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Research Articles

Vol. 15 No. 4

Using a “Small Moments” Writing Strategy to Help Undergraduate Students Reflect on Their Service-Learning Experiences

December 8, 2011


This study examines a “small moments” writing strategy to nurture
reflection in undergraduate college students participating in
a course-based service-learning activity. Using grounded theory
methodology to analyze reflection journal entries, the authors
identified themes that indicate that, by writing “small moments”
reflection journal entries, undergraduate students demonstrate
awareness that can build insight, identify discrepancies, increase
awareness of community, solve problems, and build confidence.
Writing “small moments” reflections allowed the constructivist
nature of student learning in a service-learning setting to become
visible and evident to both the students and the instructors.