CPRS 2011: An Ideal Model: Public Relations Education & Co-operative Education
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INTRODUCTION An Ideal Model: Public Relations Education & Co-operative Education Sonya Horsburgh, MA(PR) student Mount Saint Vincent University, Halifax, NS THE MOUNT CO-OP PROGRAM KOLB’S EXPERIENTIAL LEARNING CYCLE REFERENCES Over the years there have been a number of reports published providing recommendations for public relations curriculum. A broad curriculum of liberal arts, communication or journalism, sciences and humanities, and experiential learning, is generally recommended for well-rounded public relations programs (Fischer, 2000). While there are some differences reported in identifying required courses, the inclusion of experiential learning is found consistently in the literature. In 2006, the Report of the Commission on Public Relations Education went so far to say, “Internships and other pre- professional work experiences have become essential in public relations education” (p.46); however implementation of this experience has not been applied consistently. Purpose of Study • To demonstrate how co-operative education fits the public relations curriculum model using Mount Saint Vincent University’s Bachelor of Public Relations program as a case study. BACKGROUND In 1977, Mount Saint Vincent University launched the first Bachelor of Public Relations (BPR) degree in Canada with an optional co-operative education component. The program’s success in preparing entry-level practitioners led to the implementation of mandatory co-operative education in 2001. The students complete three, four-month paid work terms during the course of their four-year degree. The co-operative education program has been accredited by the Canadian Association for Co-operative Education (CAFCE) since 1991. To complete the accreditation process, co-op programs must complete a rigorous self-study and provide documented proof of meeting all of CAFCE’s quality standards. The Professional Bond: Public Relations Education for the 21 st Century (2006) provides an extensive overview of public relations education in the United States. When examining the various models of supervised experience, the report revealed a broad range of quality in the experiences being offered to students. The report made eight specific recommendations to improve the quality of these experiences. The Mount’s accredited co-op program resolves many of the quality issues identified in this report. The most common experiential learning activities in public relations education are service learning, case studies, campaign courses and internships or co-op terms. * It’s important to note that the stages of learning may not occur in a sequential order (Bender et al., 2006). Recommendation CAFCE Accreditation Guideline & the Mount Students are paid All co-op students are paid an hourly wage. In 2010 the range for Mount PR co-op students was $10-$23/ hour. Assign academic credit Co-op terms must be approved as suitable learning opportunities. In 1998, the Mount began assigning an academic credit for each co-op term. Ensure appropriate supervision Co-op employers play an integral role in the students’ education. Employers participate in work site visits and complete student evaluations at the end of the work term. • 65% of Mount PR co-op terms are supervised by communications and PR professionals • 30% are BPR graduates Ensure regular communication between practitioners & faculty Regular and consistent communication with co-op employers is critical to the success of co-op programs. The Mount Co-op Team communicates with employers several times throughout the term including a work site visit often conducted in person. Feedback from employers is provided at academic department meetings and taken into consideration when making curriculum changes. Develop quality control Accreditation guidelines set out clear quality measures. The Mount’s PR co-op program has been accredited since 1991. Provide faculty course relief Accreditation guidelines consider the inclusion of faculty in the delivery of the co-op program as proof of institutional commitment. Faculty at the Mount receive course relief for evaluating co-op terms. Ensure 1:30 instructor to student ratio The ratio of Mount co-op staff to students working each term is approximately 1:29. Engage in research Although CAFCE accreditation guidelines do not specify research specifically it does recommend tracking graduate success. The Mount conducts an annual graduate survey one year after graduation. Bender, CJ., Daniels, P., Lazarus, J., Naude, L., and Sattar, K. (2006). Service-learning in the curriculum: A resource for higher education. Retrieved from: http://www.communityservicelearning.ca/en/documents/ Service-LearningintheCurriculum.pdf. Fischer, R. (2000). Rethinking public relations curricula: Evolution of thought 1975-1999. Public Relations Quarterly, 45(2), 16-20. Public Relations Education for the 21 st Century: The professional bond. (2006). Report of the Commission on Public Relations Education, ( www.compred.org ).
