Abstract
Self-reflection has been demonstrated to have a positive effect on the academic growth of educators. Teachers that actively engage in self-reflection are more likely to exhibit an increased interest in the development of innovative teaching strategies, learning, and collaborative practices. This paper highlights the experiences and self-reflection of two teachers of diversity-centered courses, at very different points in their careers: one a veteran Professor of more than 20 years and one an Assistant Professor of less than 5 years. Utilizing both formal and informal feedback from students, both professors reflect on their experiences teaching diversity-centered courses. Recommendations and implications for new and established professionals and the broader community of the Scholarship of Teaching and Learning (SoTL) are discussed.
Original language | English |
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Pages (from-to) | 132-143 |
Number of pages | 12 |
Journal | Reflective Practice |
Volume | 21 |
Issue number | 1 |
DOIs | |
State | Published - Jan 2 2020 |
Scopus Subject Areas
- Philosophy
Keywords
- diversity
- pedagogy
- reflective learning
- Reflective practice
- teaching