teaching

teaching philosophy

I constantly strive to: make the classroom a community where every voice has a chance to be heard, help each student cultivate a sense of ownership over their educational experience, and make sure that students are exposed to a diverse range of voices and topics in philosophy.

I like experimenting and coming up with new pedagogical tools. I recently started using auto-theory as an educational tool. Auto-theory has its roots in feminist philosophy and phenomenology, and challenges the boundaries between the private, e.g. the home, and the public, e.g. the seminar room.  As such, auto-theory can be seen as a way of doing non-ideal theory. Very roughly, when writing auto-theory a person incorporates their personal lived experiences into a rigorous and critical engagement with theory about a given topic, which is usually of social significance, e.g. gender, race, love, or justice. I think that auto-theory is a powerful educational tool because it helps students feel personally invested in philosophy and gives students a voice on a philosophical topic from the very beginning. Furthermore, auto-theory shows many students how their lived experiences and struggles can put them in a position to make unique yet important criticisms of philosophical ideas, e.g. about love or justice.

As an undergraduate I participated in the Intercollegiate Ethics Bowl. As a faculty member I have been a coach for an ethics bowl team as well as served as a judge for a high school ethics bowl competition. I think that the team debate format of the ethics bowl is a great platform for helping students learn to critically discuss pertinent and contentious moral issues while helping them learn to solve ethical problems as a team, which reinforces knowledge and understanding of applied and normative ethics by making students vocally explain various ethical perspective apply to real world scenarios.  In the future, I would like to explore the potential of the ethics bowl as a form of outreach by focusing on building teams in high schools or community colleges that primarily serve students from low income backgrounds.

spring courses

This coming semester (spring 2023) I am teaching:

(The logic prerequisite listed in the course catalog will be waived for students enrolled in logic for the spring term or for students who have already taken one philosophy course. Email me for more information.) 

future courses

These are samples of courses that I have developed and am eager to teach. 

The Metaphysics of Self and Other (sample syllabus)

Philosophy of Logic: Truth, Inquiry, and Society (sample syllabus): 

Philosophy of Poetry (sample syllabus):

past courses

Philosophy of Mind (winter 2022)

The Philosophy of Social Science  (fall 2021)

The Metaphysics of Intersectionality (winter 2021)

Philosophy of Feminism (fall 2020)

Modern Empiricism (winter 2020, winter 2021):

Nature of Social Identity (spring 2019)

Philosophy of Love and Sex (fall 2018)

Ethics (fall 2018)

Symbolic Logic (fall 2014, spring 2015, fall 2015, spring 2016, fall 2017, fall 2019, spring 2020, winter 2021, fall 2021)

Social and Ethical Issues in Computing (spring 2017, fall 2017) 

Introduction to Philosophy (fall 2015, spring 2016, spring 2017, spring 2018, fall 2019, winter 2022, fall 2022) 

Contemporary Moral Issues (fall 2013, spring 2014, summer 2015, spring 2018)