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Transcript of CPRS 2011: An Ideal Model: Public Relations Education & Co-operative Education
INTRODUCTION
An Ideal Model: Public Relations Education & Co-operative Education
Sonya Horsburgh, MA(PR) student
Mount Saint Vincent University, Halifax, NS
THE MOUNT CO-OP PROGRAM KOLB’S EXPERIENTIAL LEARNING CYCLE
REFERENCES
Over the years there have been a number of reports published providing recommendations for public relations curriculum. A broad curriculum of liberal arts, communication or journalism, sciences and humanities, and experiential learning, is generally recommended for well-rounded public relations programs (Fischer, 2000). While there are some differences reported in identifying required courses, the inclusion of experiential learning is found consistently in the literature. In 2006, the Report of the Commission on Public Relations Education went so far to say, “Internships and other pre-professional work experiences have become essential in public relations education” (p.46); however implementation of this experience has not been applied consistently.
Purpose of Study• To demonstrate how co-operative education fits the public relations
curriculum model using Mount Saint Vincent University’s Bachelor of Public Relations program as a case study.
BACKGROUND
In 1977, Mount Saint Vincent University launched the first Bachelor of Public Relations (BPR) degree in Canada with an optional co-operative education component. The program’s success in preparing entry-level practitioners led to the implementation of mandatory co-operative education in 2001. The students complete three, four-month paid work terms during the course of their four-year degree.
The co-operative education program has been accredited by the Canadian Association for Co-operative Education (CAFCE) since 1991. To complete the accreditation process, co-op programs must complete a rigorous self-study and provide documented proof of meeting all of CAFCE’s quality standards.
The Professional Bond: Public Relations Education for the 21st Century (2006) provides an extensive overview of public relations education in the United States. When examining the various models of supervised experience, the report revealed a broad range of quality in the experiences being offered to students. The report made eight specific recommendations to improve the quality of these experiences. The Mount’s accredited co-op program resolves many of the quality issues identified in this report.
The most common experiential learning activities in public relations education are service learning, case studies, campaign courses and internships or co-op terms.
* It’s important to note that the stages of learning may not occur in a sequential order (Bender et al., 2006).
Recommendation CAFCE Accreditation Guideline & the Mount
Students are paid All co-op students are paid an hourly wage. In 2010 the range for Mount PR co-op students was $10-$23/hour.
Assign academic credit Co-op terms must be approved as suitable learning opportunities. In 1998, the Mount began assigning an academic credit for each co-op term.
Ensure appropriate supervision
Co-op employers play an integral role in the students’ education. Employers participate in work site visits and complete student evaluations at the end of the work term.
•65% of Mount PR co-op terms are supervised by communications and PR professionals•30% are BPR graduates
Ensure regular communication between practitioners & faculty
Regular and consistent communication with co-op employers is critical to the success of co-op programs. The Mount Co-op Team communicates with employers several times throughout the term including a work site visit often conducted in person.
Feedback from employers is provided at academic department meetings and taken into consideration when making curriculum changes.
Develop quality control Accreditation guidelines set out clear quality measures. The Mount’s PR co-op program has been accredited since 1991.
Provide faculty course relief
Accreditation guidelines consider the inclusion of faculty in the delivery of the co-op program as proof of institutional commitment. Faculty at the Mount receive course relief for evaluating co-op terms.
Ensure 1:30 instructor to student ratio
The ratio of Mount co-op staff to students working each term is approximately 1:29.
Engage in research Although CAFCE accreditation guidelines do not specify research specifically it does recommend tracking graduate success. The Mount conducts an annual graduate survey one year after graduation.
Bender, CJ., Daniels, P., Lazarus, J., Naude, L., and Sattar, K. (2006). Service-learning in the curriculum: A resource for higher education. Retrieved from: http://www.communityservicelearning.ca/en/documents/Service-LearningintheCurriculum.pdf.
Fischer, R. (2000). Rethinking public relations curricula: Evolution of thought 1975-1999. Public Relations Quarterly, 45(2), 16-20.
Public Relations Education for the 21st Century: The professional bond. (2006). Report of the Commission on Public Relations Education, (www.compred.org).
