JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
A Structured Model for Reflective Adult Learning Among University Faculty
Author(s): Rachel Wlodarsky
Citation: Rachel Wlodarsky, (2018) "A Structured Model for Reflective Adult Learning Among University Faculty," Journal of Higher Education Theory and Practice, Vol.18, Iss. 5, pp. 98-111
Article Type: Research paper
Publisher: North American Business Press
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.
