Reflecting Upon Teaching Diversity-Centered Courses: From Novice to Veteran
Document Type
Presentation
Presentation Date
3-29-2017
Abstract or Description
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.
Sponsorship/Conference/Institution
Scholarship of Teaching and Learning Commons Annual Conference (SoTL)
Location
Savannah, GA
Recommended Citation
Liston, Delores D., Nikki DiGregorio.
2017.
"Reflecting Upon Teaching Diversity-Centered Courses: From Novice to Veteran."
Department of Curriculum, Foundations, & Reading Faculty Presentations.
Presentation 161.
https://digitalcommons.georgiasouthern.edu/curriculum-facpres/161
