Reflecting on reflection: capitalizing on the learning in intergenerational service-learning.
Intergenerational service-learning has become an important practice in gerontology and geriatrics education. Although numerous benefits of service-learning have been documented, greater attention to critical reflection, a key component for harvesting the learning in service-learning, is needed to increase our understanding of what students really are learning from intergenerational service-learning and how we may best enhance the positive aspects of that learning. This article examines the elements necessary for effective service-learning reflection, as well as reports on the results of a survey of gerontology and geriatric educators (N = 142) regarding their experiences with intergenerational service-learning and their use of specific reflection practices. The findings suggest that the types and implementation of service-learning reflection activities used in aging courses vary considerably. The importance of service-learning reflection and its associated benefits and challenges are discussed.
Gerontology Program, Saint Cloud State University, Minnesota 56301-4498, USA. Karasik@stcloudstate.edu
Rona J
RJ
Karasik
D000328:Adult; D001291:Attitude of Health Personnel; D003479:Curriculum; D005260:Female; D005853:Geriatrics / Q000193:education*; D006801:Humans; D016901:Intergenerational Relations; D008297:Male; D018794:Problem-Based Learning; D013336:Students, Health Occupations; D011795:Surveys and Questionnaires; D014481:United States