Winona State University Department of Education Leadership EL 636 Public Relations, Marketing, and Development SYLLABUS

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1 Winona State University Department of Education Leadership EL 636 Public Relations, Marketing, and Development SYLLABUS Date of revision: Spring Number of credits: 3. Prerequisite: None. Frequency: Once every academic year & once every other summer. Grading: Grade only. Major: Required M.S., and certification programs. Delivery Mode: ITV to Rochester and other prearranged sites. Instructor: Mary Jane Guy, Professor Office: 123A Gildemeister Hall Department of Educational Leadership Winona State University Winona. MN Office telephone: 507/ Home telephone: FAX: 507/ E- mail: Office Hours: Monday/Wednesday afternoons or by appointment. WSU Tech Support for Desire to Learn (D2L) (PIN or USER NAME). Desire to Learn and Streaming Video Tech Support (Select course link at lower left). College of Education Conceptual Framework and Core Beliefs: Students in this course of legal study will be actively engaged in a culture of reflective practice and continuous improvement. They will demonstrate awareness of and an ability to respond to broader psychosocial and globally responsive contexts. They will learn to advocate for students and their learning through leadership, collaboration, innovation, flexibility and critical thinking. Course Description: This course is the study and implementation of public relations, marketing, and development concepts, tools, tactics, and strategies to enhance the mission and sustainability of governmental, educational, and non profit organizations. Students participate in a Project Based Case Study and work in teams to facilitate the development goals of selected client organizations. Objectives: Students upon completion of the course should: 1. Be able to define and distinguish between public relations, marketing, and development and how each should function as an aspect of strategic planning for the growth and development of organizations. 2. Understand and be able to utilize basic tools of the media - - print and audio visual including social media and the internet to effect public relations and marketing strategies.

2 3. Learn how to research, and communicate issues and problems in your organization using two- way written and spoken communication within the context of campaign implementation and management processes. 5. Understand and interpret complex issues involving internal and external publics through research, writing, networking, and planning. 6. Demonstrate public relations/marketing skills, knowledge, and dispositions needed to promote any organization. 7. Be able to distinguish between goals, objectives, tactics, and strategies within the context of strategic planning or project implementation. 10. Understand how to develop your organization financially through grant writing, fundraising strategies, and solicitation of individuals, foundations, and corporations. 11. Be able to articulate organizational purposes, goals and objectives into a formal action plan. Help create and monitor a positive organizational image. 12. Be able to write basic public relations, marketing, and development artifacts needed to promote an organization Texts: D2L (Desire 2Learn) Contains all course material and documents. Several texts are on reserve: Don Bagin, Donald Gallagher, and Edward Moore. The School and Community Relations, Ninth Edition, Pearson. ISBN NO: 10: iannini, Gaetan T., Jr. Marketing Public Relations: A Marketer s Approach to Public Relations and Social Media. Doug Newsom and Jim Haynes. Public Relations Writing: Form 7 Style. 9 th Edition, Dition. Wadsworth/Cengage, Fraser P. Seitel, The Practice of Public Relations, 11 th Edition, Prentice Hall, Course Requirements: 1. Team project to develop and facilitate a pr, marketing, or development campaign. (See team project options and assignments). Students are required to spend a minimum of 20 hours in the field to assist a non profit organization, maintaining an activity log of their hours and accomplishments in the field and participate in the writing and presentation of a final report. 50% 2. PR Writing. Students will produce six examples representing each of the following types or pr writing genre: (1) media spots (30 sec and 60 sec) or advertisement with graphics; (2) magazine or newspaper feature article, (3) press release; (4) letter (pitch or solicitation), (4) newsletter with layout and design; brochure, or poster board; (5) proposal and (6) progress report to meet the requirements of a team project. 25% 3. Individual research: Interview an individual in charge of public relations, marketing or development in any organization to learn what they believe to be the essential training/knowledge, skills, and dispositions needed as a manager of marketing public relations or development programs.

