Publication: Reflection: Bridging the Gap between Service and Learning

• Bringle, Robert G.
• Hatcher, Julie A.

Reflection, while prevelant in experiential and
service-learning theory, remains an underdeveloped aspect
of pedagogy. In order to help correct this problem, the
authors provide several guidelines for those designing
effective reflection activities. To achieve efficacy in
reflection, the authors recommend that students make
explicit links between the service learning experience and
the course content; that students be provided with adequate
guidance and clear expectations; that a variety of
reflection activities occur regularly throughout the
semester; that feedback and assessment of student
reflection is included; and that reflection activities
should encourage students to clarify their own values in
light of their service experience as a means of personal
development. An anticipated added benefit for faculty is
increased teaching satisfaction.