Mary Lee Weddle’s research while affiliated with St. Catherine University and other places

Reflective practice is a vital skill of effective teachers and a precondition for professional growth. Lack of time, poorly developed reflective skills, or academic cultures that are not supportive of reflection may curtail reflective practice. This article describes a peer-led course reflection process designed to increase the reflection and teaching skills of faculty as well as support course and curriculum development. Department faculty perspectives on the process were examined via a survey that included open-ended and forced-choice questions (N = 10; 91% return rate). The vast majority of respondents indicated this reflective process had improved administrative aspects of their teaching (90%); enriched and informed course development (100%); was time well spent (100%); and helped faculty see how their course fit into the overall framework of the curriculum (80%). The guided, cyclical, and structured nature of this reflection process appears to be effective. The collaborative, non-hierarchical process became part of the program's culture over time. A systematic course reflection process may be of interest to academic faculty who wish to enhance and document course and curricular development.