Teaching Dossier
Ty Fagan
Table of Contents
Table of Contents
Sample Syllabi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Numerical Ratings from Student Evaluations . . . . . . . . . . . . . . . . . .
Awards and Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Spring 2013 / MWF 10:30 – 11:35 / Daniels 314
HON 107: Problems of Philosophy
Dr. Ty Fagan
tyler.fagan@elmhurst.edu
(630) 617-3582
Office Hours: HC 002, MWF 9:00 – 10:00 and by appointment
...the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious
idea: learning how to think really means learning how to exercise some control over how and what you think
…being conscious and aware enough to choose what you pay attention to and to choose how you construct
meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally
hosed.
David Foster Wallace
The Course
What makes a virtuous person? Is it just a matter of doing the right thing, or do I have to do the right thing
for the right reason? Should I obey the law even if the law is unjust? What is right and wrong, anyway?
And do I even have free will, or is my future already determined? Can I know anything with absolute
certainty? How do I know what and whom to trust? Should I believe in God? Should I fear death? What
makes life worth living?
ese questions belong to a conversation that’s both incredibly old and constantly new; that conversation is called philosophy. Philosophers shake things up: they question what is commonly accepted,
challenge traditional ways of thinking, and invite diverse perspectives. But philosophy also demands rigor
and critical rationality: it separates good arguments from bad ones, reality from appearance, and truth
from mere opinion. In this course, we’ll join the conversation of philosophy to see how it has addressed
the questions above (and others), and to see how we might contribute to it. You will come away with an
appreciation for philosophy’s concerns, its methods, and its role in human life. You will become a more
careful reader, a stronger writer, and a better thinker. You will also have fun.
In satisfying the ECIC’s Inquiry into Ethics and Justice Area of Knowledge, this course will familiarize you with several past and present theories of moral value and ethical reasoning; you’ll also learn to
articulate and evaluate a number of distinct perspectives on ethical and social-justice topics.
The Books
· Harry Frankfurt, e Importance of What We Care About (Cambridge University Press, 1988)
· Immanuel Kant, Groundwork of the Metaphysics of Morals (Cambridge University Press, 2012)
· Plato, Five Dialogues (Hackett, 2002)
In addition to these texts, we will read a great many short pieces—some by philosophers, some not. ese
will be posted online or handed out in class. You must always bring the relevant reading(s) with you to
class; failure to do so will result, directly or indirectly, in loss of participation credit.
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Grade Breakdown
20%: Reflection Journal. You will keep a reflection journal throughout the semester—I recommend buying
a notebook specifically for this purpose. You should bring this journal to class every day, because I will
periodically ask about what you have written, and occasionally I will collect your journals for grading. For
every day of class where reading has been assigned, you should write the following in your journal:
· At least one paragraph describing something that you learned from the reading.
· At least three questions that you have in response to the reading.
I will also occasionally assign specific tasks for your journal (e.g. “Describe your reaction to the author’s
argument that…”) to go along with particular reading assignments.
40%: Short Essays. You will write three short papers (in the 1000-1500 word range) analyzing and evaluating philosophical arguments. Writing philosophy is different in many respects from writing papers in
other disciplines, and it takes time and hard work to learn the ropes. We will talk early and often about
how to write a good piece of philosophy, and about how to write well in general.
10%: Discussion Leadership. You will sign up for one day of discussion leadership. On that day, you will
give a brief summary of the day’s assigned reading and pose a number of questions or issues to foster class
discussion. You aren’t “teaching the class” that day—this isn’t some ploy to make my job easier—but the
agenda you set should determine, to a great extent, how that day of class goes.
20%: Group Project. Around midterm, you will team up with two or three of your classmates and begin
working on a creative project. I’ll have a lot more to say about this as the semester progresses, but the
idea is to create a piece that explores a philosophical issue. is could mean a short play, a radio piece or
podcast, a short film, a written dialogue, or something else. At the end of the semester you will present
your projects to your classmates and possibly a wider audience as well.
10%: Participation. Half of these points are earned by attending class. e remaining points are earned by
frequent and constructive contributions to class (that includes asking questions, so don’t be shy!). Note:
this means that if you never say a word, you would receive at best a 50% participation grade.
