ABSTRACT
At the heart of the Learning Partnerships Model is the assumption that a major goal of learning is self-authorship. The language of “self-authorship” may be unfamiliar to many, but like other lofty developmental aims, it has a useful place in a lexicon of educational goals. Wildman’s story of faculty development conveys that a rich set of Learning Partnerships Model experiments involving significant numbers of faculty members allowed a new set of narratives to emerge about learning in multiple contexts. Rethinking educational goals, particularly considering self-authorship as a central goal achieved through mutual partnerships with learners, necessitates rethinking one’s role as an authority. Endorsing self-authorship as a central goal of higher education is itself a value stance. The process offered is an organizing tool that is designed to serve as a resource in applying the Learning Partnerships Model.
