Feel free to use any of the materials in this page in your own teaching, with attribution.
Courses Taught (as main instructor):
Spinoza, Fall 2018 (syllabus here). This was an upper-level small discussion seminar on Spinoza’s Ethics.
Philosophical Aspects of Feminism, Spring 2019 (syllabus here). This was an upper-level introduction to feminist philosophy, cross-listed with Women and Gender Studies.
I produced a number of handouts for active learning, including some summarizing of the text and activities for in-class discussion. Some samples are below. Feel free to email me (at email@example.com) if you would like to see my handouts on other topics covered in the course.
In my teaching, I am committed to explicitly teaching philosophical skills, and to giving students clear instructions for assignments. I see this as part of inclusive pedagogy: students from marginalized backgrounds (especially low-income and first generation students) are less likely to be familiar and comfortable with academic writing, and explicit guidelines and class discussion go a long way to leveling the playing field. A more obvious advantage is that students tend to hand in better work.
Here are some guidelines I have produced and used in my teaching, in conjunction with class activities to help students acquire the relevant skills:
Guidelines for class conduct (produced in discussion with students in my Philosophical Aspects of Feminism course)
Rutgers Philosophy Department Teacher Training Certificate, Spring 2019. Six-session course on philosophy pedagogy.
Workshop on Inclusive Pedagogy with Zoe Johnson King (NYU), Spring 2019.