1. Reflection and assessment
Engage final workshop for apprentices

2. Outline I. Overview of ENGAGE Assessment Toolbox
II. Introduction to Reflection
III. Gallery Walk
IV. Examples of Reflection Activities
V. Break
VI. Assessment Practice with Rubric
VII. Evaluation of Program by Apprentice Cohort

3. Engage assessment toolbox

4. Everyone needs to reflect
Students
Practitioners
Community Partners

5. Transforming higher ed
“Reflection is a critical skill for gaining self-awareness. You are part of a movement that is changing how higher education institutions educate and become active members of the community, and how communities become co-educators of students. Reflection sits at the heart of this work.”
Kathleen Rice, from Looking In Reaching Out: A Reflective Guide for Community Service Learning Professionals (Campus Compact).

6. Reflection defined (practical)
“’the intentional consideration of experience in light of particular learning objectives’”
(Hatcher & Bringle 1997; cited in Eyler 2002)

7. Reflection defined (inspirational)
“Reflection is a process of seeking clarity about truth Truth in experience, thought, beliefs, instincts, and relationships. Reflection can be accomplished independently or as a collective endeavor. Yet, however done, reflection demands consideration of one’s internal state (beliefs, feelings, assumptions) and external circumstances (actions, relationships, power dynamics, obstacles). Reflection also demands a self-honesty and humility that will hold its own against affront from any quarter.”
--Tony Chambers and the National Forum on Higher Education for the Public Good (2002). From Campus Compact’s Looking In Reaching Out

8. Gallery walk
1. What are the benefits of reflection for students before, during, and after a community-based engaged learning experience?
2. What are the barriers and/or challenges associated with reflection for students?
3. How can we overcome these barriers and challenges?

9. Social identities/group memberships
Who am I?
Make a list of three important groups of which you are a member.

10. Social identities/group memberships
What groups did you list?
Often we do not list the groups that bring us privilege.
But these group memberships are consequential for how we see ourselves, how others see us, and they shape interaction and many major life outcomes (e.g. income, wealth, access to healthcare and education, etc.)

11. Group identities across relations of power (adapted from sensoy and diAngelo, 2012)
Oppressed Group
Oppression
Privileged Group
People of Color
Racism
White
Poor, Working Class
Classism
Middle Class/Wealthy
Women, Transgender
Sexism
Men
Gays, Lesbians, Bisexuals
Heterosexism
Heterosexuals
Muslims, Buddhists, Jews, Hindus and other non-Christian Groups
Religious Oppression, Anti-Semitism
Christians
People with Disabilities or Special Abilities
Ableism
Able-bodied
Immigrants (perceived), Indigenous Peoples
Nationalism
Citizens (perceived)

12. The Paradox of Privilege
Usually, when we are privileged we don’t recognize it, think about it, or acknowledge it.
For example, I usually don’t think about being white. That’s because I’m not oppressed as white.
Therefore, I don’t think much about my racial group membership.

13. The Paradox continued
White privilege is consequential in my life, but invisible.
It’s like the air I breathe. It is everywhere around me, but I can’t see it.

14. oppression
Unlike my experience of being white, I think a lot about being a woman.
This is largely because I, as a woman, belong to an oppressed group. I am reminded of being a woman, for example, when I avoid walking from the Hartsfield-Jackson International Airport terminal to the parking lot, late at night. I may instead take the Groome Shuttle service which I do not enjoy.

15. Social (group) identity reflection exercise for students
1. Reflect on how your group memberships or identities -- whether of privilege, oppression, or both -- might influence your experience with community-based learning.
2. Reflect on what you notice about these various inequities and/or privileges and how they are played out in your community or on your campus. How can you “create space for dialogue, reflection, and action around these issues that are at the core of much community service-learning work?” (Rice, p. 7).

16. Other Examples of reflection activities
1. Rich Pictures
2. Reflection Journal and Analysis
4. Save the Last Word for Me
5. The Three Lenses
6. What? So What? Now What?
7. Video Discussion

17. Video: Kenyan activist speaks to duke students about “saving” africa

18. Assessment practice with rubric

19. Evaluation of program by apprentice cohort