Grading Scale
97-100
93-96
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59 and below
A+
A
AB+
B
BC+
C
CD+
D
DF
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Class Policies
Classroom Etiquette
My pledge to you: while we’re together, I will give this class my full attention. I won’t eat, Tweet, sleep,
text, read my email, check Facebook, play games on my phone/computer/Sega Game Gear/Travel-Size
Connect Four, or let my cell phone audibly ring. And I expect the same of you. First offenders will be
gently reprimanded, but repeated or flagrant violators will lose participation credit and/or be asked to
leave the classroom.
Extensions and Lateness
Extensions will be given only in extraordinary and unforeseeable circumstances, or when you’ve given me
enough advance notice about a legitimate extracurricular activity—the earlier, the better. Late work is
penalized one third of a letter grade for every day after the due date.
Academic Integrity
You must abide by the Code of Academic Integrity, which can be found in your E-Book. A PDF of the
Code from the 2011-12 E-Book can be found here:
http://media.elmhurst.edu/documents/EBook_2011_2012_Academic_Integrity.pdf
Within the first two weeks of class, you must read the Code and watch a series of short videos about
plagiarism (link will be posted on Blackboard). You must then send me an email reading as follows:
“Dear Professor Fagan,
I, [your name here], certify that I have read the Elmhurst College Code of Academic Integrity
and have watched the required videos on plagiarism.”
If you are found in violation of the Code, you will receive a zero for the assignment in question, and
you may fail the course altogether (you will also, by default, have some horrifically awkward conversations
with me). If you have any lingering questions about what counts as a breach of academic integrity, it is
your responsibility to ask me.
Office Hours
My office hours, as listed above, are MWF 9:00–10:00. But I’m also available by appointment, and I
encourage you to meet with me early and often, or just pop by if you’re in the neighborhood, or if you
have questions about the course, or if you just want to talk (about philosophy, or music, or TV, or baseball,
or life).
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Tentative Schedule
e schedule is subject to change, and is only meant to give you a sense of the course’s trajectory; specific
reading and homework assignments will be announced in class.
Week 1 (Feb. 4-8)
Introductions, Protocol, Stage-Setting.
Week 2 (Feb. 11-15)
Radical skepticism.
Week 3 (Feb. 18-22)
Piety and philosophy.
Week 4 (Feb. 25-Mar. 1)
Truth, lies, and bullshit.
Week 5 (Mar. 4-8)
e problem of evil.
Week 6 (Mar. 11-15)
Ethical theory: Kant.
Essay #1 due (Mar. 15)
Week 7 (Mar. 18-22)
Ethical theory: Kant and Mill.
Week 8 (Mar. 25-29)
NO CLASS: SPRING BREAK
Week 9 (Apr. 1-5)
Applied ethics: torture.
Week 10 (Apr. 8-12)
Applied ethics: abortion.
Week 11 (Apr. 15-19)
Applied ethics: intercultural judgment.
Essay #2 due (April 19)
Week 12 (Apr. 22-26)
Free will and moral responsibility.
Week 13 (Apr. 29-May 3)
Doing the unthinkable.
Week 14 (May 6-10)
e meaning of life and the prospect of death.
Week 15 (May 13-17)
Presentations and wrap-up.
Essay #3 due (May 17)
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Fall 2013 / TR 9:40 – 11:10 / Circle Hall 014
PHL 304: Modern Philosophy
Dr. Ty Fagan
tyler.fagan@elmhurst.edu
(630) 617-3104
Office Hours: Circle Hall 118, MWF 9:00 – 10:00 and by appointment
Course Description
The early modern era may be the most vibrant, tumultuous, and productive intellectual
period in human history. Across the Western world, radical changes were reshaping science, mathematics, politics, art, and religion—and philosophers were right in the thick of
it, wrestling with old ideas, thinking up new ones, and toppling sacred cows at every opportunity. This course will introduce you to several of the period’s major figures, with most
of our discussion focusing on epistemological and metaphysical concerns prompted by the
rise of modern science, including: radical skepticism, the mind-body problem, mental representation, the problem of causation, space and time, and the reliability of our senses. In
a nutshell, two interrelated questions will occupy us this semester: (1) What is the nature of
reality? and (2) How can we know about the nature of reality?1
the book
The only required text for this course is Central Readings in the History of Modern Philosophy,
Robert Cummins and David Owen (eds.), 2nd edition (1999).
grade breakdown
10%: Reading Quizzes. At least once a week (more often, if I think it’s worthwhile), you’ll be
given a short, simple quiz designed to test whether you’ve actually done the reading. These
won’t be open-book, but they will be open-note.
