Reflecting upon teaching diversity-centered courses: From novice to veteran
Track
Non-Research Proposal / About SoTL
Abstract
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.
Session Format
Presentation Session
Location
Room 3
Recommended Citation
Liston, Delores and DiGregorio, Nikki, "Reflecting upon teaching diversity-centered courses: From novice to veteran" (2017). SoTL Commons Conference. 66.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/66
Reflecting upon teaching diversity-centered courses: From novice to veteran
Room 3
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.
