Abstract
This study assesses the effectiveness of service-learning in the public relations capstone course by measuring perceived student learning outcomes. An assessment instrument is proposed and tested via a longitudinal survey of students ( n = 210) enrolled in the public relations capstone course at a large southeastern university. Results support a general service-learning assessment instrument for public relations education that includes measures of practical skills, interpersonal skills, personal responsibility, and citizenship, as well as discipline-specific functional, creative, and research skills.
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