Designing Effective Reflection: What Matters to Service-Learning?

A multi-campus research survey of undergraduate students enrolled in service-learning courses asked students to describe how the service-learning course was designed in terms of the degree of integration of the learning and service component, the nature of the reflection activities, and the quality of the learning experience. Results indicated that the degree of integration of academic content with the service experience and the nature of the reflection activities were significant correlates of course quality. Three characteristics of reflection that each independently predicted course quality were (a) reflection activities that clarified personal values, (b) reflection activities that were a regular part of the course, and (c) reflection activities that were structured with clear guidelines and directions. Implications for service-learning educators are discussed. (MJCSL)