Reflecting Upon Teaching Diversity-Centered Courses: From Novice to Veteran

Studies have indicated that self-reflection has a positive effect on the academic growth of educators (Pedrosa-de-Jesus, Guerra, & Watts, 2016). Instructors 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 (Pedrosa-de-Jesus, Guerra, & Watts, 2016). This project 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 entering her third year. Implications for new and established professionals and the broader SoTL community are discussed.