Plank Center Diversity and Inclusion Summit Resources (Friday, Oct. 26)

Personal Blog Posts:

Blogs and Videos:


  • Logan, N. (2011) The White Leader Prototype: A Critical Analysis of Race in Public Relations, Journal of Public Relations Research, 23:4, 442-457, DOI: 10.1080/1062726X.2011.605974
  • Place, K. R., & Vardeman-Winter, J. (2018). Where are the women? An examination of research on women and leadership in public relations. Public Relations Review, 44(1), 165-173.
  • Vardeman-Winter, J., & Tindall, N. T. J. (2010). “If it’s a woman’s issue, I pay attention to it”: Gendered and intersectional complications in The Heart Truth media campaign. PRism, 7(4).
  • Vardeman-Winter, J. (2011) Confronting Whiteness in Public Relations Campaigns and Research with Women, Journal of Public Relations Research, 23:4, 412-441, DOI: 10.1080/1062726X.2011.605973
  • Mundy, D. (2015). From principle to policy to practice? Diversity as a driver of multicultural, stakeholder engagement in public relations. Public Relations Journal, 9(1). Available online:

Association Insights:


Monday’s PR Writing (COMM 3362)


  1. Update on grades — still need to submit papers, assignments, email me if I haven’t returned anything to you. 
  2. PRSSA dues — $55, due on or before November 1
  3. Update on portfolios 
    1. Start planning and building your portfolio. This may mean gathering your papers or building your site. Do something that will help you reach this goal. 

  4. Review of Chapter 6 
    1. Sample content calendar:
  5. Case: Wendy’s Twitter feed
    1. customer service/engagement and humor engagement
    2. 2-way communication: “it is shown that humor may only work in certain media, certain markets, certain messages, certain products, with certain brands or under certain market conditions…”
    3. how would you define the voice? 
  6. Case: CIA 
    1. no engagement, relationship building, only 1-way communication
    2. how would you define the voice? 
  7. Discuss this for the COMMUNICATION DEPARTMENT.
    1. Homework Assignment: Create a Content Calendar for at least three platforms, over a period of one week.
    2. Homework Assignment: Create a voice and tone document and a brand persona. 
  8. Internal/in-class project:
    1. #SpaceDay #StartAStoryAdopt #SocialPaws — The Shelter Pet Project – National Space Day
    3. — can use material from here. 
    4. Pet Holidays:
    5. Pet Holidays:
    6. Demographics of pet ownership:
    7. More demographics: n the past few years, pet ownership in the U.S. has undergone a generational shift. No longer do Baby Boomers represent the largest portion of pet owners; now Millennials are the largest segment. With more Millennial pet owners than ever before, it is critical for the pet industry to understand how Millennials differ from the other generations when it comes to pet ownership. The Generational Report explores this theme in greater detail.
  9. Choose one:
    1. Write for — — what’s the voice? 
    2. Write for — — what’s the voice? 

PR Agency Class (Friday, Oct. 19)

At this time, we are on track. We have a name. We have a logo. 

What you will need to work on is the following: 

Writing Option 2 —

Dr. Tindall is speaking at The 2018 Plank Summit on Diversity & Inclusion in Public Relations.

See more about the summit here:

Here is a press release from Southern Illinois University about students attending this workshop:

Your task: Create a media release for this event. Write in the style of the university. Develop an appropriate set of quotations for Dr. Tindall.

The best release will be used by the Department of Communication and Media.


Writing Assignment Option 1 (PR WRITING — COMM 3362, Monday)

Several faculty members presented at PCA/ACAS conference this past weekend.

See details below.

Your task: Create a media release for this event. Write in the style of the university. Develop an appropriate set of quotations for Dr. Tindall, one of the professors, and one of the students.

The best release will be used by the Department of Communication and Media.



2018 Conference New Orleans, LA   October 4-6

JW Marriott  New Orleans

614 Canal Street

New Orleans, LA 70130

Friday 9:45 a.m. – 11:15 am

Crossing Boundaries: Time, Mortality and Psychology [ORPHEUS ROOM]

Chair: Nicki L. Michalski, Lamar University

● Revival vs. Reboot: Psychological Time Travel — Nicki L. Michalski, Lamar University

● Angels Among Us: Boundaries Between Mortal and Immortal — Mahmoud Salimi, Lamar University

● A Comparison of the Most Popular Time-Travel TV Series in English and Chinese — Qingjiang Yao,

Lamar University

● The Infinite Quality of Forgiveness — The Concept of Forgiveness in Time Travel Films — O’Brien

Stanley, Lamar University

Friday, 1:15 p.m.-2:45 p.m.

