Guided and Reflective Journaling in a Study-Away Program: Student Insights

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: SIG 41 Roundtable Presentations (Table 6)

Abstract

This study explores perspectives on guided and reflective journaling of undergraduate students who participated in a short-term study-away program as a part of experiential learning. The study's goal is to address the knowledge gap about how students perceive reflective journaling. Nine individuals who were engaged in an eight-day study-away program in a college course with a sustainability focus participated in this case study. Surveys and thematic analysis were utilized. The study gives insights to educators on the use of prompts as scaffolding tools and advances our understanding of the positive and negative aspects of guided and reflective journaling in experiential learning contexts.

Authors

• Maria Scalzi Wherley, Pennsylvania State University

• Emre Dinç, Pennsylvania State University

• Haley Sankey, Pennsylvania State University