Teaching

As Primary Instructor

  • Primary Instructor. Kant and Existentialism: Autonomy and Morality.
    Philosophy Department, University of Chicago. 2016.
    Self-designed advanced seminar for undergraduate philosophy majors.
    Main authors: Kant, Nietzsche, de Beauvoir.
  • Pedagogy Instruction. Diversity in the Classroom.
    Chicago Center for Teaching, University of Chicago. 2014-present.
    Workshop designed to help instructors create an enabling learning environment for minority students.
  • Primary Instructor. Philosophical Perspectives on Feminism.
    Philosophy Department, Pace University. 2009.
    Small discussion-based seminar for undergraduates.
    Main authors: de Beauvoir, C. MacKinnon, P. Collins, M. Frye.

Sample Syllabi

As Teaching Assistant

  • Teaching Assistant. Introduction to Political Philosophy. (Prof. Ben Laurence)
    Philosophy Department, University of Chicago. 2015.
    Large lecture course for undergraduates, I ran two discussion sections.
    Main authors: Rawls, Nozick, Okin, Appiah, N. Zack, E. Anderson.
  • Teaching Assistant. Introduction to Ancient Philosophy. (Prof. Agnes Callard)
    Philosophy Department, University of Chicago. 2014.
    Large lecture course for undergraduates, I ran two discussion sections.
    Main authors: Plato, Aristotle.
  • Teaching Assistant. Critique of Humanism. (Prof. Candace Vogler)
    Philosophy Department, University of Chicago. 2014.
    Large lecture course for undergraduates, I ran two discussion sections.
    Main authors: Descartes, Hegel, Marx, Gramsci, Fanon, Freud, Lacan.
  • Teaching Assistant. Introduction to Ethics. (Prof. Larry May)
    Philosophy Department, Vanderbilt University. 2011.
    Large lecture course for undergraduates, I ran two discussion sections.
    Main authors: Aristotle, Kant, Mill.

Pedagogy Courses

  • Teach-In on Race and Pedagogy. Center for Race, Politics, and Culture, University of Chicago.
  • Diversity in the Classroom. Philosophy Department Pedagogy Program, University of Chicago.
  • Creating an Enabling Classroom. Chicago Center for Teaching, University of Chicago.

Diversity Statement: diversity-statement

I have been actively working on diversity issues in philosophy for about eight years now. I got involved with the “People in Support of Women in Philosophy” Group at the New School, where I was an M.A student.  Joining the group was one of the best decisions of my academic life: I found a community, I learned to recognize problems in our discipline that I could not see before, and I began, along with others, to develop concrete strategies for improvement.

I am currently the Diversity Outreach Coordinator for the Philosophy Department at the University of Chicago. I work closely with faculty, meet individually with students, create and analyze climate surveys, coordinate with the Undergraduate Women in Philosophy group (organizing a Title IX workshop, a discussion of safe spaces and trigger warnings, etc.), and take care of various administrative tasks. I have given presentations on climate and pedagogy to our department—to both graduate student teachers and to faculty—with about how to create diverse syllabi, and create a productive classroom environment. While occupying this position, I have been interviewed by the Chronicle of Higher Education, and by the University of Chicago’s Humanities Division.

I also co-created a Gender and Academia Group, with members from different disciplines. This group designed a pedagogy workshop for the Chicago Center for Teaching called “Creating an Enabling Classroom” (http://teaching.uchicago.edu/workshops-seminars/creating-an-enabling-classroom-environment). This workshop, which I co-teach twice annually, is meant to help educators from all disciplines ensure that their classroom is accessible to all students. We analyze different kinds of classroom scenarios and help the participants identify a) what led to the situation or problem, b) how much is in their power to prevent in the future, and c) what can be done immediately.

I take questions of diversity and inclusion to be properly philosophical questions (rather than merely administrative or otherwise external to philosophy). Doing philosophy involves asking what philosophy is. This means that the following questions are central to philosophical think:
what does philosophy looks like? what form can it take? who counts as a philosopher? what questions count as philosophical?
Throughout its history, philosophy has taken many different forms, including, for instance, dialogues, sermons, confessions, the geometric method, transcendental argumentation, and aphorisms. I see this dynamism not as a contingent historical fact about philosophy, but as an internal norm and as essential to the nature of the discipline. In light of this, I believe we should take the above questions in order to think critically about what and who we include on our syllabi, what philosophical sub-fields we value, who gets to write and teach philosophy, and what our student body looks like.

Thus, engaging in the work of diversifying philosophy is not merely strategic; it is a form of self-critique and a way of doing philosophy itself.