Maximizing Concept Application with Hands-on Team Projects in a Concentrated Public Relations Course

Abstract

A unique pedagogical challenge is presented in the form of a concentrated 400-level introductory public relations course that meets for a total of 15 lessons of 2.5 hours each. The instructor details the benefits of active learning in the classroom, as well as how the use of team projects helps bring real-world examples and hands-on experience of public relations research, planning, communication and evaluation into a classroom of upperclassmen and -women who, through this course, are gaining an introduction to a field they may consider for graduate study, internships or future employment. Rationale for the use of such projects are discussed, including benefits of active learning, appealing to the millennial generation, “real-world” application beyond a textbook, enhancing students’ autonomy in the classroom, and the importance of working in a team. Each project is outlined in terms of its methodology, aspects of student autonomy, objective and analysis. Conclusions and implications are discussed.