- Veritas Academics | Premier Editing and Original Academic Writing Support

PART 1: Service-Learning Initiative Journals (40 marks)

This assignment aims to help you develop a habit of reflective thinking, question your assumptions, and make connections between your experiences and the community-specific topic. You will do routine journaling at designated periods (4 entries) to articulate learning with guided questions. Use the DEAL critical thinking model (Ash and Clayton, 2009) to guide your journal entries.

Your journal entry should have a maximum of 500 words per entry. Refer to Appendix I for prompts to guide your reflective journal entries.

The four journal entries provide important evidence of what you are learning from your experience working with the community. Your journal is also a very important source of information for writing your Final Report and reflection.

PART 2: Final Reflection (60 marks)

2.1 Revisit the DEAL critical thinking model (Ash and Clayton, 2009) covered in Study Unit 2. Building on Part 1 of your earlier journal entries, examine your experience by category of learning goal, such as personal growth, academic enhancement, or civic engagement.

Critically reflect and consider the following in your final reflection:

Connect your service experience with the competency requirement within your SUSS Core Values, Skills and Knowledge (VSKs) (Appendix II) by examining your experience in:

i. Personal growth: Choose two VSKs from the People competencies.
ii. Academic enhancement: Choose two VSKs from the Capacities competencies. Civic engagement: Choose two VSKs from the Society competencies.

For each VSK highlighted in (i), (ii) and (iii), describe how you achieved them (e.g., what have you done to acquire the competencies), and why does the learning matter, and why is it important to you?

2.2 Integrate your personal insights with what you have learnt or experienced in the course to articulate your personal philosophy on social responsibility and personal effectiveness. Consider the following guiding questions:

i. Which community partnership model did your group adopt to work with the community? What have you observed as a result of the use of the model your group adopted?

ii. What feedback did your community partner have on the service-learning initiative your group embarked on? How did you make sense of any differences between how your group defined outcomes and impact, versus how your community partner defined impact, i.e., community-prioritised impact?

iii. Based on your experience working with the community and your peers in this course, how would you define ‘success’, who gets to define ‘success’ and who should get to define ‘success’ in community collaborations?

Your written report should be maximum 1500 words, substantiated with examples and suitable readings. Marks are awarded for overall expression, structure, grammar, and proper referencing.

Reference:

Ash, S. L., & Clayton, P. H. (2008). Generating, deepening, and documenting learning: The power of critical reflection in applied learning. In 3rd Annual Conference on Applied Learning in Higher Education, St Joseph MO.

Write My Assignment

Hire a Professional Essay & Assignment Writer for completing your Academic Assessments

Native Singapore Writers Team

100% Plagiarism-Free Essay
Highest Satisfaction Rate
Free Revision
On-Time Delivery

APPENDIX I

Guided Questions for Journaling

Describe your experience using the following prompts for each entry.

What did you do?
Why did you do it?
What did you learn?
How did you learn?
When did this experience take place?
Where did this experience take place?
Who else was there?
What else happened that might be important?

Note: The above questions are prompts to guide you in reflecting on your learning and not to be answered one-by-one.

Entry 1: Introduction of service-learning, tutorial group theme and community partner

(Semester 1, Week 1-4)

In this entry, you are required to recall your learning and meetings with the community. Focus on the principles of service-learning, and other theories and concepts discussed in class. You were also introduced to the theme of your tutorial group and your community partner. Share your observation after your meeting with the community and how you make the connections to the TG theme, your learning in class and the community.

Entry 2: Preparing for your service-learning initiative (Semester 1-Week 5-8)

In this period, you learnt about the theory of change, the logic model, and other aspects of project planning including S.M.A.R.T. goals, Gantt chart and risk assessment and management. In this phase, you also started to plan and co-design the initiative with the community. Recall and describe the activities with your instructor and community partner as you prepare and plan for the Service-Learning Initiative.

