My instructional format has been a great success with multiple levels of students thus far. I view a love of philosophy as something potentially infectious for students of every level and major. Most students have thought about philosophical problems in informal registers with their peers, so many ideas only need be pulled out and made explicit. I see the classroom and lectures as opportunities to foster critical dialogue with texts and ideas, and I focus on spurring engagement during class by posing thought experiments and clear examples to students and using jokes and humor as rhetorical tools.
Teaching Record [link to student evaluations (under construction)]
Vanderbilt University's Department of Philosophy offers its graduate fellows many opportunities to teach introductory courses as primary instructors, to lead weekly recitation sections for larger lecture courses, and to serve as teaching assistants and give guest lectures for upper division courses. In addition, I was offered the opportunity to serve as course assistant/administrator and frequent guest lecturer for my advisor, Idit Dobbs-Weinstein, on canonical texts not limited to Hobbes' Leviathan, Spinoza's Tractatus Theologico-Politicus and Tractatus Politicus, Plato's Republic, and Aristotle's Posterior Analytics and Physics.
I am pleased to be able to make cumulative course evaluations and selections of student feedback available for courses I have taught or served for as teaching assistant (coming soon).