Teaching

I've recently become a fan of specifications-based grading (aka: "specs"-based grading). Basic idea: specs-based grading (a) grades assignments on a pass/fail basis, and (b) for each assignment, gives crystal-clear specifications which must be met to receive a passing grade. I like it because it gives students clear expectations, as well as greater control over the grade they receive. It also enables them to give their time and energy to fewer, higher-quality submissions.

It's easy to find resources (just search "specs grading"). Here are two I've found particularly helpful:

A helpful essay: https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay 

A helpful paper: "Two Years of Specifications Grading in Philosophy", by Dennis Earl in Teaching Philosophy (2022) (this one has sample specifications)

So far, I've only taught one specs-based course (Spring 2024). I learned a lot. If you'd like to see my teaching materials, please send me an email!

As primary instructor (at UNC):

PHIL/LING 145 (Spring 2024), introduction to the philosophy of language

PHIL 105 (Fall 2023), "How to Reason and Argue: An Introduction to Critical Thinking"

PHIL 105 (Summer 2023), "How to Reason and Argue: An Introduction to Critical Thinking"

PHIL 110 (Spring 2023), a survey of the "great works" of philosophy

PHIL/LING 145 (Fall 2022), introduction to the philosophy of language

PHIL 105 (Summer 2022), "How to Reason and Argue: An Introduction to Critical Thinking"

As graduate student teaching assistant (at UNC):

TA for PHIL 105 (Spring 2022), "How to Reason and Argue: An Introduction to Critical Thinking" (for Ram Neta)

TA for PHIL 143 (Fall 2021), "AI and the future of humanity" (for Thomas Hofweber)