Entry 3: Implementing your service-learning-initiative (Semester 1-Week 9-12)

You begin this period by pitching your service-learning initiative to your instructor and community partner. After addressing the comments and feedback, you commenced work with the community with the plans you have co-curated with the partner organisation. If the work extends to the early half of the vacation period, please include in this journal entry also.

Entry 4: Concluding your service-learning initiative (Semester 2-Week 1-5)

You are approaching the end of the course and engagement with the community. Describe your experiences, achievements and discoveries with your group members and the community as you wrap up your service-learning initiative in these final weeks. If your work continued in the latter half of the vacation period, please include in this journal entry also.

APPENDIX II

SUSS Core Values, Skills and Knowledge (VSKs): Definitions and List of Competencies

Adaptability

Definition

Ability to successfully adjust behaviours, emotions, and thoughts in response to changing demands and circumstances.

Competencies

Demonstrate ability to remain emotionally calm when faced with uncertainties and changing circumstances.
Display ability to respond effectively to changing ideas, trends, responsibilities and opportunities.
Adept at incorporating new information or goals and restrategizing with fresh ideas and innovation (i.e., demonstrate cognitive agility).
Proficient at moving between “big picture” and details in processing information.
Adopt and cultivate a growth mindset.

Buy Custom Answer of This Assessment & Raise Your Grades

Get A Free Quote

SOCIETY
Community Mindedness*	Definition Social connectedness and concern to engage with communities to contribute to broader community wellbeing/good. Competencies Possess basic awareness of social, economic and political events. Clarify one’s role as an individual in communities. Ability to engage stakeholders in communities; identify and understand priorities. Understand the relationship between nation-building efforts and principles of governance.
Integrity	Definition Adherence to strong moral and ethical principles and values by contextualising decision making and problem solving within ethical premises. Competencies Recognize ethical considerations within an issue. Locate one’s personal values to understand underlying beliefs and assumptions in decision making. Analyze and evaluate complex problems and their moral implications. Demonstrate ability to exercise integrity. Would need to construct complex scenarios; to consider assessment apparatus; feasibility to be determined.
Global Perspective	Definition A viewpoint/lens that appreciates the interdependent relationships between individuals, societies and political, cultural and social spheres. Competencies Ability to demonstrate respect and open-mindedness in interactions with individuals and groups from different social cultural backgrounds. Recognize, value and leverage diversity in background or abilities, such as race, ethnicity, religion, gender orientation, age, physical and learning ability, education, socio-economic status and political belief to understand the interests of diverse groups and build an inclusive environment. Proactively engage and collaborate with diverse stakeholders both locally and globally to confront global challenges. Operate in cross-cultural environments and demonstrate an awareness of the wider global context. Respect and navigate differing interests to contribute to a more just, peaceful, tolerant, inclusive, secure and sustainable world. Develop local and global perspectives in problem solving and decision making.
CAPACITIES
Thinking Skills (problem-solving, decision-making, critical thinking, cognitive agility)	Definition Cognitive processing skills that enable an individual to objectively understand, analyse, and evaluate situations and issues to deepen understanding and/or provide solutions and offer courses of actions to achieve intended goals. Competencies Use a reasoned process to choose a course of action to achieve intended goals. Question, reason inductively and deductively, and make correct analyses, inferences, and evaluations. Navigate among micro and macro understanding to achieve deep analysis. Notice and integrate new information in changing contexts.
Interdisciplinary Thinking	Definition Synthesize and apply different areas of knowledge and insights, and concepts from multiple disciplines to complex issues Competencies Ability to identify complex problems that require an interdisciplinary approach. Ability to seek different perspectives and viewpoints. Ability to communicate concepts and ideas coherently and create common ground. Ability to integrate different perspectives and viewpoints into a coherent response.
