A qualitative analysis of written reflective assignments during a service-learning project at a Southeastern university provide insight into students' learning, as well as a means of assessing the experience for student growth and change. Expectations and concerns of students prior to the project were compared with postexperience reflections to identify changes as a result of their participation. Among student concerns were building relationships and rapport, confidence, and skills; expectations included practical experience, translation of theory to practice, skill development, and career confirmation.
Six postexperience themes resulted from analysis: client change, student feelings, student learning, activities/structure, relationship issues, and metaphors. A comparison of pre- and postanalyses support the value of service-learning for career confirmation, the development of professionalism, personal growth, and self-reflection.
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