Engaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students

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cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorLuft, Toupey
dc.contributor.authorRoughley, Robert
dc.date.accessioned2016-11-29T00:47:23Z
dc.date.available2016-11-29T00:47:23Z
dc.date.issued2016
dc.description.abstractReflective practice can enhance the professional identity development (PID) of graduate students. Struggling with one's self-awareness and related academic assignments are part of a necessary process for ensuring student success as developing professionals. Yet, there are many salient barriers that can interfere with graduate students undertaking this process. Graduate students need to have the opportunity to engage in a reflective process, but they also require emotional safety to take the risks required. Appropriate faculty involvement and modeling of desired qualities is also fundamental. Strategies are suggested to address student needs.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/591
dc.language.isoen
dc.publisherCreateSpace
dc.publisher.institutionCity University of Seattle (CityU)
dc.relation.ispartofSupporting the Success of Adult and Online Students
dc.relation.ispartofseriesProven practices in higher education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectstudent reflection in online education
dc.subjectfacilitation of student success
dc.titleEngaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students
dc.typeBook Chapter
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