Author ORCID Identifier
Jodi Benenson https://orcid.org/0000-0002-0220-2488
Thomas Jamieson https://orcid.org/0000-0002-2716-5476
Journal of Public Affairs Education
This article presents the pedagogical, observational, and empirical findings from a social equity centered team-taught course that served as an effective learning approach for both students and faculty during a time of great uncertainty and unrest in 2020. The article begins by describing the context for why this course was offered, outlining the need to use a collaborative teaching approach that centers social equity and interdisciplinary expertise when issues such as a global pandemic and racial injustice arise. The authors then describe the methodology and findings associated with surveying students and faculty members who were engaged with the course and share four themes that emerged from the research. The authors conclude by sharing lessons learned, recommendations, and a call to action to scholars and practitioners to use a collaborative pedagogical approach that centers social equity and interdisciplinary expertise when addressing complex and timely issues in public administration.
Benenson, J., Bryan, T. K., Ebdon, C., Glanz, T., Harrold, J., Jamieson, T., & Mwarumba, N. (2022, March 3). Uncertainty and unrest: A collaborative pedagogical response to pandemics, protests, and policy. Journal of Public Affairs Education. https://doi.org/10.1080/15236803.2022.2029278
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Available for download on Sunday, September 03, 2023