Thinking question: What methods of reflection will you use to connect and integrate the community experience with the learning goals of your course?  

“The active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it, and the further conclusions to which it tends.” Dewey, How We Think  

Reflection is the intentional consideration of an experience based on course-specific learning objectives. It provides students with the opportunity to explore the academic, personal, and civic value of the community engagement experience.  

 Integrative and effective reflection should include the following:  

• Course content, learning objectives, and community projects are linked and articulated to students 
• Criteria and expectations for reflection clearly communicated in assignments 
• Regular opportunities to engage in reflection throughout the experience 
• Feedback from peers or the instructor that support students to improve their critical analysis and reflective practice 
• Opportunities for students to explore, clarify, and alter their personal values 

(Bringle and Hatcher, 1999) 

Sample Strategies for Integrating Reflection into your Course 

Journals provide a way for students to express thoughts and feelings about the community experience throughout the semester. Structured journals provide guidance so that students link personal learning with course content.  

• Critical incident journal: This journal includes a set of prompts that ask students to consider their thoughts and reactions and articulate the action they plan to take in the future. 
• Three - part journal: Each page of the weekly journal entry is divided into thirds: description, analysis, and application.  
• Describe some aspects of the community experience.  
• Analyze how course content relates to the community experience. 
• Comment on how the experience and course content can be applied to personal or professional life. 

• Class Journal- Assign students to post entries about their community experiences, assigned readings, or other threads. Other students are assigned to respond or comment on the entries. Students assignments should shift throughout the semester.  

In-class presentations- Ask students to give a presentation about their placement. They should be prompted to share their contributions to the site, and observations relating to the course content, and their own personal learning.  

Structured Writing- This could be done individually or as a group assignment. Students should be given clear prompts that ask students to integrate their learning from the community experience with the course content.  

Video- Students are asked to create a short video documenting their community experience.  

Presentations to Community Partners- Students share their experience and learning with community organization leadership and community members.