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This article can also be found in The Journal of Cooperative Education & Internships, 2010, 44(1), 42-50. http://www.ceiainc.org/journal.asp?PageID=230&Document_ID=4179

Abstract

Student reflection in experiential education is recognized as a valuable tool in learning and development (Moon, 2006). InCoRe, an acronym for integration, coordination and reflection, is a model for reflective teaching and learning intended to encourage student reflection prior to, during, and after an internship experience. InCoRe operates through the strategic integration of experiential education within a program of study, the coordination of student advising between faculty and the administrators and staff members who manage and support experiential education and student-based reflection oriented toward fulfillment of student learning outcomes. The model employs several theoretical constructs including a derivative of Bruner’s (1960) spiral curriculum, Tyler’s (1949) principles of curriculum and instruction, Kolb’s (1984) model of reflective thinking, and Boud, Keogh and Walker’s (1985) approach to facilitating post-learning reflection. A 14 item survey was developed to assess student perceptions of reflection, outcomes attainment, and appropriateness of curriculum relative to their program of study for N = 943 post-secondary college students at a major national non-profit university. Implications for educators and students regarding reflection and outcomes attainment are discussed. (Journal of Cooperative Education & Internships, 2010, 44(1), 42-50).

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