A Structured Model for Reflective Adult Learning Among University Faculty

Abstract

The critical need for professional development of faculty is practical and strategic. It’s important to consider how professors, who are themselves adult learners, develop within the context of higher education. One path may be the application of reflection on practice as an adult learning approach for faculty development. The study was developed to consider reflection on experience, and how reflection stimulates the learning of adults in their role as faculty. Reflection is seen as a formal, cognitive process, incorporating information from past experiences to enhance perceptions of satisfaction or engender a decision to change behavior in the future.