Reflecting on Teaching Through Reflective Service Learning: A Pedagogical Journey
This paper describes the process of developing a revising service-learning component in an undergraduate psychology and family consumer science course through a reflective process of continual modification. Service-learning can be an effective pedagogical tool if it involves reflection, but facilitating student reflection can be challenging. Reflection upon student learning drove continual modification of the service-learning component over the course of five semesters. Lessons learned from this process, illustrated by excerpts from student course evaluations and reflection papers, are outlined and related suggestions for teachers and researchers interested in service-learning are included.
Reflective Practice: International and Multidisciplinary Perspectives
Sifers, S.K. (2012). Reflecting on Teaching Through Reflective Service-Learning: A Pedagogical Journey. Reflective Practice: International and Multidisciplinary Perspectives, 13(5), 651-661. doi. 10.1080/14623943.2012.697887
Publisher's Copyright and Source
Copyright © 2012 Taylor & Francis Group. Article published by Taylor & Francis Group in Reflective Practice: International and Multidisciplinary Perspectives, volume 13, issue number 5, 2012, pages 651-661. Available online on July 5, 2012: http://dx.doi.org/10.1080/14623943.2012.697887