Students then research the social issue. Based on their experience and library research, students make recommendations to the agency for future action. Class presentations of the experiential research paper can culminate semester work. E-mail discussion is a way to facilitate reflection with the instructor and peers involved in service projects. Students write weekly summaries and identify critical incidents that occurred at the service site.
Instructors can post questions for consideration and topics for directed writings.
A log of the e-mail discussions can be printed as data to the group about the learning that occurred from the service experience. Ethical case studies give students the opportunity to analyze a situation and gain practice in ethical decision making as they choose a course of action. Students write up a case study of an ethical dilemma they have confronted at the service site, including a description of the context, the individuals involved, and the controversy or event that created the ethical dilemma. Case studies are read in class and students discuss the situation and identify how they would respond. Service learning portfolios contain evidence of both processes and products completed and ask students to assess their work in terms of the learning objectives of the course.