Abstract
Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-student interaction has a remarkable impact on student success. This paper, a Scholarly Personal Narrative (SPN), explores the value of sustained pedagogical reflection and how such reflection can benefit instructors and their students.
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