Reflecting on teaching through reflective service-learning: a pedagogical journey

Abstract

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.

Keywords:

• civic engagement
• reflection
• reflective practice
• college students
• service-learning