Reflecting on teaching is a powerful habit of mind that can improve one's own teaching practice. Reflective practitioners make changes in the moment of teaching (reflection-in-action) and also look back on past teaching experiences (reflection-on-action) to inform planning of future instruction (Schon, 1983). This paper describes an engineering professor's journey through the Reflective Cycle of Course Development, and how his reflections-in-action and reflections-on-action caused him to implement instructional variations within a senior level heat transfer course over three semesters. Looking back, the authors reflect on the reflections driving course variation and discuss considerations for future reflective course development.
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