View from the Profs: State of undergrad PR programs

Workinpr.com interviewed PR professors from across the country, seeking their take on students' misconceptions regarding public relations, components they feel are integral to an undergrad PR education, and what their institutions are doing to prepare students for the demands of a career in public relations. *Read on for insights from our PR profs:

1. What do you think is students' biggest misconception regarding PR?
   • Sammye Johnson, Professor and Carlos Augustus de Lozano Chair in Journalism, Trinity University - TX: I believe that the students' biggest misconception regarding PR is that you have to "sell your soul" to be successful in the field, that you have to downplay your personal ethical code in order to follow a client's demands.
   • Kirk Hallahan, Ph.D., Associate Professor, Colorado State University: Students often fail to understand how public relations is 1) strategic in nature, based on solid research, clear objectives, incisive strategy and careful execution of tactics, 2) based on solid journalistic skills, and developing ideas that capture the imaginations of people (audiences) as well as editors. Students generally don't appreciate how hard PR work is - and that many beginning professionals (in PR and other fields) work long hours.
   • b j Altschul, APR, Assistant Professor, American University, Washington, DC: Try as we might to overcome misnomers and condescension, some students are coming to their entry-level courses with a view of public relations as flackery and manipulation. While it appalls me to hear their initial conceptions, it's gratifying to see them expand their horizons and adopt a more professional view of the field as the semester progresses.

2. What skills do you feel are integral to a PR education?
   • Cynthia King, Assistant Professor, California State University, Fullerton: First of all, you have to know how to write. Also very important: understanding the publics; knowing how to ask the right questions/critical thinking; understanding the industries they're working in as well as the overall public relations industry; time management skills; research skills (i.e. knowing how to gather information); as well as good sales skills - i.e. need to know how to "pitch" a story.
   • Sammye Johnson, Professor, Trinity University: I think five areas are critical to a PR education: 1.) Writing and editing ability, 2.) Research ability, and knowing where to go for information, 3.) Organizational ability, 4.) Creative problem-solving ability, 5.) Ethics.
   • Maria Russell, Professor and Department Chair, Syracuse University - NY: Writing, writing, writing. That will always be the number one skill - and of course there are several types of writing that students must learn (including news writing, public relations writing, business writing, writing for electronic media and the web), followed by visual communications. But in addition, our students develop skills in public relations and PR research; strategic planning (campaigns); and critical thinking.

3. How do you ensure your students are prepared to enter the workforce?
   • Maria Russell, Professor, Syracuse University: First, we insist that they are grounded in a liberal arts education. Then we offer a 36-credit program in public relations. We weave team-building skills into almost every course; also presentation skills, and ethical issues. We offer workshops on portfolios, so that students can show samples of their writing, graphics, research and strategic planning. We also stress internships - by the time they graduate, most of our students have 3-5 internships on their resumes.
   • Karla Gower, Assistant Professor, University of Alabama: I try to ensure that they have improved their writing (I can't always guarantee they are good writers), that they know what is involved in developing a campaign, that they know how to strategically think about a public relations problem and find ways to deal with the problem, and that they know a little bit about what they might be faced with in the business world. This isn't part of the question but the hardest part of teaching PR is getting students to see a connection between strategy and the collateral materials they prepare.
   • b j Altschul, APR, Assistant Professor, American University: I strive to give assignments that are as close to real-world experience as possible. A standing requirement is for every assignment in my writing classes to be accompanied by a planning outline or behavioral framework. This way, students must assess how their work is going to fit into the organization's overall mission. If they're in the habit of finding out what management thinks at the outset, they'll have a grasp of how their individual positions fit into the big picture. The result is a more effective employee, and one who can grow into the organization's expectations.

