David Remund and Kelly Bruhn
Abstract: In many undergraduate public relations programs, a capstone course involves seniors in a traditional service-learning experience, through which small teams of students develop public relations campaigns for a community organization. This case study examines how a program accredited by the Accrediting Council on Education in Journalism and Mass Communications reengineered its year-long public relations service-learning capstone to provide a more dynamic, multi-faceted learning experience beyond the traditional service-learning opportunity. The program infused problem-based learning principles and evidence-based practices into the seniors’ year-long capstone service-learning experience to achieve new levels of confidence. Pedagogical strategies, assessment methods, and learning outcomes are explored.