Sixteenth International Conference on the Arts in Society

Abstract

Project based learning (PBL) is more than a methodology, it is an opportunity for college students to foster intellectual and emotional maturation through direct interaction with a real-world client, utilizing strategic cogitating and interpersonal competencies. Students can represent the PBL project on resumes, and display collateral materials within portfolios that reveal to both the client, as well as future employers, the scope of scholarship. This mixed-methodology case study investigates the benefits of PBL utilizing cognitive, social, and motivational strategies in a junior public relation’s class at a private college in the northeast. Meaningful learning in conjunction with active involvement is key to PBL. The experienced utilized one of three general models stated by Morgan (1983) known as the project component, whereby, the “project is interdisciplinary in nature, and often related to ‘real world’ issues.” (p. 289) PBL is crucial in the field of public relations so that students may develop field-based knowledge and skills so that teaching-learning is effective in understanding the issue or opportunity. This study additionally utilizes the Diffusion of Innovation theory by Roger (1962), whereby adoption of a new behavior or idea develops overtime through five adopter categories that are detailed herein (Behavioral Change Models, 2018).