75%: Exams. There will be three take-home exams, each worth 25% of your grade. The
third exam, despite taking place during finals week, will be the same as the first two in
length, comprehensiveness, and difficulty (though not in subject matter, of course).
15%: Participation. One third of these points are earned by attending class. The remaining
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This course satisfies the ECIC’s Historical Analysis Area of Knowledge (AoK). Courses in this category
examine societies, cultures, events, ideas, and individuals in their historical context. As such, they provide a
broad base of knowledge and critical skills—analysis, interpretation, synthesis—which play an integrative role
in liberal learning.
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points are earned by being an attentive, active, engaged contributor to class. Among other
things, this means coming prepared to think and talk about the course material, asking questions when you’re curious or confused, and making frequent and constructive contributions
to class discussion (that includes asking questions, so don’t be shy!). Note: this means that
if you never say a word, you would receive at best a 33% participation grade.
grading scale
97-100 A+
77-79 C+
93-96 A
73-76 C
90-92 A70-72 C-
87-89 B+
67-69 D+
83-86 B
63-66 D
80-82 B60-62 D59 and below F
class policies and expectations
Staying Afloat
There are no prerequisites for this course, and this may well be your first contact with
philosophy. And that’s OK—there’s no reason you can’t come out of this course with an
A and a whole lot more—but you should know that this is not an easy course. Even if you
have some experience with philosophy, this material is difficult. There is only one way to
stay afloat: hard work. You must keep up with the reading, and you must read the right
way. Philosophy has to be digested slowly and carefully—the ideas we’ll be dealing with are
complicated and abstract, and if you try to get by with skimming the book or pulling lastminute cram sessions, you’ll be in trouble. Our reading quizzes and in-class participation
exercises will let you (and me) know very quickly whether you’re keeping up.
I don’t mean to scare you; you’re a hard worker and a bright person, or you wouldn’t be
here. And if you feel that you’re giving maximum effort but not seeing the results, tell me;
I’m happy to help. I mention this only because a lot of students seem to have misconceptions about philosophy. It’s not easy or breezy (though it can be beautiful); it’s a rigorous
intellectual experience, and it involves mental muscles that may not be part of your daily
routine. But the more you give to philosophy, the more it rewards you. If you put in the
time and effort, you’ll reap the benefits.
Disability Services
The (part-time) Disability Services Coordinator at Elmhurst College is Maureen Connolly.
Her contact information is (630) 617-3753; maureenc@elmhurst.edu. Under the law, a
person with a disability includes any individual who:
· Has a physical or mental impairment which substantially limits one or more of such
person’s life activities;
· Has a record of such an impairment; or
· Is regarded as having such impairment.
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If you think any of these might apply to you and you haven’t already contacted the Disability
Services Office, you should do so as soon as possible. If you’d like more information, you
can request a Disability Services Information Packet by calling (630) 617-3753 or stopping
by the Learning Center (on the fireplace level of the Frick Center). The packet explains
what information the College needs to evaluate a student’s request for accommodations.
Extensions and Lateness
Extensions will be given only in extraordinary and unforeseeable circumstances, or, with
enough advance notice, for legitimate extracurricular activities—the earlier, the better. Late
work is penalized one third of a letter grade for every day after the due date.
Academic Integrity
You must abide by the Code of Academic Integrity, which can be found in your E-Book.
An online version of the Code from the 2011-12 E-Book can be found here:
http://media.elmhurst.edu/documents/EBook_2011_2012_Academic_Integrity.pdf
Within the first two weeks of class, you must read the Code and watch a series of short
videos about plagiarism (link will be posted on Blackboard). You must then send me an
email reading as follows:
“Dear Professor Fagan,
I, [your name here], certify that I have read the Elmhurst College Code of Academic Integrity and have watched the required videos on plagiarism.”
If you are found in violation of the Code, you will receive a zero for the assignment
in question, and you may fail the course altogether (you will also, by default, have some
horrifically awkward conversations with me). If you have any lingering questions about what
counts as a breach of academic integrity, it is your responsibility to ask me.
Office Hours
My official office hours, as listed above, are MWF 9:00–10:00. But I’m also available by
appointment, and I encourage you to meet with me early and often—or just pop by if you’re
in the neighborhood and my door’s open. If you have questions about some specific topic
or the course in general, or if you just want to talk (about philosophy, or music, or TV, or
baseball, or life), I’m more than happy to do so.
