Use structured, formal learning beyond the profession (e.g., classical liberal arts content) to grow mid-career faculty reflective capacity¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Given faculty scores near the center of the epistemic scale and a gap relative to very-late-career faculty benchmarks, the authors recommend professional development built on a trajectory of growth on the King and Kitchener scale. They suggest that "structured, formal learning not necessarily related to the profession of college professor or teacher educator-perhaps more classical, liberal arts, or content in nature-would contribute to increasing the reflective capacity of their faculty." The recommendation rests on their own mid-range findings and the Glenn and Eklund comparison rather than a tested intervention.

Design Implications¶

Context¶

Requirements¶

• Baseline scaling of faculty reflective capacity on the RJM to set individual growth trajectories
• Professional growth activities matched to current stage levels

Constraints¶

• The article did not test this intervention; it is proposed as fodder for future work based on the observed gap between approximately 4.0 stage scores and the high 5.0 range

Target Learners¶

• mid- to late-career college faculty and teacher educators

Target Learning Goals¶

• reflective judgment
• personal reflective capacity

Affordances¶

• Rjm Seven Stage Epistemic Framework

Related Strategies¶

Examples¶

-

Key Sources¶

• Wlodarsky, R. and Walters, H. (2010). Use of the Reflective Judgment Model as a Reference Tool for Assessing the Reflective Capacity of Teacher Educators in a College Setting. i-manager's Journal of Educational Psychology. https://www.ncate.org/documents/standards/UnitStandardsMay07.pdf