Title

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.

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