Sample Reflection Assignments

Sample Reflection Assignments

Written assignments are of two types: Reflections and Project Reports.

Reflections: An essential element for student learning in service-learning courses is written and oral reflections on the field study experience, as well as on other elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflect upon the experience and what you learned from it to ensure that learning occurs. As T.S. Eliot once wrote (The Four Quartets, New York: Harcourt Brace, 1943, p. 24), you can “have the experience but miss the meaning.”

Towards this end there are eight written reflections required in this course. These reflections are intended to help you focus in on what you are learning (or not learning), identify issues or concerns on your mind, explore an idea more deeply, or in other ways enhance your learning about the course topics, yourself, and others.

According to the North Carolina State Service-Learning Program (Reflection and Articulating Learning, Faculty Center for Teaching and Learning. NC State, 2004) “the best reflection follows a simple three step model: (1) describe the experience(s) objectively, (2) analyze the experience(s) in terms of the categories of service-learning objectives (personal, civic, academic), and (3) articulate (express) the learning that results. We will go over these steps as part of our first reflection exercise.

These reflections should be approximately two pages long (500 words). They will be graded. The best six out of eight grades will be used towards your final grade. Evaluation of reflections will use a set of criteria (rubric) to be distributed and discussed in class.

Project reports: There will be a series of written assignments related to your service-learning project. In preparation for the write-up of the final project report for the community partner (along with other possible final products like videos, curricula, maps, etc.), students will prepare a written work plan and two progress reports (schedule to be provided). All of these written assignments will be graded and become part of the final grade. Details on all of these written assignments will be provided and discussed in class. COURSE: Cultural Health Care (NURS 105)

INSTRUCTOR: Rycki Maltby PhD, RN, FRCNA

Final Paper (25%)

The purpose of this paper is to synthesize your learning over the semester. The paper should be 8-10 typed (word processed) pages, 12 cpi, and follow the attached guidelines for written assignments.

Using the service-learning project, the cultural self-study, and the in-class reflections, discuss what you have learned. What surprised you? Has your thinking/perspective about particular issues changed? Did you become aware of the subjective nature of value judgments? Why or why not? Can you find any support in the literature for your position? Provide evidence of at least four articles. What is the next step for you in learning about cultural health care? Be sure to provide examples from your practice and tie in literature.

Guidelines for Written Assignments

‘A’ Level
1. Introduction is comprehensive, gives reader good direction, ‘sets the scene’, and is followed throughout paper.
2. Summary/conclusion is thoughtful and relevant.
3. Fundamental issues addressed in depth with original arguments and critical judgements, demonstrating insight and creativity.
4. Current and classic primary literature sources are utilized.
5. Writing style shows evidence of individuality, unity and fluency.
6. Overall presentation of the paper is professional with no errors in syntax, spelling, etc. (i.e. Proper English language usage), and follows APA format.

‘B’ Level
1. Introduction gives reader direction and is addressed throughout the paper.
2. Summary/conclusion is clear and concise.
3. Fundamental issues addressed with evidence of some original arguments and critical judgments.
4. Current literature sources utilized (primary and secondary)
5. Writing style is fluent with evidence of individuality and clarity.
6. Overall presentation of paper is neat and well organized with few minor errors in syntax, spelling, etc. (i.e. Proper English language usage), and follows APA format.

‘C’ Level
1. Introduction gives reader direction.
2. Summary/conclusion is clear and concise. Fundamental issues described but limited originality of arguments and few critical judgments.
3. Limited literature sources are utilized (current and/or classic).
4. Writing style is fluent and some evidence of individuality and clarity.
5. Overall presentation of paper is neat and minor errors in syntax, spelling, etc. (i.e. proper English language usage), and follows APA format. COURSE: Adv. Development Sem.: Communities and Human Development (PSY 366) FACULTY: Lynne Bond

Final Writing Assignment: At the end of the semester, you will be assigned a final writing assignment. The purpose of that assignment will be to help you integrate the reading, writing, discussion, and data gathering, analysis and interpretation we have done during the semester. The exact format of that assignment will be shaped, in part, by the development of our community-based project. As we progress throughout the semester, we will work together to develop more explicit guidelines for this project.

COURSE: Community Psychology (PSY 295)
FACULTY: Lynne Bond

Analytical/Critical Reflection (2 pages): These brief papers are to focus specifically upon the week’s reading assignment and its relation to our community field work, other readings, and personal experience and observations of your own. Your goal is not to summarize the readings. Rather, you should analyze and reflect critically upon a couple significant issues raised in the readings. To reiterate, ideally you will critically reflect upon these readings by linking them with other material we have covered in our course (readings/discussion), community field work you have done, and other aspects of your experience and knowledge (e.g. personal history, issues observed in media, other courses…etc.). We will discuss and practice “reflection” activities in class at the beginning of the semester to help you feel more comfortable and prepared to complete these reflection papers.

Intro to the Nonprofit Field (Carrie Williams Howe)

Final Reflection Assignment:

WHAT? What have you learned through this course? What stands out to you, feels new to you, excites you, or challenges you?

SO WHAT? Why does this learning matter? Why does it stand out to you? Why is it important – to you personally or in the bigger picture?

NOW WHAT? What do you do from here? How will you take this learning with you? Does this learning change your perspective, your career goals, or your interests?

Your reflection should be 3-5 pages long and should dig deeply into this experience to reflect on your learning. It should connect to academic concepts and critically examine your own development through this learning. You will be graded based on the reflection rubric provided in your syllabus.

During Service Reflection:

Critical Analysis Papers (9): You will be asked to write a brief critical analysis paper for each topic we cover in this course. These papers should thoughtfully connect your experience at your nonprofit to what you are learning from readings and course notes. These reflections should be about 2 pages and will be graded based your ability to integrate the following: Information about your Nonprofit – the actual information about your nonprofit in relation to the topic we are studying (list of board members, for example), and an examination your own experience in learning about or being involved with this element of the agency. Your synthesis, interpretation, and analysis of the above factors with course information (for example – does it align with the reading? Does it seem effective? Might you suggest changes or improvements?).

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