The term 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 and ethical skills and values, and (4) assisting students in finding personal relevance in the work.

1. What is structured reflection?
2. Why is structured reflection critical to effective service-learning?
3. What are the goals of reflection?
4. When should reflection occur?
5. Who is involved in structured reflection?
6. What is the role of faculty in structured reflection?
7. What are the different types of reflective activities that can be used in service-learning?
8. How can faculty design a reflection process that is appropriate for the context and setting of a service-learning project?
9. What are the principles of effective reflection?
10. What is the potential impact of structured reflection on a course?