"Service is the rent we pay for living." —Marian Wright Edelman

The Art and Science of
Reflective Service-Learning Journaling

Service learning is the integration of service into the curriculum in such a way that applications gained in either (service to the community or classroom curricular content) connects with and enhances the understanding of the other (Myers-Lipton, 1994). It is differentiated from community service or volunteerism in that the emphasis in service learning focuses on the learner in addition to the agencies and individuals served. Service learning similarly goes beyond experiential learning in its aim at helping with social problems (Gray, et. al., 1999).

This semester, we will focus on the application of general principles in psychology through Service Learning : Each student will be expected to volunteer in the community of Birmingham as a service learning project for 2-3 hours per week. The experiences of this work will be the focus for discussion and understanding of human behavior and mental processes.

It is the “critical reflection …that provides the transformative link between the action of serving and the ideas and understanding of learning” (Eyler, Giles and Schmiede, 1996, p. 14). Below you will find a guide to the art and science of reflective journaling you are asked to do this semester. Eyler et.al. found in their research that reflection is most effective when it is continuous. While you are required to journal weekly, it is encouraged that you keep your journal handy in order to reflect as things come to you.

While the assignment is for a journal, you may choose to use a visual journal, computer or multi-media, poetry, spoken word, etc. While some journal assignments will require written work, your weekly reflective journal can take alternative forms. In EVERY journal reflection you are asked to continually address the question of “How does what I am observing/experiencing at my service-learning site relate to what we are learning in class?” Whenever possible, apply specific theories to examples from your site. Below are a few specific assignments to be completed throughout the semester along with your regular application journaling.

1. Before you start : As you are finding your service site, read a few Stories of Service found at http://www.americorps.org/for_individuals/current/stories.asp You may also refer to these stories during the semester for comparisons and possible insight into your own service.
2. Once you have determined your site - See resources page -Find a case study or story related to the area of service you will be doing. We will share this in class during our second week.
3. Do a search on information about your area of service or particular site. Find out as much as you can about its history, funding source, who it serves, how it serves, etc. Are there comparisons you can make to such agencies/organizations in the U.S. ?
4. After your first week : What are your first impressions of the agency, the people you are working with and for? Is it the same or different than you expected?
5. Throughout the semester : What are some alternative world views you are experiencing? What is your newfound understanding of these?
6. Weeks into the semester : Create a journal entry from the perspective of one of the clients of your site.
7. Find articles/arguments with conflicting positions from the ones in your agency. For example…the problem with charity shops in the UK .
8. At the end of the semester: Create a metaphor that explains or captures your service-learning experience.

See journal grading criteria

Assignments adapted from Eyler, Giles and Schmiede (1996) by Paula .J. Pedersen (2006)