Main Article Content
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 graduate 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.
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How to Cite
Johnson, M., Partlo, M., Hullender, T., Akanwa, E., Burke, H., Todd, J., & Alwood, C. (2013). Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course. Journal of the Scholarship of Teaching and Learning, 14(1), 95-108. https://doi.org/https://doi.org/10.14434/josotl.v14i1.3943