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Service-learning is a pedagogy where students engage in service that is linked with the course learning objectives. Research has shown that students participating in service-learning have a higher comprehension of the course material and also develop an awareness of their local community and the issues it faces. Critical to service-learning is a reflective or metacognitive component that provides students with the opportunity to make the connection between the service and the issues related to the service and the course learning objectives. In engineering, there are many examples of integrating community service into courses ranging from freshman introductory courses to senior level capstone courses. Despite successes found in these programs, the integration of effective reflection components remains an area where the engineering education community continues to struggle. The EPICS program at Purdue University has developed a number of activities and materials to engage students in reflection, with a focus on technical, social, and ethical reflection. This paper will present the development of these materials, results from the current materials, and a discussion of future plans.