Service-Learning in a Public Relations Campaign Class: How Contingency Management Supports Positive Outcomes

Abstract

This paper examines how applying a contingency management approach to service-learning projects in public relations courses can illustrate effective pedagogy. First the authors examine Drake’s (2000) four components of service-learning and why public relations courses are a natural fit for this form of teaching, as using a contingency approach ranging from accommodation to advocacy is one approach to the practice of PR itself. Next the “reality” of service-learning is discussed, with observations drawn from other scholars and the authors’ own experiences that provide insight on how applying a contingency approach can enhance learning outcomes.