School of Media and Journalism

University of North Carolina at Chapel Hill

PUBLIC RELATIONS CAMPAIGNS: MEJO 434.004

Fall 2016

Monday and Wednesday, 2 p.m. – 3:15 p.m.

Location: Carroll Hall, Room #253

____________________________________________________________________________________

Instructor: Richard G. (Rick) Clancy III, APR

Email: rickc@email.unc.edu
Office Phone: 919.389.0025, Mobile: 858.837.0784
Office Hours: Tuesdays and Thursdays, 1:30 p.m. – 3 p.m.;
Mondays and Wednesdays, 9:30 a.m. – 12 noon, or by appointment
Office Location: #370 – Third Floor, Carroll Hall

PREREQUISITES: This is the capstone course for the public relations sequence. Prerequisites include the
successful completion of MEJO 137: Principles of Advertising and PR; MEJO 232: Public Relations
Writing; and MEJO 431: Case Studies in Public Relations. In addition, MEJO 279: Advertising and Public
Relations Research is highly recommended since this course places a great deal of emphasis on research.
If you have not taken MEJO 279, consider taking it first or concurrently with Public Relations Campaigns.

COURSE OVERVIEW

Public Relations Campaigns is designed to help you integrate what you’ve learned in prior classes and
now apply those skills to the development of a PR campaign for an actual “client.” This is a great
opportunity to learn by doing. After completing this course, you and your “agency” colleagues will have
created a polished PR proposal that addresses your client’s needs.

Your ultimate goal in this class should be to produce a thoroughly researched PR plan and presentation
that exceeds the expectations of both the client and the instructor. The final result should be a great
addition to your professional portfolio. Plus, you’ll have a real-world experience to add to your resume,
discuss in interviews, and reflect upon when related issues or opportunities present themselves in your
post-graduation career.
Students are expected to approach this advanced class with enthusiasm and professionalism. The aim is
to prepare you for the post-graduation world of public relations practice and/or research where it is
essential to think critically and strategically about the development of sophisticated PR campaigns. This
will require the use of sound research, public relations theories, and communications models to develop
measurable objectives, a strategic action plan, creative tactics, and clear evaluation metrics.

Note that this syllabus is subject to changes and updates. Revisions will be shared in class and on Sakai.

COURSE OBJECTIVES

Over the course of the semester, by working as a team to research and developed a polished public
relations campaign for an actual “client” and by investing in your personal branding, speaking and
presentation skills, you will:

1. Learn to work with and listen to a real-world client;

2. Use different forms of research to set measurable objectives, inform strategy, test key program
elements, and refine evaluation criteria;
3. Experience the challenges and rewards of working with a real-world client and creating a PR
campaign that meets the client’s needs;
4. Understand the complexities of PR campaign planning after working as a team to research and
create an effective strategy, creative approach, budget, program timeline, and evaluation plan;
5. Strengthen your management and teamwork capabilities by functioning as a “mini agency;”
6. Recommend effective program elements and produce some polished PR materials consistent
with the campaign strategy that will also serve to enhance your professional portfolio;
7. Hone your presentation, speaking and writing skills; and
8. Develop your personal brand to help present yourself effectively in life and career pursuits.

REQUIRED TEXTBOOK, PRESENATION APP, SUGGESTED READINGS AND OTHER MATERIALS

 Planning and Managing Public Relations Campaigns, A Strategic Approach – Fourth Edition –
Anne Gregory (2015, Kogan Page and the Chartered Institute of Public Relations – ISBN: 978-0-
7494-6873-6, E-ISBN: 978-0-7494-6874-3). This book details the PR planning process we will use
in class, including setting realistic goals and objectives. Although the author is based in the
United Kingdom, the book provides keen insights relative to PR research, planning and
evaluation that can also be applied in the United States and globally.
 Public relations and other news sites for reviewing articles and sharing takeaways in class from
such sources as PRSA Trends and Issues, PRSA SmartBrief, PR Week, The Public Relations
Strategist, Public Relations Tactics, CommPRO Executive Briefing, The Edge
http://prnewpros.prsa.org/, Everything-PR http://everything-pr.com/about/, PR Newser, The
Holmes Report, SHIFT Happens, Social Media Newsfeed, MarketingProfs, and many more
  Additional readings as assigned and posted to Sakai, made available in class, in the Park Library,
and/or on the web (e.g., the PRSA and its various websites https://www.prsa.org)
 The Park Library web portal for the PR Campaigns class at http://guides.lib.unc.edu/mejo434
 The Associated Press 2016 Stylebook (2016, The Associated Press – ISBN 978-0-917360-61-9);
the online edition; or any recent edition borrowed from a friend or Park Library
 Writing without Bullshit – Josh Bernoff (2016, HarperBusiness – ISBN 978-0-06-247715-6)
 The Ketchum Mindfire Program, a PR student creative crowdsourcing platform at
https://www.ketchum.com/de/mindfire
 The LikeSo personal speech coach smartphone app available for 99 cents at
https://sayitlikeso.com/, which will help you with interviews and presentations
 “Personal Branding for Dummies” http://www.dummies.com/how-to/content/personal-
branding-for-dummies-cheat-sheet.html
 “Personal Branding for College Graduates: 10 Tips for Success”
https://www.linkedin.com/pulse/personal-branding-college-graduates-10-tips-success-
carolann-desimine – CarolAnn DeSimine
 “10-Step Personal Branding Worksheet” http://www.job-hunt.org/personal-branding/personal-
branding-worksheet.shtml – Meg Guiseppi
 “Creating an Elevator Pitch – Two Minutes or Less” http://career.sa.ucsb.edu/students/job-
search/creating-elevator-pitch-two-minutes-or-less – UCSB
 “Ace Your Next Interview by Avoiding These 3 Mistakes”
 http://www.prsa.org/Intelligence/Tactics/Articles/view/11526/1127/Ace_Your_Next_Interview
_by_Avoiding_These_3_Mistak?spMailingID=13041035&spUserID=MzM4NTc4NjUyMzYS1&spJo
bID=763123032&spReportId=NzYzMTIzMDMyS0#.V1WH9-SRYms – Public Relations Tactics,
Heather Sliwinski
 “Your Elevator Pitch: The Single Most Important Piece of Career Advice – And Why it’s Quite
Simple” http://www.commpro.biz/corporate-insights/your-elevator-pitch-the-single-most-
important-piece-of-career-advice-and-why-its-quite-
simple/?utm_medium=email&utm_source=peer360&utm_campaign=June22016&utm_content
=InsightfromLeadingIndustryOrganizationsMay242015826PMcopyMay252016311PMcopy –
Video at CommProBiz, James Citrin
 Provided tent cards for name placards used in a U-shaped seating set-up and for client meetings

