Promoting learning and critical reflexivity through an organizational case study project
Abstract
Engaging students directly with community partners can foster deeper learning and critical reflexivity. In our undergraduate seminar in "Understanding Human Service Organizations," we developed a community-based project that has students working in groups to study local human service organizations. Students interview organizational staff, observe operations, and review documents to identify perceived organizational strengths and challenges and offer humble solutions based on course material and outside research. A key component of the course is the critically reflexive journal. Using a structured reflection guide, students describe and analyze their experience in relation to class concepts and examine their personal beliefs and assumptions. This approach is one teaching strategy that has the potential for promoting the critical awareness and reflective practice skills we seek in our students.
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Through analysis of emotions, students can better understand how and why they reacted in particular situations, which can lead them through more comprehensive, deep, and insightful reflections.
“As feelings drive action, through analysis of emotions, students can better understand how and why they reacted in particular situations, which can lead them through more comprehensive, deep, and insightful reflections [53].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [53]
Cites
On Becoming a Critically Reflexive Practitioner
Cunliffe, A. L. (2004) · Journal of Management Education · doi:10.1177/1052562904264440 · Cited by 737 · see citing works
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Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7 · see citing works
“As feelings drive action, through analysis of emotions, students can better understand how and why they reacted in particular situations, which can lead them through more comprehensive, deep, and insightful reflections [53].”
Background
- Authors
- Evans, S. D., Malhotra, K., & Headley, A. M.
- Affiliations
- University of Miami (US)
- Venue
- Journal of Prevention & Intervention in the Community
- Publisher
- Informa UK Limited
- Published
- 2013-04
- Volume
- 41
- Issue
- 2
- Pages
- 105-112
- ISSN
- 0270-3114 (ISSN-L)
- 1085-2352
- 1540-7330
- OpenAlex
- W1982707533
- Cited by
- 8
- References
- 1
- Citations by year
- 2024: 2 · 2023: 1 · 2021: 2 · 2020: 1 · 2015: 1 · 2014: 1
- FWCI
- 3.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Prevention & Intervention in the Community (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Service-Learning and Community Engagement
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- critical reflexivity, community-based learning, human service organizations, undergraduate seminar, reflective practice, community partnerships, organizational case studies, student reflection journals
- MeSH terms
- Adult, Community Health Services, Female, Group Processes, Humans, Male, Psychology, Social, Students, Teaching, Problem-Based Learning
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