ABSTRACT:The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning.

This chapter defines service‐learning and reviews the evidence regarding its academic, civic, personal, and other learning outcomes. Although service‐learning produces positive outcomes in many areas, the pedagogy's most significant outcome may be the transformative learning that can result for all participants.

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Curricular and co-curricular civic engagement activities and programs are analyzed in terms of their capacity to contribute to a common set of outcomes associated with nurturing civic-minded graduates: academic knowledge, familiarity with volunteering and nonprofit sector, knowledge of social issues, communication skills, diversity skills, self-efficacy, and intentions to be involved in communities. Developmental models and assessment strategies that can contribute to program enhancement are identified. volunteering. For most of these entering college students, the volunteering is situationally determined (e.g., course requirements, involvement in religious organizations, student groups) rather than being activities that are generated by the individual (Bringle & Hatcher, 2010; Sax, 2006-7). Many college campuses have a long tradition of providing opportunities for students to volunteer in communities through student organizations; faith-based activities and organizations; fraternities and sororities; orientation and welcome week activities; and student government.However, according to national surveys of college students (Sax, 2006-7), participation in volunteering is greatest during high school, and then drops off during college. In the post-college years, rates of volunteering increase, but the level never returns to rates in high school.During the past two decades, higher education has been exploring additional ways for structuring civic engagement activities for students both through curricular and co-curricular programs (e.g