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 LEARNINGLearning goals primary;

service outcomes secondary

SERVICE-learningService outcomes primary;

learning goals secondary

service learningService and learning goals

completely separate

SERVICE-LEARNINGService 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 Service-Learning Pedagogy (Howard) 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 ReflectionKolb’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

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 Tie critical reflection to course objectives.

Intentionally GUIDE reflection activities.

Consider the structure of the class.

Create and publicize expectations.

Consider your skills as an instructor when choosing reflecting activities.

Consider learning styles of students.

Keep it simple. Consider evaluation and assessment. What constitutes an A, B, C?

Remember the 4Cs: Continuous, Connected, Challenging,Contextualized

Source: Picollo, D. http://www.smc.edu/servicelearning/reflection%20handout.doc

Reflection Design Decisions

1. Identify Learning Outcomes that can be Achieved Through Service

2. Identify Methods for Reflection3. Decide on Frequency and Timing of

Reflection4. Choose Question Prompt Model(s)5. Build in Feedback & Evaluation

Learning Goals of Service-Learning

CivicEngagement

AcademicEnhancement

PersonalGrowth

ServiceLearning

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 EnhancementDeeper 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 resourcesPersonal 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: Objective ReflectiveInterpretive Decisional

Picollo, D

Decide on Timing and FrequencyReflection 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 Evaluation1. Link all assignments to course objectives: e.g. What

are we measuring?

2. Choose Instrument: Scoring Rubrics for written and oral work Classroom Observations Community Observations Surveys/interviews with community partners Interviews with students Peer-to-peer review

3. Choose Criteria. What constitutes an A, B, C?

ARCH 51315 Sample Journal Assignment #1Learning 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?