom Statement

Some of the material dealt with in this class may be perceived of as controversial/offensive to some students. While students are encouraged to respond to the material and to freely offer their opinions, if any student becomes uncomfortable with any of the topics or finds any of the material questionable, that student is urged to contact the professor about alternative assignments.

NATIONAL ACCREDITATION: The OU Gaylord College of Journalism and Mass Communication complies with national accrediting standards designed to help prepare students to understand and relate to issues of interest to women and people of color in a multicultural, multi-ethnic and otherwise globally diverse world

Cultural and Social Diversity

The Gaylord College of Journalism and Mass Communication is a nationally accredited program and therefore strives to adhere to a set of standards designed to prepare JMC majors to excel within their chosen professions. These standards include a mandate to provide curriculum that “fosters understanding of issues and perspectives that are inclusive in terms of gender, race, ethnicity and sexual orientation.” An important component of the study of public relations will be to incorporate cultural and social diversity, wherever appropriate, in course readings, assignments, reports, and campaigns. The class includes components related to diversity, multiculturalism and inclusivity. You will be exposed to these ideas repeatedly, and we will discuss gender, race, ethnicity, religious beliefs, sexual orientation, disabilities and other areas of difference as they relate to research topics. Awareness of these differences is a first step for researchers and public relations practitioners to be successful in their work.

Whenever possible during the process of this course, students should explore elements of cultural and ethnic diversity within the parameters of classroom and field assignments. A greater understanding of the cultural differences in our society will enhance the learning experience and help students develop work that is of greater value to the worldwide audience. Our Diversity and Inclusion commitment motivates me and others to audit coursework and ensure that journalism and strategic communications classes provide lessons, lectures and/or readings that expand our students’ cultural competencies with regard to diversity and

inclusion. We are also concerned with providing information that is relevant, appropriate, and life changing. I will strive to maintain a positive learning environment based upon open communication, mutual respect and non-discrimination. The pursuit of truth underlying the University’s mission focuses attention on issues of diversity, power, and perspective, so that students, faculty, and staff may study and work in a climate of academic freedom and social responsibility, developing the skills, knowledge, and self-esteem necessary for participation in a world of diverse citizens.

Grading Procedures

You will earn an “A” on an assignment if all of the following are met: The work is rigorous, creative, and shows a thorough knowledge of the materials. It is an excellent piece of work written in a clear and concise manner. Few, if any, errors of fact or writing are present. All aspects of the assignment are present and exceptionally completed.

You will earn a “B” on an assignment if any of the following occur: The work has a few errors but shows a good effort at comprehending the material. It contains clear, understandable writing with some care and expression of knowledge. The writing needs more clarity, more development and/or more examples. The work may be missing some of the subtleties of the assignment.

You will earn a “C” on an assignment if any of the following occur: It is an adequate but superficial completion of the assignment. A number of assignment’s components are missing or not completed adequately. The argument is unsubstantiated or examples are missing. Sources are poorly cited, many errors of fact are present, or writing and grammar are inadequate.

You will earn a “D” or less on an assignment if you: 1) fail to follow assignment directions/suggestions, 2) fail to complete at least ¾ of the assignment, or 3) fail to show an understanding of the materials (indicating you did not do the readings or you are not applying them).

Your writing will be evaluated on the quality of the finished product, with the criteria being organization; accuracy; completeness; fairness; clarity; conciseness; precision of the language; and correct grammar, punctuation, spelling, and AP style. In addition, the style and content will be evaluated based on the target publics and the designated medium.

PR Writing Assignments will be evaluated on the following:

• Style and content are appropriate for the target public(s).

• Sentence structure.

• Spelling and punctuation.

• Writing is interesting and informative.

• Completeness: Reader is not left with any unanswered questions.

• Style and format are appropriate for the medium you are using.

• Content meets objectives.

• Structure is appropriate: introduction, organization, transitions

• Grammar and syntax.

Please note that a "B" is the typical grade for a good quality assignment. Papers must show exceptional understanding that includes integration of readings, lectures, and the text as appropriate. Assignments that do not contain all the required elements or incomplete answers will receive lower grades. All research reports should be written according to APA style rules – NO EXCEPTIONS.

