CES Reflections

Tuesday, March 12, 2013

Reflection Resources

Here are some helpful documents for all CESes to use while developing group reflections.

A Compilation on Reflections: Responses from previous service-learning participants on what they thought about structured reflection.

Learning through Reflection: Strategies for creating an effective structured reflection.

On Reflection: "A Practicioner's Guide to Critical Reflection." (Written by our own Mo Lotif!)

What is Service Learning: Service-learning for students, in relation to the K Plan.

Reflection #1 - January 2013: Goals for our CES reflections that we laid out as a group at the beginning of the year.

What We Do & How it Connects to the College’s Mission & Strategic Initiatives

Affirming central goals of the College, the Underwood Stryker Institute engages students, faculty, and community members in sustained partnerships that foster collaborative learning and civic participation in a diverse, democratic society. By forging a link between service and learning, the Institute works to strengthen our communities, invigorate the educational experience, and promote students’ informed and ethical engagement to build a more just, equitable and sustainable world.

Mission Statement (2001)

We collaborate with our constituencies on and off campus so that students learn from and with “our richly diverse and increasingly complex worlds.” By addressing community-identified issues such as educational equity, health, food justice, sustainability, women’s and girls’ empowerment, juvenile justice, community arts, and neighborhood development, students critically analyze and solve public problems collaboratively; engage with the cultural, ethnic, racial and economic diversity of our city; draw upon, integrate and apply multidisciplinary knowledge, including experiences abroad; and acquire the skills, outlook, and ethical grounding to live as curious and responsible global citizens, lifelong learners, and leaders.

Our programs center authentic relationships, conceive of “students as colleagues,” encourage cultural humility, and employ a critical service-learning perspective that focuses on social justice and social change, particularly through the use of structured reflection, which is a core requirement in all of programs. Over 70% of students participate in course-based or co-curricular service-learning (or both) during their careers—about 550 students per year.