This Student Reflection Handbook, which complements the Teacher Handbook of the same title, takes up the call for service-learning sounded by the National Commission on Service-Learning. Service-learning is a step beyond simple community service because it joins the action of community service with an academic, reflective component. It can be used as part of an existing high school service-learning course or to upgrade a community service program that is already in place. It does not serve as a manual for beginning a service-learning program from scratch. Instead, the teacher manual and student reflection handbook provide ways for students to explore ideas, assess skills, set goals, discuss experiences, and formulate their own perspectives on community service in an informed, coherent, and mature way.

For many, personal growth can be marked by specific, pivotal experiences. For others, it is a gradual, almost unnoticeable progression. As students enter an agency to serve others, they will have an opportunity for new personal and academic growth. This student reflection handbook will allow the students to measure their experience by describing it, putting it into context with new information, and monitoring the degree to which the service-learning experience transforms them.

This resource is based upon a semester course, but can be adjusted to fit any service-learning course within any kind of high school.