Service-Learning: Using Structured Reflection to Enhance Learning from Service


The purpose of this site is to provide guidance to educators on using structured reflection to enhance the learning from service experiences. The site is organized into the following main sections:

This section introduces the idea of structured reflection. The importance of structured reflection to experience-based pedagogies including service-learning is discussed in this section. This section also identifies important issues in structured reflection such as the timing of reflection activities, types of reflection activities that can be used in service-learning, and the role of faculty, peers, staff of community organizations and others in the reflection process.

S-L OUtcomes, Reflection, and Assessment

Structuring the Reflection Process
This section offers guidance to faculty on structuring the reflection process. First, several design decisions are identified. Then this section offers guidance on making these decisions on the basis of principles of effective reflection identified in service-learning and other literature.

Developing Civic Engagement Skills
The general concepts and approach to designing structured reflection in the previous sections can be used for any outcome identified for service-learning. This section focuses on one outcome of particular significance to service-learning - the development of civic engagement skills.

Annotated Bibliography
This section summarizes literature on which this site is based.

Prepared By:

The section "Developing Civic Engagement Skills" on this site has been developed by

Dasaratha V. Rama

Professor of Accounting and Information Systems
College of Business Administration
Texas A & M International University
Laredo, TX 78041

Richard Battistoni

Professor of Political Science and Director of the Feinstein Institute for Public Service
Providence College

Financial support for developing this website was made available through an Engaged Scholar's grant from Campus Compact funded by the Pew Charitable Trusts.
Copyright August 2001.