Student reflection is an integral aspect of effective Service Learning practices and should demonstrate both Academic and Affective learning. In the past I used student-self-directed reflection, with minimal guidance or structure. In order to better assess SCGR proficiency, I (1) provided the students the rubrics for this ability, (2) reviewed them carefully, and (3) required adherence to the criteria in the presentation of Informative Speeches, adding the SCGR criteria to the evaluation instrument as part of the content grade. After reviewing the criteria with the students, I observed frustration and confusion regarding the terminology on the rubric, so (4) I had students collaboratively complete the writing guide (created by P. Turner on his CATS). All students were able to complete the guides, demonstrating understanding of the terminology but also analysis of their issues.
When students delivered the speeches, however, 1/2 forgot to present at least one SCGR aspect. I added a SCGR slide to the PowerPoint template, and will use this for future Service Learners.