g r a d u a t e
For a few years, leading up to mid-2022, I was department Director of Graduate Admissions. I was previously department Director of Graduate Placement. I have taught graduate level courses on aesthetics, ethical theory, epistemology, normative reasons in ethics and epistemology, luck and credit, the philosophy of photography and the philosophy of love. I have also served on quite a few PhD dissertation committees.
Graduate students are particularly encouraged to participate in the Boston University Ethics Seminar, and talks in this speaker series sometimes overlap with my advanced classes (they are often scheduled with course topics in mind; topics previously selected for this purpose include ethical theory, love, aesthetics, and reasons).
Graduate students are particularly encouraged to participate in the Boston University Ethics Seminar, and talks in this speaker series sometimes overlap with my advanced classes (they are often scheduled with course topics in mind; topics previously selected for this purpose include ethical theory, love, aesthetics, and reasons).
U N D E R G R A D U A T E
I teach an Introduction to Ethics class almost every semester. I find it particularly satisfying to assist a large number of students who are mostly new to philosophy develop critical thinking skills and an appreciation of the complexity of the ethical domain. Whether or not they go on to study more philosophy, it is important that students have an opportunity to work at improving their critical thinking skills and moral reasoning, given the direct relevance of doing so to many significant decisions that they need to make in their own lives. I use classroom polls to garner the students' opinions and moral judgments throughout this course. Other undergraduate courses I have taught include Applied Ethics, Ethical Theory, Epistemology, History of Ethics, Philosophy of Love, and Contemporary Aesthetics and the Philosophy of Photography.
In advanced undergraduate and graduate courses, I structure proceedings around extended discussions between students focused on interpreting and critically assessing ideas and arguments in carefully chosen texts. This fits with my general aim, when teaching any course, of facilitating active learning and reflection, rather than simply the passive digestion of information.
In advanced undergraduate and graduate courses, I structure proceedings around extended discussions between students focused on interpreting and critically assessing ideas and arguments in carefully chosen texts. This fits with my general aim, when teaching any course, of facilitating active learning and reflection, rather than simply the passive digestion of information.