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The Annual Pedagogy Project for Academic Citizenship

This project gives faculty the time, resources and incentives to develop approaches to teaching that encourage active and collaborative learning designed to develop students’ perspective taking, public reasoning and self-authorship skills.

Perspective-taking involves attending seriously to multiple, often contradictory points of view, navigating differences, and acknowledging that all perspectives should be respectfully heard and critically evaluated using authoritative criteria.

Public Reasoning is the purposeful airing of ideas and positions so that they can be evaluated and refined by the relevant community. As students engage in civil discourse, they must be able to weigh the competing views of others and provide persuasive evidence and arguments to support their own claims. Public reasoning emphasizes the role of community dialogue in developing an understanding of the way the world is, while envisioning possibilities for the future.

Self-Authorship is the practice of not only taking seriously the perspectives of others but cultivating one’s own voice in order to add perspectives to the public dialogue. Self-authorship is the end result of a developmental process that includes apprehending the tangent nature of knowledge, understanding the process by which knowledge is created and becoming empowered as an active agent in its production.