Special Training and Teaching Related Experiences
Phil 9005:
The purpose of this course is to prepare philosophy graduate students for teaching philosophy. Since teaching styles in philosophy are radically variable, every week a different professor from the department would share advice on pedagogical methods which have been successful for each of them. Additionally, each participant was videotaped and received feedback from their peers and from faculty concerning ways each participant could improve their teaching. I completed this course in the fall of 2007.
Future Faculty Program:
The Future Faculty Program is sponsored by the Graduate School and coordinated by the Center for Teaching and Learning at the University of Georgia. The purpose of the Future Faculty Program is to prepare participants for faculty posts, develop skills necessary to building active classrooms, increase peer mentoring in academic departments, and develop the capacity for applying new technologies in the classroom. All participants in the program were selected for their excellence in teaching. I participated in this program in the 2008-2009 Academic year. As a participant, I functioned as a TA orientation leader for TA orientation 2009 and 2011 for new graduate teaching assistants. With other participants, I lead a discussion section for new TAs on how to lead discussion sections.
Faculty Learning Community:
Along with other graduate students from various disciplines, I investigated the efficacy of online discussion forums on the quality of participation in philosophy classrooms. We compared the use of university sponsored programs such as E-Learning Community or ELC with online social networking sites such as Facebook. The study has culminated in the publication of an article in the IJ-SOTL. We are currently working on a follow up paper.
Annual Law School Preparation Session:
In the fall semester of 2012 I initiated the first annual law school preparation session at Oglethorpe University. I invited law school graduates, practicing lawyers, and current law school students who studied philosophy as undergraduates. The participants held a roundtable discussion in which they gave advice on how to best prepare for law school with special attention on how taking philosophy courses may help improve LSAT scores, and aid in the practice of law more generally.
Guest Lecturing:
I have repeatedly been invited to guest lecture. I was invited to the Medical College of Georgia (now the Georgia Health Sciences University) , where I gave a lecture on ‘Rhetoric and Medicine’ during the Spring Semester 2011. I have been invited to lecture at meetings of the Georgia chapter of Phi Sigma Tau, an international honors society. The content of many of these lectures were appropriated from theses I developed while teaching philosophy. Guest lecturing has allowed me to translate content prepared for the classroom into research applicable to independent lectures and professional conferences.
The purpose of this course is to prepare philosophy graduate students for teaching philosophy. Since teaching styles in philosophy are radically variable, every week a different professor from the department would share advice on pedagogical methods which have been successful for each of them. Additionally, each participant was videotaped and received feedback from their peers and from faculty concerning ways each participant could improve their teaching. I completed this course in the fall of 2007.
Future Faculty Program:
The Future Faculty Program is sponsored by the Graduate School and coordinated by the Center for Teaching and Learning at the University of Georgia. The purpose of the Future Faculty Program is to prepare participants for faculty posts, develop skills necessary to building active classrooms, increase peer mentoring in academic departments, and develop the capacity for applying new technologies in the classroom. All participants in the program were selected for their excellence in teaching. I participated in this program in the 2008-2009 Academic year. As a participant, I functioned as a TA orientation leader for TA orientation 2009 and 2011 for new graduate teaching assistants. With other participants, I lead a discussion section for new TAs on how to lead discussion sections.
Faculty Learning Community:
Along with other graduate students from various disciplines, I investigated the efficacy of online discussion forums on the quality of participation in philosophy classrooms. We compared the use of university sponsored programs such as E-Learning Community or ELC with online social networking sites such as Facebook. The study has culminated in the publication of an article in the IJ-SOTL. We are currently working on a follow up paper.
Annual Law School Preparation Session:
In the fall semester of 2012 I initiated the first annual law school preparation session at Oglethorpe University. I invited law school graduates, practicing lawyers, and current law school students who studied philosophy as undergraduates. The participants held a roundtable discussion in which they gave advice on how to best prepare for law school with special attention on how taking philosophy courses may help improve LSAT scores, and aid in the practice of law more generally.
Guest Lecturing:
I have repeatedly been invited to guest lecture. I was invited to the Medical College of Georgia (now the Georgia Health Sciences University) , where I gave a lecture on ‘Rhetoric and Medicine’ during the Spring Semester 2011. I have been invited to lecture at meetings of the Georgia chapter of Phi Sigma Tau, an international honors society. The content of many of these lectures were appropriated from theses I developed while teaching philosophy. Guest lecturing has allowed me to translate content prepared for the classroom into research applicable to independent lectures and professional conferences.
