Service-learning holds promise for helping develop critical thinking skills among college students. Reflective writing, a key component of service-learning experiences, is also tied to critical thinking skills. This presentation will focus on descriptions of a successful graduate level service-learning experience and the preliminary findings from data collected on reflective writings within that experience. Our findings suggest that students' involvement in service-learning led to increases in critical thinking skills. The service-learning experience will be discussed, along with the implications of our findings in light of the relationships between self reflection and critical thinking. This presentation is intended for those who are interested in the development of critical thinking skills and service-learning as a pedagogical approach in higher education.