GRADING AND ASSIGNMENTS

CLASS PARTICIPATION AND ATTENDANCE: 100

As noted, this is a capstone course. The overall quality of the class and the value both to you and the
“client” will depend upon the active participation and attendance by all class members. Because much
of the work will be with fellow students in small “agency” teams, you are expected to be engaged at all
times during class time, as well as when you are working together outside of class.
This portion of your grade will reflect such factors as your contributions to class discussions, your degree
of preparedness, attendance, and other measures of involvement with the course material. Taking part
in class discussions and reacting to informal student presentations focusing on PR trends and issues “in
the news” (see below) will also count toward your class participation grade.

Review assigned readings in advance and be prepared to discuss them critically during class. For some
readings, you will be asked to come to class with a one-page printout with a related question, comment
or criticism (unless otherwise stated).

Students are also expected to volunteer to lead certain discussions from the book Planning and
Managing Public Relations Campaigns.

The participation grade will be based on attendance, completion of pre-class readings, engagement with
clients and guest speakers, discussion centering on PR trends and developments, initiative
demonstrated during the campaign research phase, engagement during final campaign
presentations, and your overall level of participation throughout the semester.

Given the interactive nature of this course, class attendance is essential. Recognizing that life happens,
you may be absent twice with no penalty. These can be excused or unexcused, although advance notice
is appreciated as a courtesy. The participation grade will be split with a first half and second half grade
worth up to 50 points each. For every class missed beyond two, 10 points (1%) will be deducted from
the second half grade.

A daily sign-in sheet will be passed around to start class. Similar to many professional conferences, there
will be name placards at your seats to facilitate discussion. During class, laptops may be used for taking
class notes, doing campaign work, and conducting related research. Laptop usage will not be permitted
when we have class presentations and special guest speakers. Mobile phones are to be turned off in
class. No texting or instant messaging.

PUBLIC RELATIONS IN THE NEWS: 100

As noted above, students are expected to monitor and share PR-focused news developments, trends,
best practices, campaign approaches, issues, tactics, and events that are “in the news.” These can come
from any news source, but most can best be found online in various PR and marketing-related media
outlets, blogs and discussion groups.

Daily online PR news sources include PRSA Trends and Issues, PRSA SmartBrief, CommPRO Executive
Briefing, Everything-PR, Spin Sucks, Social Media Newsfeed and MarketingDaily. Other sources of PR
news include PR Week, PR Newser, Ad Age, Adweek, The Public Relations Strategist, Public Relations
Tactics, and The Edge: New Voices in Public Relations (the last three published by the PRSA).
Occasionally, mainstream media like The Wall Street Journal, New York Times, and other business news
outlets will have articles related to public relations. I will also post articles and blogs on the class Sakai
website that are worthy of your attention.

On dates specified in the syllabus, students will turn in brief one-page reports summarizing the article or
post, and offering key takeaways or insights. Please note that these “in the news” reports are due even
if you are absent. Print them out double-spaced with a few brief paragraphs and/or bullet points.

On occasion, you may be asked to search for articles related to specific topic areas under discussion in
class, such as PR research and evaluation, PR objectives and goal-setting, social media insights,
integrated marketing communications (IMC) campaigns, corporate social responsibility (CSR), etc.

At the start of each class, a couple of students will be asked to stand (depending on class size) and share
a summary of the article along with key takeaways, engaging the class in a brief discussion. The brief
written reports should include:

 Your name, a headline, the cited news source, and the date of publication;
 A summary of the PR-related topic or development in the news; and
 Key takeaways and insights (i.e., what you learned from the article or post).

When sharing your news summary, present the key points for about 10 minutes. We will then engage in
brief discussion for another five minutes or so. On occasion, we will augment or substitute other
assignments for these PR news reports, such as brief reports tied to readings in the textbook and
insights learned from guest speakers. The grade for “PR in the News” will be split with a first half grade
worth up to 50 points and a second half grade worth up to 50 points.

PERSONAL BRANDING PROGRAM: 150

Preparing to compete in the job market is analogous to planning a campaign for a client, except that you
are the client! In this case, enhancing and promoting your personal brand are the campaign goals.

The first 50 points of this grade will be based on key written and online documents. Specifically, you
will be asked to update your resume, write a professional bio, and create or refine your LinkedIn profile.

