Reflecting Upon Teaching Diversity-centered Courses: Dialogues Between Novice and Veteran Professors
Document Type
Article
Publication Date
1-8-2020
Publication Title
Reflective Practice
DOI
10.1080/14623943.2020.1712194
ISSN
1470-1103
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.
Recommended Citation
DiGregorio, Nikki, Delores D. Liston.
2020.
"Reflecting Upon Teaching Diversity-centered Courses: Dialogues Between Novice and Veteran Professors."
Reflective Practice, 21 (1): 132-143: Taylor & Francis Online.
doi: 10.1080/14623943.2020.1712194 source: https://www.tandfonline.com/doi/abs/10.1080/14623943.2020.1712194
https://digitalcommons.georgiasouthern.edu/ecology-facpubs/230
Comments
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