Teaching

Below, you can find information about my teaching experience, selected (and I think representative) students testimonials, and teaching awards.

Embedded EthiCS Modules

In Embedded EthiCS, we collaborate with CS faculty and researchers to integrate modules on the ethical and social implications of computing technologies directly into Harvard’s Computer Science curriculum.

Software Engineering with GenAI (CS 1060)

- Mini-module 1: "Value Sensitive Design for Software Engineering"
- Mini-module 2: "Privacy by Design for AI-built Systems"
- Instructor Guide: Link TBD

Advanced Computer Vision (CS 2831)

- Module: "Trust and Deepfakes"
- Instructor Guide: Link TBD

Systems Programming and Machine Organization (CS 61)

- Module: "Ethical Language Encoding"
- Instructor Guide: Link TBD

Data Systems (CS 1650)

- Module: "Privacy Protections in Large Data Systems"
- Instructor Guide: Link TBD

Programming Languages (CS 152)

- Module: "Managing Risks in Software Design"
- Instructor Guide: Link TBD

Big Data Systems (CS 265)

- Module: “Privacy and Promoting Public Health with Big Data Systems”
- Instructor Guide: Link TBD

Machine Learning (CS 181)

- Module: “Bias in Machine Learning Design”
- Instructor Guide: Link TBD

Artificial Intelligence (CS 182)

- Module: “Designing Responsible AI”
- Instructor Guide: Link TBD

Introduction to Data Science (CS 109a)

- Module: “Bias in Machine Learning”
- Instructor Guide: Link TBD

Artificial Intelligence for Social Impact (CS 288)

- Module: “Value Sensitive Design for AI4SI”
- Instructor Guide: Link TBD

Courses Taught as Instructor of Record

Technology and Human Values (PHIL1145), Northeastern University

Course Description: Emerging technologies offer a host of opportunities to change ourselves and our planet. This course explores the relationship between technology and humanity, the social dimensions of technology, and ethical issues raised by emerging technologies. We identify fundamental ethical and social issues through an exploration of how these issues arise in real-world contexts. In bringing philosophical reflection to bear on biotechnologies and artificial intelligence, this course cultivates critical thinking skills for developing and evaluating solutions to problems facing us today.

Logic (PHIL 2264), Boston College

Course Description: This course introduces students to the study of reasoning. Our aim is the development and study of systems that represent reasoning, allowing us to investigate how reasoning works well and what goes wrong when it doesn’t. Accordingly, we begin our course with an examination of arguments as they appear in everyday life. Following an excursion into everyday reasoning, we turn to the formal or structural features of reasoning. To this end, our course develops logical languages that represent and clarify these formal features. In sum, our course examines the principles of correct reasoning together with their application to concrete cases, demonstrating the importance of careful and critical reflection in topics ranging from science and technology to ethics and law.

Introduction to Formal Logic (PHIL 2209), Woods College for Advancing Studies, Boston College

Course Description: Logic is the study of reasoning. It investigates how critical thinking is successful and, when it's not, what goes wrong. Understanding logic enables us to recognize and craft good arguments in every area of life, from science and technology to political and moral debates. This online, asynchronous course introduces formal tools that allow us to analyze and understand the most salient features of reasoning in the most precise terms.

Philosophy of the Person I (PHIL 1070), Boston College

Course Description: This course introduces students to philosophical reflection about truth, knowledge, power, justice, and other important features of human experience. This semester, we explore what a few of the most influential ancient and medieval thinkers in the West thought about human thought and action. Our goal is to consider the historical impact and current plausibility of each view. This course fulfills a university core requirement and is intended to hone students’ ability to express themselves well in writing and discussion.

Philosophy of the Person II (PHIL 1071), Boston College

Course Description: This course introduces students to philosophical reflection about truth, knowledge, power, justice, and other important features of human experience. In examining some of the most influential modern and contemporary philosophers in the West, our goal this semester is to consider the historical impact and current plausibility of each view. This course fulfills a university core requirement and is intended to hone students’ ability to express themselves well in writing and conversation.