Another 100 points will relate to your personal branding presentation. You will have the opportunity
to make a two-minute presentation to the class. This is where you will share your personal and
professional brand story (sometimes called an “elevator pitch”), and field a question or two about
yourself. Think of this as a response to the typical ice-breaker in an interview: “So tell us about yourself.”
These presentations will take place in the second half of the semester.

Whether done for extra credit (addressed later in this syllabus) or not, this will be a good opportunity to
enhance speaking and presentation skills by taking advantage of the two-minute “FreeStyle” mode in
the LikeSo personal speech coach smartphone app available for the iPhone and iPad at
https://sayitlikeso.com/.
RESEARCH PROPOSAL, REPORT AND CLIENT PRESENTATION: 250

Early in the course, students will be grouped into small “agency” teams for the purpose of working
together on a “client” PR campaign, which will be presented to the client at the end of the semester.
During the first part of the semester, much of the team’s focus will be on research. This will include
informal research, a background client brief, an organization overview, a situation analysis, secondary
research, and a written research proposal. Then once the research proposal is approved, primary
research can begin. Upon completion of the research activity there will be a formal research report and
presentation with the client in attendance.

Research Proposal: 50

The agency teams’ first assessment in this area involves proposing research to inform the eventual PR
campaign objectives and strategy. Proposals should encompass background related to what is known
about the organization, including an organizational overview; a situation analysis (including a SWOT);
reflection on the issue or opportunity at hand; a breakdown of key publics, stakeholders and/or
audiences to be addressed or considered; a market or competitive analysis; and any prior PR efforts.

The Research Proposal should then focus on your recommendations for primary research, including
targeted research participants, quantitative and/or qualitative methods recommended, survey or
interview questions you plan to use, and your work plan for obtaining research participants and
conducting the research. The proposal should also address any deeper secondary research
considerations (e.g., content analysis) the team believes is necessary. You will not be allowed to initiate
your primary research program until you have obtained approval from me and if necessary the client.

Research Report: 125

The second assessment relates to the written Research Report, which should be a polished document
worthy of presenting to the client. The report should make note of the quantitative and/or qualitative
research methodologies utilized, including an analysis of survey participants, questions and responses.

The report should then address key findings and insights gleaned from your primary research, in
addition to previously conducted secondary research relative to the needs or objectives stated in the
original client brief, the organizational overview, the situation analysis (including SWOT), market and
competitive insights, and interests of key publics, stakeholders and/or target audiences.

Research Presentation: 75

Plan to make a formal PowerPoint presentation of your research findings with the client present. The
Research Presentation will run at least 15 minutes followed by another 10 minutes or so for questions
and discussion.

In addition to reporting on your various research activities and the major findings, you should be
prepared at this stage to share any special insights and even some preliminary campaign ideas or
strategic communications approaches suggested by your research findings.
FINAL PUBLIC RELATIONS CAMPAIGN PLAN AND CLIENT PRESENTATION: 400

Final PR Campaign Written Report: 250

Based on the original client brief and your extensive research, plus what you’ve learned in class about
effective public relations, you will develop a written campaign plan and proposal addressing the client’s
needs and/or opportunities.

The plan must include:

1. A review of the client’s needs and stated challenges or opportunities,
2. An organizational overview and situation analysis (SWOT, market/competitive set, etc.),
3. A matrix summarizing the interests/motivations of key publics, stakeholders or target audiences;
4. Key findings and insights gleaned from your research concerning these publics relative their
interests and the client’s needs,
5. A proposed PR action plan with overarching goals or aims (informed by the research and
background brief), measurable objectives (stretch targets yet realistic), and the “big idea” or
strategy(s) around which the tactics will revolve;
6. A detailed outline of the recommended program elements and tactics, including people and
resources required to execute them;
7. Sample program materials (e.g., target media, blogger and/or influencer lists; sample pitch
emails, press release drafts, suggested video or social media content, etc.),
8. Evaluation criteria and metrics tied to the plan’s measurable objectives (stated previously), and
9. A campaign timetable, and
10. A budget framework built around the campaign timeline and an estimate of professional time
and other expenses required to execute the program.

Final PR Campaign Presentation: 150

Together, the Campaign Written Report and the Final PR Campaign Presentation to the client will
comprise the final exam for this course. Presentations will be scheduled around the client’s availability,
either during the last day of class Wednesday, Dec. 7 and/or the final exam day Friday, Dec. 9,
beginning at 4 p.m. (Still to be confirmed.) Plan on a 30-minute PowerPoint presentation by your
agency team followed by another 20 minutes questions and comments from the client and the class.
The presentation should highlight and summarize the key points in your final campaign plan/proposal as
outlined in the section above.

To foster class engagement during the final presentations, laptops and mobile phones are to be
turned off and stored away by members of the class who are not presenting. Depending on the overall
class size, students not presenting are expected to join with the client and instructor engaging in a brief
discussion with questions or comments following each presentation.

As noted earlier, this class engagement will be factored into the class participation portion of everyone’s
course grade. Meanwhile, how the presenters address questions/comments from the client and the
class will be considered in the presentation portion of each student’s final project grade.
OVERALL GRADING (May be affected by the extra credit opportunity explained below.)*

Class Participation and Attendance: 100 points, 12.5%

“Public Relations in the News” Reports: 100 points, 12.5%
Personal Branding Program: 150 points, 20%
Research Proposal, Report and Client Presentation: 250 points, 25%
Final PR Campaign Plan and Client Presentation: 400 points, 30%

1,000 points, 100%

GRADING SCALE
A = 100-94
A- = 93.9-90
B+ = 89.9-87
B = 86.9-84
B- = 83.9-80
C+ = 79.9-77
C = 76.9-74
C- = 73.9-70
D = 69.9-65
F = 64.9 or below

* EXTRA CREDIT OPPORTUNITY

Students are encouraged to pursue one of two extra credit opportunities that can raise your overall
grade by one level (e.g., from an A- to an A, from a B+ to an A-, from a B to a B+, from a B- to a B, etc.).

