Teaching Statement

Thomas Bradley Richards

Teaching is hard. That is, if teaching is understood as a success term. Many students come to
a course prepared with a slew of study skills and essay writing strategies, and usually they do
well. They are able to absorb and rehearse arguments that are clearly presented. Other students
lack those skills, but the skills are fairly easy to impart, so some of those students improve
quickly.
What seems to be uncommon, and difficult to teach, is subtle reflection and critical insight. Yet
these skills are perhaps the most important in the philosophers toolkit, and, arguably, are
essential to the practice and even appreciation of philosophy.
It would be a mistake to think that these important philosophical skills cannot be taught, since
some students clearly improve with respect to them, and it does not seem that they would
improve to the same extent if left to their own devices.
My approach to teaching philosophy is to model philosophical inquiry and critical reflection
while teaching important and engaging content. I use a variety of strategies to this end.
Sometimes I do close textual readings with the students, giving them the opportunity to interpret
difficult or key passages. Other times, I express the relevant arguments as clearly as possible,
semi-formally, so that the students may engage with them directly without the hindrance of
extraneous material.
Perhaps most importantly, I strive to create a comfortable environment where students can
openly engage the material through discussion. In discussion I steer the students from their
original formulations to clear objections or other directions of inquiry, and have been frequently
lauded for this in my teaching evaluations. In this and other ways I model the process of
philosophical inquiry while explaining key texts and materials and giving the students an
opportunity to practice and develop these important skills.
In general, I cultivate excitement and enthusiasm for the material, while demonstrating its value
and the value of philosophical inquiry in general. Insofar as I am successful, the students will
push themselves to acquire these skills, which in many cases, will be more permanent, and thus,
more valuable than their knowledge of the material itself. Several students in my philosophy of
mind and medical ethics courses developed a keen and penetrating interest in philosophy.
I am interested in teaching general topics in the philosophy of mind as well as a number of
specialized topics, including topics in psychology and neuroscience. I am also interested in
teaching a broad range of other subjects, including but not limited to: critical thinking, medical
and other applied ethics topics, philosophy of art/aesthetics, philosophy of film, philosophy of
science, and epistemology.
Sincerely,
T. Bradley Richards

APPENDIX V

INSTRUCTOR ASSESSMENT FORM

CUPE LOCAL 3904, UNIT 1 INSTRUCTOR ASSESSMENT FORM

INSTRUCTORS NAME: Brad Richards

TERM AND YEAR: Winter 2011

ASSESSORS NAME: Bob Murray, chair, Department of Philosophy, Ryerson University

DEPARTMENT/SCHOOL: Philosophy
CLASS: PHL 611 Philosophy of Mind

DATE OF ASSESSMENT: Friday, April 11

COURSE NUMBER (IF APPLICABLE):

CLASS FORMAT:

Lecture

Studio

Lab

OTHER (Please specify): ________Lecture and discussion______

The Assessor is required to assess the Instructor by completing this form. The primary purpose
of this assessment shall be to assist with the professional development of the Instructor. To
complete the evaluation both the Assessor and the Instructor must sign and date the form, after a
discussion has taken place. Please use the following guide to rate the Instructors performance in
each of the areas.
N/A
1
2
3
4
5

=
=
=
=
=
=

Not applicable
Unacceptable
Needs Improvement
Satisfactory
Good / accomplishes tasks diligently and well
Excellent / accomplishes all tasks at a high level

A) SCHOLARSHIP
1. Demonstrates knowledge of
subject matter
2. Integrates current
developments/research
findings into the content

3. Shows relevance and

appropriateness of course
content
4. Provides appropriate source
material and references.

N/A

5
X

SPECIFIC COMMENTS
This is the instructors area
of specialization and it
shows.
The instructor easily
incorporated the views of
Churchland, Jackson, and
Chalmers on the place of
consciousness in nature and
the problem of qualia.
The instructor was able to
present the material in a
very accessible way for the
students.
The instructor provided
references to the material
for the class discussion and
referred students to
additional reading material
during classroom
discussions.

5. Refers students to additional

source material where
appropriate
B) METHODS OF PRESENTATION

1. Is well prepared and presents

material in a well organized
manner.

