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Defining a purpose

Upon completing the project, you will meet with the your faculty/academic staff mentor to conduct the reflection activities. A common method of reflection is the student's preparation of a journal and reflection paper, followed by a discussion with the mentor. Other types of reflections can include a paper, a PowerPoint presentation, group discussion or oral presentation. Your mentor will help you determine the best type of reflection activity prior to starting the project. 

"I had the time of my life through this experience- learning about new culture and meeting new people!"

-Wesley Meives

The most significant learning often occurs during this reflection phase. Students are encouraged to think about the following questions (among others):

  • What was the significance of your service at the agency/organization?
  • What did you learn about the agency/organization staff, those persons served by the agency/organization and their similarities or differences to you?
  • What did you learn during your project that enhanced your learning gained in the classroom?
  • What impact might your project have on your life-long learning process?
  • What impact did your project have on your everyday life?
  • What insights did you gain through your project that might assist you in your career or in selecting a career?
  • What did your project teach you about community involvement, citizenship and civic responsibility?
  • What is the relationship of your service-learning project to the "real world"?
  • How were you able to contribute to the agency/organization goals?
  • What do you feel was your main contribution to the agency/organization?
  • What did you do on this project that made you feel proud?
  • What was the most difficult part of your work?
  • If you were to start at the beginning of this project again, what would you do differently the second time around?
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