Reflection is the process by which our experiences are examined through various lenses. The techniques used in reflection include observing, thinking, talking, listening, asking questions, writing and reading. Reflection is the key to service learning; it is the ingredient for transforming experience into learning. It is crucial for integrating service with the academic concepts presented in class. Through the practice of reflection, students are encouraged to critically analyze the service activity.

Student experiences at the partner community organization will be very different from their experience in the classroom. While the connection may not be obvious at first, careful reflection will help students make that connection. The service opportunity will provide a set of experiences that can form the basis of learning. Students need to think beyond the specific tasks that they are performing and use some of the ideas examined in class to understand their experiences.

Some professors will assign specific questions to be considered during the service learning experience. Others will assign related readings. In addition to these assignments students can ask themselves some of the following questions:
• Why am I doing service in relation to this course?
• Why is this community partner a good site for service learning with this course?
• How does the service activity relate to my classroom learning?
• Are there particular concepts, theories or skills that relate?
• Why is the service provided by my community partner necessary? Who benefits from this service?
• What are the underlying issues that need to be addressed?
• How does my service make a difference, and to whom?
• What am I learning: about course content, about myself, about the community?

Reflection is most effective when it is timely. Students are encouraged to reflect on their service learning activity each day that they are involved in the service. Many students find it useful to keep a learning journal.