2. Demonstrates appropriateness
and effectiveness of teaching
techniques/methods (specific
to course objectives).

B) METHODS OF
PRESENTATION

N/A

3. Presentation demonstrates
professional/discipline
competence.
4. Evidence of placing the
presentation in context (such
as course goals, school
mission, overall curriculum).

5. Handouts/power point are

legible, with appropriate,
current and accurate
information with appropriate
referencing and no copyright
violations.

There is no question
about this and it was
made all the more
impressive by the fact
that the instructor does
not use lecture notes.
Brad Richards is an
excellent instructor. He
is impressive given that
he is in the early stages
of his teaching career.
SPECIFIC COMMENTS

He certainly answers to
the course description
and teaches in an
appropriate way relative
to the goals of this
course.
The instructor uses
minimal notes on the
board, but he speaks in a
clear and slow enough
way that students can
write the information in
their own notes.

C. COMMUNICATION AND INTERACTION

1. Encourages student
inquiry/class discussion.

2. Exhibits enthusiasm and

interest with students.

3. Expresses ideas clearly and

audibly. Responds clearly to
student questions.
4. Responds to student needs
and incorporates feedback.

The clear and interesting

way in which he presents
the material stimulated
considerable classroom
discussion.
The instructor is
enthusiastic in an
unassuming way, as well
as humorous.
A fine performance in this
regard.
Excellent

5. Deals fairly with students.

This seemed to be the

case from the classroom
engagement.

The lectures were spoken

without notes, but were
very organized.

D. LEARNING
1. Stimulates critical thinking and
analysis.

2. Adjusts to individual and group

needs.
3. Meets student needs through a
range of teaching styles.
4. Demonstrates respect for
alternative points of view.

Not applicable

It would be difficult to
know the instructors own
point of view, but he is
open and generous with
all questions and
comments.

E. APPROACHABILITY
1. Open to suggestions from
students.
2. Exhibits a positive attitude to all
students.
3. Treats students with respect.

X
X

Excellent inter-personal
skills, in a quiet
unassuming manner.

F. USE THIS SPACE FOR ADDITIONAL/GENERAL COMMENTS.

Note: If you have concerns about the physical space impeding effective
teaching, please forward these separately to your Chair/Director they
are not part of the evaluation process.
Brad Richards is an impressive instructor given that he is early in his career.

G. STRENGTHS AND RECOMMENDATIONS

I recommend him highly as he is an organized and thoughtful lecturer.

Robert Murray
Chair, Philosophy
Ryerson University
rdmurray@ryerson.ca
416 979-5000 x. 6160

H. INSTRUCTORS RESPONSE

INSTRUCTORS SIGNATURE:_________________________
DATE:______________________
I) SIGNATURES: Both the Assessor and the Instructor shall sign this form to indicate that a
discussion took place.
ASSESSORS SIGNATURE: _________________________
DATE:______________________
INSTRUCTORS SIGNATURE: _________________________
DATE:______________________

Note: Pursuant to Article 18 of the CUPE Local 3904 Unit 1 Collective Agreement any ongoing
discussions regarding this evaluation shall be with the Instructor and the Chair/Director.

Copies:

Instructor
Chair/Director
Service Record File
CUPE Local 3904 Unit 1

Faculty Course Evaluations for Ryerson University - Spring 2014 (Printed on 29 October 2014)
Instructor's Results by Course and Section
Online Evaluation
Legend
Q01. The instructor is knowledgeable about the course material. (1=Agree, 5=Disagree)
Q02. The course material is presented with enthusiasm. (1=Agree, 5=Disagree)
Q03. The instructor stimulates my interest in this subject. (1=Agree, 5=Disagree)
Q04. Concepts are clearly explained with appropriate use of examples. (1=Agree, 5=Disagree)
Q05. I get timely feedback on my assignments. (1=Agree, 5=Disagree)
Q06. I get constructive feedback on my assignments. (1=Agree, 5=Disagree)
Q07. The course handouts / postings contain all of the information I need about the organization and operation of this course. (1=Agree,
5=Disagree)
Q08. The assessment methods, including tests, provide a fair evaluation of my learning. (1=Agree, 5=Disagree)
Q09. Students are treated with fairness and respect. (1=Agree, 5=Disagree)
Q10. The class meets as scheduled and on time. (1=Agree, 5=Disagree)
Q11. The course is well organized and managed. (1=Agree, 5=Disagree)
Q12. The instructor is available for consultation as specified on the course handouts/ postings. (1=Agree, 5=Disagree)
Q13. This course provides a valuable learning experience. (1=Agree, 5=Disagree)
Q14. The way this course is taught helps me to learn. (1=Agree, 5=Disagree)
PRN: Number of prepared surveys
RCV: Received non-blank surveys
PAR%: Non-Blanks / Prepared
Rates
PRN

