15-week course
One orientation week, seven Part-based teaching blocks, dedicated methods workshops, a mid-semester dossier audit, and final Asterbridge oral defense.
Appendix K
Instructor Resources
Course-length variants, Decision Dossier rubric dimensions, rotating seminar roles, and practical teaching guidance for instructors adopting the book.
Resource map
Inside this resource
Use the sections below to work with this companion resource alongside the book.
- 01 15-Week Course Available
- 02 12-Week Course Available
- 03 Short Module Available
- 04 Seminar Format Available
- 05 Decision Dossier Rubric Available
- 06 Problem Definition Available
- 07 Evidence and Methods Available
- 08 Power and Standing Available
- 09 Authority Available
- 10 Adversarial Quality Available
- 11 Public Reason Available
- 12 Implementation and Learning Available
- 13 Rotating Group Roles Available
Instructor centre
Course design without turning the student book into an instructor manual.
Use the course variants, rubric dimensions, and rotating seminar roles below as starting points, then adapt them to the level, class size, and assessment rules of your course.
Course variants
12-week course
Combine Chapters 2–4 into two political-thought/institutions weeks and Chapters 8–11 into three methods weeks while preserving all fifteen dossier records through grouped assignments.
Short module
Teach Chapters 1, 3, 6, 7, 12, 14, and 15 as a public-reasoning and AI-governance module; use a reduced dossier that references rather than re-teaches omitted chapter concepts.
Seminar
Assign rotating roles—framer, evidence lead, methods critic, stakeholder advocate, authority mapper, red team, and recorder—then require individual reflection on disagreements between roles.
Decision Dossier rubric
Problem definition
Competing frames are materially different; assumptions and obscured groups are visible; the preferred frame is justified without treating it as natural.
Evidence and methods
Claims are matched to appropriate evidence; methods have stated inferential limits; uncertainty, missingness, lineage, and conflicting evidence are preserved.
Power and standing
Stakeholders, distributional effects, procedural and definitional power, representation limits, and rights-sensitive claims are inspectable.
Authority
The student distinguishes expertise from jurisdiction and identifies the legitimate human authorization point and review routes.
Adversarial quality
The strongest objection is addressed fairly; dissent is preserved; the response changes the work where warranted.
Public reason
The recommendation distinguishes empirical findings from value judgments and explains overrides, unresolved conflict, and trade-offs.
Implementation and learning
The authorized baseline, implementation divergence, monitoring limits, and reopening triggers are specific and reconstructible.
Group roles
Framing lead
Preserves the original problem, generates rival frames, and records what each frame makes easier or harder to see.
Evidence lead
Maintains the claim/evidence ledger and source lineage; cannot decide value conflicts or authorization.
Methods critic
Challenges measurement, sampling, identification, interpretation, validation, and scope.
Standing & distribution lead
Tests who is missing, who bears concentrated harm, and whether participation or data actually represent the affected population.
Authority mapper
Verifies institutional powers, delegation, review, and the human authorization point.
Red team
Develops the strongest good-faith attack on the current record and specifies what evidence would change the challenge.
Recorder
Preserves versions, dissent, provenance, transitions, and reopening conditions without laundering team consensus into certainty.
Assessment principle
Grade the inspectability and defensibility of the reasoning—not agreement with an instructor-preferred policy answer. Students may reach different recommendations while demonstrating excellent evidence discipline, normative clarity, authority mapping, and response to dissent.
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