Creating a guide for reflective practice: applying Dewey’s reflective thinking to document faculty scholarly engagement

ABSTRACT

This article introduces the creation of a guide for reflective practice to document faculty scholarly engagement. As the editor for a journal designed to showcase scholarship of application and integration, I recognized the need for a guide to help faculty structure reflective practice and document their practical and scientific contributions. John Dewey's seminal framework on reflective thinking was used as a conceptual scaffolding to create the guide. There is a discussion of the challenges in interpreting Dewey’s work in creating the guide, and I explain choices made that deviate from Dewey’s original work on reflective thinking. I recommend expanding the guide to a method that education researchers or scholar-practitioners could use to systematically inquire about problems of practice.

KEYWORDS:

• Boyer model
• higher education
• John Dewey
• reflective thinking
• reflective practice
• scholarly engagement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Scott W. Greenberger

Scott W. Greenberger, EdD, is the manager for research in the Center for Innovation in Research and Teaching at Grand Canyon University in Phoenix, AZ. He is an assistant professor, and he serves as the Editor-in-Chief for the Journal of Scholarly Engagement. His research focuses on the Boyer model of scholarship, reflective practice, and faculty motivation.