Teaching Overview

My teaching interests are wide-ranging and I’m committed to continually expanding them. In my eight years of teaching, I have taught (as either main instructor or teaching assistant) courses in philosophy, art history, and composition.

In my teaching, I aim to balance skills-based learning with content-based learning. My curriculum is designed around student-centered group activities, meta-cognitive exercises, and makes use of instructional scaffolding. I also put a high premium on accessibility and contextualization. I try to show my students that philosophy isn’t just a set of puzzles and problems thought up from scratch, in a vacuum, but part of a large and developing conversation with connections to every domain.

My commitments to teaching, as well as mentoring and advising students, have taken many forms. At Brandeis, I worked as an English Language Learner Reading and Writing Tutor. At UC Irvine, I undertook the quarter-long Humanities Pedagogical Certificate Program; taught philosophy to 5th-graders (TH!NK); spoke to disadvantaged college students students about navigating the PhD application process (Wonder Philosophy); and expanded my pedagogical toolkit by enrolling in a graduate seminar on Rhetoric and the Teaching of Composition.

While the barrier for entry in philosophy can be high, it doesn’t need to be. With the right set of tools and approaches, we can make philosophy more accessible, both inside and outside the classroom.

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