g r a d u a t e
I was Director of Graduate Studies for a year in 2024-2025. From mid-2018 to mid-2022, I was Director of Graduate Admissions, and before that I was Director of Graduate Placement for a year. I have taught graduate level courses on contemporary aesthetics, ethical theory, epistemology, reasons, normativity and value, luck and credit, the philosophy of photography and the philosophy of love. I have also been on numerous PhD dissertation committees, often as first reader.
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).
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).
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 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 relevance of doing so for their future, both with respect to reasoning about events in the world, and with respect to many significant decisions that they need to make in their own lives. I use classroom polls to garner 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, Reasons, Value, and Normativity, 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 just the 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 just the digestion of information.