Abstract: While many university administrators, faculty and other stakeholders are happy to support service learning in theory and in press releases, demonstrating the actual effectiveness of service-learning in times of ongoing budget crisis remains a challenge. This session will explore a developmental model for reflection, discuss reflective techniques using spaces of dislocation to engage with complexity and diversity, and review qualitative methods for demonstrate service-learning's effectiveness. We argue that one path for the future of service-learning can be charted through engaging in innovative and academically rigorous forms of reflection.

Presenters:

Jake Peters

Susan Harris

Powerpoint Presentation (pdf)