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REFLECTION FAQS
Contextualizing Reflection
8. How can faculty design a reflection process that is appropriate for the context and setting of a service-learning project?
The previous section described a variety of reflection activities that can be used in service-learning projects. Faculty must carefully structure reflection according to the specific service-learning context. Moreover, the nature of the course, project characteristics and student characteristics must all be considered in designing effective reflection.
Service-learning projects can vary considerably in scope and in nature. Projects that are less complex may be selected earlier in the curriculum since students may not have acquired enough disciplinary knowledge at this stage. Projects later in the curriculum may be more complex. Further, the weight assigned to projects may differ across courses. Service-learning may be an extra credit requirement or one of many requirements in some courses. On the other hand, the service project may be the focus of a capstone course. Such differences must be considered in designing an appropriate reflection process. For example, the extent to which reflective activities can be assigned may be limited by the weight assigned to the service-learning project in grading.
Faculty must also consider student characteristics that are likely to have an impact on their learning in service situations including prior knowledge, motivation and goals, learning styles, and intellectual development. For example, cognitive development literature suggests that many students may not be ready to handle adequately the complexity that direct contact with communities can engender. Thus reflection must be designed to provide adequate support and guidance to students during service-learning projects. It also should assist students as they move developmentally over the course of the semester. These factors are discussed in more detail in the best practices section.
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