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. Students write an evaluation essay providing a self-assessment of how effectively they met the learning and service objectives of the course. Personal narratives are based on journal entries written regularly during the semester.
Students create a fictional story about themselves as a learner in the course.
This activity sets a context for reflection throughout the semester with attention directed to a finished product that is creative in nature. Personal narratives give students an opportunity to describe their growth as a learner. Exit Cards are brief note card reflections turned in at the end of each class period. Students are asked to reflect on disciplinary content from class discussion and explain how this information relates to their service involvement. Class presentations can be three-minute updates that occur each month or thirty minute updates during the final two class periods during which students present their final analysis of the service activities and offer recommendations to the agency for additional programming.