4. Have you seen an increase/decrease in students' interest in PR in the last few (1-3) years?
   • Jennifer Floto, Assistant Professor, USC: Increase, definitely. In 1996, we had approximately 86 majors - and for the 2001 entering class, we have 144. I think a lot of people are advised about public relations early on. We even go to the high school level and work with advisors to make sure their students know that public relations is a legitimate field, and that it even exists!
   • Maria Russell, Professor, Syracuse University: A tremendous increase! At the Newhouse School, public relations is the fastest growing major. I think students like the wide range of specializations in public relations - and the fact that they can match their communications skills with an area of interest/concern. They like the fact that no two days are alike, and that they can help organizations "do the right thing."
   • Ealane Livingston Smith, Professor, University of the West Indies - Kingston Jamaica: Yes. At our university the PR major is just two years old. It used to be just a single course taken one semester. Now it's a major with courses running over four semesters because students asked for it.

5. Do you feel that PR professors receive the necessary tools in order to keep the curriculum in line with the industry?
   • Kirk Hallahan, Ph.D., Associate Professor, Colorado State University: Keeping current is a constant struggle. Faculty must work to keep up with current trends and maintain contacts with local practitioners. The news journals and online publications do a reasonable job of making information available. Practitioners can help through the sponsorship of internships, guest speeches in classes and student clubs, cooperating in Shadow Day programs, and providing samples and materials to schools. Educators are in constant need of good case studies that can be used to illustrate key ideas rather than show how wonderful a particular campaign was. Most case studies focus on how insightful and effective the sponsors were in solving a problem. It would be useful to have more case problems that focus on less-than-successful programs - and how they might have been improved through better research or planning. Good audio-visual materials, including videos and streaming video presentations need to be developed by the profession to explain public relations to students, as well as others. The professional societies have an important educational role to play in this area.
   • Patty Silverman, APR, Assistant Professor, Lee University - TN: I think what's helped a lot, is that many professors have several years of industry experience that they can bring with them to the classroom. For instance, I have over 20 years of experience and am able to offer students real-life materials, and show them things that I've actually done. I'm able to sort through the textbooks and focus on areas that I know from experience to be relevant and important for students to learn, as they get ready for a career in PR.
   • Karla Gower, University of Alabama: I think it is up to each professor to keep up with the industry. I feel it is very important because it is my job to prepare students for that industry. I am a member of our local PRSA chapter and a statewide PR association, PRCA. I attend as many meetings as I can to get a feel for what issues PR professionals are dealing with. As for the curriculum itself, it is very hard to change the curriculum because of outside pressures, either from the university or accreditation boards. Within each course, the professors, here at any rate, adapt the subject matter according to issues in the profession.

6. What programs does your department have in place that help expose PR students to PR professionals in the workplace? (i.e. brown bag sessions with PR execs, workplace tours, etc.)
   • Jennifer Floto, Assistant Professor, USC: As I mentioned, students are required to have at least on internship before graduating. Our PRSSA chapter here is very active. We have a career fair exclusive to PR students, where we bring in employers from either agencies or corporations with internal communications departments. We also invite PR professionals as guest speakers, and have an excellent career-counseling center where students (and alumni) can stay current with people in the industry.
   • Patty Silverman, APR, Assistant Professor, Lee University: Our school just established a PRSSA chapter this year, and we encourage students to get involved with that. I try to stay as connected as I can, to make sure my students are connected with the industry. For example, I'm on the board of our local PRSA chapter, and on another media association committee. We also bring in guest speakers, invite students to attend workshops, and require that students complete one internship before graduating.
   • Melissa Motschall, Associate Professor, Eastern Michigan University: The public relations area of our department has instituted on its own the following: A curriculum that takes a client-centered approach in its major classes; A curriculum that requires students to do an internship; Workplace tours/field trips; Guest speakers in classes; PRSSA chapter on campus; An area advisory board composed of PR professionals; Membership on local PRSA-Detroit Chapter board & committees; Strong linkage with local PRSA chapter, which offers students scholarships, funds for national conference, invitations to monthly or special luncheons, etc.