Student Evaluations

Effectiveness and Engagement

“The class discussions were very dynamic and interesting. The readings were usually accessible, but Professor Pope always made sure everyone understood the reading and talked us through it. The material we covered led me to contemplate the major questions–what is justice, what does it mean to be happy, what is the purpose of humans–raised by many of the philosophers we covered.” (Philosophy of the Person I)

“The material of this course is extremely interesting to me, and I enjoyed reading just about every selection, book, etc. that we went over. Professor Pope knows how to frame each piece properly and explain it in a way that doesn't get bogged down in the difficult diction and verbiage of the time period. He knows everything inside and out and makes sure that everyone gets what is being said.” (Philosophy of the Person I)

“The material is engaging and the professor moves at a fast pace but keeps the course from being overwhelming. He does an excellent job of compounding our learning, so that as I was studying for exams, the older material would naturally stay with me while practicing the new topics. I never felt the need to cram, but I learned so much about Logic.” (Logic)

“I think this class is very effective in helping how you think in all areas, not just this class. In addition, Professor Pope did a great job of making the material clear.” (Logic)

“Well-organized, very supportive professor. Lectures were logical and easy to follow yet challenging. I think this might be my favorite online course I've taken at BC.” (Introduction to Formal Logic)

“Without a doubt this is the class I took the most away from. I learned a lot about myself and how to live a better life, and I also developed a passion and an interest for philosophy. It forced me to think critically and I enjoyed doing the readings and writing the essays.” (Philosophy of the Person I)

"This instructor is extremely well-spoken and passionate about what he teaches. You can tell he knows what he is talking about, and he does a great job facilitating class conversations. He is also extremely understanding of students' lives outside of his class, and checks in regularly to make sure we aren't stressed with assignments." (Technology and Human Values)

Fostering an Inclusive Classroom

“Pope was great at explaining confusing readings and was patient when it took a while for us to understand certain topics. He took time out of class to have review sessions for material for the midterm and final. The readings were not overwhelming and impossible to complete each class. I felt as if the class was a safe space to express my thoughts on the readings and was not worried of being penalized by Pope if my answer was incorrect. I appreciated how helpful Pope was in actually sitting down and helped formulate my thoughts on topic ideas for my paper.” (Philosophy of the Person I)

“The professor was very good at engaging us in the material and made sure that we understood all the material. All of the assignments were purposeful and did not feel like busy-work. The professor also did a good job connecting all of the material covered and applying it to the real world.” (Philosophy of the Person II)

"I think that Professor Pope did a great job making students feel comfortable and welcome to participate in class and be open for question and discussion outside of class. I also enjoyed how the Professor would always keep an open mind to students feedback and make people question their ways of thinking." (Technology and Human Values)

Passion for Teaching

“Professor Pope has such a care about his class both intellectually and personally. Core classes are often shrugged off as unimportant, but his personal investment in the material and in his students makes it really difficult to dismiss the class. He goes above the expectations of a professor.” (Philosophy of the Person II)

Quantitative Student Ratings

Teaching Awards

Apprenticeship in College Teaching (2024)

Organized by The Center for Teaching Excellence at Boston college, the Apprenticeship in College Teaching Program (ACT) provides seminars for graduate students and postdocs across disciplines to engage with important pedagogical questions. Classroom observations allow for discipline-specific discussion with faculty mentors in participants' departments. And the final Teaching Portfolio and essay encourage participants to synthesize what they’re learning.

Donald J. White Teaching Excellence Award (2020)

The Donald J. White Teaching Excellence Awards program was established to underscore and reinforce the pursuit of teaching excellence in graduate Teaching Fellows and Teaching Assistants at Boston College. They are named in honor of former Dean of the Morrissey Graduate School of Arts and Sciences, Donald J. White, who served from 1971 to 1994, and displayed a deep commitment both to graduate students and to teaching excellence across the school.

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