Evaluation of a Joint Health Communication Campaign Simulation between an Ad/PR Capstone Course and a Health Communication Class

Abstract

A quasi-experimental study was conducted to assess attainment of assignment objectives plus course-level cognitive and affective learning for a joint simulation between an advertising/public relations capstone course and a health communication class. Two treatment and two control sections of the capstone course were compared over a period of two years. In comparison to the control condition, students in the treatment sections reported themselves more likely to continue to stay abreast of information about the subject matter covered in the course than students in the control condition, and viewed their campaigns as of higher quality. Differences with respect to confidence about ability to produce health communication campaigns in the real world, as well anticipation that they would talk about the topic after the semester was over, approached significance. No differences in cognitive learning emerged.

A Team-Teaching Approach to Advertising Campaigns Capstone Course

“…The Team-Teaching Approach Team teaching is not a novel concept in education, but one that is not often applied or researched in advertising education (for examples of reported cases, please see Grau & Wilson, 2015;McCain & Miller, 2013). Team teaching can have a few variants, such as interdisciplinary teaching (Smith Ducoffe et al, 2006), teacher collaboration (Morris, 2016), co-teaching (Wang, 2012), joint teaching (Gaytan, 2010), and shared teaching (van Amelsvoort et al, 2010).…”

This Means War: Using an Advertising War Room Simulation to] Teach Social Media Skills

“…Forcing students into a situation where they have to apply what they have read about prompts critical thinking. For many courses, this involves having a real client with a real problem that students have to solve within a mock agency (e.g., McCain & Miller, 2013;Razzouk, Seitz & Rizkallah, 2003;Wilson, 2012).…”

“…This resolution to a real problem has been referred to as Problem-Based Learning (PBL) in some literature. According to McCain and Miller (2013), PBL originated in medical schools back in the 1950s. Students were forced to wrestle with complex situations, which gave them "a memorable context for learning not only the primary subject matter, but also a range of 'soft' skills, such as research, teamwork and written and oral communication" (p. 5).…”

“…They each know their dream jobs and their skill sets best, and they can benefit from the chance to defend why they should fill a certain role on the team. However, McCain and Miller's (2013) model could be imitated instead; these authors had students fill out a form related to their strengths in order to assign roles in their campaign course.…”

From Introducing the World Wide Web to Teaching Advertising in the Digital Age: A Content Analysis of the past Twenty Years of the Journal of Advertising Education

“…Many articles in JAE also apply various pedagogical techniques and trends to advertising instructional methods. Topics of interest included teamwork and collaborative learning (Bichard, Roberts & Sutherland, 2000;Kim, Baek & Kim, 2011;Robbs & Gronstedt, 1997;Treise, Wagner, Minter & Correll, 2004;White & Smith, 2009), experiential learning (Gale & Kreshel, 2006;Greene, 2010;Lewis, 2010;Rosenkrans, 2006;Scovotti & Spiller, 2009), using technology in instruction (Barnes, 1996;Bovinet & Elcombe, 1999;Caravella, Ekachai, Jaeger & Zahay, 2009;Everett et al, 1999;Grau, 2007;Hettche & Clayton, 2012;Kim, 2012;Quesenberry, Saewitz & Kantrowitz, 2014;Wood, Wetsch, Solomon & Hudson, 2009), evaluation and assessment (Hachtmann, Mitchell & Shipley, 2009;McCain & Miller, 2013;Reber, Frisby & Cameron, 2003;Rosenkrans, 2006;Sitz & Thayer, 1996), service learning (Grow & Wolburg, 2005;Zwarun, 2007), diversity and inclusiveness (Chambers, 2003;Rios, 2003;Slater, 2003;Treise et al, 2004) and many other relevant topics.…”