Selected Teaching Experience
As course instructor:
- PHL 100 — Introduction to Philosophy (co-taught).
- PHL 375 — Ethics: Bodies and Values (sole instructor).
As tutorial leader:
- PHL 281 — Bioethics.
- PHL 275 — Intro to ethics (2x).
- PHL 240 — Persons, minds, and bodies.
- PHL 100/101 — Intro to philosophy (3x).
- PHL B09 — Biomedical ethics (3x).
- PHL 384 — Ethics, genetics, and reproduction.
- PHL 382 — Ethics: death and dying.
- PHL 381 — Ethics and medical research.
- PHL 237 — History of Chinese Philosophy
- PHL 341 — Practical reason and human action.
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.
- Ongoing pedagogical research: I am continually updating my teaching theory and practice, with a particular emphasis on accounting for disability and accessibility (broadly construed). I will occasionally post resources to this page, including exercises or strategies, but am more regularly available by email to discuss accessible teaching.
- Disability and laptop bans (10/18): Some of my current reflections on the absence of disability in pedagogical research appear in an interview conducted by Shelley Tremain, available if you click here. (Scroll down to the last third of the interview for this topic).
- Engagement self-reflections (09/18): 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).