Uncertainty and unrest: A collaborative pedagogical response to pandemics, protests, and policy

Jodi Benenson, Tara Kolar Bryan, Carol Ebdon, Theresa Glanz, James Harrold, Thomas Jamieson, Njoki Mwarumba

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
JournalJournal of Public Affairs Education
DOIs
StateAccepted/In press - 2022

Keywords

  • COVID-19
  • public administration
  • social equity
  • team-teaching

ASJC Scopus subject areas

  • Education
  • Public Administration

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