Graduate Student Requirements

*** Graduate students enrolled in this course will complete a series of 10 blog posts that detail work done for the course client within the context of the research topics, concepts, and ideas covered in readings and lectures. Each blog post will be worth 10 points (100 points total for blog posts, 1400 points for the course total). ***

Blog posts must have the following: 1. PR research keywords in the headline and the client name, 2. A GOOD story. It should be clear and concise and matter to a PR audience. 3. At least 4 relevant hyperlinks to outside information sources. 4. At least 4 relevant keywords/tags. 5. At least 400 words. 6. Branding to yourself and your client (i.e., links to website, Facebook, Twitter, LinkedIn, etc.) 7. Proper spelling, grammar, and punctuation. Attention to AP Style.

A Final Note on Grading

Please know that all grades are submitted and posted on your secure online accounts. There will be no percentage round-ups for the course grades. All grades will be assigned according to the number of points you get, not according to the percentage. Thus, you may get ~79.6% in class with 1035 points, but will receive a C grade. You will have an access to your grades throughout the semester. All students, and particularly graduating seniors, should monitor their performance closely and confront problems or deficiencies during the semester. The time to deal with potential problems is during the semester, not after final grades are posted. There is a limited period to discuss and/or appeal your grades for assignments and exams in this class. You can ask questions about the grades, discuss your grades on a particular assignment, or look at your exam or other assignments ONLY WITHIN ONE WEEK from the date the assignment/exam grades were posted. There will be no discussions or possibilities to appeal your grade, ask questions about your grades, or look over your assignment after that time period has passed. If you want the professor or TA to reconsider your grade, please note that in this case we will grade the assignment again, from the start. Thus, it is possible that you will receive a lower grade than you received originally – if we find that we missed any rubric requirements the first time we graded the assignment, exam, etc. Please DO NOT EMAIL questions about grades as I will not respond to those emails. All grade discussions will have to be in person. You will need to schedule an appointment with me to discuss grades.

PR “Agency” Work

Your agency will complete a comprehensive research report for the course client. You will work in a group of approximately four-six students and devote approximately 30 hours during the semester to the research. Each agency will have one member serving as the coordinator (account executive).

This campaign will involve much coordination, so divide responsibilities among teammates. Make sure all teammates know what the others are doing.

This project addresses the top 10 competencies employers look for (across disciplines

– Korn Ferry/Lominger Model):

• Action orientation

• Dealing with ambiguity

Creativity

• Decision quality

• Problem solving

• Motivating others

• Planning

• Priority setting

• Strategic agility/thinking ahead

Time management

• Set reminders for all your tasks.

• Create a daily planner.

• Give each task a time limit.

• Block out distractions.

• Establish routine.

This research report will require a full commitment from everyone in the agency. A half commitment will result in a low grade for you and your teammates. Set up weekly meetings to coordinate activities. I have found that agencies do very well when all team members are involved in some way in all aspects of the campaign.

You will need to work with your agency via email, texting, or phone calls. agency to create a Google Docs site and Dropbox where you can all access the course assignments you will be working on together in real time (rather than sending different versions to one another via email). You may also want to use an app such as GroupMe, Slack, or Flow to keep everyone on task.

Note: Just because an individual is assigned to oversee a specific assignment not mean they are the only agency member responsible for helping complete that part of the research report. Each part of the research report should be a group effort.

