Structuring the Reflection Process

Structuring the Communication

The discussion in previous sections suggests that reflection involves ongoing communication between various stakeholders. In designing reflection, faculty must consider how communication between different stakeholders during reflection can enhance both the quality of the service and student learning.

Examples include:

• Faculty input (through assignments and coaching) should be structured to provide guidance and to challenge students.
  
  
• Student feedback as evidenced through reflection is key to successful faculty coaching.
  
  
• Student communication through journals, logs or discussions can be structured to create a "safe" space for students to share their feelings and address concerns that arise during the service experience.
  
  
• Peer interactions can help encourage students to consider multiple perspectives and thus improve the quality of their problem-solving efforts.
  
  
• An orientation session at the beginning of the semester that brings together faculty, students, and community partners can help prepare students for the service experience while simultaneously providing community partners information on student goals, capabilities and constraints.
  
  
• A wrap-up session involving faculty, students, and community partners to reflect on achievements and lessons learned can enhance student learning and future work with the community.
  
  
• As discussed in previous sections, context variables such as class size, nature of service, student characteristics, and course objectives must all be considered in structuring the communication between stakeholders during reflection.