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Transcript of Service-Learning Reflection
Critical Reflection Activities for Students
Nicole M. West, Ph.D.
The Academy for Teaching and Learning Excellence (ATLE)
There is no link between students' experiences in the community and the learning objectives in the course
Service cannot fulfill its role as an instrument of learning
Students' strereotypes and biases may actually be reinforced
Reading [or experiencing]
is like eating
Students' reflections should be...
Ongoing & Regular
Instructors' feedback should...
Be suggestive, not critical
Identify areas of growth
Make connections to course content
The transformation of thoughts, ideas, or opinions that can result from meditation, serious consideration, or fixing one's thoughts on something.
facts, understanding, etc.
critical thinking, communication, etc.
career exploration, values, etc.
commitment to community, political engagement, etc.
Describe first impressions of what is happening (identify and suspend judgments)
Try to explain what is happening (connections to course content)
Discuss the broader impact and implications
Stream of Consciousness
Highlighted (marking sections that relate to course material)
Double Entry (experiences/course material then draw arrows to match)
Three-Part (experience/course material/personal impact)
Critical Incident/"the Ah-Ha! moment” (what happened and how it changed you)
Experiential Research Papers
Structured Class Discussions
Online Group Discussions
WITH COMMUNITY PARTNERS
Types of Reflections
Examples from my class:
SDS 6701 Issues in Diversity