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My list of readings is an attempt to cover the main debates over AI over the last seventy years. I use a classic collection, Mind Design II by John Haugeland, to show students the history of these issues. A more contemporary anthology, The Cambridge Handbook of Artificial Intelligence by Keith Frankish and William Ramsey, shows how some of the earlier ideas of AI researchers have flourished in industrial applications in recent years, especially the ideas derived from early connectionism.

Mostly I want to tell you about how I teach an online course. I have been teaching online at Oakland over a decade now, since well before the pandemic. My early online courses were primarily synchronous, meaning that I ran live sessions, typically over Cisco WebEx, lecturing over a PowerPoint and hoping for extensive discussion and participation. I was trying to recreate the live classroom environment over videoconferencing, and it never really worked. I had hardly any class participation at all, though I grant I did not force participation using incentives. Perhaps if I did it would have worked better, though with the complex lives and many commitments of my students, it would have been pretty harsh to require too much mandatory participation of all of them. Many of the students could not make it at the set time for the class, even though the time was on the course schedule, and most of these students watched the recording of the WebEx session later.

Given my negative experience with synchronous classes, I have shifted my focus in recent years to an asynchronous format. I make and post videos going over the main points from the reading assignments. For example, here is my video on Fodor and Pylyshyn on systematicity.

I also post videos by the authors of the various pieces I assign. These videos put a face on the person behind the reading. For instance, here is a great short interview with Margaret Boden on classic, logic-based AI. Also, here, more or less for fun, is a video of robots playing soccer. I use a picture of one of these cute NAO robots on the flyer for my course, and on the course management software. NAO robots provide a nicer face for AI than, say, the Terminator.

I also assign a short multiple choice quiz each week. These quizzes are there to make sure the students are reading the assignments and watching the videos. I aim to make the quizzes test vital skills just beyond regurgitation of class material, though some mastery of material is needed in my class, and the students are tested for this.

Much of the material on my syllabus is lifted directly from a course I took at Oakland University. The Oakland University E-Learning and Instructional Services department offers a course on online teaching. It is, itself, an online course. This online course models a good way to teach an online course. Because it is an online course on teaching online courses, I call it the online online course course. Nic Bongers, the instructional designer who taught my course, developed a great deal of useful material that I more or less took word-for-word from his syllabus and sample syllabus. I am deeply grateful to Nic and to Oakland University E-Learning for this.

This material is really worth reading carefully. It covers matters like what kind of technical knowledge and equipment a student should have in online courses. It sets some useful expectations, both for the students and myself, about how much they need to be logged in to do the course, and how often I will be checking in for the course. I need to make clear to the students that I will not be checking work email on weekends, that I will be on the course site and email regularly but not 24/7. These kinds of expectations are vital to set so that the online course does not swallow up my entire life.

The main thing I learned from the online online course course that I would like you to keep in mind is that a very regular schedule, with similar assignments and expectations from week to week, is vital in an online course.

Teaching writing is a passion of mine. I have been focused on writing pedagogy for a long time, dating back to my time as a Writing Across the Curriculum Fellow at CUNY. (This is a program that provided extremely generous funding that helped me while writing my dissertation). I require quite a lot of written work in the class. Some of it is to show knowledge of the course material, but a great deal of it is for the students to develop their own ideas and support them. I think this is the most important aspect of any of my classes: getting the students to think philosophically. A lot of students go through college without getting enough training in thinking originally and setting it down in writing. These are skills that will serve students in all kinds of fields. To achieve this, my students are writing every week in the forums. Their midterms and final are all essay, with many questions requiring original opinions with argumentative support. There is also a required term paper in the class, with a rough draft and required revisions. This revision process is so vital, and too few of our classes involve it.

My students will hopefully learn a lot about debates over artificial intelligence and the history of AI. Even if they eventually forget about the details of these debates, I hope this online class offers them a chance to develop useful skills that they can apply throughout their lives.

The Syllabus Showcase of the APA Blog is designed to share insights into the syllabi of philosophy educators. We include syllabi in their original, unedited format that showcase a wide variety of philosophy classes. We would love for you to be a part of this project. Please email sabrinamis...@apaonline.org to nominate yourself or a colleague.

