At the Center for Leadership & Social Change we strongly believe in the importance of reflection.
Take it from Einstein:
"Action without reflection leads to burnout. Reflection without action leads to cynicism." -Albert Einstein
The center offers a reflection handbook that we encourage you to use whenever you want to host a reflection for your group or for yourself individually.
Creating Meaningful Environments for Leadership Education
As leadership educators we aim to provide students with opportunities necessary to gain knowledge and appropriate leadership skills. Valuable opportunities developed through Student Affairs and Academic Affairs collaborations which enhance learning through co-curricular and curricular experiences in leadership education will be explored. Present in these intentional environments are opportunities for students to have meaningful leadership learning when comprised of education, experience, and reflection. Specific examples from two institutions will be highlighted.
Service Learners and Their Sites: Exploring Four Primary Tensions
This presentation explores the four potent tensions between service-learning students and their community agency hosts. These tensions results from naturally opposing perspectives and are reflected in the service-learners and their community host co-educators, it is prudent for service-learning educators to confront the vulnerabilities inherent in this relationship. Each tension proposed here is elucidated by targeted responses from service-learners and agency hosts, and accompanied by procedural suggestions and adaptive frames for understanding and reconciling these potentially destructive dynamics when possible. A final discussion considers the implications of a cultural shift in service-learning where the costs of this pedagogical approach are more openly and thoroughly considered.
Students' Perception of the Role of Reflection in Leadership Learning
Jillian V. White
Reflection covers both the cognitive process and the broad range of activities that enhance learning resulting from experience. While much of what we know about reflection is rooted in experiential learning, leadership education programs which frame leadership as an experience could benefit from a richer understanding of reflection in students' learning. The purpose of this study was to discover how students perceived the role of reflection. This study explored the function of reflection in the formal classroom setting and co-curricular experiences. Findings reveal students make deep connection between leadership learning and reflection, prefer contemplation to written reflection and struggle with forced reflections.