Document Type
Praxis
Abstract
Communicating, interpreting and connecting service experiences with learning can be challenging for both a student and for a mentor/instructor. How does one realize a transformation? How does another interpret if that transformation has taken place? Previously, an assignment to write a reflection paper about service learning experiences during one of the core undergraduate RN-BSN courses at Regis University was in place but it did not seem to provide an avenue for the student to make those connections or realizations. Likewise, it was extremely challenging for faculty to objectively understand if the transformation and learning occurred. We found that by combining a blog format with reflection questions using the Ignatian Pedagogy Conceptual Model and an enhanced grading rubric, students are better equipped and faculty can objectively evaluate the depth and quality of learning as they read the students’ journey through their service learning experiences. This paper will explain the thought process that went into transforming this assignment with technology and the Ignatian Pedagogy Conceptual Model.
Recommended Citation
Buxton, Terry and Ellison, Nicole
(2015)
"Using Ignatian Pedagogy to Guide Reflections While Blogging,"
Jesuit Higher Education: A Journal: Vol. 4:
No.
1, Article 4.
Available at:
https://epublications.regis.edu/jhe/vol4/iss1/4
