![]() Professional education has established the framework of the process of becoming a professional (e.g., teacher, nurse, designer, engineer, lawyer). Using these theoretical resources enables reinterpretation of the reflection process in service learning and can offer new ways to guide practice and research. The former, student development theory in college ( Evans et al., 2009a Patton et al., 2016), includes cognitive, intrapersonal, and interpersonal development. It then moves outside the service learning research, to incorporate developmental theory in higher education and professional education. It will first provide the review of students' reflection in service learning research, focusing on the model which explains the process for how reflection can generate learning outcomes. This paper will expand the theoretical explanation of the relationship between student reflection and outcomes, incorporating reflection theory and identity theory in the broader contexts. Through reflection, students learn from their social experiences in the community and connect them to academic knowledge ( Ash and Clayton, 2009 Kawai and Kimura, 2014). One of the central components of this process is reflection, which is defined as “intentional consideration of an experience in light of particular learning objectives” ( Hatcher and Bringle, 1997, p. Research has clarified the learning outcomes that service learning produces, as well as the developmental process that generates those outcomes. Service learning has been established as one of the high impact educational practices in higher education ( Kuh, 2008 McCormick et al., 2013). In particular, service learning promotes civic engagement and enhances civic attitude, thus playing a role in civic learning in higher education ( Bringle and Clayton, 2012 Bringle et al., 2015 Gelmon et al., 2018). ![]() Research findings on service learning have shown that in higher education it has improved student learning outcomes ( Eyler and Giles Jr, 1999 Astin et al., 2000 Conway et al., 2009 Celio et al., 2011). Through deepening reflection in service learning, it can be expected to activate mutuality and support generativity toward solidarity against hostility. The above conditions should be design principles for deepening critical and dialogical reflection in high-impact service learning. Furthermore, it activates plurality in social norms and values. It bridges discontinuities between past, present, and future selves by expanding the time perspective retrospectively and prospectively, and solving contradictions embedding in their prejudice. The deep reflection process requires confronting contradictions through dialogical interplays among the I-positions of their own and others. It connects outward exploration of those differences and inward exploration to construct internal voices toward self-authorship. In addition, it finds discrepancies from differences of views, perspectives, and backgrounds between those of students and others. First, it focuses on concrete experience then-and-there at that moment rather than abstract impressions by paying attention to personal dissonance in the experience. Expanding the theoretical explanation of the reflective process clarifies the conditions of the deepening student reflection process in service learning in the following ways. This article provides a theoretical explanation of deepening the reflection process by incorporating reflection theory and identity theory of college student development, professional development, and general identity development. As research on reflection in service learning has shown, the process of reflection deepens through description of service experiences, examination of those experiences and articulation of learning. ![]() In higher education, well-designed service learning combines service activities and academic knowledge in reflection, generating essential learning outcomes: academic enhancement, personal growth, and civic engagement. College of Sport and Health Science, Ritsumeikan University, Kusatsu, Japan.
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