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statement of teaching philosophy
I practice a dialectical approach.
I believe in fostering an inclusive and intellectually stimulating classroom environment that encourages critical thinking and ethical reasoning. My approach integrates theory and praxis, ensuring students not only learn philosophical concepts but also understand their relevance to contemporary social issues (and their own lives).
teaching history
Critical Thinking I: Introductory course focused on logical reasoning and argumentation that can be applied to students' real lives. I aim to foster students' curiosity, imagination, and reflection in my 100-level seminars.
Contemporary Moral and Political Issues: Seminar founded on exploring the three dominant (Western) ethical theories—deontology, utilitarianism, and virtue ethics—and then applying them to various moral and social questions. Cross-listed in both the Philosophy and Political Science Depts.
Government and Civics: Social studies course that prioritizes critical engagement with the legislative structure and history of the United States. The curriculum is composed primarily of student (1) debate and (2) storytelling.
sample syllabus
Feel free to adapt this syllabus for your own ethics course! If you are looking for a repository of open access, inclusive syllabi, please see my work with the APA Committee on Inclusiveness.
PHIL150_Syllabus.pdfteacher education
As an academic, much of my work on inclusivity is involved with diversifying the philosophical canon and unearthing the lost works of marginalized philosophers. As a pedagogue, I work to accommodate students of all backgrounds and lived experiences; I believe every student deserves uptake.
GTAWorshop_Accom.pptxselected anonymous student evaluations
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