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Reflection in EPICS

Service-learning intertwines community service with academic study, allowing students to reflect on their experiences for deeper understanding and civic responsibility. Guided reflections help students connect theoretical knowledge with real-world social issues. Various methods, such as journals, group discussions, and essays, can facilitate this process. Research shows that intentional and frequent reflection enhances learning outcomes across disciplines. This framework encourages students to address social needs through community partnerships while developing metacognitive skills critical for their personal and academic growth.

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Reflection in EPICS

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  1. Reflection in EPICS William Oakes EPICSProgram 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?

  9. Practice! • Get into groups of about 3 • Pick one of the SERVICE-LEARNING projects • List who are the stakeholders and what impact the SERVICE-LEARNING project could have on her/him/them StakeholdersImpact

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