Reflection is the structured and intentional consideration of experiences in light of particular learning objectives.
When planning a service learning course, faculty should identify several points in the semester when reflection can be incorporated. At its best, reflection embodies "the four C's":
Continuous-Reflection should be iterative. In other words, it should happen more than once. Students' interpretations and understandings of their experiences grow and evolve over time. At the very least, students should be asked to reflect on their service learning near the beginning of their experience and again near the end. It is even more effective to incorporate regular service learning reflection opportunities into the course schedule (monthly, biweekly, etc).
Challenging-Reflection should encourage students to question pre-existing paradigms, assumptions, and interpretations, not just to report or narrate their experiences.
Connected-Reflection links the service experiences to the academic content of the class.
Contextualized-Reflection should be tailored to the specific course students are taking and the specific type of work students are doing in the community.
Find reflections on various topics below:
Reflection on The Role of Service
Reflection on Volunteering vs. Service Learning and handout
Reflections on Description, Interpretation, Evaluation
Reflections on unlearning our privilege--article and reflection
Reflection on white privilege--article and reflection
Reflection on social issues and their causes
Reflection on learning outcomes and action plans
Case Studies for Reflection Assignments
Service Learning Reflection Activities
Different Kinds of Reflections
Find additional resources on reflection at these links:
Guidelines and Strategies for Service Learning Reflection
Northwest Service Academy Reflection Toolkit (PDF, 138KB)
Campus Compact - Structured Reflection