TY - JOUR
T1 - Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course
AU - Hullender, Tammy Lyn
AU - Burke, Heather Norene-Lee
AU - Johnson, Matthew
AU - Partlo, Margaret ANN
AU - Todd, Jerald
PY - 2014/2/1
Y1 - 2014/2/1
N2 - Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a doctoral-level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.
AB - Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a doctoral-level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.
UR - https://josotl.indiana.edu/article/view/3943
M3 - Article
VL - 14
SP - 95
EP - 108
JO - Journal of the Scholarship of Teaching and Learnin
JF - Journal of the Scholarship of Teaching and Learnin
IS - 1
ER -
