Teaching

I am a pedagogy contributor at the Blog of the American Philosophical Association, the Daily Nous, PEA Soup, and The Philosopher’s Cocoon. Previously, I was the Mellon Course Design Coordinator for the Philosophy as a Way of Life Project at the University of Notre Dame, and, before that, I began my career as an educator in Mississippi with Teach for America. Below, you will find a summary of my work on course design along with links to my popular teaching contributions.

Holly Springs High School - Teach for America

Teach for America

Before graduate school, I was a full-time mathematics instructor with Teach for America, an organization that places highly-qualified teachers in low-income school districts in hopes of closing the achievement gap between those from different socioeconomic backgrounds. I secured excellent results for my students. During the 2012-2013 academic year, the average mathematics ACT score of my classes rose from a 17.5 at the beginning of the academic year to a 22.4 at year’s end. For these efforts, I received the Rotary Award for Excellence in Education Service in 2012 and the Segal AmeriCorps Education Award in 2012 and 2013. Full student benchmark data for my time with Teach for America can be found here.

Mellon Course Design Coordinator

I worked with the Mellon Initiative, supervising a 10+ person team to create new Philosophy as a Way of Life courses at Wesleyan University, Florida State University, Boise State University, the University of Kansas, Hofstra University, Loyola University Chicago, Niagara University, UNC Asheville, Mount Mary University, the University of Scranton, University of Texas Rio Grande Valley, and Salt Lake Community College, with the course at Wesleyan featured in the New York Times. To learn more about our course redesigns, feel free to read some of our case studies: (1) Living a Good Life at Wesleyan University, (2) Philosophy as a Way of Life at Florida State University, and (3) God and the Good Life at Boise State University.

AAPT Innovation in Teaching Grant

Conversations about race, class, and gender more often devolve into entrenched stand-offs than result in productive dialogue, making the need to discuss these issues more important than ever. For my Spring 2021 course, "The Philosophy of Race, Class, and Gender", I was awarded a Grant for Innovation in Teaching from the American Association of Philosophy Teachers that allowed me to hire two under-represented students to serve as small-group discussion leaders. Research has shown that small dialogue groups are one of the best strategies for helping students talk about these hot-button issues, making students both more comfortable expressing their own views and having those views challenged.