Crisis communication

About this module

In this experiential learning module on Crisis Communication, the learner takes on the role of a consultant at Teramos Consulting, a public relations (PR) consulting firm. Here, they will work with the company’s newest client: Fizz Cola, a multinational beverage corporation dealing with a public relations crisis.

The company has come under fire after a YouTube video featuring their product went viral. The video was of a young girl by the name of Ramona Montgomery. In it, she was performing a science fair project, demonstrating the damaging effects of carbonated beverages on teeth. The experiment showcased one of her baby teeth rotting in a petri dish filled with the Fizz Cola staple soft drink. The company’s initial response to this video only made matters worse, and the crisis has now escalated. They have reached out to Teramos for help managing this situation.

Subject Matter Expert

The Ametros module was developed in collaboration with:
Duncan Koerber
Assistant Professor
Brock University

Learning objectives

Throughout this learning module, the learner will:
  • Learn to communicate appropriately and effectively within various organizational contexts
  • Develop and apply crisis planning knowledge
  • Think analytically, gather relevant information, and identify solutions
  • Demonstrate proficiency in persuasive writing
  • Demonstrate the ability to assemble, organize and present professional communication materials

Skills experienced and assessed

  • Empathy
  • Building rapport
  • Persuasive writing
  • Information gathering
  • Social awareness

Learning outcome

The learner will experience the challenges inherent to working through a crisis. They will practice information gathering and communication skills in a professional environment and learn to draft important documents they will need to successfully resolve the crisis.


The learning module will take learners 1.5 to 2 hours to complete.

Implementation options for higher education

Ametros modules can be easily integrated into an existing course or program via LTI 1.3.  Modules can be implemented in several ways including the following:

  1. The module can run asynchronously on-demand without instructor involvement.
  2. The module can run asynchronously with instructor involvement. The instructor can choose to provide additional student feedback at an interaction level.
  3. The module supports an optional instructor-graded assignment that is assessed using an easy-to-use, editable, integrated rubric. Feedback at the interaction level is optional for the instructor.