This document outlines a workshop on reflection during embedded community engagement experiences. It discusses the differences between embedded and non-embedded experiences, with embedded experiences involving full immersion in a community for an extended period of time. Reflection is important for both, but presents additional challenges for embedded experiences. The workshop covers preparing for reflection, using models like PARE (preparation, action, reflection, evaluation), and addressing issues like culture shock and privilege. It provides example reflection questions and exercises to guide participants' reflection at different stages of an embedded experience, from pre-departure to arrival, acclimation, engagement with the community, analyzing impact, and departure.

1. Reflection During Embedded
Community Engagement
Liz Aguilar, Bonner Scholar, DePauw
Doug Harms, Faculty, DePauw
Bonner SLI, June 2018

2. Workshop Outline
● Introductions
● Workshop Goals
● Embedded vs. Non-embedded Experiences
● Stages of Embedded Experience and Reflection Activities

3. Introductions - Liz Aguilar
● Pronouns: They/Them/Theirs
● DePauw University, Class of 2018
○ Major: Biochemistry, Minors: Spanish and Computer Science
● Reflection Leader of Winter Term in Service to Nicaragua
(2017)
● Fulbright Scholar Alternate (‘18): Research Grant to
Sweden
● Served as previous Senior Intern and Class Chair of
Bonner Program
● Will join incoming PhD class at University of Washington
Seattle - Genome Sciences

4. Introductions - Doug Harms
● Pronouns: he/him/his
● Professor of Computer Science at DePauw University
● Led 8 Winter Term In Service (WTIS) Courses:
○ El Salvador
○ Nicaragua
○ Juárez, Mexico
○ San Diego
● Fulbright Scholar to Bulgaria in 2004-05
● Works closely with Bonner Scholars at DePauw
● Member of CoCoDA Board

5. Workshop Goals
● Provide participants with suggestions on how to
effectively prepare for an embedded experience
● Tools for reflection during travel and civic engagement
abroad
● What leadership on embedded experiences looks like
● Deconstructing white privilege/savior complex while
abroad during reflections/discussions
● Mock reflection exercises

6. Peer Introductions: What are Your Goals?
● Name & pronouns
● Where are you from?
● What do you hope to get out of this session?

7. Embedded vs Non-
Embedded
Experiences

8. Embedded vs. Non-Embedded Experiences
● An “Embedded Experience” involves community engagement in
which the participant is immersed in the community that
the participant is not a member of, essentially 24/7 for
an extended period of time
● Examples could include short term service trips, semester
long community engagement experiences, and multi-year
experiences (e.g., Peace Corps)

9. Embedded vs. Non-Embedded Experiences
● Reflection is critical in both Embedded and Non-Embedded
experiences
● PARE Model
○ Preparation
○ Action
○ Reflection
○ Evaluation

10. Embedded vs. Non-Embedded Experiences
● Reflection in embedded experiences offers some additional
challenges not usually found in non-embedded experiences
(at least not to the same degree)
○ Challenging to “step away” from the experience
○ Easy to fall into the “savior” complex
○ Culture issues
■ Language
■ Customs
■ Norms
■ Culture shock

11. Culture Shock
● Four stages of culture shock:
○ Honeymoon
○ Frustration
○ Adjustment
○ Acceptance
● Participants will often be at different
stages at any point in time

12. What does it mean
to Reflect?

13. Let’s Unpack What it means to Reflect
“Critical reflection is the process of analyzing, reconsidering, and
questioning one’s experiences within a broad context of issues and content
knowledge” (Jacoby, Service-Learning Essentials, 2014).
Typically for participants we see themes in discussions relevant to their
experiences in:
● Academic connection
● Community voice/connection and feelings about service
● Collaboration
● Personal and critical reflection

14. The 4 C’s of Reflection
Eyler, Giles, and Schmiede (1996)

15. What? So What? What’s Next?
Many reflection exercises are designed to encourage movement
through these three increasingly analytic phases of the
reflective process toward more complex understandings of the
issues involved in the service-learning experience.

16. A Pre-Departure
Exercise: Privilege
Lists

17. Directions
1. In groups of 2-3, write down what privileges are most
important to your identity. (1-3 with 1 being of greatest
privilege)
2. Let’s discuss/reflect!

18. LEt’s Examine
Reflection in an
Embedded Context

19. Pre-Departure: Anxiety, Anticipation, and Excitement
What do I expect to get out of this experience? What are the
goals and what am I anticipating the most? Any worries?

20. Arrival: Surreal, Naivety, More Anticipation
What impact did arrival have on you? Are you beginning to
consider adjustment challenges?

21. Acclimation: Homesickness, Culture Shock
How did you define civic engagement back at home?
Who is your greatest inspiration?
Describe a time when you realized you were in a position of
privilege.

22. Being Present: Acknowledgment, Curiosity
Do you believe that a project of _________ time period is
feasible to develop community engagement skills?

23. Analyzing Impact: Criticism, Humility
Describe someone locally who has impacted your stay.
When you tell this story to others, how do you plan to tell
it? How does the story end?

24. Departure: Regression, TRanslation
What sentiments do you feel leaving this embedded project and
the community it serves?
Did you feel as though you connected well with the community
you served?
Can you see that this type of work can be beneficial or
damaging? To who?

25. Tools To Avoid Being White Savior Barbie