TEACHING

My identity as an academic is a teacher-scholar. As my professional life reflects, I am active in pedagogical research and practice. In my teaching I first consider how each class will benefit the enrolled students. By modeling vulnerability and epistemic humility, my classes create spaces where trust and respect result in open, inclusive dialogue.

 

My students will encounter experiential learning to aid learning objectives. To offer just a few recent examples, my students have walked an 80-story plank in virtual reality (to grapple with existential irrationality), and, with my direction, collaborated with a local art museum’s curator to experience philosophical concepts through art. Students taking my early modern courses will expect to “write correspondence” with one another (modeling a common early modern philosophical genre) and conduct simple experiments from their texts; similarly, in modern political thought, they use team-based learning to create systems of government established on differing modern political theories, and then defending their team against the others as to whether a revolution against such a system of government is justified (and why).

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As you can see, I am proficient also in academic hand gestures.