RCV

Thomas (Brad) Richards

Instructor

Course

1.3

1.7

1.8

1.8

2.1

2.1

2.0

1.6

1.2

1.4

1.9

1.8

1.8

1.9

224

50

CPHL710

1.5

1.3

1.5

2.0

2.8

2.0

2.0

1.5

1.0

2.0

1.5

1.5

1.5

1.5

51

FA0

1.5

1.3

1.5

2.0

2.8

2.0

2.0

1.5

1.0

2.0

1.5

1.5

1.5

1.5

51

1.2

1.7

1.5

1.7

1.5

1.9

1.7

1.5

1.2

1.1

1.7

1.5

1.4

1.7

120

41

34

CPHL606

BB0

1.4

1.8

1.6

2.0

1.6

2.1

2.2

1.5

1.4

1.1

2.0

1.8

1.5

2.0

62

26

42

CPHL606

BA0

1.1

1.7

1.3

1.4

1.4

1.6

1.2

1.5

1.1

1.0

1.5

1.3

1.3

1.4

58

15

26

CPHL710

Sec. Q01 Q02 Q03 Q04 Q05 Q06 Q07 Q08 Q09 Q10 Q11 Q12 Q13 Q14

CPHL606

PAR%
22

Bradley Richards

Teaching Testimonials

I asked my Fall 2013 Ryerson University classes for feedback and these are the testimonials I received.
All responses are included and unedited.

Philosophy of Love and Sex

CPHL606 i.e. the Philosophy of Love and Sex was my first philosophy class that I had taken in university
that I did not actually drop out of soon after but rather successfully completed and even excelled in. I
always had a knack for philosophy or so I thought however on occasion found it to be somewhat 'dry' of
a subject matter. I guess it also depended on how the material was presented and how it was taught as
on the contrary- in Thomas Bradley Richards's class, I found my intimate perceptions on love, sex and
life to be challenged on a regular basis while making me feel comfortable enough to continually present
to the class my arising thoughts on the subject as statement or debate, in a non-judgmental
environment. I also felt that he never dismissed anybody's opinion without due consideration. I believe
philosophy is a thinking man's subject and you cannot cram it into fixed routine lectures. Brad paced
himself slow but steady in our lectures so as to allow us enough time to think while learning philosophy
and as a result I felt I got more out of the course than I would have if it were simply rushed like a lot of
other courses. He was also very mindful of all the diverse ethnicities and religious backgrounds that
students came from when dealing with controversial subjects- opinionated but very respectful. He
posed several questions in class that made us think and in turn ask more questions- all of which turned
into extremely interesting constructive debate that I found myself and my peers to be very engaged in.
Certain parts of the course were a bit of a slippery slope but I believe that Brad, to his merit, made it
seem quite straightforward and reasonable enough for his students to grasp the material more than
adequately. All in all, I enjoyed the course very much and would definitely recommend a philosophy
class with him in high esteem to all my peers while looking forward to a future one myself in my
academic career.
Arnob Daspurkayastha

I've learned a lot in your class with some engaging class discussions and presentations. Your essay
requirements were well explained and very specific. You were also very helpful and flexible with any
conflicts that arises. It's been a pleasure being in your class and would love to take more classes in the
future with you.
Ivy Mok

I took Philosophy of Love and Sex with Brad in the fall semester of 2013. The course material wasnt
what I expected but I enjoyed it nonetheless. Brad had a way of using gentle humour to coax discussions
out of an otherwise reserved class. This made for a comfortable learning environment for the more
reticent students, allowing them to feel safe and open to participation. Brad also had a way of exposing

