Examining Faculty Reflective Practice: A Call for Critical Awareness and Institutional Support

• In Event: Marriott Roundtable Session 49
  In Roundtable Session: Faculty Engaging in Practice and Reflection on Teaching Critical and Controversial Topics

Abstract

One of the essential elements of successful data driven decision-making systems is reflective practice. However, little research exists on this topic in higher education. This qualitative study involved in-depth interviews with 21 faculty in research universities about how they reflected on teaching-related data. Results indicate that respondents engaged in three types of reflective practice: three distinct types of reflection: instrumental (i.e., rapid assessment of technical issues), structural-critical (i.e., assessment of institutional issues affecting teaching/learning), and social-critical (i.e., assessment of factors influencing student outcomes). Instrumental reflection was more common than other forms of reflection, with limited social-critical reflection accompanied by a deficit view of student performance. Implications for organizational change and equitable outcomes for all students are considered.

Authors

• Matthew T. Hora, University of Wisconsin - Madison

• Bailey B. Smolarek, University of Wisconsin - Madison