Author ORCID Identifier

Jodi Benenson https://orcid.org/0000-0002-0220-2488

Thomas Jamieson https://orcid.org/0000-0002-2716-5476


Document Type

Article

Publication Date

3-3-2022

Publication Title

Journal of Public Affairs Education

Abstract

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.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Public Affairs Education on March 3, 2022, available online: https://doi.org/10.1080/15236803.2022.2029278

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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