Embedded Files
Guiding Question
Guiding Question
Why intentionally include reflection within the Belonging by Design framework?
Guiding Principles
Also
design decision
design decision
Reflection is intentionally embedded throughout the Belonging by Design framework.
Faculty reflect on instructional decisions and their impact on students.
Reflection informs future instructional choices and supports continuous refinement of the framework.
Students may also engage in reflection as part of developing professional skills and collaborative capacity.
Working Definition
Working Definition
Reflection: Within Belonging by Design, reflection is the intentional examination of instructional decisions and learning experiences to inform future practice.
Reflection is viewed as a process of continuous learning rather than evaluation.
Design Rationale
Design Rationale
Problem
Problem
Professional growth requires opportunities to learn from experience.
Instructional decisions are often made without structured opportunities to examine their impact.
Without reflection, instructional practices are more likely to remain habitual rather than intentional.
Students also benefit from opportunities to examine how they learn and collaborate.
Design Choice
Design Choice
Embed reflection throughout the framework.
Encourage faculty to reflect after implementing instructional strategies.
Position reflection as a tool for improving future instructional decisions.
Include opportunities for student reflection when appropriate.
Reasoning
Reasoning
Reflection supports intentional instructional improvement.
Faculty learn which strategies best support their students.
Reflection reinforces the iterative nature of Belonging by Design.
Students develop greater awareness of their own collaborative learning and professional growth.
evidence & influences
evidence & influences
leadership
leadership
Relevant Ideas
Relevant Ideas
Servant Leadership develops the capacity of others rather than directing their actions.
Adaptive Leadership encourages leaders to respond to changing contexts.
Team Leadership emphasizes creating conditions that enable collaboration.
Inclusive Leadership values professional voice and shared responsibility.
How Leadership Informed This Decision
How Leadership Informed This Decision
Leadership theories informed the decision to position faculty as instructional decision-makers throughout the framework. Rather than providing a scripted curriculum, Belonging by Design supports faculty in assessing classroom needs, selecting appropriate instructional strategies, and reflecting on their practice. This approach aligns with servant and adaptive leadership by emphasizing responsiveness, professional expertise, and capacity building rather than compliance.
Included Theories
Included Theories
Servant Leadership
Adaptive Leadership
Team Leadership
Inclusive Leadership
learning theory
learning theory
Relevant Ideas
Reflection supports deeper learning.
Experience alone does not guarantee learning.
Reflection helps learners make meaning from experience.
Reflection supports transfer to future contexts.
How Learning Theory Informed This Decision
Reflection transforms experience into learning. Rather than simply participating in teamwork activities, students and faculty examine what happened, why it happened, and how those experiences might inform future practice.
belonging
belonging
Relevant Ideas
Reflection helps students recognize growth.
Reflection supports identity development.
Reflection encourages students to consider how they contribute to a learning community.
How Belonging Informed This Decision
Reflection creates opportunities for students to recognize their own growth, contributions, and relationships with others. These experiences support the development of belonging within both the classroom and the teaching profession.
institutional resources
institutional resources
Relevant Ideas
Principled Innovation encourages thoughtful and ethical reflection.
Professional Learning Hub emphasizes continuous professional growth.
ASU initiatives consistently value reflective practice as part of educator development.
How Institutional Resources Informed This Decision
Institutional resources reinforced the importance of reflection as a mechanism for professional growth and instructional improvement. These ideas aligned naturally with the iterative design of the Belonging by Design framework.
research evidence
research evidence
Relevant Findings
Reflection strengthens professional learning.
Reflective practice supports instructional improvement.
Reflection contributes to professional identity development.
How Research Evidence Informed This Decision
Research consistently identifies reflection as an important component of effective teaching and professional learning. These findings supported the decision to embed reflection throughout the framework rather than treating it as a final activity.
practical considerations
practical considerations
Relevant Considerations
Reflection can be incorporated into existing instructional practice.
Faculty require efficient methods for documenting and learning from implementation.
Reflection supports continuous refinement without increasing instructional complexity.
How Practical Considerations Informed This Decision
Reflection was designed to fit naturally within existing teaching practices while providing faculty with opportunities to improve both instruction and implementation of the framework.
alternatives considered
alternatives considered
Possible alternatives
Teach communication first.
Teach trust first.
Assume teamwork develops through group work.
Why not selected
Teamwork provides an organizing framework that naturally incorporates these related skills.
Alternatives
Reflection only at the end of the semester.
Reflection only for students.
No structured reflection.
Why They Were Not Selected
Belonging by Design is intended to support continuous improvement rather than one-time evaluation. Ongoing reflection provides opportunities for both faculty and students to learn from experience and make intentional adjustments over time.
decision notes
decision notes
Original Decision
Reflection was originally included as part of the teamwork lessons to encourage students to consider their collaborative experiences.
Revisions
As the framework evolved, reflection became a central feature supporting faculty decision-making and continuous improvement. Reflection now informs both instructional practice and the ongoing development of the Belonging by Design framework.
Remaining Considerations
What forms of reflection are most useful for faculty?
How much reflection is necessary to meaningfully inform future instructional decisions?
How can student reflection complement faculty reflection?
Current Stage
Emerging
Created
July 2026
Last Updated
July 2026
Next Steps
Expand learning theory connections.
Add literature on reflective practice in teacher education.
Refine the role of reflection across future iterations of the framework.
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