Reflecting upon teaching diversity-centered courses: dialogues between novice and veteran professors. Issue 1 (2nd January 2020)

• Record Type: Journal Article
• Authors: DiGregorio, Nikki; Liston, Delores D.
• Is Part Of: Reflective practice. Volume 21:Issue 1(2020)
• Page Start: 132
• Page End: 143
• Publication Date: 2020-01-02
• Subjects: Reflective practice -- teaching -- pedagogy -- diversity -- reflective learning; Professions -- Periodicals; Reflection (Philosophy) -- Periodicals; Thought and thinking -- Periodicals; Self-knowledge, Theory of -- Periodicals; Career development -- Periodicals; 370.15
• DOI: 10.1080/14623943.2020.1712194
• Languages: English
• ISSNs: 1462-3943

Abstract

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.