Vampires – Coming Out of the Coffin: Lessons in Diversity in Public Relations
Topics: Public Relations, Diversity, Communication
Audience: College Students
Goal: To explore diversity issues in public relations through the exploration of examples and case studies and then utilize the knowledge to create appropriate communication campaigns.
Reflection: Incorporating Gange’s nine instructional events into the instructional design optimizes class time and ensures student success. This design helps learners explore issues of diversity in a satirical manner, thus allowing them to synthesize the information enjoyably
“This is an excellent design plan, Danielle. The amount of details was amazing and enabled me to clearly follow the flow of your instruction. Your lesson would seem to prep the students well and keep them interested throughout.“
K. Sprague, Instructor
For your design and lesson plan:
- Be sure to include creative technology elements in the lesson. The technology should be included to support the learning throughout the events of instruction – in the introduction, the body, the conclusion, and possibly even the assessment. Think carefully about how technology can be used to do that. Please assume that the learners will have access to various technology required to support their learning.
- Select a topic and instructional goal that can be achieved in one class lesson or a few shorter lessons over a few days. At this point, the precision of applying the ID process is much more important than the quantity of the actual length (in-class time) of the lesson product. This time parameter is suggested in order to limit the amount of work that will be required to develop, evaluate, and revise the module. Choose a small bit of instruction for this project.
Given that the students have read the assigned chapter about diversity and have participated in the class discussions and activities, the college students should be able to:
- Define and discuss diversity and culture and recognize non-diverse situations with 85 percent accuracy on a summative assessment at the end of the course.
- Critique public relations and marketing campaigns directed at a specific audience and be able to reflect that knowledge with 85 percent accuracy on a summative assessment at the end of the course.
- Recognize the characteristics of various diverse groups and be prepared to develop communications strategies to best meet those needs by helping to create a campaign for a marginalized group.
Assess Learner Performance – Multiple assessments have been included throughout the lesson. These assessments should provide valid and reliable feedback while the class is still fresh. Incorporating these into the instruction becomes a practical teaching device and measurement tool.
- Let’s Review: This section allows students to summarize the lesson into manageable chunks.
- Think-Pair-Share: As the students discuss strategies to work with the multicultural audience, they will use this group technique for assessment.
- Peer Instruction: As the groups create their vampire campaigns, they will continue to teach and reinforce the concepts introduced in this and other lessons.
- All information presented in the lesson aligns with one of the stated learning objectives.
- All activities can be directly associated with one or more objectives.
- Students will all be given the same information and access to tools and thus should produce reliably consistent results from group to group.
- Students will be asked to create a campaign as a group and will later reflect on the process in the final exam. The reflections should mirror the in-class discussions.
- Answers expected on the summative assessment can be graded objectively based on the required response. Each question should produce similar solutions from student to student based on the lesson presented.
- The lecture response assessment is practical. As this is primarily a reflection piece, there is flexibility in the submissions. Reviewing the submissions will not be time-consuming in checking the reflection or relaying feedback.