Teaching

Teaching Experience

Instructor of Record
PHIL 361: Ethics
Spring 2021 (fully virtual)

Note: this course focused less on meta-ethics because other courses in the department have this focus.
Sample materials: course syllabus; first writing assignment instructions and rubric; lecture slides for Moody-Adams and Gensler on relativism and Parfit on wellbeing

Discussion Section Instructor
PHIL 383: Knowledge and Reality (for Brian Weatherson)
Fall 2022

Sample materials: section handouts on testimony as a pramāṇa in Classical Indian Epistemology; and on how to read philosophy

Discussion Section Instructor
PHIL 355: Contemporary Moral Problems (for Dan Lowe)
Winter 2020 (partially virtual)

Note: this course was virtual for the final month and a half of the term.
Sample materials: participation rubric; section handouts for argument reconstruction; Norcross on factory-farmed meat; and Freiman, Fleischacker, and Glied on healthcare

Discussion Section Instructor
PHIL 160: Moral Principles and Problems (for Dan Jacobson)
Fall 2019

Note: for this course's two-hour-long sections, I was responsible not only for covering lecture material, but also for assigning section-specific readings and writing assignments.
Sample materials: section syllabus; final paper instructions and rubric; midterm study guide; handout on egoism, disability, and care-giving; handout for a d ebate on assisted suicide

Discussion Section Instructor
PPE 300: Introduction to Political Economy (for Meena Krishnamurthy)
Winter 2019

Sample materials: section handouts for Hobbes on the state of nature; Locke, property, and colonialism; and Ostrom on common pool resource problems

Discussion Section Instructor
PHIL 183: Introduction to Critical Reasoning (for David Manley)
Fall 2018

Note: section materials were co-created with the other Graduate Student Instructors for the course.
Sample materials: section handouts for Bayesian updating and causal arguments

Additional Sample Syllabi

Introduction to Feminist Philosophy

Sample Syllabus
Description: What is gender-based oppression? What are its concrete manifestations? How can we resist it? This course is dedicated to investigating these three questions through a philosophical lens. We’ll start by getting clear on some core concepts: (trans)feminism, intersectionality, (gender-based) oppression, and gender. The rest of the course will be split into units centered around different domains in which gender-based oppression manifests: marriage and the family; bodies and space; sex; and knowledge and communication. Throughout each unit, we’ll discuss diverse forms of resistance to such oppression.

Introduction to Political Economy

Sample Syllabus
Description: On one interpretation, political science is the study of how power is produced, distributed, used, and lost. Similarly, economics is traditionally understood as the study of how goods and services are produced, distributed, and consumed. Moral and political philosophy, at their core, study how we as individuals and as groups should organize and live our lives. Political economy is the integration of these three disciplines. In other words, political economists use tools from all three disciplines to both describe and evaluate interacting political and economic processes and institutions. This course is a theoretical and applied introduction to political economy in five main parts (described in more detail in the linked syllabus).

Other Pedagogical Experience

Graduate Student Instructional Consultant (GSIC)
University of Michigan
Summer 2022-Spring 2023
As one of twenty-three GSICs employed by UM’s Center for Research on Learning and Teaching, I provide teaching support and facilitate classroom observations for graduate instructors across the university, and I participate in a GSIC learning community focused on pedagogical development.

Graduate Student Philosophy Department Teaching Mentor (GSM)
University of Michigan
Fall 2021-Spring 2022
As one of two GSMs, I assisted with teaching orientations for new graduate student instructors; I observed them teach and gave feedback; and I had meetings with any instructors who requested teaching support.

Teaching Assistant and Program Facilitator
Telluride Association Summer Program (TASP), Cornell University
Summer 2018
TASP is a free, six-week educational experience for high school juniors. TASPers participate in a rigorous daily seminar while also building a robust, democratic, self-governing community. I was one of two ‘factotums’ – i.e., a teaching assistant and overall program facilitator – at the Cornell University location. There, I was attached to the Cornell II seminar: Facing Fictions (taught by Blakey Vermeule and William Flesch).