Exploring How Educators Promote Meaningful Reflection Among Traditional Undergraduate Students: A Multicase Study

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Abstract

The researchers of the present empirical study sought to explore how educators who teach at the college-level effectively get their students to reflect on the content and experiences they are afforded in college. More specifically, a multi-case study was used to analyze how six educators thought about their content and pedagogy and to learn about the ways in which they assisted students to see beyond ‘an instrumentalist view of college’ toward a perspective of both social and academic growth. Themes from the six participants included – though were not limited to – problematizing the practice of teaching, emphasizing mindfulness and rigor in the classroom, validating multiple vantage points, and explicitly associating content and experiences with professional ambitions.

Author

• Rory Philip Tannebaum, Merrimack College