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Reflection as a key component in faculty development

Patti Clayton (Coordinator, Service‐Learning Program, Faculty Center for Teaching and Learning, NC State University, Raleigh, North Carolina, USA)
Sarah Ash (Associate Professor, Departments of Animal Science and Family and Consumer Sciences, NC State University, Raleigh, North Carolina, USA)

On the Horizon

ISSN: 1074-8121

Article publication date: 1 September 2005

2165

Abstract

Purpose

Reflection is key to learning from experience, including the experience of teaching. Aims to investigate whether critical reflection is as important in faculty development as it is in student learning.

Design/methodology/approach

Offers the authors' experience with a service‐learning program as a case study of the benefits and challenges of structuring faculty development around reflection.

Findings

Reflection on their teaching both deepens faculty's understanding of their roles as educators and allows them to model those abilities and perspectives they want their students to develop. Further, collaborating with our students in the reflective process promotes a strong sense of learning community, positioning students and faculty alike as engaged in collaborative inquiry.

Originality/value

Provides useful information on reflection as a means of development for faculty.

Keywords

Citation

Clayton, P. and Ash, S. (2005), "Reflection as a key component in faculty development", On the Horizon, Vol. 13 No. 3, pp. 161-169. https://doi.org/10.1108/10748120510618187

Publisher

:

Emerald Group Publishing Limited

Copyright © 2005, Emerald Group Publishing Limited

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