I have been fortunate to have the opportunity to teach a wide range of courses at both the graduate and undergraduate level.  Although at ODU I have primarily been engaged in small seminar teaching for the graduate program, I have taught in a number of different settings and utilizing a range of teaching styles.  At Oxford, for example, my teaching ranged from large formal lectures in robes at the Examination Schools, to regular one to one graduate student supervisions in chambers at Nuffield College.  At Stanford I also taught both large undergraduate lecture courses and a wide variety of graduate seminars.

At Oxford, my primary teaching was almost exclusively in the graduate program and focused on American foreign policy, international relations theory, and research methods.

My primary teaching at Stanford was in international relations theory, security studies, international law, and the domestic sources of foreign policy.   I have also taught courses on ethics and international relations, political theory and international relations, and formal theories of international relations.  

At Stanford, Oxford, and ODU I have had the opportunity to work with a number of doctoral students. My style of dissertation supervision has been flexible to meet the needs of different kinds of students. Most commonly, however, I aim to meet with students on a very regular basis to keep the flow of work going. At ODU I am now interested in experimenting with setting up a cooperative environment for developing and completing dissertation projects. This currently involves a regular seminar for all of my dissertation students, which I hope to expand into something more akin to the laboratory environment of the hard sciences.

My seminars tend to be writing intensive, with students preparing topic statements, outlines, rough drafts, and final revisions during the term. I also emphasize oral presentation and participation skills. I believe that interacting with the material in written and oral work is essential to effective learning and the development of critical analytic skills.   In the long run, enhancing student abilities in these areas is surely as important as imparting a working understanding of the substantive material.

In 1993 I received a Pew Faculty Fellowship to study case-method teaching at the Kennedy School of Government at Harvard University.   Since that time I have incorporated elements of case teaching into my classes.   This has been particularly important in my international law course, in which I developed a set of on-line teaching cases that are now being used at other Universities across the country.

The development of on-line teaching resources also reflects my interest in taking advantage of technology in my teaching.   I have developed web resources for a number of my classes and regularly use Blackboard as a teaching resource.