Abstract
Deliberate college teaching can empower learners and help instructors foster welcoming and inclusive classrooms for all students. Yet, despite a growing literature on effective pedagogies, college teaching practices are largely outdated and often fail to respond to students’ needs. This grounded theory examined the teaching approaches of 25 instructors at an academic department in a US university. Findings show that instructors engage in a constant process of self-questioning that guides their practice. Three teaching orientations illustrate how some faculty move from adoptive to experimental to deliberate instruction. Specific recommendations for faculty and administrators to bolster deliberate teaching are presented.
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