680 titles (including 44 peer-reviewed) either in print or published electronically, including 46 books either authored, co-authored, edited, co-edited, or translated, and major articles in International Journal for Philosophy of Religion, Journal of the History of Ideas, International Philosophical Quarterly, Internet Reference Services Quarterly, The Modern Schoolman, Clio, The Heythrop Journal, Process Studies, Hegel-Studien, Reports on Philosophy, Auslegung, Journal of the National Medical Association, Bulletin of the Medical Library Association, RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage, Journal of Aesthetic Education, and the anthologies The New Hegelians, Existence of God, Metaphors in Modern and Contemporary Philosophy, Hegel's Philosophy of Spirit, Hegel on Tragedy and Comedy, Schopenhauer's Fourfold Root, Tom Petty and Philosophy, and Thomas Szasz: An Appraisal of his Legacy.General subject areas include philosophy, medical history, military history, cultural or intellectual history, history of science, librarianship, contract bridge, popular culture, and poetry.
96 presented since 1978, including invited lectures at the University of Antwerp, the University of Iceland, the University of Copenhagen, the Francis C. Wood Institute for the History of Medicine, Columbia University, the University of Richmond, SUNY Upstate Medical University, Cumberland College, Fordham University, and Bowdoin College.
Teaching the "Aesthetics" graduate seminar at the College of Saint Rose in Fall 2008, I received an average evaluation of 3.69 on a 4-point Likert scale.
As a volunteer co-tutor (paired with a physician for each section) since 2001 in the Ethical, Legal, and Social Issues in Medicine (ELSIM) component of the Practice of Medicine (POM) course required for all first and second-year medical students at Upstate Medical University, I consistently receive above-average evaluations from students. Sometimes my co-tutor and I are evaluated together, sometimes separately. In 2001-2002 with first-year students, I separately received an average score of 3.3 on a 4-point Likert scale.
On a 5-point Likert scale, my physician partner(s) and I together received the following average scores:On a 5-point Likert scale, I separately received the following average scores:
- 4.0 from first-year students in 2001-2002.
- 4.2 from first-year students in Fall 2004.
- 4.55 from first-year students in Spring 2006.
- 4.45 from first-year students in Fall 2006.
- 3.95 from first-year students in Fall 2007.
- 4.15 from first-year students in 2009-2010.
- 5.00 from first-year students in 2010-2011.
- 4.38 from first-year students in 2011-2012.
- 4.78 from first-year students in Fall 2012.
- 4.0 from first-year students in Fall 2002.
- 4.4 from second-year students in Spring 2003.
- 4.6 from first-year students in Fall 2003.
- 4.2 from second-year students in Spring 2004.
- 4.4 from second-year students in Spring 2005.
- 4.15 from second-year students in Fall 2005.
- 4.6 from first-year students in 2008-2009.
- 3.97 from first-year students in Fall 2013
- 4.43 from first-year students in Fall 2014.
Teaching one non-credit course per semester at the Humanistic Studies Center of Syracuse University for nine and a half years, I received consistently high evaluations from students. Three times I received an ovation at the last class.
Teaching credit courses at Villanova University for two years, I was among the toughest graders and most demanding taskmasters in the Philosophy Department, but also among the teachers rated highest by the students. The average grade I gave over four semesters was 2.42 on a four-point scale, but the students who responded to the evaluation question, "Regardless of the course and classroom conditions, is this professor a good teacher?" produced the following result: Excellent, 41%; Good, 28%; Average, 21%; Fair, 6%; Poor, 4%.