I designed and taught courses in the philosophy of science and introduction to logic, assessing student learning through homework, exams, and short-response essays.

My primary responsibilities were writing and reviewing questions for the Law School Admission Test (LSAT), as well as responding to test taker letters challenging questions that had already appeared on the test. In addition, I was an integral part of a cooperative effort to construct rationales explaining the correct answer to LSAT questions for inclusion in an official study guide. I also proposed new variants on existing question types, to the interest of colleagues.

I designed and taught an upper-level course on the metaphysics of God, space, and time (which focused on developing and assessing argumentative writing skills), as well as courses in the history of early modern philosophy, critical thinking, and introduction to philosophy. I developed a reputation for my ability to explain complex, often technical topics to non-experts in a lucid and engaging manner and also for my clear, concise, and helpful written and verbal feedback. To my great pride, I persuaded several students to major in philosophy and a number of others to pursue it further in their studies.

I taught a non-standard critical thinking class developed by a professor at Nazareth and rooted in the Aristotelian tradition. This course was required for all undergraduate students, and student learning was assessed through homework and exams.

I was an instructor of a themed course on the essentials of argumentative writing that is required for all undergraduate students. I designed and taught sections of this course on themes in metaphysics and ethics, including space and its occupants, uncommon philosophical topics, death and related issues, and ethical puzzles. Student learning was assessed through argumentative papers.