My full teaching philosophy can be found here.

Emory University Courses

Introduction to Ethics: Ethics and Social Media (Instructor, Spring 2017)
Wikipedia Project Dashboard  •  Syllabus, Sample Assignments, and Teaching Tools

This course will explore ethical concepts such as happiness, the good, moral responsibility, and the just treatment of others. Students will become familiar with some of the key classical texts in ethics, as well as gain an appreciation for the complexity and scope of ethical issues. The first half of the course will focus on Aristotelian virtue ethics and feminist care ethics, exploring the concept of “the good life” and relationships with others. The second half of the course will discuss Kant’s deontological ethical framework and Mill’s utilitarianism, touching on issues of rights, obligations, and universality.

Because philosophical theory can be abstract, we will consistently apply what we are learning over the course of the semester to the domain of online social networks. As social networks increase in popularity, importance, and ubiquity, ethical issues arise and play themselves out in these arenas just as much as they do in the offline social landscape. It is clear that social networks can be harnessed for widespread good (think viral charity campaigns, or to increase awareness of social justice issues) and for harmful purposes (the spreading of false information, or recruitment for violent causes). On a smaller scale, social media affects our relationships with friends and family, our happiness, and our very sense of self.

Assignments will include reading responses, two short essays, and a semester-long Wikipedia editing and reflection project in which students will improve ethics and social media related articles as contributing members in the Wikipedia editing network.

Teaching, Pedagogy, Curriculum + Research, sponsored by the Laney Graduate School and Emory Center for Digital Scholarship (Instructor, Spring 2017; Co-Instructor, Spring 2016)
Program Website  •  Course Blog

TPC+R presents an opportunity for graduate students to explore how to use new technologies in their research and teaching with the support of ECDS staff. During the course of the program, participants will be introduced to an array of digital tools for teaching, discuss practical and theoretical models for using technology in their pedagogy, and receive assistance in developing materials for their own courses.

Participants will also be introduced to the ways that technology can alter how they conduct and disseminate their research with the help of ECDS staff, and be introduced the suite of research tools offered by the center. Participants will leave this program having designed their own professional website, created digital assignments, and with ideas for how to use technology supported by ECDS in their classes and dissertations.

Introduction to the Philosophy of Film (Instructor, Fall 2016)
Class Youtube Playlist  •  Syllabus, Sample Assignments, and Teaching Tools

This course will explore some of the many philosophical issues surrounding film — What is the nature of film? How does a film communicate? Do films have authors? Narrators? What role does the viewer play when watching a film? How do films engage our emotions, background knowledge, and cognitive capacities? How do artistic and technical filmmaking decisions influence the meaning of a film and our experience as viewers? How can film engage in social commentary and self-reflexive activity?

There will be mandatory film screenings in addition to class sessions. Screenings will include the following films: Adaptation, Birdman, The Conversation, Dawn of the Dead, Persona, and Rear Window. Students will keep a film journal and write informal reflections and formal analyses of the films we screen in class. Required readings will be available in a course packet which students must purchase at the beginning of the semester (likely included will be selections from David Bordwell, Nöel Carroll, Walter Benjamin, Stanley Cavell, and Siegfried Kracauer). Students will create a short movie for their final project that interrogates a scene, film, or genre using the concepts we have covered in class. No technical knowledge or equipment is required in advance and instruction will be provided. This class will be discussion-based and is appropriate for beginners in both philosophy and film.

Basic Problems in Philosophy: Knowledge, Education, and Identity (Instructor, Spring 2015)
Course Blog  •  Syllabus, Sample Assignments, and Teaching Tools

What is “knowledge”? How do come to know it? And who is it that knows? Education as a vehicle for receiving, discovering, and interrogating knowledge has been a philosophical topic ever since the foundations of Western classical philosophy in ancient Greece. For almost as long, the concept of personal identity has also been at issue – Do we have a stable self that persists over time? What is the role of experience and the social realm in shaping our identities? In contemporary thought, the topic of identity has gained even more emphasis as thinkers attend to previously unexplored systems of meaning, privilege, and oppression. What can we know about identity, and how does our identity shape what we know? Does education liberate or constrain our personal identities? Over the course of the semester, we will explore these questions through the lens of important philosophical thinkers, theories, and texts, as well as through contemporary debates and commentaries on education. We will also attempt to engage critically with our own personal identities and our educational histories in a class blog.

Introduction to Logic (Instructor, Fall 2014)
Syllabus, Sample Assignments, and Teaching Tools

Logic is the study of reasoning. By learning logic, you can better identify when an argument makes sense, and when someone is full of BS. In this course we will look primarily at formal logic, which uses a formal language to symbolize arguments. You will learn how to identify the structure of an argument, discern valid from invalid arguments, and use various methods to prove that an argument is valid, such as truth tables, Venn diagrams, and proofs. We will begin the semester with a brief look at informal logic, focusing on fallacies that occur in common, everyday language and on translating English sentences into logical form.

Introduction to Bioethics (Co-Instructor, Spring 2014)

Taught with Dr. Nick Fotion. Course covered a range of bioethical issues (end of life care, assisted suicide, abortion, healthcare systems), ethical approaches (deontological, utilitarianist), and seminal case studies (Tuskegee syphilis experiment). I lectured on the 1976 Supreme Court case Tarasoff v. Regents of the University of California, as well current news events related to the course.

Introduction to the Philosophy of Human Nature (Teaching Assistant, Fall 2013)

Assistant to Dr. Marta Jimenez. The course covered a range of theories of human nature from Plato and Aristotle to Hobbes, Rousseau, and Machiavelli. Other approaches from behavioral psychology, evolutionary biology, Buddhism were also included. I lectured on Aristotle’s account of character and moral virtue.


Department of Philosophy Pedagogy Seminar (Fall 2013)

In this semester-long, two-credit graduate seminar we covered common teaching scenarios, assignment and grading strategies, as well as methods for diversifying the syllabus and practicing inclusion in the classroom.

Teaching Assistant Training and Teaching Opportunity Program, sponsored by the Laney Graduate School (Summer 2013)

This intensive two-day graduate workshop covers various teaching strategies, campus resources, and includes micro-teaching sessions for participants.