Using A Real-Life Problem In An Introductory Public Relations Course
One, I know that completed problems can form the raw material for a fraternity or sorority's database. That's reason enough not to repeat static problems found at the end of the chapter.
Two, real problems permit a more realistic research phase. Students can search public databases and discover what others have written or said about the problem.
Third, students seem to become more involved with real problems.
But if our pedagogical sensibilities require more rigorous justification, we might follow Gibson's (1992-3) suggestion and look at educational outcomes. He lists five outcomes desirable for public relations education: a) attitudes, b) skills), c) knowledge, d) professional affiliation, and e) resume and portfolio.
Certainly no one problem or class can give our students a full measure of all these outcomes, but some teaching strategies may provide more and richer outcomes than others.
For that reason I want to share my experience with one outside problem that......
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