An international perspective on teaching reflective practice

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Critical consciousness and reflective practices are the hallmark of American higher education. Most often faculty teach students to use a reflective practice and to think not only about any problem, but to examine why and how they came to their own beliefs about the issue. Students who come to the U.S. to study are often challenged in this regard as they try to integrate into the culture of the academy. Many international students are building their understanding of what reflective practice entails and why it is used – what purpose it might serve in the academic setting and beyond.

Reflective practice is a thoroughly cultural value and American academics in particular employ it in the classroom and as a part of their own research. It is crucial that students from diverse backgrounds entering the academy have the opportunity to learn the meanings and usages of reflective practice as they embark on their university careers. Implications for reflective practice include deepening situational awareness and bringing a critical consciousness to future experiences. Mastery of reflective practice at the start of university programs gives students, regardless of prior experience, the foundation for academic and personal goal attainment. This is key for increased engagement of diverse learners and faculty interactions.

This poster will provide models for reflective practice as well as examples of lessons and assignments used in pathway classes for international students at George Mason University. The aim of the poster is to illuminate inclusion-related reflective practice for use in learning environments with international students and discuss with attendees how to reproduce applications in other settings.

Author

• Amy Lewis, George Mason University