Civic Engagement Reflection Guide

The term structured reflection is used to refer to a thoughtfully constructed process that challenges and guides students in (1) examining critical issues related to their civic engagement project, (2) connecting the service experience to coursework, (3) enhancing the development of civic skills and values, and (4) assisting students in finding personal relevance in the work.

It is our desire that the reflection process would be structured by faculty with the intention of assisting students in making connections between course content and the civic engagement/service experience. Reflection is a critical component of all experience-based pedagogies, and a well-designed reflection process will enable students to more effectively make the connection between classroom and service sites. A variety of activities can be used to facilitate student reflection. Faculty can require students to keep journals, encourage students to publicly discuss their service experiences and the learning that ensued, and require students to prepare small papers to demonstrate their learning. A simple guide for in-class structured reflection is included below:

• What did I do for my civic engagement project?
• What did I observe?
• What skills did I bring to this experience?
• What issue (hunger, homelessness, poverty, etc.) does the organization address?

• What impact did this assignment/project have on me?
• What did I do that was effective? Why was it effective?
• What did I do that seemed ineffective? How could I have done it differently?
• What did I learn about myself?
• What surprised me?
• How does this particular civic engagement experience relate to my chosen major/field of study?

• What changes would I make in this experience if it were repeated?
• Will I continue to seek out other civic engagement/service opportunities?