1. Reflection in EPICS William Oakes EPICS Program Purdue University

2. Service-Learning Definition We define service learning as a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility. - Hatcher and Bringle, 1997

3. Reflection in Service-Learning Reflection (and Analysis)  Participants are intentionally guided through activities to analyze and reflect upon the work that is being performed and the larger social issues..  Metacognitive activities including reflection improve learning  Metacognition can help students understand academic material covered by the course  Activities for analysis and reflection can take several forms

4. Why do we need reflection? Connect service to academic learning  Metacognitive activity  Students compartmentalize experiences and learning Draw out learning  Students may miss learning opportunities if not pointed out  How is the service connected to STEM? Address student reaction and/or experience from service  Were stereotypes challenged or reinforced?  Was there unintended learning?

5. Methods for Reflection Written questions  Notebooks (journals)  Essays – collect in Blackboard Small group discussions Class discussions Readings  Reaction to readings  Connect to service or context Combinations

6. Reflection Model Technical Level or Discipline Specific Personal Values Social Systems and Issues Developed by Edward Zlotkowski

7. How much is enough? Janet Eyler (Vanderbilt) studied reflection  Amount of reflection was not a significant factor in effectiveness  Key elements were intentional (targeted at learning objectives) and frequent

8. Practice! Think of an example of a community partner or project for a local service- learning project  What is/are the larger social need(s) that this partner/project is addressing?