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Experiential Education: Reflection

A guide to resources on various topics in experiential education

Reflection

Reflection is an essential component of effective experiential education. Quality reflection is intentionally designed to:

  • Generate learning: Generates questions, confronts bias, examines causality, connects theory and practice
  • Deepen learning: Challenges simplistic conclusions, invites alternative perspectives, asks 'why' iteratively
  • Document learning: Produces artifacts of new understanding for evaluation (Ash & Clayton 2009)

Further Reading on Reflection: Articles

Ash, S. L., & Clayton, P. H. (2004). “The articulated learning: An approach to reflection and assessment.” Innovative Higher Education, 29, 137-154.

Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). “Integrating reflection and assessment to improve and capture student learning.” Michigan Journal of Community Service Learning, 11(2), 49-59.

Molee, Lenore M., et al. (2010). “Assessing Learning in Service-Learning Courses Through Critical Reflection.”Journal of Experiential Education 33 (3): 239-257.

Owen, Julie. (2016). “Fostering Critical Reflection: Moving from Service to a Social Justice Paradigm.” New Directions for Student Leadership (150): 37-48.  

Sanders, Martha J., Tracy Van Oss, and Signian McGeary. “Analyzing Reflections in Service Learning to Promote Personal Growth and Community Self-Efficacy.” Journal of Experiential Education 39 (1) (2016): 73-88.

Welch, M. (1999). The ABCs of reflection: A template for students and instructors to implement written reflection in service learning. NSEE Quarterly (25): 22-25.