ERIC Number: EJ1023645
Record Type: Journal
Publication Date: 2014-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
EISSN: N/A
Available Date: N/A
Public Deliberation as a Teaching Andragogy: Implications for Adult Student Learning from a Doctoral Higher Education Policy Course
Johnson, Matthew; Partlo, Margaret; Hullender, Tammy; Akanwa, Emmanuel; Burke, Heather; Todd, Jerry; Alwood, Christine
Journal of the Scholarship of Teaching and Learning, v14 n1 p95-108 Feb 2014
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.
Descriptors: Andragogy, Critical Thinking, Educational Policy, Doctoral Programs, Decision Making, Case Studies, Ownership, Student Attitudes, Teaching Methods, Qualitative Research
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
Publication Type: Reports - Research; Journal Articles; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A