Abstract mostly service-learning courses utilize the amount of reflection in pupil journals as a means of assessing learning.

Abstract

mostly service-learning courses utilize the amount of reflection in pupil journals as a means of assessing learning. This qualitative reflection analyzes student service-learning journals in a first year experience program. Intended consequences of increased community awareness, improvement of personal skills, and self-discovery were evident in the journals. Developmental themes of identity exploration and career disentanglement emerged from the first year bookish man journals. Service-learning courses should incorporate developmental issues into curricula to maximize the experience for close examiners

Reflection is key for close examiners in service-learning courses to link the [i]be[/i] consolidated experience to more abstract learning (Hatcher &