Agency Contract

Each participating group member will sign an agency contract regarding strategic communications research report development. The contract states the student is committed to participating

effectively in the class, especially during team meetings inside and outside the classroom and will strive to do the following:

1. Communicate promptly and always maintain open communication with team;

2. Participate actively and equally, exhibiting a positive work ethic;

3. Collaborate with an open mind to ideas that may be different from his/her own;

4. Take personal responsibility to be organized, prepared and on time for all classes and team meetings;

5. Be supportive of and encourage all members of his/her group by giving and receiving positive and appropriate feedback;

6. Show respect to group members through a positive and motivated attitude, active listening and time management; and

7. Be willing to ask for and accept help from others.

If the student does not follow the above way of working, he/she will:

1. Prepare a Plan of Action (POA) to correct and improve his/her behavior and participation and submit to his/her team members for approval prior to taking corrective action;

2. Immediately notify his/her team to inform them that he/she cannot meet a deadline and be willing to do acceptable alternatives;

3. Accept earlier deadlines for future work until he/she has restored the confidence of his/her team if he/she consistently procrastinates and/or misses deadlines;

4. Understand that his/her consistent failure to follow the rules may result in team meetings being extended in order to complete my assigned work;

5. Correct his/her actions and work toward effectively preventing further disrespectful behavior and verbally apologize to his/her team if he/she fails to be respectful of his/her peers;

6. Understand that he/she may be subject to lower peer evaluations as a result of his/her actions; and

7. Accept full responsibility for his/her actions and accept any and all consequences that may result including being removed from his/her team resulting in a lower grade or failure to pass capstone.

Advice Regarding Group Work

On occasion some groups experience difficulties with a person who does not pull his/her weight on a project. If that happens in your agency, you must:

Try to work it out as a group. Document the problem, how you tried to work it out and the outcome of that effort. Give this to me in a written statement.

1. If the outcome of your internal meetings and efforts is less than satisfactory, you may schedule a time to meet with me as a group to discuss and resolve the problem.

If you are concerned about a grade received on a given exam or assignment, please prepare a short paragraph outlining your position; submit that paragraph to me for review. You will receive a response within five days. I will be available for a follow up discussion during regular office hours, if needed.

Reminder: I generally check my email several times a week, more frequently in the beginning of the semester. You can reach me through the Campus e-mail system. If you need an immediate answer or have an emergency, contact me through my work phone at 405.325.3513 or by cell phone at 573 823.8628. Any e-mails ubmitted through my campus email address during the weekdays will be answered within 48 hours. Weekend e-mails will be answered on the next weekday of classes and/or following a holiday (i.e. if there is a school holiday on Monday, the e-mail will be answered on Tuesday).

Important Notes about Netiquette

Our differences, some of which are outlined in the University's nondiscrimination statement, add richness to our learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. It is so very hard to judge t he “tone” of interactions online. That said, I encourage all of you to interact with one another with respect, tact, and appreciation when using online communications. These are your colleagues. Every one of us will make mistakes throughout this course, but we should be professional enough to deal with one another with consideration, poise, and class. Professionalism points will be reduced if you do not show respect to your

classmates or professor in any and all course interactions.

Your professor and fellow students wish to foster a safe learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea - but you are not to attack an individual. Personal attacks of any kind will not be tolerated and will result in an “F” and dismissal from the course. What constitutes a personal attack is solely up to the discretion of the professor.

Throughout this course we will be covering topics that directly adhere to the ACEJMC professional values and competencies as well as the PRSA Universal Accreditation in Principles of Public Relations. These are noted below in the class schedule.

ACEJMC Professional values and competencies

Individual professions in journalism and mass communication may require certain specialized values and competencies. Irrespective of their particular specialization, all graduates should be aware of certain core values and competencies (CVCs) and be able to:

• Understand and apply the principles and laws of freedom of speech and press, for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

• Demonstrate an understanding of the history and role of professionals and institutions in shaping communications;

• Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications.

• Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.

• Understand concepts and apply theories in the use and presentation of images and information;

• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

• Think critically, creatively and independently;

• Conduct research and evaluate information by methods appropriate to the communications professions in which they work;

• Write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;

• Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;

• Apply basic numerical and statistical concepts;

• Apply tools and technologies appropriate for the communications professions in which they work.

This schedule represents a good faith effort to outline our work over the course of the semester. However, because our needs and the clients’ needs may change, the timeline and assignments are subject to change. I will alert you of any changes in readings, assignments, due dates, etc., over the course of the semester.