1. The Ketchum Mindfire Challenge: Students are invited to participate in two Ketchum Public
Relations Mindfire challenges over the course of the semester. This is a unique opportunity to
submit creative ideas and recommendations to a prestigious PR firm in support of its clients.
The challenges will come directly from Ketchum to your email address. If you opt-in, I will
provide email addresses to Ketchum early in the semester. Then you select the two challenges
you want to respond to by posting your ideas directly onto the Mindfire website. In addition,
please provide me with a hard copy detailing each PR challenge along with the specific ideas and
recommendations that you submitted.

Note: Beyond extra credit, Ketchum awards prize money to the top entries and announces
special recognition awards. There may be additional opportunities for internships and/or
fellowships with the firm. Plus, you can highlight your program participation on your resume.

Verify participation by providing me with hard copies of your submitted responses to the two
online Mindfire Challenge posts. Plan to make an informal presentation about your submissions
during class.
 Who were the clients and what was the background behind the challenges? What excited you
about them? What were your ideas and recommendations? Why would they help meet the
clients’ goals? Additionally, how did the Mindfire experience influence your interest in possibly
pursuing a PR career?

2. LikeSo Personal Speech Coach: Download and use the LikeSo speech coach app for the Apple
iPhone or iPad, beginning in advance of the first class research presentation and concluding
before the personal branding “elevator pitch” presentation. The app is available for just 99 cents
at https://itunes.apple.com/us/app/likeso/id1074943747?mt=8. More information can be found
on the LikeSo website at https://sayitlikeso.com/. For your information, here are three LikeSo
reviews from USA Today, Bustle (with a YouTube video link), and MomCentral.com:
http://www.usatoday.com/videos/tech/columnist/baig/2016/05/17/84502172/
http://www.bustle.com/articles/161673-the-likeso-app-evaluates-your-speech-based-on-the-
number-of-filler-words-you-use
http://momcentral.com/say-good-bye-to-like-actually-with-the-new-likeso-app/

First, use the LikeSo’s “FreeStyle” mode to practice your two-minute “elevator pitch” five times
over the course of a week leading up to your presentation. Then print out a one-page screen
grab showing how your filler-word (e.g., like, so, you know, etc.) usage and pacing (too fast or
too slow) changed over the course of the five sessions.

Second, use “The Interview” topic in LikeSo’s “TalkAbout” mode to practice how you speak in an
important situation like this.

Third, write a review based on your experience with both modes (“FreeStyle” and “TalkAbout”)
of the app and how/whether it improved your speaking, presenting, pacing, word-filler usage,
and/or interviewing skills.

Fourth, share your review on social media in the following three ways:

 On one of the sayitlikeso-owned social media channels;

 On one of your social media channels (e.g., Twitter, Instagram, Facebook, LinkedIn); and
 With a third-party discussion group, forum, blog or website related to giving speeches,
verbal communications, presentations, interviews/career advice, and/or PR.

Verify participation by providing a screen grab printout of how you progressed over the five
two-minute “elevator pitch” sessions. Also provide a copy of your review(s) of the app, including
how and where it was placed or posted. Then informally present your experience with the app
to the class.

Was it easy to download and use? Was it worth the price? Was it helpful and in what ways? Did
it increase your awareness of your speaking patterns? Were you able to cut back on filler words?
 Did the app boost your presentation confidence? What did you like best/least about it? Would
you recommend it?

PROFESSIONALISM AND ASSIGNMENT EXPECTATIONS

Students are expected to be professional in all dealings associated with this class. This includes treating
our volunteer “clients” and guest speakers with the utmost respect and providing them with your full
attention, as well as conducting yourself in a professional manner both during and outside of class.

In addition, all written assignments should be typed, proofread and grammatically correct. Good writing
is critical to success in public relations. Punctuation and grammatical errors will affect your grade. AP
Style is preferred, as it is used by many PR practitioners and journalists as their de facto style guide.

Keep copies of all submitted assignments, including your agency team’s research report/presentation
and the final PR campaign report/presentation. Specific instructions for each assignment will be
reiterated in class and are integrated into this syllabus posted on Sakai. Your ability to follow these
instructions carefully and as precisely as possible will surely benefit your grade.

If at any time you have questions or concerns, please see me during office hours or make an
appointment. My goal with this class is for all students to succeed through new learnings, experiences,
engagement and accomplishment in a real-world public relations situation involving a real-world client.

SPECIAL ACCOMMODATIONS

Please notify me as soon as possible should you require special accommodations in order to attend,
participate, and/or meet the requirements of this class as described above. If such is the case and you
have not done so already, also contact the University’s Department of Accessibility Resources Services
(AR&S) for more information at accessibility@unc.edu or by calling 919-962-8300.

THE ACEJMC

The Accrediting Council on Education in Journalism and Mass Communications

(ACEJMC) http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#vals&comps requires that
graduates be cognizant of core values and competencies, and be able to:

 Understand and apply principles and laws of freedom of speech and press for the country in
which the institution that invites ACEJMC is located;
  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
fields in which they work;
 Write correctly and clearly in forms and styles appropriate for the communications audiences
and purposes served;
 Critically evaluate their own work and that of others for accuracy, fairness, clarity, appropriate
style, and grammatical correctness;
 Apply basic numerical and statistical concepts; and
 Apply tools and technologies appropriate for various communications professions.

