Service Learning & Reflection
University of Alaska Anchorage
Center for Community Engagement & Learning
Faculty Workgroup on Service-Learning
Spring 2011
What is Service-Learning?
“a course-based, credit-bearing educational experience
in which students (a) participate in an organized
service activity that meets identified community
needs and (b) reflect on the service activity in such a
way as to gain further understanding of course
content, a broader appreciation of the discipline, and
an enhanced sense of civic responsibility.”
Source:
Robert G. Bringle and Julie A. Hatcher, “A Service-Learning Curriculum for
Faculty.” Michigan Journal of Community Service.” (2) (1995): 112
In Other Words….
Service-Learning, provides students, faculty and
community with opportunities to:
 Learn from experience
 Link personal and interpersonal development with
academic development
 Learn and be actively involved in the process of
social problem solving
 Increase citizenship through social responsibility
Eyler & Giles, 1999, pages 7-12
Sigmon’s Typology (1994)
service LEARNING
Learning goals primary;
service outcomes secondary
SERVICE-learning
Service outcomes primary;
learning goals secondary
service learning
Service and learning goals
completely separate
SERVICE-LEARNING
Service and learning goals of
equal weight and each
enhances the other
Source:
Sigmon, R.L. (1994). Serving to Learn, Learning to Serve: Linking Service with Learning.
Washington, DC: Council of Independent Colleges.
Best Practices in ServiceLearning Pedagogy (Howard)
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Academic credit is for learning not for service
Do not compromise academic rigor
Set learning goals for service
Establish criteria for selection of community service placements
Provide educationally sound mechanisms to harvest the community
learning
Provide supports for students to learn how to harvest the community
learning
Minimize the distinction between the students’ community learning
role and the classroom learning role.
Rethink the faculty instructional role
Be prepared for uncertainty and variation in student learning outcomes
Maximize the community responsibility of the course
Source:
Howard, Jeffery, Praxis I: A Faculty Casebook on Community Service-Learning,
Michigan OCSL Press, 1993.
What is Reflection?
“.. structured reflection is used to refer to a thoughtfully
constructed process that challenges and guides
students in (1) examining critical issues related to
their service-learning project, (2) connecting the
service experience to coursework (3) enhancing the
development of civic skills and values, and (4)
assisting students in finding personal relevance in
their work.”
Source:
Rama V. Dasartha: Using Structured Reflection to Enhance Learning from Service.
Retrieved from the World Wide Web: http://www.compact.org/disciplines/reflection/
In Other Words……
Reflection is simply another word for learning.
What distinguishes it from some other forms
of learning is that “reflection” grows out of
experience.
What the Research Shows
Data collected from 22,236 college undergraduates
 30% participated in course-based community service
(service-learning) during college
 46% participated in some other form of community
service.
 Service-learning assessed on 11 different dependent
measures; academic outcomes, values, self-efficacy,
leadership, career plans, and plans to participate in
further service after college.
Source: Astin, Vogelgesang, Ikeda, Yee: Higher Education Research Institute
University of Southern California, Los Angeles (2000)
Principal Findings
 Benefits associated with course-based service strongest for the
academic outcomes, especially writing skills.
 #1 factor in determining a positive s-l experience is whether the
professor encouraged class discussions.
 Frequency with which professors connect the service experience
to the course subject matter is important in determining
whether the service experience facilitates understanding of the
academic materials.
 Both qualitative and quantitative results underscore the power
of reflection as a means of connecting the service experience to
the academic course material.
The Theory Behind Reflection
Kolb’s Experiential Learning Cycle
Source: Kolb, DA. (1984) Experiential Learning: Experience as the Source of Learning and Development.
Englewood Cliffs, NJ: Prentice-Hall.
The 4C’s of Reflection
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Continuous in time frame.
Connected to the intellectual and academic
needs of those involved.
Challenging to assumptions and
complacency.
Contextualized in terms of design and
setting.
Source:
Eyler, Janet, & D.E. Giles. A Practitioner’s Guide to Reflection in Service-Learning.
Nashville: Vanderbilt University, (1996)
Guidelines for Developing
Reflection
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Tie critical reflection to course objectives.
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Intentionally GUIDE reflection activities.
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Consider the structure of the class.
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Create and publicize expectations.
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Consider your skills as an instructor when choosing reflecting activities.
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Consider learning styles of students.
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Keep it simple.
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Consider evaluation and assessment. What constitutes an A, B, C?
