2008 PROCEEDINGS - Public Relations Society of America

Integrating Mini Campaigns and Service Learning into
the Principles of Public Relations Course
Kati Tusinski Berg
kati.berg@marquette.edu
Introduction
In public relations programs across the country, undergraduate public relations majors
conclude their degree requirements with a senior capstone experience in public relations
campaigns. Students are expected to apply the knowledge that they have obtained from earlier
courses to develop and present a communication plan proposal for an actual client. Yet, very few
students have experience planning and executing an entire campaign for a client. Moreover, this
is also the first time many students encounter service learning, where they work on a project with
an actual client outside of the classroom.
Since students are introduced to the process of planning a public relations campaign
(research, action, communication, and evaluation) in the introductory public relations course, I
require them to create a mini campaign plan so they begin to understand, identify and connect
the elements of the campaign process. I also utilize service learning in the Principles of Public
Relations course because such interaction is essential to developing client-service relationship
skills. Thus, students have an idea of what is expected of them in the capstone campaigns course.
Furthermore, service learning is at the heart of the mission of Marquette University. Each
year Marquette students perform over 100,000 hours of service to the Milwaukee
community. As an academic program, service learning enables students to perform
meaningful community service related to their courses. The combination of community
service with classroom theory enriches students' learning, personal growth and sense of civic
responsibility. Likewise, service learning contributes to the development of sociallyresponsible
public relations practitioners because it makes them aware of community issues
and the lack of resources available to some organizations. Thus service learning is an ideal
teaching strategy for public relations because its focus on social responsibility aligns well
with values of the profession (Daugherty, 2003).
This précis examines relevant literature as it relates to service learning and public
relations pedagogy, describes the implementation of the service-learning mini campaign, and
concludes with a brief discussion of implications and limitations.
Service Learning and PR Pedagogy
Service learning has been defined and researched within a variety of academic
disciplines. Thus, the value of service learning where students work on projects for actual clients
outside of the classroom is well documented (Beckman, 1997; Bringle & Hatcher, 1996; Hartley,
Harkavy, & Bunson, 2005). Service learning is a teaching method that blends community service
and academic instruction through reflective, critical thinking (Daugherty, 2003). Silverman
(2007) notes, “Public relations courses present an excellent opportunity for incorporating many
service learning techniques, since they frequently engage students in class discussion, class
presentations, and other active learning techniques” (p. 412).
Thus, many public relations scholars have examined service learning in regards to the
public relations campaigns course (Aldoory & Wrigley, 2000; Daugherty, 2003; Hunt, 1988;
Silverman, 2007; Slater, 1998). Yet, service learning is also an effective teaching strategy in
other areas of the public relations curriculum. For example, students in public relations writing
could work with an actual client to develop media relations plans that are strategically focused
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