Abstract

Critical reflection is a staple of service-learning, primarily as a meaning-making process for students. This article describes a critical reflection tool designed for all participants in community-campus relationships to generate actionable learning regarding their collective work and to serve as an intervention to deepen those relationships. This tool was designed to accompany the Transformational Relationship Evaluation Scale II (TRES II), which, on its own, has documented utility to enhance partnership inquiry and practice (Kniffin et al., 2020). The TRES II Reflection Framework broadens and deepens the scale with intentionally designed prompts structured using the DEAL model for critical reflection (Ash & Clayton, 2009). Members of 12 partnerships affiliated with five higher education institutions used the reflection framework in this mixed-methods inquiry into the utility and impact of the reflection framework. Key findings indicate that using the reflection framework is an effective intervention for improving aspects of community-campus relationships, such as participants’ commitment to, clarity around, and perspectives on their relationships, as well as influencing practices within the relationships related to work, interactions, communication, and outcomes.

Document Type

Article

Source Publication

International Journal of Research on Service-Learning and Community Engagement

Version

Published Version

Publication Date

2023

Volume

11

Issue

1

Rights

© IJRSLCE

Comments

For questions contact ScholarsRepository@fhsu.edu

Download

Share

COinS