The Service-Learning (S-L) pedagogy strives to integrate academic learning with meaningful community service designed to enhance student learning, meet the needs of communities, and develop a sense of civic responsibility. Prof. McGinley was trained as a basic scientist (ecology) at American research universities in the 70s and 80s and spent most of his academic career at Texas Tech University (TTU). Although he has been involved with S-L as a founding member of the Service-Learning Advisory Council and a Service- Learning Fellow at TTU, he was unable to teach his first S-L course until he arrived at Lingnan University (LU). As field based experiential learning is common in the environmental sciences he is relatively comfortable integrating learning and service, but the element of “reflection” is novel and challenging. Prof. McGinley’s experience suggests that quality and guided reflection is a critically important component of S-L pedagogy. In this workshop, he will share some of his experiences and “insights” about incorporating reflection into science-focused S-L courses. Moreover, he will discuss how he hopes to use the S-L community’s experience in promoting reflection in his capacity as Director of Core Curriculum and General Education at LU. It is believed that encouraging student reflection intended to help them integrate the various components of their undergraduate experiences has the potential to provide great benefit at a relatively small cost.