Fritz McDonald is an Associate Professor of Philosophy at Oakland University in Rochester, Michigan, USA. He is currently the Associate Chair of the American Philosophical Association Committee on Teaching of Philosophy, and starting in July 2021 he will be Chair of the Committee on Teaching of Philosophy for a three-year term.

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I'm not fearful of what's in the basket.I think I'm a little excited, actually. I grew up in Denmark. Where? Denmark. Scandinavia is the home of the Vikings. But I'm super competitive, you know, since I was 14-15 years old. I like my research. Very bold, very straightforward, very white. Sure he was behind to be nice. I'm making goat cheese, big and mild. Lemon, dark chocolate. Mousse. I like my mousse. A robust, big flavor chocolate. Can ask mousse. I'm going to nail round number one. Chef Fritz, what are you making for a whipped element, sir? Moose. It's awesome. It's crowded in here. Can I use this? Yeah. It's somebody they're all different, you know? Chef Fritz looks like he's going to go skiing. He got his goggles on. Yeah, he's dealing with something with liquid nitrogen. I'm still wearing my glasses. We're going to make an ice cream utilizing the bread of the grilled cheese tower and some juice of the myelitans. So I pour my ice cream better into squeeze bottles, and I make little drops into the liquid nitrogen. And I'm very happy. Somebody's shaking my table like crazy. Sorry. Chris is a little nervous, but I think he can take a few deep breaths. It seems like he's got it handled. Sorry. Made a little bit of ganache decoration. It on my plate. Time is ticking. And I'm like, oh, my God.

The challenge is serving up big ol helping a romance. One nervous guy is going to propose marriage right here on the show, and four great chocolate tears are going to help him set the stage. The top showpiece is worth ten grand and hopefully wins. One guy's girl of his dream. From Norwalk, Connecticut. Fritz Nipshill chocolate surprise proposal. Think it's a brilliant idea. It's their future that you're being a part of. So truly, really exciting, and I truly hope people say yes. All right, competitors are going to have five minutes each with well, to ask him as much as you possibly can in those five minutes. Sounds good. Ready? Having a guy who's going to propose to his girlfriend, that's huge. If I were to propose on the show hi. Friday. Nice to meet you. I would really, really want the competitors to listen to. But what is important to me when did you meet? If you want to know, our first date was at some dive bar in Seattle playing pool there. Any pets? Novice. She loves pugs. Hobbies. What do you like to do? We like weird kind of foreign board games. The favorite colors I should know about? She's crazy about green. Crazy colors that burn your eyeballs out. Flowers. She like flowers? Yeah. Gerber daisy. I thought it'd be cool if you could make a flower that maybe I could pick off the showpiece and give to her. Thank you. Damn, that's a cool girl. Where do you find girls like that? Okay, so here are the rules. Each of these show pieces needs to be at least 4ft tall or 4ft wide. And besides a few structural supports, it's got to be all chocolate show pieces themselves. Got to be romantic and personal because Will is the one that's going to choose the winner. And I bet this is going to be close. I was on fire. I think it's huge to be a part of somebody's proposal. We got to make giant hearts and really embrace the story. We're going to be applying mosaic on every single half of the chocolate hearts. Guess you could call it the four corners of love. On the romantic corner, we're going to be writing love. Then on the other one, we will write the initials of gum and bride to be. We will then try to capture where they met. So it's got to be really personalized, and that is the strength that I'm bringing to this challenge, is to make everything really personalized. You know what I would like us to do? I would like us to move it to that board. I make a decision to move the piece to the base board. Will be easier that we move it now without all the plank. Then we have fixed all the small pieces while it's standing there so we don't have to move with the small pieces on it. Don't lift it. Oh, my God. We're not going to let wheel down. That was really what a lot of this was for me. He would be so disappointed if one sculpture didn't make it. Yeah. I'm very relieved that it's now up. There still a lot to do, though. Competitors, this is your 1 hour warning. Use these last 60 minutes wisely. Where did the time go? It would be amazing if you pop the question in front of our sculpture. Really came back strong. I'm very happy with the way we came back. 30 seconds. Maybe you could get one round, one down. 54321. Competitors, stop your work. Very good job today, ma'am. Okay, Britz, you're up next. It's born a ball. Keep it level. Who knows if somebody's going to tilt it one inch to the left, is going to break on the right. Slide it slowly. Thank you. Great job. Thank you, guys. Thank you. That felt great.

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