Reflective Writing: From Pedagogy to Practice in a Jesuit University

Authors

Janet Preis, Associate Professor, Department of Speech-Language Pathology/Audiology, Loyola University MarylandFollow
Erin Stauder, Clinical Faculty, Department of Speech-Language Pathology/Audiology, Loyola University MarylandFollow

Document Type

Praxis

Abstract

The purpose of this pilot study was to examine the effects of reflective writing when it was integrated into graduate students’ early clinical experience in speech-language pathology. Journaling was introduced to teach, support, and foster Jesuit ideals, particularly that of reflection. Statistical analysis comparing students’ pre and post semester understanding of how to apply journaling to themselves, their clients, their clinical education, and Ignatian Pedagogy showed a significant increase over time for each of these areas. In addition, effect size analysis indicated that the “learning curve” was great, as all areas of understanding (self, others, education, and Ignatian Pedagogy) showed a remarkable improvement from pre to post intervention, suggesting that reflection promotes such understanding.

Recommended Citation

Preis, Janet and Stauder, Erin (2014) "Reflective Writing: From Pedagogy to Practice in a Jesuit University," Jesuit Higher Education: A Journal: Vol. 3: No. 1, Article 5.
Available at: https://epublications.regis.edu/jhe/vol3/iss1/5