Bradley Richards

Teaching Testimonials

the irony of thingsbe it in a certain concept, something a philosopher said or believed, or the response
of a studentwhich I found both amusing and made the students dig a little deeper in their thoughts
and considerations, going beyond ordinary face value.
Chris Barnard

Philosophy and Film

I really enjoyed taking this course with you. The way we covered the text with your teaching style and
knowledge really made it more enjoyable. I have always loved movies (who doesn't) but now when I am
watching them my perspective have changed. I am now looking at them as a piece of art. This has made
me a happier person, because there is an art form which I can understand, interpret and present my
own view on it.
I loved the class environment, group discussions and your teaching style.
Thanks for making the class fun.
Gautam Beri

I thought that the class Philosophy and Film was one of the more interesting classes that I have taken at
Ryerson. The allowance of the individual student to create conclusions guided by the textbook rather
than regurgitate information from a textbook or powerpoint is something that is sorely missed in
university classes. Your tests and your lectures allowed the class the freedom to form ideas and proceed
with them in a class dynamic which I believed really helped me learn the content; I found the class to be
the most interesting one that I had that semester as a result. The essays and exams being forced to be
small and concise was excellent as well as most professors ask for 2000+ word essays on a topic that at
an undergraduate level usually translates to a ton of filler so having to really focus on the point of the
piece was really nice as well. One thing that I would suggest though would be to have a better organized
power point presentation if you are going to use one.
Anthony Nairn

Brad is an engaging and thought provoking professor. He encourages students to clearly articulate and
argue their thoughts among peers which leads to a higher level of understanding of course materials.
Brad is knowledgeable about course subject material and is able to offer examples that are relevant to
the class. He clearly sets expectations for the class and you feel he is genuinely interested in your success.
Overall a great professor!
Ainsley Moir

Bradley Richards

Teaching Testimonials

Teaching Reference for Bradley Richards

We hired Bradley Richards as a visiting professor this semester, Spring of 2015, to
teach three cognitive science courses at Beloit College. He was selected to teach
these courses after a national search in which our primary concern was to find a
knowledgeable, committed and effective teacher in accordance with the Beloit
College Mission. In my capacity as chair of the Cognitive Science Program Advisory
Committee I visited Bradley Richards Introduction to Cognitive Science class early
in the semester on Monday, February 16, 2015. I was impressed with what I saw.

Bradley seemed relaxed and had an easy rapport with the students before class
began. After dealing with some logistical matters he started quizzing them about
some of the key terms and concepts used in their reading on the extended mind.
Though at first the same three or four students were raising their hands, they spoke
freely and the atmosphere of the classroom was open and comfortable. He
appeared to have everyones attention. Then he asked, What are the problems of
identifying minds with bodies? This was a more difficult and open-ended question
that required them to synthesize what they had read and to reflect on some of the
presuppositions and implications. Fewer hands went up. Gradually students
started offering suggestions, but they were tentative and explorative. The pacing of
this part of the class was especially effective. Bradley showed great restraint and
didnt rush in to explain the issues and sort out their confusions. He patiently
repeated back student points, sometimes with some gentle questions of clarification,
prodding students to be more explicit about their points, until other students
recognized the problem and raised further suggestions. More and more of the class
got involved, as some of the key issues came into focus, until all but three had
contributed, and they were clearly engaged and were tracking the flow of the
discussion.

There were several points where Bradley paused the discussion to put some points
up on the board as background for part of the reading. In conveying information he
was clear, organized and effective. Then he would rephrase the issue and shift back
to class discussion.

Finally, Bradleys experience showed by how mindful he was of the time remaining
as it approached the end of the hour and how he steered the discussion to a natural
and satisfying conclusion before he ran out of time.

Throughout the class Bradley was knowledgeable and confident, showed his
fascination for the material, led discussion with a light and effective hand, and kept
the students engaged till the end. It was a good class.

Philip Shields, PhD
Professor of Philosophy and Hales Family Chair in Ethics
Beloit College