Wlodarsky and Walters' study explored the reflective practices of college faculty, as they defined reflection and discussed processes, which they used to facilitate reflection on their professional development. A qualitative coding strategy was used, then an analytic concept mapping procedure described by Novak and Gowen (1984) was employed. Findings include the emergence of the "Event Path" model, and an unmistakable pattern of change that derived from identification and correction of deficiencies in practice. Second, reflection is a process of discovery of strengths and successes, to confirm and plan for continuation in that same path. Future research on how the "Event Path" model can facilitate constructive dialogue and mutual respect amongst college faculty model was discussed. ?[For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]