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Public Deliberation as a Teaching Andragogy: Implications for Adult Student Learning from a Doctoral Higher Education Policy Course

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Title: Public Deliberation as a Teaching Andragogy: Implications for Adult Student Learning from a Doctoral Higher Education Policy Course
Language: English
Authors: Johnson, Matthew, Partlo, Margaret, Hullender, Tammy, Akanwa, Emmanuel, Burke, Heather, Todd, Jerry, Alwood, Christine
Source: Journal of the Scholarship of Teaching and Learning. Feb 2014 14(1):95-108.
Availability: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Peer Reviewed: Y
Page Count: 14
Publication Date: 2014
Document Type: Reports - Research
Journal Articles
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Andragogy, Critical Thinking, Educational Policy, Doctoral Programs, Decision Making, Case Studies, Ownership, Student Attitudes, Teaching Methods, Qualitative Research
ISSN: 1527-9316
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.
Abstractor: As Provided
Number of References: 30
Entry Date: 2014
Accession Number: EJ1023645
Database: ERIC
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  Data: Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
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  Data: 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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