HONOR CODE

Students are expected to conduct themselves within the guidelines of the UNC – Chapel Hill honor
system (http://honor.unc.edu). All academic work should be done with the high levels of honesty and
integrity that this university demands. You are expected to produce your own work in this class. If you
have any questions about your responsibility or your instructor’s responsibility as a faculty member
under the Honor Code, please see the course instructor, Senior Associate Dean Charlie Tuggle, or speak
with a representative of the Student Attorney Office or the Office of the Dean of Students.

SEEKING HELP

If you need individual assistance, it is your responsibility to meet with the instructor. If you are serious
about wanting to improve your performance in the course, the time to seek help is as soon as you are
aware of a problem – whether the problem is difficulty with course material, a disability, or an illness.
DIVERSITY AND INCLUSION

The University’s policy on Prohibiting Harassment and Discrimination is outlined in the 2011-2012
Undergraduate Bulletin http://www.unc.edu/ugradbulletin/. UNC – Chapel Hill is committed to
providing an inclusive and welcoming environment for all members of our community and does not
discriminate in offering access to its educational programs and activities on the basis of age, gender,
race, color, national origin, religion, creed, disability, veteran’s status, sexual orientation, gender
identity, or gender expression.

HARASSMENT

The university does not tolerate harassment based on gender, race, religion, sexual orientation, culture,
disability, or for any other reason. It is also a violation of the Honor Code, Title VII of the Civil Rights Act
(1964), and Title IX of the Educational Amendments. If you need assistance with a harassment issue or
problem, bring it to my attention, to the attention of Senior Associate Dean Charlie Tuggle, or to The
Office of the Dean of Students at dos@unc.edu or 919.966.4042.

MEJO 434.004 Fall 2016 WEEKLY SCHEDULE

Week, Date, Topics, Readings and Assignments (Due by Date Listed)

Week 1

Wednesday, Aug. 24
Introductions, Course Overview, “Client” Preview, Syllabus, Grading, Opportunities, Expectations

Readings and Assignments: Prior to the first class, review the syllabus for “Public Relations Campaigns”
MEJO 434.002 on Sakai or request it by email. Print out a one-page outline addressing what you hope to
learn from the class, what excites (or frightens) you about it, relevant PR work/internship experiences,
previous research classes or projects, career aspirations, and a “fun fact” about yourself. Two volunteers
will be sought to share highlights and insights about PR Planning and Managing during the next class.

Week 2

Monday, Aug. 29

“PR in the News,” “PR Planning and Managing,” Professional Bios, Client Discussion, “Agency” Teams
Readings and Assignments: Search for an interesting news article or blog post about “PR in the News”
and submit a brief, one-page printout summarizing the article/post and offering key takeaways. Read
Gregory, Ch. 1: “Planning and Managing: the Context.” Two students will share chapter highlights and
key learnings. One person will lead discussion around textbook pages 1-12. The other, pages 12-23,
beginning with “The Position of PR within Organizations.”

Draft a double-spaced, one-page professional bio about yourself (in the third-person), which we will
review in class prior to sharing with the client. This post about writing bios should be helpful
http://www.prnewsonline.com/featured/2012/05/08/bio-hazards-9-mistakes-to-avoid-when-writing-a-
professional-bio/. Form student agency teams during class. Two volunteers will also be sought to share
insights about “PR in Context” during the next class.

Wednesday, Aug. 31

“Putting PR in Context,” Agency Team Names, “PR in the News” Reports (continued), Bios Finalized

Readings and Assignments: Share final agency team names. Expect further class discussion to continue
around one or two more “PR in the News” articles from the prior class.

Read Gregory, Ch. 2: “Putting Public Relations in Context.” One person will lead discussion around
textbook pages 25-30. The other, pages 30-37, beginning with “Organizational Development.” Finalize
bios for submission to the client. Begin studying the client’s website.

Week 3

Monday, Sept. 5 -- No Class: Labor Day Holiday

Wednesday, Sept. 7

Initial Client Meeting, Client Challenge/Opportunity Brief

Readings and Assignments: Beyond the client website, review available secondary information (e.g.,
articles, blog posts, reviews, Wikipedia descriptions, etc.) about the client organization, industry and/or
field of practice.

Submit a printout with at least three questions for the client. This should help in the preparation of an
Organization Overview for the next class. Additionally, two volunteers will be asked to share insights
gleaned from the textbook chapter on PR “Research and Analysis” during the next class.
Week 4

Monday. Sept. 12

“Research and Analysis,” Client Organization Overviews, Review Client Brief, “PR in the News”

Readings and Assignments: Read Gregory, Ch. 4: “Research and Analysis.” One person will lead
discussion around textbook pages 53-66. The other, pages 66-73, beginning with “Who Should
Undertake the Research.”

Submit and be prepared to share a combined client Organization Overview from each agency team with
information and insights based on the client brief, any additional research, and the team’s collaboration.
The overview should contain basic facts about the organization, its leadership, relevant history, and its
services/products.

To the extent possible, report as a team on the organization’s sales/profitability, culture, values, vision,
mission, management structure, employee profile, market dynamics, competitors, stakeholders, and
other salient information.

Also search for an interesting article or blog post about “PR in the News.” Submit a brief one-page
report summarizing the article and offering key takeaways/insights. Plus, two volunteers will be sought
to share case studies from the textbook about “Research and Analysis” during the class on Sept. 19.

