Becoming Reflective Educators

Writing is a process but it requires reflection, practice, reading, and goals. As an extension of graduate pedagogy, this publication explores how a doctoral social work class extended the peer-to-peer support beyond the classroom walls to mirror the peer-to-peer collaboration and mentoring of faculty and scholars in various fields. Foels and Pfannenstiel developed graduate pedagogical approaches to model collaboration and mentoring. This work creates space for students to realize graduate specific goals like publishing their research, acting as reviewers to understand the peer review cycle, and developing a work for a specific publication. The early chapters overview graduate pedagogical theory, and the course assignment. The remaining chapters offer reflections by each doctoral student, exploring their learning growth.