I have written the pieces below for 1000-Word Philosophy, a continually evolving reference work which covers philosophical topics in a briefer and more accessible way than resources like the Stanford Encyclopedia of Philosophy.
Publications on Pedagogy
“Common Arguments for the Moral Acceptability of Eating Meat: A Discussion for Students.” Between the Species. Vol. 19, No. 1 (2016), pp. 172-192.
This paper is a teaching tool which instructors of animal ethics may assign to students to help them evaluate those students’ most frequent arguments for the moral acceptability of eating meat. Specifically, the paper examines (and finds inadequate) the arguments that eating meat is morally acceptable because it is (1) historically widespread, (2) necessary, and (3) natural. The aim of discussing these arguments is to pave the way for a more fruitful and focused discussion of the canonical texts of the animal ethics literature.
A shorter version for students (with the preface for instructors omitted) is available here.
“Remembrance of Philosophy Classes Past: Why Cognitive Science Suggests that a Brief Recap is the Best Way to Begin Each Class Day.” Teaching Philosophy, Vol. 39, No. 3 (Sept. 2016), pp. 279-289.
In the past few decades there has been rapid progress in cognitive science with respect to how people learn. Indeed, it can be difficult to keep up with all of the recent findings, and it is sometimes unclear how these findings should influence day-to-day teaching in the philosophy classroom. But one simple way to use the insights of cognitive science in the philosophy classroom is to begin each class with a five-minute recap of the previous few lessons. Cognitive science suggests that such a practice can greatly aid student learning by increasing retention of material and skills. I explain why teachers of philosophy ought to take the time to do such a recap by outlining some recent and surprising findings in the science of how people learn, and put forward concrete suggestions for making such a recap as effective as possible.
Lead Graduate Teacher. I was selected by the faculty in the Department of Philosophy as the department’s Lead Graduate Teacher (Fall 2014-Spring 2015).
Wes Morriston Teaching Award. I was selected by the faculty in the Department of Philosophy as the department’s best graduate instructor for the year (2016).
Graduate Student Teaching Excellence Award. Based on student evaluations and observations by a faculty selection panel who visit the graduate student’s classroom multiple times, I was nominated by my department and won this university-wide award for AY 2015-2016.