Department of Philosophy, Wilfrid Laurier University, Waterloo, Ontario
- Spring 2017: PP 223OC Contemporary Moral Issues (online)
- Spring 2017: PP207OC Medical Ethics (online)
- Winter 2017: PP110 Values & Society
- Winter 2017: PP207 Ethical Theories
- Fall 2016: PP 219 Feminist Philosophy
- Fall 2016: PP 223OC Contemporary Moral Issues (online)
- Fall 2016: PP 217OC Medical Ethics (online)
- Fall 2016: PP 217 Medical Ethics
- Winter 2016: PP 217OC Medical Ethics (online)
- Fall 2015: PP 217OC Medical Ethics (online)
- Spring 2015: PP 233 Sex, Love, & Friendship
- Winter 2015: PP 480 Feminist Theories of Embodiment (4th year seminar)
- Winter 2015: PP 207 Ethical Theories
- Fall 2014: PP 680 The Philosophy of Simone de Beauvoir (graduate seminar)
- Fall 2014: PP 219 Feminist Philosophy
- Fall 2014: PP 233 Sex, Love, & Friendship
- Winter 2014: PP 249 Philosophy & Gender
- Winter 2014: PP 218 Existentialism
- Fall 2013: PP 223OC Contemporary Moral Issues (online)
- Fall 2013: PP 233 Sex, Love, & Friendship
- Winter 2013: PP 223 Contemporary Moral Issues
- Fall 2012: PP 218 Existentialism
- Winter 2012: PP 218 Existentialism
- Spring 2008: PP 249 Philosophy & Gender
- Winter 2006: PP 111B Knowledge and Reality (co-instructed)
Department of Philosophy, Rhodes University, Grahamstown, South Africa
- Semester 1 2016: IiNtetho zoBomi
- Semester 2 2015: Existential Conversations
Department of Global Studies, Wilfrid Laurier University, Waterloo, Ontario
- Winter 2014: GS 421 Ethical Encounters (4th year seminar)
Department of Philosophy, Brock University, St. Catharines, Ontario
- Fall 2011: PHIL/WISE 2P94 Feminist Philosophy (cross-listed with Women’s and Gender Studies)
My Approach to Teaching
Goals of Teaching: From my perspective, the most important goal of teaching philosophy is that learners develop the tools necessary to formulate rational, logical ideas, and intelligently defend and consider multiple positions. This requires the ability to summarize complicated texts and develop well-reasoned arguments. Therefore, students need to learn critical thinking skills, expository writing, and academic integrity. This encourages students to take responsibility for and ownership of their learning.
Method of Delivery: My approach to teaching is heavily influenced by feminist pedagogy. This entails ensuring that the course materials are delivered in ways that encourage participatory learning and perhaps assists in the recruitment to and retention of minorities and women in philosophy.
Overall, I believe that with diligent planning, a sincere and generous attitude, and the use of a variety of materials (historical texts, contemporary scholarly articles, media examples) and exercises (debates, discussion, group work) my classes can and ought to be a safe, engaging, interactive, and dynamic learning environment.
Student Support: My approach to teaching includes genuine personal contact with students, encouraging and inspiring students to engage in critical thought inside and outside of the classroom, and the constant evaluation of both my approach to teaching and the course materials.
- My office hours are open; students may drop by at any time or are welcome to schedule an appointment. Informal contact with students is a very important aspect of teaching for me. I feel that even one face-to-face meeting with a student makes a difference in his/her attitude and expectations. For example, in my seminar course I ensured that each student scheduled a meeting to discuss her/his paper with me.
- I ensure that my course contains both classic and current readings so that students study the latest work in the field. It is sometimes difficult to find a complete text that complements the course objectives stated by the Department. Therefore, developing a well-researched reading list ensures that students are reading articles/chapters that help develop their abilities to engage in current debates. This enables them to appreciate the material’s relevance to real-world issues.
- I conduct anonymous evaluations of my course at least two times during the term. I also use a one-minute paper at the conclusion of most classes to check student comprehension.
Ongoing Learning: My approach to teaching necessitates ongoing learning for myself so that I may better understand and meet the needs of learners.
- In Winter 2016, I took a lecture’s course titled “Conversations Around Teaching, Assessment, and Learning.” This practice-based, developmental-oriented course provided a deliberative space where academic practice and experience are drawn on as key resources in the development of more effective teaching. The learning environment was blended and consisted of 36 hours of face-to-face and online interaction.
- In Fall 2010, I participated in the Online Teaching and Learning (OTL) Conference 2010. This two-day online teaching and learning conference showcased different online strategies for encouraging online student learning, participation, and commitment. The workshops featured seminars such as: creating a sense of presence in online teaching, online pedagogy, online teaching accessibility, and online course design. I believe in being pedagogically proactive.
- In Spring 2010, I took the Foundations in University Teaching Course at Wilfrid Laurier University. This optional twenty-hour course covered such topics as: student assessment, student learning styles, course design, class size teaching strategies, and the use of technology for blended learning.
- In Summer 2008, I was accepted into the AAPT-APA (American Association of Philosophy Teachers – American Philosophical Association) Graduate Teaching Seminar in Philosophy and Biennial International Workshop/Conference on Teaching Philosophy. This teaching seminar showcased different methods for assisting student learning and enthusiasm for formulating rational, logical ideas, and intelligently defending those ideas. This seminar gave me an opportunity to learn teaching strategies from award winning professors.
- I subscribe to Tomorrow’s Professor and I am aware of the latest teaching strategies and techniques in post-secondary teaching.