Curiosity	Definition A strong desire to know or learn something with an open and inquisitive attitude. Competencies Be open to new and/or different experiences; desire to engage in new and/or different experiences. Make connections between different experiences and bodies of knowledge. Consistently ask questions about the world around them. Access and navigate through multiple and varied sources of information.
Digital and Data Literacy	Definition Ability to harness information and data using digital technology, communication tools, and/or networks, in order to function in a digital environment in a safe and responsible manner. Competencies Able to navigate the online space with confidence. Possess the skill to use digital technology and communication tools and/or networks for their intended purpose. Able to use the appropriate tools, if necessary, to analyse and interpret information and data. Engage in critical thinking when evaluating information and data. Awareness of data analytics. Understand how data is accumulated and used.
Communication	Definition Ability to accurately receive, interpret and convey ideas and thoughts effectively, taking into account the context and intended audience. Competencies Ability to clarify, analyse and critique received information. Ability to select pertinent ideas and information for transmission. Choose and use appropriate medium/s (e.g., written, spoken, gestural, mathematical, visual) to convey ideas and thoughts with clarity. Communicate concisely and appropriately to intended audience and context. Ability to participate and engage in effective dialogue with others.
Learning to Learn	Definition Be continually aware of, analyse, and construct one’s approach for effective learning. Competencies Ability to reflect on one’s learning processes to draw insights. Demonstrate a flexibility in the identification and utilisation of effective study skills and learning strategies. Demonstrate self-directedness when learning. Diligently and persistently assess the effectiveness of one’s learning approach and regulate it according to the demands of the learning task.
Creativity	Definition Ability to make/come up with new connections, ideas and/or solutions by transcending established rules, patterns, or relationships.
	Competencies Able to critically analyse information to find gaps and opportunities. Able to develop ideas and alternatives and evaluate the feasibility of ideas. Recognise and overcome barriers to making new connections.
PEOPLE
Collaboration	Definition Work effectively with others to accomplish a common goal. Competencies Leverage on communication and conflict resolution skills to work in teams. Demonstrate empathy by maintaining an open mind and being receptive to different perspectives. Synthesize multiple and varied perspectives. Influence and inspire others. Be aware of key team and collaborative processes and be able to assess them.
Empathy	Definition Go beyond one’s own frame of reference to recognise and accept different experiences and perspectives. Competencies Imagine situations from another person’s perspective. Set aside one’s own beliefs, values, and assumptions to understand others. Demonstrate concern for the well-being of others. Understand, accept and respect the range/plurality of perspectives, values and beliefs. Respect perspectives, opinions and ways of living that are different from one’s own.
Reflectiveness	Definition To take a critical stance towards beliefs and assumptions, and existing cognitive structures to garner insights from experience. Competencies Critique and examine beliefs and assumptions, cognitive structures, and learning processes. Understand how beliefs, assumptions, cognitive structures and learning processes contribute to decision-making and action. Learn from experience and adapt to change.
Resilience	Definition Ability to bounce back from setbacks and adversity. Competencies Demonstrates ability to be self-aware – understanding self, emotions, thoughts, behaviours, capabilities, and choices made. Improve self-efficacy. Develop positive thinking to manage through difficult times Practice healthy habits to consistently perform well under pressure. Develop a strong social support system. Appreciate the role of failure in the continual re-evaluation of experiences in order to try different approaches.
Self- Management	Definition Take ownership of managing one’s personal effectiveness, values clarification, and overall well-being. Competencies Demonstrate ability to continually consider the consequences of one’s actions, evaluate risk and reward, and accept the consequences of outcomes. Understand stressors and consequences of unhealthy habits. Develop strategies (e.g., behavioural coping strategy, time management, cognitive coping, destress mechanisms, boundary management, priority settings, seeking support, etc.) to mitigate them. Understand the importance of safety and wellbeing and their impacts and be able to develop and continually refine methods to manage these for play and work.

Stuck with a lot of homework assignments and feeling stressed ?
Take professional academic assistance & Get 100% Plagiarism free papers