Reflection & Evaluation Preparation
Ways to help your students prepare for the Reflection element of Service-Learning and Civic Engagement.
Design reflective activities that help students prepare for the service experience. Thus reflective activities could be designed to:
- Help students acquire the disciplinary knowledge required for service activities
- Provide opportunities to practice application of disciplinary knowledge
- Help students develop the problem solving skills required to address community concerns
- Help students develop an understanding of community and organizations needs
- Reflection activities should involve individual learners and address interactions with peers, community members and staff
of the agency receiving service.
- Reflection activities can involve reading, writing, doing, and storytelling.
- Students should receive journals for writing daily. Reflections should be a mirror of ones inner most feelings about a project.
- Students should have the opportunity to talk in general about the experiences as to capture their true feelings at the time.
The fourth element of Service-Learning and Civic Engagement is the Evaluation.
Even though most assessment activities are quantifiable through surveys, qualitative instruments can be used as an observer-participant, to record behavioral changes during student presentations and student-led group discussions. The following assessments instruments are available through the SLCE office:
- A pre-test survey
- A post-test survey
- An online pre-post test survey for the U.S. Constitutional Day co-curricular activities on Blackboard
- A rubric is being developed though the Office of Institutional Effectiveness and Assessment, as a part of the University’s Quality
Enhancement Plan, (Pg.109) “to assist students in demonstrating achievement of critical thinking outcomes- attributable to
service-learning activities. The rubric will guide students in developing outcomes-focused reflection essays that will be able to
assist faculty members you in providing students with summative assessment feedback.”