Classroom Etiquette
No laptops. No phones. Meaning: they should be in your bag, if they’re anywhere. I’m
sorry to be a hard case about this—trust me, I love my laptop and my phone very deeply
myself—but the classroom benefits of these technological wonders are outweighed by their
tendency to distract and disrupt. While we’re together, I will give you my full attention, and
I expect the same of you. (If you have children or other dependents and are therefore a point
of emergency contact, come talk to me and we can figure out a reasonable phone policy.)
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Tentative Schedule
The schedule is subject to change, and is only meant to give you a sense of the course’s
trajectory; specific reading assignments will be announced at the end of every class.
Week 1
(8/26-30)
Introductions, protocol, stage-setting.
Week 2
(9/2-6)
Descartes, doubt, and certainty.
Descartes, Meditations I–III
Week 3
(9/9-13)
The mind-body problem and the triumph over skepticism
Descartes, Meditations V–VI
Week 4
(9/16-20)
Locke on ideas.
Locke, Essay Book I; Book II: Chapters 1–9, 31
Week 5
(9/23-27)
Locke on knowledge.
Locke, Essay Book IV: Chapters 1–4 | Exam #1
Week 6
(9/30 - 10/4)
Locke on knowledge, continued.
Locke, Essay Book IV: Chapters 9, 11, 14–15, 17
Week 7
(10/7-11)
Berkeley takes on realism.
Berkeley, Principles Part I, 1–33
Week 8
(10/14-18)
Berkeley on idealism and perception.
Berkeley, Three Dialogues, Dialogue 1
Week 9
(10/21-25)
Berkeley on things and ideas.
Berkeley, Three Dialogues, Dialogue 2
Week 10
(10/28 - 11/1)
Enter David Hume.
Hume, Enquiry Sections I–III | Exam #2
Week 11
(11/4-8)
Hume’s skepticism.
Hume Enquiry Sections IV–VII
Week 12
(11/11-15)
Hume on animal minds and miracles.
Hume Enquiry Sections IX–X
Week 13
(11/18-20)
Kant’s Copernican revolution.
Kant, Critique: Introduction, Transcendental Aesthetic
Week 14
(11/25-29)
Kant, categories, and concepts.
Kant, Critique: Transcendental Deduction
Week 15
(12/2-6)
Kant on space, time, and reality.
Kant, Critique: Refutation of Idealism, Second Analogy
Finals week: Exam #3 (Exact date and time TBA)
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Fall 2012 / MWF 11:45–12:50 / HC 005
PHL 405: Contemporary Philosophy
Dr. Ty Fagan
tyler.fagan@elmhurst.edu
(630) 617-3104
Office Hours: HC 002, MWF 2:15 – 3:30 and by appointment
Don’t for heaven’s sake, be afraid of talking nonsense!
But you must pay attention to your nonsense.
Ludwig Wittgenstein, 1947
It really is a nice theory. The only defect I think it has is
probably common to all philosophical theories. It’s wrong.
Saul Kripke, 1980
The Course
We will focus on a specific epoch within contemporary philosophy, namely the analytic tradition
from 1900 to 1980. We’ll try to understand what drove the philosophers in this period to ask the
questions they asked, how they got the answers they did, and whether those answers were any
good. You’ll get familiar with the major debates that defined the period, and you’ll gain a sense
of the broader “story” of 20th-century analytic philosophy. Aside from developing this historical
perspective, you’ll learn to use the basic tools of contemporary analytic philosophy, which every
decent philosopher either uses or understands well enough to justifiably avoid using.
On top of all this, the course serves as the Philosophy Department’s Senior Capstone course. As
such, one of its central aims is for you to produce an original research paper of publishable quality.
You’ll work on this paper with me (and your classmates) throughout the semester and at all stages
of the writing process, and along the way you’ll learn the academic norms that govern philosophical
research and writing.1 You may write on any topic you choose, as long as (i) it is among, or related
closely to, the topics covered in our reading, and (ii) it meets with my approval. There’s a lot of room
within those constraints, so you should have no trouble finding a topic that you’re psyched about.
Let’s talk about it!
