ABSTRACT
Because of its power in expanding students’ learning, empathy, and effectiveness, reflection is a key piece of experiential and service-learning pedagogy. As in curricular service-learning, reflection is a critical component of alternative breaks because it helps participants process and integrate their learning and develop as active citizens. Formal reflection is student led in alternative breaks and typically happens on a daily basis. In a quality alternative break, reflection is focused on the social issue around which the alternative break is centered. As reflection is suitably guided, participants who were once resistant often find the process to be an important piece of their break; they find opportunities for appropriate vulnerability while critically examining their experience. Reflection plays a critical role in forming a sense of group cohesion that will continue and sustain ongoing work long after the participants return to campus.