Society and Film [ENDYMION ROOM]

Chair: Laszlo Fulop, The University of New Orleans

● Disney World as Promised Land in Sean Baker’s 2017 The Florida Project — Beckie Flannagan,

Francis Marion University

● Looking at the Audience: Socially Conscious Fictional Films Break the Rules — Laszlo Fulop, The

University of New Orleans

● Returning to Aztlan: How Chicano Films Have Challenged Stereotypes By Embracing Indigenous

Heritage — C.J. Delgado, Lamar University

Saturday, 10:45 a.m. – 12:15 p.m. 

S 15.6 Video Games: The Changing Frontier [BABYLON ROOM]

Chair: April Marble, Lamar University

● Grand Theft Auto V, Capitalism, and Commodification: How the Virtual Economy is Changing

Video Games — April Marble, Lamar University

Video Games and the Neo-Liberal Hero: Capitalism, Postmodernism, and American Exceptionalism –

– Aaron A. Toscano, University of North Carolina at Charlotte

● A historical look at fictional virtual reality — Chad Wilson, University of Houston

SATURDAY, 12:30 p.m. -2:00 p.m.

S 16.3 CGI, Film Analysis and Engagement [MUSES ROOM]

Chair: Barrett McDonald, Warner University

● Arrival Film Analysis — Kylee Moreland, Lamar University

● Mathematics in Movies: When Looks Are Deceiving — Barrett McDonald, Warner University

From the conference program: 


Popular Culture Studies have come to consist of those scholarly inquiries which deal with the customs, artifacts,

events, myths, language, and the like that are shared by a significant portion of a culture or sub-culture.

Some persons refer to such sharing as mass mediated. Whenever one watches TV, attends a football game, reads

advertisements, selects a soap or tire or suit, makes a grocery list, takes the kids to Disney World or to a carnival,

reads a detective novel, helps select a homecoming queen, or communicates with common gestures, he or she

participates in popular culture. When scholars study such a culture, or sub-culture, they may focus on the people who

share the attitudes, myths, languages, artifacts, or the like, or they may examine features of the culture, its history, or

the phenomenon itself.

Scholars of the popular culture find such common — some might even say trivial — matters worth serious study, for

they believe these matters reflect the values, convictions, and the patterns of thought and feeling generally dispersed

through, and approved by, a significant portion of the culture in which they occur. Some scholars may also consider

certain popular culture texts to be art, recognizing that Elizabethan drama and Victorian novels, for example, were

once considered popular culture.


They come from a variety of disciplines, though they need not come from academia itself. Within the national and the

PCAS regional membership are persons interested in literature, film, television, radio history, ethnic studies,

American studies, computer sciences, and some of the natural sciences. They include a wide range of young and

bright, older and accomplished — many of national reputation — as well as field professionals, such as architects,

artists, and journalists. All share a common interest in the serious study of culture and in its popular aspects.


The PCAS, organized in 1971, is among the largest, and, from the view of those who have visited several regional

meetings, the most thriving of the regional associations. Members of the organization come primarily from eleven

Southeastern states: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South

Carolina, Tennessee, and Virginia. Its activities are financed by conference registration fees and sponsoring

institutional support. Young and diverse, this energetic organization has brought together scholars who share an

interest in inquiring into all sorts of mass phenomena through a wide variety of disciplines and approaches. Its

journal, Studies in Popular Culture, is now more than twenty years old, and recently added an issue devoted to

American Studies topics. Studies in American Culture is now in its tenth year and has its own editor and editorial

board. Scholars working with topics in popular culture or American culture are invited to submit

papers for consideration to the appropriate editor.

The PCAS thus offers an opportunity for the coming together of scholars from colleges, universities, community

colleges, and even from the general public, who have something worthwhile to say on matters involving mass society.

It affords these individuals an occasion for direct response to the society which produced them. The result of this

coming together has been a rich and exciting event. We welcome you and invite you to partake of the richness,

diversity, and friendship that this conference holds.

Monday’s PR Writing Class

Review the steps in Made to Stick:


Fact sheet — Fact sheets are fact filled public relations documents, usually one to two pages in length, that provide key background information for media, targeted publics and stakeholders. Fact sheets can be:

  1. Key data at-a-glance
  2. Glossaries
  3. Directories – e.g., key contacts, office list locations, etc.
  4. Questions and answers
  5. Suggested interview questions
  6. Texts/excerpts of speeches, reports, books, articles.

News release — Should be one page. Written an inverted pyramid style.


Media alert — You prepare a media alert to notify assignment editors of a press conference, or any other event that you believe will generate news for the media to cover. It is always one page, brief but compelling, and sufficiently informative to arouse interest, usually (but not necessarily) without giving away the story. It should make clear that there are visual opportunities for TV cameras and print photographers.



Review these media releases. Which principles from Made to Stick does this follow? How can it be changed?

Develop a better way to organize this fact sheet:

Develop a media alert based on this event:

Develop a media alert based on this event:

Tuesday’s COMM 1321 class (October 2)

Assign groups for upcoming team project.

