Does Providing Feedback to Student Reflections Impact the Development of Their Leadership Competence?
Nicole Stedman Internship experience is a valuable component of an undergraduate degree. This is especially true in leadership education programs, where leadership development may take place in a variety of contexts. Theory purports reflection enhances a learners’ experience through a linkage of education, work, and personal development (Kolb, 1984). It is not clear, however, if reflection guided by feedback will enhance or diminish the learning and development. This study utilized a pretest-posttest experimental design in an attempt to determine if providing feedback to weekly internship reflections would make a difference in leadership skill development. Thirty-six undergraduate students were randomly assigned to treatment and control groups following enrollment in a 10-week summer internship course. All participants submitted weekly reflections. The control group received no feedback and the treatment group was provided feedback by a research team member to invoke deeper reflection
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