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Written reflection is a tool commonly used by faculty to assess student learning in service-learning courses, which are frequently offered as short-term international experiences. This article discusses a qualitative analysis of students' written reflections on a short-term, international service-learning project that was conducted to determine whether undergraduate students bridged their engagement to the development of civic or social responsibility. Results of the analysis revealed thatdoi:10.1037/e581162006-001 fatcat:4c4um5kl3nfxrjt4ygpw6t64ee