Year: 2025
Type: article
Abstract: This article traces the development of a sophomore composition service-learning course, using data gathered from a formal qualitative study as well as subsequent teacher reflection. Course redesign has been guided by the need to balance the initial emphasis on and measurement of academic outcomes with exploration of the ethics of service. The author shares her emerging set of best practices, in which successful critical reflection is best supported by an explicit, front-loaded discussion of ethical terminology and student standpoints.
Author: Catherine Gabor
Institution: California State University, Sacramento
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413359305