The Book
Our map through the labyrinth will be Scott Soames’s two-volume history, Philosophical Analysis
in the Twentieth Century (Princeton University Press, 2003).2 This book is not easy going, but it’s
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In virtue of these course objectives, PHL 405 falls under the ECIC’s “Writing” skill tag.
Just so there’s no confusion: the Soames text comprises two physical books; you’ll need both. The ISBNs for the
paperback editions, published in 2005, are 0-691-12244-X (Volume 1) and 0-691-12312-8 (Volume 2).
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a masterpiece — careful, clear-eyed, and ridiculously erudite. The first week of class we’ll still be
getting our sea legs, and the last two weeks are zoned for your presentations; in between we’ll spend
about six weeks on Volume 1 of Soames (The Dawn of Analysis) and six weeks on Volume 2 (The
Age of Meaning). I will also make supplemental readings available on the web from time to time;
these are not required reading, but they are definitely worth your time, especially if they pertain to
a topic you’re pursuing, or thinking of pursuing, in your research paper.
Grade Breakdown
60%: research paper. The paper will wind up being around 20-25 pages. Rather than have you write a
lot of things, I want you to work at writing one thing very well, over a long period of time, and with
substantial chunks of time set aside for planning and revision. You are required to meet with me
at my office hours (or by appointment) at least once before submitting your polished draft, and at
least once more before submitting your final draft. The paper grade breaks down further as follows:
· 10%: proposal and bibliography. This is a two-page document: the first page explains your
chosen topic and your proposed approach, and the second page lists at least five sources you
(tentatively) plan to use in your research.
· 20%: polished draft. This should be a complete and polished draft of your paper, on which I
will give you extensive feedback.
· 10%: presentation. During the last two weeks of class, you will present your paper (or its central
elements, at least) to the class and field questions from your peers.
· 20%: final draft. This should be an even more polished and refined version.
15%: reading quizzes. About once a week—or any time I feel like it—we’ll have a very short in-class
quiz; these are simply to make sure you’re keeping up with the reading.
15%: midterm exam. The midterm will be taken in class and will range over all the material covered
in the course so far. It will be mostly short answer and essay.
10%: in-class participation. The success of this course depends on your—I mean you personally,
the person reading this—engaged discussion. You earn an excellent participation grade through
frequent and constructive contributions to class (that includes asking questions, so don’t be shy!).
Note: Attending class by itself doesn’t earn you participation credit, but unless you’ve constructed
a robot doppelganger you’ll have a hard time earning participation credit without attending class.
Grading Scale
97-100
93-96
90-92
87-89
83-86
80-82
A+
A
AB+
B
B-
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2
77-79
73-76
70-72
67-69
63-66
60-62
59 and below
C+
C
CD+
D
DF
Class Policies
Extensions and Lateness
Extensions will be given only in extraordinary and unforeseeable circumstances, or when you’ve
given me enough advance notice about a legitimate extracurricular activity—the earlier, the better.
Late work is penalized one third of a letter grade for every day after the due date.
Academic Integrity
You must read and abide by the Code of Academic Integrity, which can be found in your E-Book.
The 2012-13 edition isn’t online yet, but the 2011-12 edition is here:
http://media.elmhurst.edu/documents/EBook_2011_2012_Academic_Integrity.pdf
If you are found in violation of the Code, you will receive a zero for the assignment in question,
and you may fail the course altogether (you will also, by default, have some horrifically awkward
conversations with me). If you have questions about what counts as a breach of academic integrity,
it is your responsibility to ask me.
Office Hours
My official office hours, as listed above, are MWF 2:15-3:30pm. But I’m also available by appointment, and I encourage you to meet with me early and often—or just pop by if you’re in the
neighborhood and my door’s open. If you have questions about some specific topic or the course
in general, or if you just want to talk (about philosophy, or music, or TV, or baseball, or life), I’m
more than happy to do so.
Classroom Etiquette
While we’re together, I will give this class my full attention. I won’t eat, Tweet, sleep, text, read
my email, check Facebook, play games on my phone/laptop/tablet/Sega Game Gear/Travel-Size
Connect Four, or let my cell phone audibly ring — and I expect the same of you. First offenders
will be gently reprimanded, but repeated or flagrant violators will lose participation credit and/or
be asked to leave the classroom.
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Tentative Schedule
The schedule is subject to change, and is only meant to give you a sense of the course’s trajectory;
specific reading assignments will be announced at the end of every class.
