Guided vs. Open-Ended Journals: A Comparison of Two Reflective Writing Models for Undergraduate Service-Learning Experiences

Authors

  • Whitney Schneider-Cline University of Nebraska Kearney

Abstract

Reflection is a key component for integrating meaningful collegiate service-learning experiences with a student’s personal and professional growth. The purpose of this mixed methods study was to compare two types of reflective journal writing (guided and open-ended) utilized in undergraduate Communication Disorder courses. A comparison of pre- and post-Service-Learning Survey (SLS) data and reflective journal writing samples indicated value for both types of written reflection.

Author Biography

Whitney Schneider-Cline, University of Nebraska Kearney

Whitney Schneider-Cline, Ph.D., CCC-SLP is an Assistant Professor in the Communication Disorders department at the University of Nebraska Kearney.

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Published

2018-10-04

Issue

Vol. 8 (2018)

Section

Articles

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