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REFLECTION FAQS
Communication during Reflection
6. What is the role of faculty in structured reflection?
As discussed in previous sections, reflection is an intentional process structured by faculty to facilitate student learning. As such faculty must: (1) design reflection, (2) coach students during reflection, and (3) monitor reflection and provide feedback.
A key role for faculty involves designing appropriate reflection activities at different stages of the service-learning project. Faculty must consider how these activities can be structured to involve peers and the community. Faculty must also decide on appropriate ways to monitor student reflection and to measure progress towards project/course goals. Finally, faculty must devise ways to integrate reflection activities with other course activities.
A second key role of faculty involves coaching students. Coaching during reflection can help promote effective service and enhance student learning. In addition to concepts and guidelines learned in the classroom, students need additional skills related to information gathering, problem-framing, and problem-resolution. Students cannot learn such problem-solving skills simply by being 'told' by an instructor. These skills are better learned by active participation and by faculty coaching. Faculty can coach by modeling practice, giving suggestions and examples, providing feedback and asking questions. Faculty can also provide tips and advice to help students avoid pitfalls.
Finally, the effectiveness of reflection in enhancing project quality and in promoting learning depends on continuous faculty feedback. For example, if reflection suggests that students are not considering particular constituencies' alternative options in addressing a problem, faculty may have to assign additional exercises that facilitate student reflection in those directions. Monitoring student reflection also helps faculty in enhancing the reflection process over time. In addition, project quality and learning can be enhanced by student feedback which in turn can depend on the communication environment that the faculty member has facilitated.
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