Category : teaching

Congratulations, Merritt!

The recipient of this year’s Graduate Student Teaching Award is Merritt Rehn-DeBraal.

We congratulate Merritt on her teaching achievements. And we want to congratulate the other applicants for the award, all of whom have been successful teachers and taught innovative and engaging courses.

via Dr. Wike


LUC Philosophy Placement Statistics for PhD Alumni

•             From 2010-2013, twenty-seven Ph.D. students have completed their degrees and graduated.

•             Of those, a small number have chosen non-academic careers (theater, community organizing, chaplaincy, business).

•             The rest have academic careers. Seventeen have full-time positions and five have one or more part-time positions.

•             Eleven alumni teach at non-religiously affiliated schools, and eleven teach at religiously affiliated schools.

•             Seventeen alumni teach at four-year colleges, and five teach at two-year colleges.

 

Any additional questions about these statistics or recent alumni placement, should be directed to Molly Clasen (contact info below).

 

Molly Clasen

Office Assistant

Philosophy Department
Loyola University Chicago

Crown Center 381

1032 West Sheridan Road
Chicago, IL 60660

Phone: 773.508.2453

Fax: 773.508.2292
E-Mail: mclasen@luc.edu


               

CFP: American Assoc. of Philosophy Teachers (AAPT) Session at the 2014 Central Division APA Meeting

The American Association of Philosophy Teachers (AAPT) invites proposals for our group session at the 2014 Central Division APA meeting in Chicago, IL Feb 26-Mar 1, 2014.

Proposals on any topic related to teaching philosophy will be considered. Submissions are encouraged from teachers at two-year as well as four-year colleges. Individual proposals and panel proposals are welcome. The AAPT encourages proposals that are interactive.

Format: The three hour session will be composed of three 45 minute presentations, so presenters should plan for no more than 30 minutes of “presentation” time, leaving at least 15 minutes for questions and discussion.

Submissions: Proposals should be prepared for blind review, and include an abstract of no longer than 300 words, along with relevant citations and submitted in either Word or PDF to Andrew Mills (andrewpmills@gmail.com).

 Deadline for proposals: October 1, 2014.


Keep up the good work, everybody!

According to the information we have, the following is a brief summary of the accomplishments of our graduate students this past academic year.

Congratulations to all!

  • ·        19 had teaching assistantships
  • ·        4 received university fellowships for next year and 1 received the President’s Medallion
  • ·        4 department awards were given (3 for summer research and 1 for excellence in teaching)
  • ·        40 presentations were given by 25 different students
  • ·        15 travel awards were granted
  • ·        5 publications resulted (by 5 different students)

CFP: Learning to Love: Understanding the Virtue of Love

Call for papers on the theme Learning to Love: Understanding the Virtue of Love

The journal of Analytic Teaching and Philosophical Praxis seeks article submissions that explore the ethical, philosophical and pedagogical assumptions and challenges in understanding the virtue of love.

 

Direct submissions to: Dr. Jason J. Howard, Editor, Analytic Teaching and Philosophical Praxis, Viterbo University, e-mail: jjhoward@viterbo.edu.

Submissions should follow a standardized reference format (Chicago manual of style- format references as endnotes or APA or MLA).  Articles should be approximately 4000-8000 words, e-mailed as a word document or RTF, and prepared for ‘blind-review’ (with author’s name and institutional affiliation appearing on a separate page).

The deadline for article submissions is Sep. 15, 2013. Accepted articles should appear in Vol. 34 of Analytic Teaching and Philosophical Praxis in late fall of 2013.
Analytic Teaching and Philosophical Praxis (ATPP) is an on-line, peer-reviewed, academic journal published out of Viterbo University (La Crosse, WI) dedicated to exploring the deeper philosophical, political, and ethical implications of education.  It can be accessed at http://www.viterbo.edu/atpp.

 

 

 

Dr. Jason J. Howard

Associate Professor of Philosophy

Chief Editor, Analytic Teaching and Philosophical Praxis

Research Fellow of the D.B. Reinhart Institute for Ethics in Leadership

Viterbo University

900 Viterbo Dr., La Crosse, WI.

(608) 796-3700


CFA: Experiential Learning in the Philosophy Classroom

Call for Abstracts
Experiential Learning in the Philosophy Classroom
Due date for abstracts: July 19, 2013
Edited by Julinna C. Oxley, Associate Professor of Philosophy, Coastal Carolina University


The purpose of this edited collection is to articulate and examine pedagogical practices that focus on student engagement, by showcasing different models of experiential learning (such as service learning) in the discipline of Philosophy. While many university administrators praise MOOCs (massive open online courses) and distance learning courses, research on student learning reveals that students learn the most – in the sense that they acquire long-term knowledge and practical understanding – when the course involves experiential learning.  Experiential learning is a pedagogy that emphasizes student engagement outside the classroom structure, as in traditional service learning or internships, or the practical application of knowledge in a reflective, creative and rigorous way, as in collaborative projects like creating websites and videos.  Experiential learning is one of the few instructional strategies that are considered “high impact educational practices” – along with first-year seminars, learning communities, and undergraduate research.  Experiential learning enables students to apply what they are learning in a Philosophy course beyond the classroom, and thus enables them to prepare for jobs in different sectors of society. This volume will examine different methods of experiential learning currently used in Philosophy, including service learning, civic engagement, and activism. It will thus be a timely reflection on best practices for teaching Philosophy and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.

