Teaching

Learning through inquiry and conversation

Some of the richest discussions in bioethics occur when philosophers, clinicians, scientists, and public health professionals learn to think with one another rather than simply alongside one another.

Teaching Philosophy

I believe that ethics is learned most deeply through thoughtful conversation, careful analysis, and sustained engagement with real-world problems. Philosophy should equip students not only to understand ethical theories, but also to reason well about the complex questions they will encounter in their professional and personal lives.

My courses emphasize close reading, careful writing, respectful dialogue, and the application of philosophical reasoning to practical questions. Whether discussing informed consent, research ethics, organizational ethics, healthcare policy, or emerging technologies, I encourage students to move beyond identifying ethical problems toward developing well-reasoned and defensible responses.

Curriculum and Program Development

Throughout my career, I have viewed curriculum development as an extension of scholarship. My work has included graduate bioethics curricula, interdisciplinary educational programs, professional ethics initiatives, and educational opportunities spanning medicine, public health, nursing, and the humanities.

Mentorship

Mentorship has been one of the most rewarding aspects of my academic career. I have worked with graduate students, medical trainees, early-career faculty, and professional colleagues through formal advising, thesis direction, committees, independent study, and professional guidance.

Educational Leadership

My educational leadership has included directing the Master of Arts in Bioethics Program and the Program on Scholarly Integrity at Emory University, developing ethics education for health professionals, and creating national training initiatives in federal service.