Tuesday-Thursday

Specific topics, assignments, and due dates are subject to change. Pay close attention to class announcements and postings on the Canvas site for this class. Readings for each class are listed next to the date when they are due. This means you need to come to class prepared to answer questions about the chapter/s listed for that date. Chapters from each book are clearly identified by the authors’ names. Please pay attention when readings are due for each class! It is your responsibility to accurately identify chapters to read from each book.

Week Date Topic and Assignment

Date Topic and Assignment 1

January 17

Intro to Course

Read: Syllabus, Class Policies, Schedule

PRSA Code of Ethics and Professional Practices

Discuss client, research report, presentation, goals, and overall purpose and implications

January 19

The PR Process Outputs, Outtakes, Outcomes

View (refreshers): The PR Process (31:03) https://www.youtube.com/watch?v=GTmNa LpkP14

Research and Programming (53:01) https://www.youtube.com/watch?v=QyA8Fp 6UdYU

Implementation and Evaluation (46:02) https://www.youtube.com/watch?v=URF8K RalJqo

Goals, Objectives, Strategies, Tactics (6:34) https://www.youtube.com/watch?v=IEw9MT oY50s

2 January 24

What is PR Research?

Read: Stacks Chapters 1 & 2

January 26

Research Ethics

Read: Stacks Chapter 5

The Barcelona Principles: http://painepublishing.com/full-text-anddescription-of-the-barcelona-principles/

View: What is Research? (5:15) https://www.youtube.com/watch?v=Og4BGyZr_ Nk

The Value of Research in PR (2:35) https://www.youtube.com/watch?v=6-z-epFCorY

Why Public Relations Students Need to be More Ethical Than Ever http://progressions.prssa.org/index.php/201 4/09/22/why-public-relations-students-needto-be-more-ethical-than-ever/

View: The Stanford Prison Experiment (13:40) https://www.youtube.com/watch?v=sZwfNs 1pqG0

Milgram Obedience Study (9:53) https://www.youtube.com/watch?v=BQOD8 KIfBu0

Tuskegee Study (4:15) https://www.youtube.com/watch?v=JP3Qa32IPw

The Nuremberg Code (10:09) https://www.youtube.com/watch?v=BQOD8 KIfBu0

Assignment:

IRB Training (follow the CITI link on this page and register through OU): http://compliance.ouhsc.edu/hrpp/Norman/ EducationTraining/RequiredEducation(CITI) OptionalTraining.aspx

6 February 21 Research Design

Validity/Reliability/Sampling

Due: Client Overview/Intro

equipment-empty-2195283255

Watch the video and read this tutorial: Survey Sampling Methods http://stattrek.com/survey-research/samplingmethods.aspx?Tutorial=AP

Watch the video and read another tutorial: Bias in Survey Sampling http://stattrek.com/survey-research/surveybias.aspx

Relations-Measurement-and-Research-3rdEdition1.pdf

February

Content analysis coding (11:15) https://www.youtube.com/watch?v=wilBzZL jZ1M

Due: Survey

If you need an overview of basics statistics, please make sure to start viewing this video course NOW (the whole course may take up to 6 hrs.). You will need to know the terms and be able to apply them as we move forward: https://www.udemy.com/statistics/#/

A great guide to analyzing data using SPSS (94 pages): https://students.shu.ac.uk/lits/it/documents/ pdf/analysing_data_using_spss.pdf View:

14 April 25

15

Peer Evaluation 4

Chi Square in SPSS (5:02)

https://www.youtube.com/watch?v=wfIfEW MJY3s

April 27

May 4

effective. Then, for a humorous look at what NOT to do, check out some of the examples at WTF Visualizations (http://viz.wtf/ ).

16 May 9

Tuesday, May 13 -- 1:30-3:30 p.m.

Due- Final Professional Research Reports (2 Copies) and Professional Presentations (URL to YouTube video)

Final Peer Evaluation 5

CHANGES TO THE SYLLABUS & COURSE CALENDAR

The syllabus, course policies, and calendar of events are subject to revision during the semester. Often, it becomes necessary to make changes in the syllabus according to how readings, videos, assignments, and presentations flow throughout the semester. Revisions will be announced in class or by email. Please be sure to check your email often.