Public Relations Internships and Student Teaching: A Cross-Disciplinary Analogical Criticism.

Autor/inn/en	Bourland, Pamela G.; und weitere
Titel	Public Relations Internships and Student Teaching: A Cross-Disciplinary Analogical Criticism.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Analogy; Educational Research; Higher Education; Interdisciplinary Approach; Internship Programs; Preservice Teacher Education; Public Relations; Student Teacher Supervisors; Student Teachers; Teacher Interns; Undergraduate Students + Suchen Sie Ihr Suchwort? Analogie; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Berufspraktische Ausbildung; Lehramtsstudiengang; Lehrerausbildung; Public relation work; Öffentlichkeitsarbeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	As the public relations industry changes, so should public relations courses and their content. These changes especially are important for internship programs, which should be subject to periodic assessment and modifications. Crucial questions concerning internships include: (1) What kind of credit should be given to students, faculty and site supervisors? (2) What are the criteria for interning and for becoming an internship site? (3) What are the evaluation criteria? and (4) What are the roles and role relationships of the faculty and site supervisors with each other and with the intern? To answer these questions, an analogical critical method was employed to compare and contrast an existing public relations internship program at a mid-sized university in the southeastern United States with a student teaching program in the education department. Similarities in the two programs included the objectives, the relationships of the parties involved, credit, evaluation, and screening. Differences involved the extent of student participation and evaluation, the type of evaluation, and the benefits afforded the supervisors whether academic or professional. Findings suggest that: (1) a campaigns class could serve as the public relations version of a block course or capstone course--it could be a requirement for an internship completed for course credit; and (2) another form of block--an internship or professional experience training component--could be integrated into the curriculum as a separate course or adjunct to another class. Many site supervisors recommend some sort of practical training for students who arrive with little sense of basic office skills or protocol. This training component could include application and interviewing procedures as well. Other suggestions relate to formalizing internship procedures. (Contains 20 references.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01