Chapter proposals may include, but are not limited to, the following types of experiential learning:
·     Internships, Service Learning and Volunteer Work
·     Experiential Learning (Site Visits, Performances, Guest Speakers, Reflections)
·     Political Activism and Social Change (Demonstrations or Letter-writing Campaigns)
·     Community Action or Campus Project
·     Creative Artifacts (a zine, pamphlet or PSA)
·     Collaborative Projects such as creating websites, videos, skits, or games

Contributions from the following types of courses are desirable:
·     Lower division courses, Upper-division courses, and Graduate courses
·     Internships and Capstone Seminars
·     Study abroad courses

Courses may be related to any area of Philosophy:
·     Metaphysics or Epistemology (including Philosophy of Language, Philosophy of Mind, or Philosophy of Religion)
·     Philosophy of Science (including Philosophy of Biology, Philosophy of Physics or Philosophy of Mathematics)
·     Ethics (Normative Ethics, Applied Ethics, Meta-Ethics) and Political Philosophy (including Philosophy of Law)
·     Aesthetics
·     Logic
·     Feminist Philosophy
·     Philosophy of Race
·     History of Philosophy
·     Special Topics in Philosophy

Solicited by: Lexington Books (A Division of Rowman & Littlefield) though other academic presses will be explored

Abstracts of 500-700 words should include:
(1) A brief overview of the course and its learning outcomes or goals
(2) A summary of the experiential learning activity
(3) A short description of the relationship between course readings and the proposed activity
(4) Assessment tools and guidelines
(5) The outcomes of the experiential learning activity

Submission Guidelines:
(1) Submission deadline for abstracts (500-700 words): July 19, 2013. Submissions should be prepared for blind-review (with author’s name and institutional affiliation appearing on a separate page) in a Word or PDF document and sent via email to: Julinna Oxley at joxley@coastal.edu <mailto:joxley@coastal.edu> .
(2) Notification of Acceptance: September 2013.
(3) Due date for drafts of accepted papers (c. 5,000 words):  March 15, 2014.
(4) Publication date:  Fall 2014.

Inquiries regarding topics, pedagogical activities, submissions or deadlines are welcome, and should be directed to Julinna Oxley at joxley@coastal.edu <mailto:joxley@coastal.edu> .


Julinna C. Oxley, Ph.D.
Director, Women’s and Gender Studies Program
Associate Professor of Philosophy
279 EHFA
Coastal Carolina University
P.O. Box 261954
Conway SC 29528
(843) 349-6548
joxley@coastal.edu


Congratulations to Rebecca Scott!

The recipient of this year’s Graduate Student Teaching Award is Rebecca Scott.

We congratulate Rebecca on her teaching achievements. And we want to congratulate the other applicants for the award, all of whom have been successful teachers and taught innovative and engaging courses.

This award will be presented in May at the end-of-year potluck when we will also be honoring graduating students.

 

Best,

Vicki


Putting more female and non-white authors into your intro-class syllabus

Greetings,

It is well known that white male authors tend to dominate most intro class syllabi in philosophy. Well, there is a new resource I came across…
Check out this blog post for the link to a new (and ongoing) database of suggestions for texts authored by female philosophers that you can incorporate into your syllabus.
I hope this helps some of you. ALSO:
I thought of starting similar database just for us grad students at Loyola (and maybe faculty too). Three reasons:
  • We would be able to then approach each other and ask “how did you use this particular text?”, “how did it go?”, and so on.
  • I would also want to hear of texts written by non-white authors.
  • We can more easily access the texts from each other.
[Link to internal database for shared teaching resources is available to Loyolans. Contact us or an AGSP member if you would like access to the database.]
Best, Asaf

Teaching Talk, Friday, Mar. 15

Hi, everyone!

As a part of our teaching group this semester, Rebecca and I have invited two professors to come to Loyola to speak to us about teaching. We’ve invited David Concepcion, a professor at Ball State, and Donna Engelmann, a professor at Alverno College in Milwaukee. Both of them led the teaching and learning seminar that Rebecca and I attended this summer.

They will be discussing learner-centered teaching generally, and particularly topics such as the relationship between feminist ethics and epistemology and teaching, creating community in the classroom, alignment in teaching, and teaching and the job market. We think this discussion will be very helpful for anyone who’s currently teaching or planning on teaching in the next few years.

Their talk will take place on Friday, March 15th at 3:30pm in Crown Center 530. We hope that many of you will attend!

Best,
Christina


Graduate Teaching Group meeting time

This semester a teaching discussion group for graduate students is starting up. They’ll be meeting in the grad lounge one Thursday per month, at 3pm. This month’s meeting is on January 31st.

No set list of topics has been proposed, but the hope is that this will be a place for graduate students interested in becoming better teachers to come and share their concerns, strategies, and hard-won wisdom.

Contact Rebecca Scott for more info, rscott [at] luc [dot] edu.