Replication Data for: Uncertainty and unrest: a collaborative pedagogical response to pandemics, protests, and policy

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.

本文呈现了一项以社会公平为核心的团队授课课程的教学法研究成果、观察性研究结果与实证研究结果。该课程在2020年全球不确定性与社会动荡并存的时期，为学生与教职员工双方打造了高效的学习实践路径。本文首先阐述该课程的开设背景，指明在全球大流行病、种族不公等议题浮现的背景下，需采用以社会公平为核心、整合跨学科专业知识的协作式教学模式。随后，作者介绍了针对参与该课程的学生与教职员工开展问卷调查的研究方法与结果，并梳理了本次研究提炼出的四大核心主题。作者在文末分享了本次研究的经验教训与实践建议，并向学界与实务界人士发出行动倡议，呼吁在应对公共行政领域的复杂与时下热点议题时，采用以社会公平为核心、整合跨学科专业知识的协作式教学法。