Week 1 (Aug. 27-31)
Introductions, protocol, stage-setting.
Week 2 (Sep. 5-7)
G.E. Moore and common sense.
Week 3 (Sep. 10-14)
Moore’s metaethics.
Week 4 (Sep. 17-21)
Russell on logical and linguistic analysis.
Week 5 (Sep. 24-28)
Ludwig Wittgenstein: the Tractatus.
Paper proposals due (Sep. 28)
Week 6 (Oct. 1-5)
Logical positivism and empiricist semantics.
Week 7 (Oct. 8-12)
The early Quine: “Two Dogmas” and more.
Week 8 (Oct. 15-19)
Wittgenstein’s Philosophical Investigations.
Midterm exam (Oct. 15)
Week 9 (Oct. 22-26)
The rise and fall of ordinary language philosophy.
Week 10 (Oct. 29-Nov. 2)
The later Quine: hardcore naturalism.
Week 11 (Nov. 5-9)
Donald Davidson on truth and meaning.
Polished draft due (Nov. 9)
Week 12 (Nov. 12-16)
Saul Kripke’s Naming and Necessity.
Week 13 (Nov. 19-21)
Kripke, continued; wrap-up.
Week 14 (Nov. 26-30)
Research presentations.
Week 15 (Dec. 3-7)
Research presentations, continued.
Final draft due (date TBA)
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Numerical Ratings from Student Evaluations
The following pages present aggregated student evaluation data across six years and three
institutions: the University of Illinois Urbana-Champaign (2008–2011), Illinois State
University (2011), and Elmhurst College (2012–2014).
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University of Illinois Urbana-Champaign
Introduction to Philosophy, 2008-2010;
Symbolic Logic, Spring 2011
Strength of Class Discussion
Instructor Encouraged New
Viewpoints
Instructor Raised Challenging
Questions
Instructor Stimulated My
Intellectual Curiosity
Spring 2011
Spring 2010
Fall 2009 F
Fall 2009 C
Instructor Motivated Me to
Do My Best Work
Fall 2008
Instructor Presented Abstract
Ideas Clearly
Overall Quality of Course
Overall Teaching
Effectiveness
1
1.5
2
2.5
3
3.5
Scale: 1 (Lowest) to 5 (Highest)
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4
4.5
5
16
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FYS 100 - Truth, Lies, & Everything In Between
PHL 312 - Environmental Ethics
PHL 306 - Ethics
PHL 106 - Reasoning
Comparative Mean, Four-Year Institutions
Elmhurst College
2013-2014
Overall evaluation
Assignments, exams, and
grading
Faculty/student Interaction
Communication
Course organization and
planning
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1.5
2
2.5
3
3.5
Scale: 1 (Lowest) to 5 (Highest)
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4.5
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Awards and Honors
Each semester, the University of Illinois Center for Teaching Excellence issues the List
of Instructors Ranked as ‘Excellent’ by their Students. The list is compiled according to
the University’s voluntary student evaluation forms; to make the list, a graduate instructor
or teaching assistant must have an average score of 4.3 for required courses, 4.4 for mixed
required/elective courses, and 4.5 for elective courses in the category of “Overall Teaching
Effectiveness” (rankings are on a 1-to-5 scale). I have made the list in each of my semesters
teaching an independent section of Introduction to Philosophy: fall 2008, fall 2009 (two
sections), and spring 2010). In addition, one of my sections in fall 2009 had high enough
rankings to qualify as “Outstanding” (rankings must be in the top 10% across campus).
My teaching ability has been recognized in three ways by the Department of Philosophy at
Illinois: in the spring of 2010, I was awarded the Distinguished Graduate Teaching Award
for the academic year 2009-2010. In addition, I was assigned an independent section of
PHIL 202: Symbolic Logic for the spring of 2011. This assignment was a major vote of
confidence: graduate students are rarely asked to teach standalone sections of 200-level
courses, and PHIL 202 has not been taught by a graduate student since before 2004. For
this course, too, my student evaluation scores were high enough to merit inclusion on
the ‘Excellent’ list. In the spring of 2012, I was asked to mentor three first-year Teaching
Assistants as they managed several discussion sections of a large Introduction to Philosophy
course. I read samples of their graded papers, observed and evaluated their teaching, held
weekly meetings to discuss pedagogy, and offered them support and advice throughout the
semester.
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