A Faculty Member’s Guide to Student Reflection
Reflections can be overseen in various formats, settings, and capacities. Throughout any service-learning course or co-curricular activity, structured reflections are fundamental to capture what a student feels and learns through service while connecting those experiences to objectives and/or theories. Reflections assist students in learning more about themselves, their values, and what it means to be an active citizen. Student reflections prove to be a valuable source for faculty through incorporating class discussions, activities, and other important service-learning projects. Students should consider how their service will directly sustain a program in the community or provide systemic change to serve the greater population. Here are some important concepts to utilize when conducting reflections with your students at Iowa Wesleyan College:
- In what ways did students apply course theory?
- What knowledge and skills did the students learn through their SL project?
- How did this SL opportunity shape the students’ values, beliefs, and life goals?
- Will the students provide continual service to their communities beyond graduation based off of this experience?
- What were the positives and negatives of this SL experience?
- How were the students able to incorporate and expand their knowledge of the 4 Life Skills?
- Did the
students provide ideas and/or proposals for systemic change and
sustainability regarding the program/organization/individual served
through their SL?
The Center for Service-Learning & Civic Engagement will provide assistance in organizing a guide for reflections pertaining to your individual class. Please view the following National Campus Compact web link to get more information on incorporating structured reflections. For more assistance, please contact The Center for Service-Learning & Civic Engagement at (319) 385-6362 to set up an appointment with Jerry Parker.
