This paper examines the evolution of two service-learning courses providing pre-service teacher candidates and child and youth studies majors with experience working with children and youth. Using an autoethnographic approach, I draw on a decade of teaching the courses, associated reflective journal notes, and design notes. My primary research question asked how various course iterations led to best practices and the role of cognitively informed course design in those practices. The various iterations of the courses included a redesigning for on-line only instruction, Covid-19 modifications, and incorporating important lessons learned from pandemic delivery into the post-pandemic offering. This paper offers an inside look at how cognitively informed course design fosters deeper critical reflection among students. Focusing on core course elements such as design, assignments, interaction, and support within the courses, this paper offers important lessons learned and insights into how to scaffold students in critical reflection and transferable skills that will assist them in their professional work in classrooms and with children and youth. Particular attention will be given to a metacognitive reveal of the courses’ underlying structures that have successfully supported students in enhancing their critical reflective skills, becoming aware of their biases, and developing other skills to assist them in helping children and youth reach their full potential. In discussing the evolution of the courses across time, decision points for changes and modifications to the courses will be elaborated upon as will lessons learned and implemented.

Authors:
Dawn Zinga, Brock University, Canada

About the Presenter(s)
Professor Dawn Zinga is a University Professor/Principal Lecturer at Brock University in Canada

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