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Remember the 4Cs: Continuous, Connected, Challenging,Contextualized
Source: Picollo, D.
http://www.smc.edu/servicelearning/reflection%20handout.doc
Reflection Design Decisions
1.
2.
3.
4.
5.
Identify Learning Outcomes that can be
Achieved Through Service
Identify Methods for Reflection
Decide on Frequency and Timing of
Reflection
Choose Question Prompt Model(s)
Build in Feedback & Evaluation
Learning Goals of Service-Learning
Personal
Growth
Service
Learning
Civic
Engagement
Academic
Enhancement
Source:
Ash, Clayton & Moses. Learning through critical reflection: A
tutorial for service-learning students. Sterling, VA: Stylus Publishing. chpt.2,
p. 1. Under Contract
Identify Learning Goals
(continued)
 Civic Engagement
How individuals and groups work together to produce
systemic
change in their various communities through
both political and non-political processes.
 Personal Growth
• Who you are
• Who you want to become
• How you might get there
 Academic Enhancement
Deeper understanding of course content
Source: Ash, Clayton, & Moses. Teaching and Learning Through Critical Reflection: An
Instructors’ Guide. Sterling, VA: Stylus Publishing. Under development, spring 2007.
Identify Learning Goals
(continued)
What exactly are we measuring?
Civic Engagement
 Ability to identify and reflect on community issues
 Ability to identify and reflect on community strengths, problems and
resources
Personal Growth
 Ability to articulate changes in preconceived notions/ability to
articulate beliefs
 Perceived and demonstrated development of; communication skills,
problem solving skills etc. and/or professional skills related to career
Academic
 Ability to articulate how academic concepts intersect with or contradict
community based experiences.
 Improvement in writing and/or oral communication skills
 Improvement in critical thinking and problem solving skills
Choose Reflection Methods
 Class Discussions (structured)
 Journals (structured)
 Presentations
 Analytic Papers
 Directed Writings
 Electronic Forum
 Ethical Case Studies
 Portfolios
Choose Question Prompt
Model
 What So What?  Now What?
Kolb (1984)
 DEAL: Describe-Evaluate Articulate Learning
Ash, Clayton, & Moses (2007)
 ORID:
Picollo, D
Objective ReflectiveInterpretive Decisional
Decide on Timing and
Frequency
Reflection Map
Before
During
After
Alone
With Class
With Community
Partners
Source: Eyler, J. “Creating your reflection map.: In Service-learning Practical Advise and Models. Ed. M. Canada. San Francisco:
Jossey-Bass New Directions for Higher Education Series, 2001. 35-43.
Build in Feedback and
Evaluation
1.
Link all assignments to course objectives: e.g. What are we
measuring?
2.
Choose Instrument:
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Scoring Rubrics for written and oral work
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Classroom Observations
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Community Observations
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Surveys/interviews with community partners
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Interviews with students
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Peer-to-peer review
3.
Choose Criteria. What constitutes an A, B, C?
ARCH 51315
Sample Journal Assignment #1
Learning Outcome: Civic Engagement & Academic
Enhancement
Objective
 Report on one or two key developments or setbacks in your project. REPORT as objectively
as possible.
Reflection:
 Reflect on why this development was important in terms of the overall goals of your
project.
 What were the key factors that influenced this development. In other words, what
happened within your organization, within the community that led to these challenges or
set backs?
Interpret:
 Interpret these developments and/or your project as a whole against this weeks readings
(Grogan & Proscio) How does their description of the evolution of community
development organizations resonate with what you have experienced so far?
Decisional:
 What follow up is needed to address any of these developments or setbacks? In other
words, how will this week’s events effect your future work and/or decisions about the
project?
 How, if at all, have class discussions or course readings this week influenced how you will
approach your project going forward?
ARCH 51315: Journal #2 (Continued)
Learning Outcome: Civic Engagement & Personal Growth
Objective:
 Describe this week’s progress or setbacks on your project in relation to
Bornstein’s definition of social entrepreneurship.
Reflect:
 Do you agree that architects have the potential to be social entrepreneurs?---as
defined by Bornstein
Interpret:
 How do you think you were successful or unsuccessful as a social entrepreneur
this week? Why or why not?
 What skills (leadership, decision making, communication) characteristics
(empathy) did you bring or fail to bring to your project that made you a
successful or unsuccessful entrepreneur?
Decisional:
 How might you view your future role/career as an architect differently based
on your service-learning experience?