Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited
This article by Alison Cook-Sather, Sophia Abbot, and Peter Felten makes a compelling case for the value of reflection in teaching and the value of reflective writing as a rigorous, approachable, and accessible form of scholarship. The piece can be especially useful for sharing with colleagues and administrators who may be unfamiliar with reflective writing as a form of scholarship.
The intellectual and emotional engagement required for reflective writing constitutes a kind of thorough and careful analysis that is particularly in keeping with the ethos of SoTL and especially useful in capturing for ourselves and sharing with others the experiences, outcomes, and challenges of learning and teaching in higher education (Bryson, 2014; Hamshire et al., 2017).