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