Talk about the upcoming speech: Persuasive presentation (Business Keywords 2): You will give a 4:00-6:00 presentation, in which you convince your audience of a specific solution/perspective/position related to the business keyword that you presented on previously. This presentation also requires academic research and a formal outline. This presentation also requires an audio/visual aid that is used to help your audience understand your topic. You should have at least four sources (at least 3 must be new sources) and your outline should use APA citation guidelines. This presentation should also use an appropriate organizational pattern (problem-solution, comparative advantages, criteria satisfaction, motivated sequence, or hybrid).

Go over persuasion (Chapter 09) and strategies.

Write a persuasive outline based on the info given.

Midterm is now open. We will not have class Thursday. Mid-term is due October 8 at 11:59 p.m. Your exam can only be taken once, and you need to complete the entire exam in one sitting. I would suggest that you answer the questions in a word document and then paste the answers into the text boxes.

PR Wrting Class Notes (Monday, Sept. 24)

Class, I apologize in advance, but I won’t be able to hold class today. 

Please read do the following assignments: 

a. Answer this Discussion Board in the textbook: Who do you consider a thought leader? Why or why not? Provide substantive content and examples for your classmates (e.g., links).

b.  Define what thought leadership means to you. What are some actions you will want to take to become a thought leader in this area? What are some things you will make sure you do not want to do. Write these down and present these to the class.

c. Create a list of topics you are passionate about and would want to start building on as part of your personal brand and thought leadership. Highlight three pieces of content you want to create and share with your community to showcase these topics. Create at least one of those pieces. 

Extra Credit Opportunity: Research a topic you would want to create a piece of content for an ebook. Conduct your research, do interviews, collect materials to showcase, and design the ebook. Have a strategic plan in place for how to market and share this piece of content with the community.

Please link your thought leadership assignments to this blog post.

Tuesday’s COMM 1321 Class Notes


  • Extra Credit: It’s homecoming week. Attend one activity and get 5 points extra credit. If you help build the COMM parade float and walk in the parade, you will get an extra 15 points.
  • Thursday’s class will be in the library.
  • Today’s class will be short because I have a meeting to attend. My apologies.
  • Next week, you will do your informative speeches.

Key Words From This Chapter: compromise, descriptive statement, emotional intelligence, “I” language, organizational climate, problem-oriented messages, social intelligence, workplace dignity , “you” language

Emotional Intelligence Quizzes:

Take one. Do you agree or disagree with the results? Why is emotional intelligence appropriate for business?

Two recent examples of this:

  • Spotify CEO’s interview in Fast Company:
  • Linux creator Linus Torvalds apologizes for being a dick all these years:
    • His open letter:
      • This is my reality. I am not an emotionally empathetic kind of person and that probably doesn’t come as a big surprise to anybody. Least of all me. The fact that I then misread people and don’t realize (for years) how badly I’ve judged a situation and contributed to an unprofessional environment is not good.This week people in our community confronted me about my lifetime of not understanding emotions. My flippant attacks in emails have been both unprofessional and uncalled for. Especially at times when I made it personal. In my quest for a better patch, this made sense to me. I know now this was not OK and I am truly sorry.

What are the main concepts of emotional intelligence? Compare these concepts to Gibb’s supportive climate.

Here are two videos about Gibb’s supportive climate:

Video 1: Skip to 1:38.

Video 2:


    • Discuss similarities and differences between the two concepts. Ask students to explain how emotional intelligence and confirming climates contribute to organizational functioning.

Exercise 2: Offering Constructive Feedback

This is important for this class because you will critique your fellow students. You have to construct messages that are problem-oriented (focused on solving the problem) rather than person oriented (controlling) and to confirm rather than disconfirm coworkers.


      • Ask students to recall situations when they have used disconfirming language or when someone has spoken to them using disconfirming language. What were the consequences?
      • Together with the class, revise disconfirming statements into confirming messages, using the guidelines from the text.
      • Distribute a list of disconfirming statements (see sample below). Groups of students will then revise the statements into confirming statements. Point out to students that they might need to change the content of the message slightly to turn a disconfirmation into a confirming statement.

Here’s the list of nonconfirming statements to use:

    1. It’s about time you showed up.
    2. You don’t care about me. You are inconsiderate. You never make time to call me.
    3. You’re so inconsiderate.
    4. Your idea is dumb as hell.
    5. You just expect me to clean up after you.
    6. If only you would help me when I need it.
    7. You’ve done a lousy job on this report.
    8. You spend money carelessly and don’t watch the budget.
    9. You had better start multitasking, or you’ll be out looking for a new job.
    10. Why don’t you ever have the supplies set up on time?
    11. You are so difficult to deal with.
    12. You care more about school than you do your friends and family.

Class Discussion: Ask students which characteristics of Gibb’s supportive climate were most helpful during this exercise. Find out what difficulties students encountered in revising the statements. Inquire whether they prefer the revised versions. If so, why? If not, why not?