Megan Bogia

Ph.D.

Associate Director for Academic Programs and Strategic Initiatives, Fordham University Center for Ethics Education
Director, Master's Degree Program in Ethics and Society
Director, Undergraduate Bioethics Minor 

Contact:
Office: Dealy Hall 117B (Rose Hill Campus)
Email: [email protected]
Office: 718-817-0720

To schedule a virtual appointment, please visit https://calendly.com/mbogia-ethics  

About: 
Megan Bogia's work centers on postsecondary policy ethics, with a special focus on financial aid and student debt. She previously worked in policy research as a senior analyst for Abt Associates, as well as in higher education administration as an IRB administrator, managing one of the medical ethics boards and their research ethics education programming. She has a Ph.D. in Education from Harvard University and an M.S.Ed. in Higher Education from the University of Pennsylvania. 

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  • PhD, Education, Secondary Field: Philosophy, Harvard University
    Ms.Ed., Higher Education, University of Pennsylvania
    BA, Government, Dartmouth College

  • Social epistemology, policy ethics, philosophy of education, mixed methods design, community-engaged research

  • Bogia, M. (Forthcoming). Distribution Double Bind: On the Ethics of 'How'. Educational Theory. 

    Mulolli, D., Hedberg, E. C., Bogia, M., Spybrook, J., Berglund, T., Unlu, F., & Opper, I. M. (2025). Improving the Design of Evaluations that Include Students, Teachers, and Schools: An Empirical Investigation of Key Design Parameters. AERA Open, 11. https://doi.org/10.1177/23328584251320380 

    Bogia, M.L. (2023). “Epistemic injustice in education policy: An account of structural contributory injustice.” Journal of Philosophy of Education. https://doi.org/10.1093/jopedu/qhad074

    Bogia, M.L. (2023). Review of Houle and Addo’s “Dream Defaulted”. Harvard Educational Review, 93(4): 586-591.
    https://doi.org/10.17763/1943-5045-93.4.586

    Bogia, M.L. (2023). Review of Ben-Porath’s “Cancel Wars”. Harvard Educational Review, 93(4): 131-140.
    https://doi.org/10.17763/1943-5045-93.1.131

    Ta, T., Geron, T., Levinson, M, and Bogia, M.L. (2023). “‘The power of open dialogue’: Using normative case studies to facilitate ethical issues discussions among educators.” Teaching and Teacher Education, 132,
    104237. https://doi.org/10.1016/j.tate.2023.104237

    Darrow, C., Litwok, D., Meijerink, M., Chimbutane, F., Ouellette, J., Bogia, M.L., Grief, A., and Power, A. (2022). McGovern-Dole Mozambique Impact Evaluation. United States Department of Agriculture.
    https://pdf.usaid.gov/pdf_docs/PA00ZKH1.pdf

    Lingel, J., Bogia, M.L., and Nurik, C. (2020). “Shadow bodies and information sharing: Analysing obstacles in mental health care provision.” Information Research, 25(4). https://doi.org/10.47989/irpaper879

    Bogia, M.L.*, Nurik, C.*, Ngan, A., Kuhn, B., Kumar, I., and Lingel, L. (2018) “Institutional shadow bodies in mental healthcare information seeking.” ACM CSCW, 269-272. https://doi.org/10.1145/3272973.3274072

    *Authors with asterisks are marked in alphabetical order but share first-author status.

  • CEED 5050: Ethics and Society: Cross-Disciplinary Perspectives
    CEED 5650: Problems of Knowledge and Technology
    CEED 6100: Theories and Applications in Contemporary Ethics
    CEED 4245: Ethics in Research