One of the primary components that distinguishes service and volunteerism from service-learning (also known as community-engaged learning) is critical reflection. Intentionally designed reflection that evokes critical thinking about the service (or other applied or engaged experience) can help learners avoid thinking simplistically and reinforcing stereotypes, and can help them learn about course content and how they learn. During a food distribution event I (Lori) participated in, my students noticed a participant selectively choosing items from the line and leaving some behind. Initially, my students assumed that the person didn’t need as much food since they declined certain items. However, through a group critical reflection session after the event, we reflected together. The students explored alternative interpretations; such as the person trying to avoid wasting food or simply having personal food preferences or food allergies. This reflective process fostered empathy and strengthened the connection between my students and the individuals receiving the food assistance.
In this latest entry of the What is Service-Learning? blog series, we discuss the opportunities provided by critical reflection to enhance learning. We describe a popular, research-grounded model of critical reflection that can be applied in any curricular or co-curricular context and across disciplines to guide and structure reflection in service-learning (or any other experiential learning process). Lastly, we share important considerations for designing critical reflection to make visible some of the various approaches to designing reflection.
What is critical reflection?
One of the founders of experiential learning, John Dewey, emphasized that while experience provides a foundation for learning, it is actually making meaning of (reflecting on) the experience that generates learning, not the experience itself. When we think about integrating service-learning into a course, then, it is not sufficient to simply incorporate service experiences and assume students will learn from them. It is essential to thoughtfully design critical reflection that is woven through these experiences, both so that meaningful learning occurs and so that the full range of relationships and outcomes deepen over time. Specifically, it’s important to use reflection to connect service experiences to the various learning goals. Those goals might include academic learning goals (e.g., course concepts, disciplinary perspectives), civic learning goals (e.g., power, systems), personal growth goals (e.g., communication, values) generally associated with service-learning (See the What is Service-Learning blog in this series). Continue reading “Designing critical reflection for service-learning”
First-year recipients are Mallory Applegate, Secondary Education, Mathematics and Thaddaeus Blakley, Wildlife, Fisheries, Conservation and Environmental Biology with a minor in Chinese. Both recipients were chosen because of their drive to make the most of Honors in their first year.
