4. When should reflection occur?
Effective service-learning requires more than a report or presentation at the end of the semester. Faculty must provide numerous opportunities for reflection before, during and after the experience. An ongoing process of reflection enhances student faculty communication and provides faculty with a better understanding of student projects, problem-solving efforts and progress. Such communication can help in improving project effectiveness as well as student learning.
The role of reflection varies according to the stage of the project. Reflection before the project can be used to prepare students for the service-learning experience. Reflective preparation is key to the effectiveness of service-learning. At this stage reflection can be used to teach students concepts/ theories required for the project, orient them towards the community organization and its needs, and offer them problem-solving skills to address the challenges that will arise in the community setting.
During the project faculty can use reflection to encourage students to learn independently while providing feedback and support as needed to enhance student learning. Reflection not only offers faculty an opportunity to reinforce the connection of course content with the service experience but allows faculty an opportunity to seize the teachable moments that arise in service-learning.
Reflection after the service experience has ended can help students evaluate the meaning of the experience, grasp their emotional responses to the experience, think about the integration of knowledge and new information, and begin to explore further applications/extensions.