Refection and Decision Making
Making choices as a faculty member is served well by engaging in reflective practice. Reflective practice requires a measured recess from one’s work. During this recess faculty can utilize higher-level thinking and gain deeper insights to aide decision-making. According to Merriam, Caffarella, and Baumgartner (2007), practitioners use reflective practices effectively by examining beliefs and goals, to gain new or deeper understanding that leads to actions that improve learning for students. Reflective practice can be a sensible and powerful tool for faculty faced with frequent decision-making. Reflective practice allows professionals to go beyond the routine application of rules, facts, and procedures, and provides the freedom to practice one’s craft more as professional artistry and create new ways of thinking and acting about problems (Merriam et al., 2007).
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.