Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

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Matthew Johnson Margaret Partlo Tammy Hullender Emmanuel Akanwa Heather Burke Jerry Todd Christine Alwood

Abstract

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
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Author Biography

Matthew Johnson, Central Michigan University

Assistant Professor, Educational Leadership