Like most first-generation college students, I felt overwhelmed when I began my undergraduate degree. I dropped my fair share of courses because I was not confident that I could succeed as soon as I saw the syllabus. Those experiences shaped my approach to teaching. I do not want students to feel intimidated, so my first priority is always to establish an environment that welcomes every student. I employ interpersonal communication techniques throughout the semester to cultivate meaningful connections with students that hopefully allay any anxiety. In addition, I actively solicit early rough drafts of assignments to offer feedback. This is something that I appreciated as a nervous undergraduate. Once the anxiety is dispelled, students tend to take more ownership over the class, which translates into better classroom discussions and more polished submissions.
It is likely a cliché among philosophy instructors, but I will say it anyway: I am dedicated to the development of students’ communication, critical thinking, and research skills. I normally design a set of scaffolded assignments in the spirit of Bloom’s Taxonomy that start with simple, detail-oriented essays and end with more creative projects. Through these scaffolded assignments, I hope to demonstrate to the students that philosophy is a worthwhile endeavor that can complement any other area of scholarship. The goal, of course, is for students to leave feeling encouraged to pursue more courses in philosophy regardless of their major. This pedagogical model has been well-received by students, but I still seek out innovative strategies to grow as an educator.
I also like to work with students outside of the traditional classroom setting. At the University of Kentucky, I helped organize an undergraduate reading group on Robin Wall Kimmerer’s Braiding Sweetgrass as part of the Environmental Humanities Initiative. And at the University of Kentucky and the University of Utah I have served as an Ethics Bowl coach. My experience with Ethics Bowl has been particularly rewarding. The students’ enthusiasm, level of commitment, and comradery amaze me. Luckily, they are willing to put up with their learning-on-the-job coach!
Courses Taught:
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Introduction to Philosophy
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Introduction to Formal Logic / Logic
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Critical Thinking
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Introduction to Ethics
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Healthcare Ethics
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Ethics (Normative Theory)
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Food Ethics
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Environmental Ethics