3 4. Field-based Team Project: Design, conduct, and analyze a survey or facilitate a focus group to facilitate a pr audit, needs assessment, marketing or development plan within the scope and direction of the team project. This project requires a problem statement, purpose statement, goals, objectives, tactics and strategies to assist a client organization with public relations, marketing, or development needs. 5. One page reaction/reflection papers for guest speakers. (The number depends on number of guest speakers). See guidelines/rubrics in D2L. 6. Final Exam on basic market public relations and development principles and concepts with case study application. 7. Personal Growth Survey to assess the learning curve of course objectives and to assess their own personal contribution to the class and team. Methodology: Project and problem- based learning Individual and team research and writing Lecture Student and teacher presentations Formal report writing Oral reporting Expectations: Class attendance, field research and activities, active involvement in class activities, sharing pr writing products and presentations; participation in team planning and project development, self- assessment. Students are expected to be self- learners as well as collaborative, utilizing suggested resources and working in the field on projects either as individuals or on teams to impact the needs of client organizations. Dispositions: Theme: Communications (Aligned with State of Minnesota BOSA Competencies) G1: Articulating organizational purpose and 636 Interviewing client organizations and personnel priorities to the community and media; Needs assessment of client organizations G2: Request and respond to community 636 Feasibility study or needs assessment meet regularly feedback; with client organizations to get feedback on project G3: Demonstrate the ability to build 636 Survey research of client organization community consensus; Part of Needs Assessment G4: Relate political initiatives to 636 Address political and other stakeholder concerns stakeholders, including parental involvement Establish goals, objectives, tactics, strategies for client organization programs; G5: Identify and interact with internal and 636 Produce a public relations plan for a client organization external publics; G6: Understand and respond to the news 636 Write press releases for client organization media; G7: Promote a positive image of schools and 636 Develop a pr or marketing plan to address public concerns the school district; and needs G8: Monitor and address perceptions about school- community issues; 636 Interview school personnel. Conduct an analysis of interview, or survey, or public relations audit

4 G9: Demonstrate the ability to identify and articulate critical community issues which may impact local education. 636: Conduct a needs assessment to focus on critical needs and issues. Write a plan that addresses those needs from a pr, development, or marketing standpoint. Bibliography: American Association of School Administrators. Guidelines for Contracting with Private Providers for Educational Services. Arlington, Virginia: Author, American Association of School Administrators. Speaking and Writing Skills for Educators. Arlington, Virginia: Author, Cox, James. Your Opinion Please! How to Build the Best Questionnaires in the Field of Education. Thousand Oaks, California: Corwin Press, Crowson, Robert L. School- Community Relations: Under Reform. Berkeley: McCutcheon, Gives attention to new emphasis on restructuring, parental and community power, consumer choice. DiConti, Veronica. Interest Groups and Education Reform: The Latest Crusade to Restructure the Schools. Lanham, Maryland: University Press of America, Donaldson and Sanderson, Working Together in Schools. Thousand Oaks, California: Corwin Press, Elam, Stanley. "Differences Between Educators and the Public on Questions of Educational Policy." Phi Delta Kappan 69 (December 1987): Hodgkinson, Harold, with American Association of School Administrators and National School Boards Association. Beyond the Schools: How Schools & Communities Must Collaborate to Solve the Problems Facing America's Youth. Arlington, Virginia: American Association of School Administrators, Johnson, Jean, and John Immerwahr. First Things First: What Americans Expect from The Public Schools. New York: Public Agenda, Joyce, Audrey B. Written Communication and the School Administrator. Needham Heights, Mass.: Allyn and Bacon, Kuran, Timur. Private Truths, Public Lies: The Social Consequences of Preference Falsification. Cambridge, Mass.: Harvard University Press, An analysis of reasons and consequences of false responses to pollsters and others. Ledell, Marjorie A. How to Avoid Crossfire and Seek Common Ground. Arlington, Virginia: American Association of School Administrators, Lober, Irene M. Promoting Your School: A Public Relations Handbook. Lancaster, Penn.: Technomic, Lutz, Frank W., and Carol Merz. The Politics of School Community Relations. New York: Teachers College Press, In many respects, school- community relations and politics are indistinguishable. McNergney, Robert, ed. Educational Research, Policy, and the Press: Research as News. Boston: Allyn Bacon, Several papers from a 1989 conference; the problems of translating educational research for public understanding and respect.

5 Michel, George J. Building Schools: The New School and Community Relations. Lancaster, Pennsylvania: Technomic Publishing Company, A textbook emphasizing the targeting of specific "communities." Ordovensky, Pat, and Gary Marx. Working with the News Media. Arlington, Virginia: American Association of School Administrators, Peshkin, Alan. The Color of Strangers, the Color of Friends. Chicago: University of Chicago Press, How people in a small town in a metropolitan complex view minorities in the schools. Phi Delta Kappan. Fall (September or October) editions carry the Gallup Poll dealing with public attitudes toward education. Questions vary each year. Reichman, Henry. Censorship and Selection: Issues and Answers for Schools. Chicago: American Library Association and American Association of School Administrators, Schneider, Barbara, and James S. Coleman, eds. Parents, Their Children and Schools. Boulder, Colorado: Westview, Based on data from the National Educational Longitudinal Study of 1988; much information on how parents and lay people in general can get information on schools. Warner, Carolyn, and Associates. Promoting Your School: Going Beyond PR. Thousand Oaks, California: Corwin Press and National Association of Secondary Principals, Warner, Carolyn, with the assistance of Marilyn Curry. Everybody's House- The Schoolhouse. Thousand Oaks, California: Corwin Press, Practical techniques of working with parents, families and community members. Wayson, William, and others. Handbook For Developing Public Confidence in Schools. Bloomington, Indiana: Phi Delta Kappa, 1991.