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Service-learning is an experiential pedagogy that encourages students to understand academic content through performing direct service at a community organization. While research supports the benefits of service-learning pedagogy for students, there are fewer articles or guidance to faculty on how to teach service-learning, especially to faculty who have no prior experience. As guided reflection is a central component to service-learning pedagogy, this article shares both professorial reflection on the author’s learning trajectory as well as reflections ideas from the author’s service-learning class geared towards incorporating a more reflection oriented methodology for students. Even in a class that is not service-learning based, these exercises might be incorporated into a class for the purposes of enhancing student learning.



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