Colleen Cressman (MIT) draws our attention to the Open Syllabus Project. The project is a work in progress aimed at creating “the first large-scale online database of university course syllabi as a platform for the development of new research, teaching, and administrative tools.” It has a collection of over a million syllabi culled from the internet and other source..
A philosophy professor has written in with some questions about anonymous or “blind” grading, in which the identity of the student whose work is being assessed is not known to the grader. The majority opinion in philosophy appears to be that there are strong moral reasons in support of anonymous grading. Yet, there are questions about evidence for it, as well as abo..
Clifford argued that we are morally responsible not merely for what we do and say, but also for what we believe… When we show ourselves to be uncritical and careless with own our beliefs, we implicitly invite others to do the same. And, perhaps more obviously, we invite others to fool us. We encourage dishonesty and deception. Each time we believe something that ..
A student in the University of London’s distance undergraduate international program who is majoring in philosophy is seeking advice on how to get help with her studies. She writes: (more…)
Last week saw the creation of a new series of “crash course” posts here at Daily Nous. The brainchild of Natalia Cecire (Sussex), the idea is to come up with a “one-week self education program” for “students who suddenly need to get up to speed in a field, and don’t have time to take a course or immerse themselves in it for a year,” or for professors seeking to lear..
The Alexis de Tocqueville Project in Law, Liberty, and Morality at the University of New Orleans has been offering free for-credit college philosophy courses to local high school students. It sounds great. Chris Surprenant, assistant professor of philosophy at UNO and director of the Tocqueville Project, shared some information about the course:
The overarching f..
Most colleges and universities have students fill out forms to evaluate their instructors’ performance at the end of the term. Semesters are just beginning around now, but it is not too early to start thinking about those evaluations. One study found that “students’ ratings 2 weeks into the semester did not differ from end-of-semester evaluations.”
There are lots..
Do any of you use virtual worlds or video games in your teaching of philosophy, and if so, how? In conversation the other day a colleague expressed an interest in creating a virtual world in which an epidemic was taking place, and having students immerse themselves in it to learn about addressing some of the various ethical challenges that confront agents in such si..
Every once in a while a student will make some remark about philosophy (or about reading or writing philosophy, or about a philosophy course) that perfectly captures an aspect of it in an interesting or new or funny way. Sometimes these are in the form of complaints that their professors take as compliments, e.g., “this course makes my brain hurt.” Sometimes they ar..
A Daily Nous reader sends in a question concerning classroom discussions of recent events and the controversial and sensitive subjects they involve: (more…)
Do you use Turnitin or SafeAssign in your courses to help deter and catch plagiarism? It turns out such software is not very good, reports Inside Higher Ed. Here are the results of a recent test conducted by Susan E. Schorn, a writing coordinator at the University of Texas at Austin:
Out of a total of 37 sources, the software fully identified 15, partially identi..
In one of the comments on the recent post about attendance, Chris requests a follow-up discussion on the mechanics of class participation. Some relevant questions:
- What kinds of class participation do you ask your students for?
- How do you encourage a wide range of students to participate?
- Does participation count as part of your students’ final grade? If so,..
Jennifer Baker (College of Charleston) asked the students in her introductory philosophy course to report (anonymously) “ideas of theirs that changed after studying some philosophy.” I think this is a great idea for learning what kinds of topics and readings make an impact on the students’ thinking, which can be of use in both planning and pitching philosophy course..