Assessing and Increasing Graduate Students’ Use of Reflective Practices: An Empirical Study

Authors

Mary Coiro, Assistant Professor, Department of Psychology, Loyola University MarylandFollow
Amanda McCombs Thomas, Dean, College of Arts and Sciences, Saint Joseph’s UniversityFollow
Jeffrey M. Lating, Professor, Department of Psychology, Loyola University MarylandFollow

Document Type

Scholarship

Abstract

The Ignatian Pedagogy Paradigm (IPP) has primarily been conceptualized and applied with regards to high school and undergraduate education. However graduate students constitute one-third of the total enrollment at Jesuit universities in the United States. This article describes an initiative to infuse one aspect of the IPP – namely, reflection – into the curricula of three graduate programs, and the development of a brief self-report measure of reflective practices. Self-report data collected from 130 graduate students in three human services programs (pastoral counseling, psychology, and speech/language pathology) indicated that their understanding and use of reflection as a pedagogical tool increased significantly during their first year in their respective programs. This article discusses future plans to continue infusing the IPP into graduate curricula.

Recommended Citation

Coiro, Mary; Thomas, Amanda McCombs; and Lating, Jeffrey M. (2014) "Assessing and Increasing Graduate Students’ Use of Reflective Practices: An Empirical Study," Jesuit Higher Education: A Journal: Vol. 3: No. 2, Article 1.
Available at: https://epublications.regis.edu/jhe/vol3/iss2/1