Written reflection is a tool commonly used by faculty to assess student learning in service-learning courses, which are frequently offered as short-term international experiences. This article discusses a qualitative analysis of students’ written reflections on a short-term, international service-learning project that was conducted to determine whether undergraduate students bridged their engagement to the development of civic or social responsibility. Results of the analysis revealed that students demonstrated nominal progress toward civic responsibility when not specifically prompted by assignments. Multiple themes emerged from the analysis related to students’ goals, challenges, and lessons learned. Based on the findings, the authors recommend that faculty, to encourage students’ development of civic responsibility, be prepared to help students set goals and work through challenges, and to play an active role in supporting and guiding students in processing their experiences in a transformational manner.
The Role of International Service-Learning in Facilitating Undergraduate Students’ Self-Exploration