Wednesday, Sept. 14

Guest Speaker Audrey Mann Cronin: Audrey is the co-founder of Say It Media, Inc. and the LikeSo
personal speech coach and presentation app. Using voice recognition software, the app offers a private
and fun way to practice speaking articulately, confidently and without filler words that weaken speech,
such as “like,” “ya know,” “so,” “totally,” “whatever,” and more. Within the first week of launch, LikeSo
hit No. 1 in the Apple App Store’s Paid Lifestyle category and No. 4 overall.

In addition to this venture, Audrey is a veteran consumer technology communications consultant,

blogger for parenting site Our Digital Daughters, and writer for Your Teen Magazine.

Readings and Assignments: Research background information about Audrey Mann Cronin. If you have
an Apple iPhone, download for just 99 cents and experiment with the LikeSo app. Read and watch the
following articles/videos from USA Today, Bustle (with a YouTube “The Dirty Word” video link), and
MomCentral.com:

http://www.usatoday.com/videos/tech/columnist/baig/2016/05/17/84502172/

http://www.bustle.com/articles/161673-the-likeso-app-evaluates-your-speech-based-on-the-
number-of-filler-words-you-use
 https://www.youtube.com/watch?v=lMvncdJ9_Bk

http://momcentral.com/say-good-bye-to-like-actually-with-the-new-likeso-app/

Print out two questions you would like to ask our guest during class about the LikeSo app or any other
aspect of her professional experience as a technology communicator, public relations professional,
entrepreneur, and/or app developer. Anticipate agency team projects working with the app during class.

Week 5

Monday, Sept. 19

Audrey Mann and LikeSo App Recap, Case Studies in “Research and Analysis,” “PR in the News”

Readings and Assignments: Continue reading the case studies in Gregory, Ch. 4: “Research and
Analysis.” One person will lead discussion around the “Love Food, Hate Waste” case; another the Sleep
Pod Hotel Media Tour” case.

Search for an interesting article or blog post for possible class discussion related to “PR in the News.”
Submit a brief one-page report summarizing the article/post and offering key takeaways.

Agency teams will begin discussing approaches to a client situation analysis (including SWOT), in
addition to any further secondary research as well as new primary research that will be helpful in
developing a Research Proposal and eventual client PR Campaign.

Wednesday, Sept. 21

Guest Speaker Stephanie Brown or Hannah Pope on “Resources in the Park Library to Conduct
Research,” Team Consultations toward developing Research Proposals

Readings and Assignments: Submit three questions about conducting research printed out for discussion
with our Park Library guest during class.

Also submit an Organization Overview of WeberShandwick – the second largest PR agency in the world –
plus print out two questions you would like to ask the firm’s CEO Andy Polansky during his special Reed
Sarratt Lecture the following day, Sept. 22.

Plan to work collaboratively in class following the guest speaker’s presentation on the agency teams’
Research Proposals. This will prove critical toward informing the eventual PR Campaign objectives,
strategy, creative idea(s), and evaluation metrics.
The Research Proposal should include the previously prepared Organization Overview; a situation
analysis (including a SWOT); an introduction of the key issue or opportunity at hand; a breakdown of
major publics, stakeholders and/or target audiences; a market analysis; competitive assessment; and
previous/ongoing PR efforts if any.

In addition, the Research Proposal should address further secondary research that may be necessary. It
should then specify recommendations for primary research (e.g., in-depth interviews, focus groups,
surveys, etc.), including suggested research participants, quantitative and/or qualitative methods,
survey or interview questions to be asked, and a work plan/timetable for conducting the research.

Two volunteers will be asked to share insights from the textbook chapter regarding “Publics and
Messages” during the next class.

Thursday, Sept. 22 (Special Event: Attendance Required)

Carroll Hall Auditorium, 4 p.m. – Special Reed Sarratt Lecturer: Andy Polansky, CEO, WeberShandwick,
the world’s second largest public relations firm.

Week 6

Monday, Sept. 26

Polansky Follow-up Discussion, “PR in the News” Reports, “Publics and Messages”

Readings and Assignments: Submit a one-page reflection paper focusing on the most interesting
comments and insights from Andy Polansky’s Reed Sarratt lecture for class discussion.

Search for an interesting article or blog post about “PR in the News.” Submit a one-page report
summarizing the article/post and offering key takeaways/insights. Will discuss a couple during class.
Read Gregory, Ch. 6: “Knowing the Publics and Messages.” One person will lead discussion around
textbook pages 111-123. The other, pages 123-130, beginning with “What Shall We Say?”

Wednesday, Sept. 28

Research Proposals, “PR in the News Reports” (continued)

Readings and Assignments: Work in class on agency team Research Proposals and obtain feedback.
Continue class discussion around one or two more “PR in the News” articles from the prior class.
Week 7

Monday, Oct. 3

“PR in the News” Reports, Research Proposal Finalization

Readings and Assignments: Search for an interesting news article or blog post about “PR in the News”
and submit a one-page report summarizing the article and offering key takeaways/insights.

Obtain further Research Proposal feedback if necessary and finalize it to share with the client if
available. In addition, two volunteers will be sought to share insights from the textbook chapter focusing
on “Communications Theory and Aims/Objectives” during the next class.

Wednesday, Oct. 5

“PR in the News,” “Communications Theory and Objective-Setting,” Team Consultations, Formal
Research Launch

Readings and Assignments: Class discussion will continue around one or two “PR in the News” articles
from the prior class. Read Gregory, Ch. 5: “Communication Theory and Setting Aims and Objectives.”
One student will lead discussion around textbook pages 90-102. The other student will address pages
102-109, beginning with “Setting Realistic Aims and Objectives.”

