My teaching is driven by an interest in how course design can cultivate intrinsic motivation and meaningful philosophical inquiry.

As generative AI increasingly transforms higher education, I believe one of the central challenges facing philosophy instructors is not simply preventing students from outsourcing their work, but creating learning environments in which students genuinely want to engage with philosophical questions. My goal is to help students experience philosophy as an activity worth pursuing in its own right rather than simply work to complete.

Much of my teaching explores how course design can support this goal. I use active learning and playful pedagogy to encourage curiosity, collaboration, and intellectual risk-taking, creating classrooms where students learn through discussion, experimentation, and shared inquiry rather than passive reception. I am also interested in autonomy-supportive course design, including nontraditional grading models that give students meaningful choice in how they demonstrate their learning. Together, these approaches aim to cultivate classrooms that are intellectually rigorous, genuinely engaging, and responsive to the diverse ways students learn.

Courses I am Prepared to Teach

Introductory Courses: Intro to Philosophy, Intro to Ethics, Critical Thinking, Intro to Symbolic Logic

Intermediate or Advanced Courses: Applied Ethics, Feminist Philosophy, Classical Ethics, Philosophy of Race, (alternatively, one course on Philosophy of Race, Gender, and Sexuality), AI and Digital Ethics, Moral Theories and their Critics, Intro to Philosophy and Art, Topics in Epistemology: Social Epistemology

Courses I am Interested in Developing: Philosophy of Fun and Games, Normative Epistemology: Seminar on Epistemic Injustice and the Ethics of Belief, Gendering AI: From Watson to Alexa, Philosophy and Protest: Contemporary Social Movements, Solidarity or Charity: Philosophy of Giving and Receiving, Philosophy of Sex and Love