Friday, December 12

Saturday, December 13

Dave Berque is Vice President for Academic Affairs at DePauw University and a longtime faculty leader in computing and educational innovation. His work focuses on student-centered learning, faculty development, and the evolving role of technology in the liberal arts. He brings a collaborative, future-oriented approach to academic leadership.

Matt Carlson is Associate Professor and Chair of Philosophy at Wabash College. His work centers on epistemology, logic, and the nature of philosophical reasoning. He invites students to slow down, examine their assumptions, and approach careful argumentation as a shared practice for making sense of the world.

Sam Cowling is Associate Provost for Academic Affairs and Professor of Philosophy at Denison University. His research spans metaphysics and the philosophy of modality, and he often uses imaginative examples—from the everyday to the comic-book world—to sharpen analytical skills. In administration, he supports curriculum development and faculty growth.

Jeff Dunn is Director of the Prindle Institute for Ethics and Associate Professor of Philosophy at DePauw University. His research explores the ethics of belief and the ways groups reason together. He works to create accessible, engaging spaces for ethical reflection across disciplines, emphasizing curiosity, openness, and collaborative inquiry.

Amy Ferrer is the Executive Director of the American Philosophical Association, where she leads national efforts to strengthen the role of philosophy in higher education and public life. She works at the intersection of advocacy, governance, and academic leadership, helping institutions think more deliberately about the value of philosophical inquiry.

Richard Gunderman is Chancellor’s Professor at Indiana University, with appointments in medicine, the humanities, and the liberal arts. A prolific teacher and writer, he explores the moral dimensions of healthcare, professional life, and human flourishing. He encourages reflective practice that bridges scientific expertise and humane care.

Ray Haberski is Associate Dean for Academic Programs at Indiana University–Indianapolis and a historian of U.S. intellectual and cultural life. His work examines how communities make meaning through media, memory, and public discourse. He brings a historically attuned, liberal-arts perspective to questions about institutions, civic engagement, and shared understanding.

Samuel Kahn is a philosopher whose research focuses on Kantian ethics, moral psychology, and the nature of moral obligation. He has written widely on autonomy, conscience, and the connections between moral duty and human agency. His teaching encourages students to reflect carefully on what guides our choices—and what we owe one another.

Emily McWilliams is Assistant Professor of Philosophy and Director of the Ethics & Leadership Initiative at the University of Dayton. Her research spans feminist epistemology, epistemic injustice, and the social dimensions of inquiry. She develops programs that help students link ethical reflection with leadership, collaboration, and community engagement.

Gwen Nally is Associate Professor of Philosophy at the University of Missouri–Kansas City, working across classical philosophy, feminist theory, and the philosophy of race and gender. She approaches contemporary issues with deep historical grounding, inviting students and colleagues to bring ancient ideas into conversation with modern ethical and social questions.

Eli Shantz is an MD/PhD candidate whose work bridges clinical practice and the foundations of medical ethics. He studies how concepts like disease, harm, and well-being shape decision-making in healthcare. His interdisciplinary work brings philosophical clarity to complex questions at the intersection of medicine, ethics, and lived experience.

Giancarlo Tarantino is a philosopher and educator at Arrupe College of Loyola University Chicago, where he teaches courses on interpretation, justice, personhood, and public life. His research draws on hermeneutics and virtue theory to explore how understanding, character, and dialogue shape our ethical relationships. He emphasizes reflective, discussion-based learning grounded in students’ lived experiences.