Assessment Accountability in Courses that Deploy Advertising Competitions and Experiential Learning Techniques

Looking Backward, Looking Forward: A Systematic Review of 20 Years of Research and Commentary Published by Journal of Advertising Education

“…A surprising number of the outcome measures in the empirical studies were based on self-report, particularly the multitude of studies that included a student self-assessment of how much they had learned (or thought they had learned). This is in contrast to studies that used external measures of learning efficacy, such as using a scale to measure course learning outcomes (Zwarun, 2007), analyzing student performance inside or outside the classroom (Hachtmann, 2006;Mattern, Child, Vanhorn & Groneworld, 2013), and using experts to rate the quality of student work (Rosenkrans, 2006). This appears to be a general area of concern in pedagogy research (Brown, Bull & Pendlebury, 1997), as well as communication and mass communication education research (Sprague, 2002).…”

Rehearsing Campaign Planning at the Start of the Capstone Course: The Inverted Case Study Approach

“…This suited an instructional goal of illuminating text-based marketing communication concepts to help maximize student command of a professional vocabulary. The goal is an important one both in terms of refreshing student thinking about materials learned in prior, common courses (Basow, 2007;Rosenkrans, 2006) and about concepts and terms not all students have experienced. Like most campaigns courses, this one re-merges students who have branched off in different directions following their common foundation courses.…”

Rethinking Learning Objectives of a Campaigns Approach to Advertising Capstone Courses

“…The literature in regard to campaigns courses was exceptionally thin, despite a campaigns course having been identifi ed as important part of a model curriculum for advertising education (Applegate, 2007). Campaigns courses provide students with a semester-long, in-class, group-process experience of learning, which engages students in the application of the theories and knowledge learned in previous courses and changes the paradigm to a studentcentered pedagogy (Rosenkrans, 2006). Learning outcomes have been found to focus on developing critical-thinking skills, utilizing multiple media strategies, creating campaign and presentation materials, and building teamwork skills (Basow, 2007); however, another study of a campaigns course defi ned learning outcomes much more specifi cally, to include the writing of a creative brief, writing advertising copy, and presenting strategies to clients (Rosenkrans, 2006).…”

“…Campaigns courses provide students with a semester-long, in-class, group-process experience of learning, which engages students in the application of the theories and knowledge learned in previous courses and changes the paradigm to a studentcentered pedagogy (Rosenkrans, 2006). Learning outcomes have been found to focus on developing critical-thinking skills, utilizing multiple media strategies, creating campaign and presentation materials, and building teamwork skills (Basow, 2007); however, another study of a campaigns course defi ned learning outcomes much more specifi cally, to include the writing of a creative brief, writing advertising copy, and presenting strategies to clients (Rosenkrans, 2006). Campaigns courses have been found to be benefi cial because they provide students with learning experiences in areas beyond those Mark W. Stuhlfaut, University of Kentucky Margo Berman, Florida International University intended by instructors, such as strengthening professional, personal, and interpersonal skills (Hachtman, Mitchell, & Shipley, 2009).…”