Promoting STEM Faculty Members' Reflection on Their Teaching Practice
As part of an institutional focus on STEM student success, a group of eight STEM faculty from across the STEM disciplines participated in a year-long faculty learning community (FLC). The facilitated experience was designed to support the professional development of faculty through exploration and adoption of research-based best practice in their pedagogy. A significant component of participant development involved promoting faculty reflection on both new ideas and on their teaching practice. We undertook to document and study the type of reflection undertaken by faculty in the group. Our analysis of participants' teaching logs shows that the experience expanded the reflective practice of participants and that from the participants' perspectives, their reflective work was linked to their exploration of new pedagogical approaches.