Reflection Resources
What is reflection?
“Study without reflection is a waste of time; reflection without study is dangerous”- Confucius
A core component of any experiential learning pedagogy, including community engaged learning, is reflection.
- Reflection provides students with the opportunity to examine and question their beliefs, opinions, and values. Reflection involves critical observation, asking questions, and putting facts, ideas, and experiences together to derive new meaning.
- Reflection affords students the opportunity to document the learning that has occurred in service, provides a mechanism to assess the quality of the service, and creates an opportunity for community partners to contextualize student learning. It can help further instill social awareness and responsibility in students.
- Reflection can happen in a variety of ways, and should encourage students to make connections between course content and experiences in the community. Effective reflectors are self aware, recognize and own ones own assumptions, are open to seeing and understanding the world in new meaning, and are willing to commit time to think and explore feelings.
Definitions of Reflection Elements from the CEL Designation Application Form
Written
Students reflect in writing either during class or before class. May be on-line discussion through Canvas or submitted in another written format.
Oral
Students reflect via spoken word. This may occur individually, in a pair, a small group or a large group. Examples of this might include an individual oral reflection (e.g. taping themselves via computer cam and posting to Canvas or as an individual presentation to the class) or group oral reflection (all class discussion or a smalol video taped discussion between the student and their community partner or fellow class group member).
Creative
Reflection via any format that is not exclusively written or oral but could be a combination of both. This might include presentation of a found image or object (web-based on Canvas) with a written or oral description of why the image represents the student's reflection of their learning. Other examples might include a musical composition, a power point presentation, or composition of a poster or other original artistic reflection.
Online
Reflection via a blog or threaded discussion or posted as a separate assignment. May be on Canvas or in another on-line format. May be individual to student or seen by entire class. Discussion might be interactive or specific to each student.
In-class
Reflection occurs in-person during class time. Instructor gives written feedback. Instructor provides written feedback to students on their reflections to let them know why and how the reflection might be improved and identifies the strongest elements of the reflection.
Solo Reflection
Student reflections are not interactive in any way.
Group Reflection
Students interact in some way during the reflection process (may be on-line as in a threaded discussion or blog or during in-class discussion). Require students to comment on classmate reflections. Students are required to comment on the reflections of their peers.
Graded, Rubric
Students are given a rubric specifying the expectations for the various elements of the reflection assignment and this rubric is used to assign points to the reflection. For example of a rubric, please see below.
Graded, Open
Reflections are assigned a grade but no grading rubric is used.
Reflect in Response to Question(s)
Sometimes called "guided reflection" - reflections of students are in reponse to specific questions posed by the instructor.
APA Format (Summation with Cites)
Students follow the APA guidelines for a summative essay and include appropriate citations.
A-B-C Method
Students are instructed to reflect on "Affect," "Behavior," and "Cognitive" elements of their learning and any changes that have occurred in each as a result.