Volume 4

10 pages 480 K bytes

Student Reflection and Reading Reports in Service Learning: An Analysis of a Service Learning Course at Pace University, New York Andrea S. Taylor Pace University New York, NY 10038 USA

Abstract: This paper analyzes both reading and reflection reports assigned in a service learning course taught at Pace University during the Fall 2004 and Spring 2005 semesters. The reading reports were based on instructor-selected articles, poems and speeches. The reflection reports took the form of written reports, graphic presentations, video documentaries, and pieces of artwork. Both components of the course were treated as separate projects, but in the course of grading and discussing the reports, the integral relationship between both components was revealed. It was further evident that the reading assignments had an impact on how the students viewed the community service project they were engaged in and, in some cases, changed their perspectives of community service as a whole. The results of this analysis led to the reassessment, by this author, of how each component could be further utilized in future courses.

Keywords: service learning, reading reports, reflection reports, community service, community engagement, experiential learning

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Recommended Citation: Taylor (2006). Student Reflection and Reading Reports in Service Learning: An Analysis of a Service Learning Course at Pace University, New York. Information Systems Education Journal, 4 (109). http://isedj.org/4/109/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2005: §3552. ISSN: 1542-7382.)