Teaching

Selected Teaching Experience

As course instructor:

  1. PHL 100 — Introduction to Philosophy (second term).
  2. PHL 375 — Ethics (Topic: Bodies and Values).

As tutorial leader:

  1. PHL 281 — Bioethics.
  2. PHL 275 — Intro to ethics (2x).
  3. PHL 240 — Persons, minds, and bodies.
  4. PHL 100 — Intro to philosophy (2x).
  5. PHL B09 — Biomedical ethics (3x).

As grader:

  1. PHL 384 — Ethics, genetics, and reproduction.
  2. PHL 382 — Ethics: death and dying.
  3. PHL 381 — Ethics and medical research.
  4. PHL 341 — Practical reason and human action.
  5. PHL 243 — Philosophy of human sexuality.

As invited guest lecturer at the University of Toronto:

2018: Environmental reproductive justice; Models of healthcare practitioner patient relationships. 2017: Issues in medical assistance in dying; Privilege, preference, and sexual orientation; Truth-telling and confidentiality in health practices. 2016: Introduction to care ethics; Introduction to climate change ethics; Intuition in ethics; The badness of death. 2015: Responses to the knowledge argument.


 

Resources:

  • Engagement self-reflections: Below this paragraph is a link to download a copy of the handout I used earlier this summer on “engagement” (a term I prefer to “participation”) for a course I was instructing on the topic of “bodies, norms, and values”. This handout was accompanied by: (i) a discussion in class, where we collaborated on other ways that engagement might happen, how we can support each other, or what changes I as an instructor might need to make to my practices or expectations; (ii) a longer updated document based on our conversation that included examples and responses to some worries, strategies for writing and supporting claims, and links to relevant resources; and (iii) further conversations over the remainder of the course about what changes needed to be made to the assessment, or our course more generally. I used a similar assessment tool as a graduate teaching assistant for discussion sections in bioethics with positive feedback. I will be revising this for future teaching appointments to reflect different contexts and needs (e.g., this handout was designed for an accelerated upper-year summer course; and my next appointment will be running discussion sections for a full-year entry-level course).
  • Note: If you’re in the Teaching Disability Studies Facebook group (the reason I’m posting this resource) I’d be excited to discuss questions of engagement, participation, evaluation, etc. on that thread or by messenger, though I only infrequently check Facebook and will be quicker to reach by email if you need a speedier reply (my email address is listed on the contact page).