Assuming Research Proposals have been approved, student agency teams can begin working as time
permits on their formal research activities, including any deeper secondary research and initial primary
research. There should also be some class time available for agency team consultation.

Week 8

Monday, Oct. 10

“PR in the News” Reports, Formal Research Teamwork, Planning, Execution and Consultation

Readings and Assignments: Search for an interesting news article or blog post about “PR in the News”
and submit a one-page report summarizing the article and offering key takeaways/insights.

Remainder of class time dedicated for student agency teams to use for conducting primary research and
any additional secondary research that may be necessary for their Research Reports.

Wednesday, Oct. 12 (Following University Day Activities, which conclude at 1 p.m.)

Formal Research Planning, Teamwork, Execution and Consultation

Readings and Assignments: Entire class time dedicated for student agency teams to use for conducting
primary research, beginning to draft Research Reports and starting to organize Client Research
Presentations.

Week 9

Monday, Oct. 17

Formal Research Teamwork, Research Report Finalization, Client Presentations

Readings and Assignments: Class time dedicated for student agency teams to use for finalizing Research
Reports and related Client Presentations.

Wednesday, Oct. 19 (Prior to Fall Break, which begins at 5 p.m.)

Final Research Reports and Client Presentations

Readings and Assignments: Submit Research Reports and make Client Presentations. Obtain real-time
feedback during class. The written report should be a polished document ready to share with the client.
The report should make note of quantitative and/or qualitative research methodologies utilized,
including an analysis of survey participants, questions and responses.

It should address key findings and insights gleaned from both your primary and secondary research
relative to the organizational needs or objectives provided in the original client brief, your situation
analysis (including SWOT), market/competitive insights, and the interests of key publics/stakeholders.

Make a formal PowerPoint presentation of your research findings to the client. The presentation should
run up to 15 minutes followed by another 10 minutes or so for client feedback and discussion. In
addition to reporting on the team’s research findings and insights, prepare to share preliminary
campaign ideas, along with thoughts about strategic direction and/or communications approaches
suggested by the research.

Two volunteers will also be asked to share insights from the textbook chapter about “Starting the
Planning Process” during the next class.

Week 10

Monday, Oct. 24

“PR in the News” Reports, “Starting the Planning Process,” Client Research Feedback Digested
Readings and Assignments: Consider client research feedback and revise as necessary the Research
Report and Presentation deck.

Search for an interesting article or blog post about “PR in the News.” Submit a one-page report
summarizing the article/post with the key takeaways. Expect class discussion around one or two articles.
Read Gregory, Ch. 3: “Starting the Planning Process.” One student will lead discussion around textbook
pages 38-46 (minus Figure 3.1). The other, pages 47-52, beginning with “The 12 Stages of Planning.”

Four students will be asked to volunteer to lead discussion during the next class around four personal
branding articles, including “Personal Branding for Dummies,” Personal Branding for College Graduates:
10 Tips for Success,” “10-Step Personal Branding Worksheet,” and “Ace Your Next Interview by Avoiding
These 3 Mistakes.” (For links to articles, see syllabus below.)

Wednesday, Oct. 26

Final Research Reports and Presentation Decks integrating Client Feedback Submitted, Personal
Branding, “PR in the News” Reports

Readings and Assignments: Class discussion will continue around one or two “PR in the News” articles
from the prior class. Based on client feedback, resubmit the final Research Reports and Research
Presentation decks printed out with updated insights that will inform the ultimate PR campaign
objectives, strategy/creative idea(s), and evaluation metrics.

Come to class with printed copies of your latest resume, bio, and LinkedIn profile, which will be
reviewed during the session.

Student volunteers will lead class discussion around these four articles/posts: “Personal Branding for
Dummies” http://www.dummies.com/how-to/content/personal-branding-for-dummies-cheat-
sheet.html, “Personal Branding for College Graduates: 10 Tips for Success
https://www.linkedin.com/pulse/personal-branding-college-graduates-10-tips-success-carolann-
desimine, “10-Step Personal Branding Worksheet” http://www.job-hunt.org/personal-
branding/personal-branding-worksheet.shtml and “Ace Your Next Interview by Avoiding These 3
Mistakes” http://bit.ly/213dQiI. In addition, a student volunteer will be asked to lead discussion in the
next class around “Creating an Elevator Pitch – Two Minutes or Less.” (See link below.)

Week 11

Monday, Oct. 31

“PR in the News” Reports, Personal Branding: “The Elevator Pitch”

Readings and Assignments: Search for an interesting article or blog post about “PR in the News.” Submit
a one-page report summarizing the article/post with the key takeaways. Expect class discussion around
one or two articles.

Read “Creating an Elevator Pitch – Two Minutes or Less” http://career.sa.ucsb.edu/students/job-

search/creating-elevator-pitch-two-minutes-or-less. Review and plan to discuss the video “Your Elevator
Pitch: The Single Most Important Piece of Career Advice – And Why it’s Quite Simple”
http://bit.ly/1XxjyvD

Students will work together in their agency teams on their personal branding “elevator pitch”
presentations and finalizing their resumes and LinkedIn profiles, which, together with the previously
prepared bios, will be submitted for final review and grading during the next class.

Wednesday, Nov. 2

“Elevator Pitch” Presentations and Final Branding Materials Due, “PR in the News” Reports

Readings and Assignments: Class time devoted to two-minute “Elevator Pitch” personal branding
presentations. Class members will offer feedback on forms provided to the student presenters to review
after class. Note: Students using the LikeSo app for extra credit should have completed their work with
the app by this point prior to their presentations in class.

