Offering examples from her own experiences, the author advises community-engaged scholars (and those mentors and institutions that support them) to always question assumptions with respect to the communities in which they are engaged. She notes that as they work to unfold research programs, they should be sure to listen carefully to the…

Analyses of 22 reflection journals of students enrolled in a service-learning-based child-development course at Connecticut College revealed 85 themes. Themes concerning initial adjustments and rapport building, setting limits on child behavior, and closure issues are discussed and accompanied with journal excerpts. Sharing these reflections with…

Asserts that service learning seeks to provide students with real-life, community-based experiences related to the content offered in the classroom. Discusses methods used to support students in writing about their service learning experiences and considers the value of reflection journals and group discussion in the learning process. (DSK)