Turn in final branding materials (resumes, bios and LinkedIn profiles) for grading. Time permitting,
expect continued discussion around one or two “PR in the News” articles from the previous class.

Week 12

Monday, Nov. 7

Additional “Elevator Pitch” Final Presentations if necessary, “PR in the News” Reports

Readings and Assignments: Second round of two-minute “Elevator Pitch” presentations if necessary.

Search for an interesting news article or blog post about “PR in the News,” to discuss in class. Submit a
brief one-page report summarizing the article and offering key takeaways/insights.

Any remaining class time will be available for the student agency teams to begin brainstorming and
planning their approach to the client PR Campaigns. Plus, two student volunteers will be sought for
leading discussion during the next class related to the textbook chapter on PR “Strategies and Tactics.”
Wednesday, Nov. 9

“PR in the News” Reports (continued), “Strategy and Tactics”

Readings and Assignments: Read Gregory, Ch. 7: “Strategy and Tactics.” One student will lead discussion
around textbook pages 131-140. The other, pages 140-148, focusing on the “First World War Centenary
Commemorations” campaign by the U.K. Department of Culture, Media and Sport.

Expect continued discussion around one or two “PR in the News” articles from the previous class. Also,
three student volunteers will be sought for leading discussions during the next class related to two PR
cases, as well as the “Risk Planning” section of the “Strategies and Tactics” textbook chapter.

Week 13

Monday, Nov. 14

“PR in the News” Reports, More Cases Related to “PR Strategy and Tactics”

Readings and Assignments: Search for an interesting article or blog post tied to “PR in the News” to
discuss in class. Submit a brief one-page report summarizing the article/post and offering key
takeaways/insights. Continue reading Gregory, Ch. 7: “Strategy and Tactics.” One person will lead
discussion around the “McArthur River Mining” internal and community relations case on pages 148-
154; another student will address the “Lansons’ Independent Financial Advice” campaign on pages 154-
160. A third student will lead discussion about “Contingency and Risk Planning” on pages 160-163.

Will seek three volunteers to lead text discussion in the next class about “Timescales and Resources.”

Wednesday, Nov. 16

Extra Credit Report Submissions, “PR in the News” Reports (continued), “Timescales and Resources”

Readings and Assignments: Last date for verifying and submitting extra credit reports/materials.
Continued discussion around one or two “PR in the News” articles.

Read Gregory, Ch. 8: “Timescales and Resources.” One student will lead discussion around textbook
pages 164-170. The other, the case study on pages 171-175, regarding the Tour de France in Yorkshire
case study; and the third, pages 176-182 about “Resources.”

Week 14

Monday, Nov. 21

“PR in the News” Reports, Teamwork and Client Campaign Consultation

Readings and Assignments: Search for an interesting article or blog post tied to “PR in the News” to
discuss in class. Submit a brief one-page report summarizing the article/post and offering key
takeaways/insights.

Remaining class time will be dedicated for agency teams to work on client PR Campaigns. Will also seek
two volunteers to lead discussion during the next class related to the textbook’s “Evaluation” chapter.

Wednesday, Nov. 23

Extra Credit Informal Presentations Begin (prior to Thanksgiving holiday), “PR in the News” Reports
(continued), “PR Evaluation”

Readings and Assignments: Continued discussion around one or two “PR in the News” articles. Read
Gregory, Ch. 9: “Knowing What Has Been Achieved: Evaluation and Review.” One student will lead
discussion around textbook pages 183-190. The other, pages 190-197, beginning with “Levels of
Evaluation.” Will also begin any informal extra credit report presentations.

Plus, will seek two more student volunteers to lead additional discussion during the next class involving
an evaluation case study and the topic of “Review.”

Week 15

Monday, Nov. 28

Extra Credit Presentations Continue/Conclude (as necessary after Thanksgiving holiday), “PR
Evaluation,” “PR in the News” Reports

Readings and Assignments: Continue reading Gregory, Ch. 9: “Knowing What Has Been Achieved:
Evaluation and Review.” One student will lead discussion around the case study “Evaluating AkzoNobel’s
Corporate Reputation” on pages 197-202. The other will cover pages 202-205, beginning with
“Reviewing the Situation.”

Search for an interesting article or blog post tied to “PR in the News” to discuss in class. Submit a brief
one-page report summarizing the article/post and offering key takeaways/insights. Will also wrap up
any remaining extra credit report presentations.

Wednesday, Nov. 30

Preliminary PR Campaign Plans and Presentations, “PR in the News” Reports (continued)
Readings and Assignments: Continued discussion around one or two “PR in the News” articles. Submit
preliminary PR Campaign plans and presentations, which will be reviewed in class prior to the formal
client presentations. Any remaining class time can be used by the agency teams to make revisions.

Week 16

Monday, Dec. 6

Finalize PR Campaign Plans and Presentations

Readings and Assignments: Class session will be dedicated to student agency teams working to finalize
student PR Campaign proposals/reports and presentations for the next class with the client present.

Wednesday, Dec. 7 (Final Class Day)

Final Public Relations Campaign Plans and Client Presentations

Readings and Assignments: Final agency team PR Campaign reports and presentations made to the
client. Plan to present for up 20 minutes, plus 15 minutes for client discussion. Please provide two sets
of presentation deck printouts, professionally-packaged campaign plans, and supporting materials.

Week 17

Friday, Dec. 9, 4-7 p.m. — Final Exam Day

Final PR Campaign Client Presentations (if necessary), Campaign Review, Course Feedback

Readings and Assignments: Make any additional client presentations as necessary based on client
schedule considerations. Use additional time to review the course and discuss client reactions to the
proposed campaigns.