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Teaching Portfolio

I've taught a wide range of university philosophy courses and have developed an effective pedagogical approach.

Teaching Experience

Courses Taught at the University of Toronto

  1. Introduction to Deductive Logic: lower-level undergraduate (Winter 2004)
    Enrolment: 165

  2. Introduction to Epistemology: lower-level undergraduate (Fall 2003)
    Enrolment: 45

  3. History of Analytic Philosophy: upper-level undergraduate (Fall 2003)
    Enrolment: 14

  4. Introduction to Probability and Inductive Logic: lower-level undergraduate (Fall 2001)
    Enrolment: 65

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Courses Taught at Toronto Metropolitan University (formerly Ryerson University)

  1. Healthcare Ethics: lower-level undergraduate (Winter 2007, Fall 2007, Fall 2008, Winter 2009, Fall 2010)
    Enrolment: 40, 170, 210, 60, 220

  2. Issues in the Philosophy of Punishment: lower-level undergraduate (Winter 2007)
    Enrolment: 40

  3. Introduction to Philosophy: lower-level undergraduate (Summer 2005, Winter 2006, Winter 2009, Fall 2010, Winter 2011
    Enrolment: 25, 55, 80, 100, 80

  4. Philosophy of Love and Sex: upper-level undergraduate (Winter 2006, Winter 2008, Winter 2010)
    Enrolment: 55, 210, 200

  5. Contemporary Moral Issues: lower-level undergraduate (Fall 2005, Spring 2007)
    Enrolment: 42, 40

  6. Philosophy of Science and Religion: upper-level undergraduate (Fall 2005, Fall 2006, Summer 2006, Fall 2007, Fall 2008)
    Enrolment: 74, 100, 45, 120, 125

  7. Critical Thinking: lower-level undergraduate (Spring 2005, Spring 2006, Winter 2008, Winter 2009)
    Enrolment: 40, 40, 80, 90

  8. Plato and the Roots of Western Philosophy: lower-level undergraduate (Fall 2006, Winter 2010) 
    Enrolment: 50, 90
    9. Introduction to Epistemology: upper-level undergraduate (Winter 2011)
    Enrolment: 80, 80

Courses Taught at York University

  1. Modes of Reasoning: Reasoning about Morality and Values: lower-level undergraduate (2011-2012) (2012-2013) (2013-2014)
    Enrolment: 125, 125, 45

  2. Modes of Reasoning: Techniques of Persuasion: lower-level undergraduate (2011-2012) (2012-2013) (2013-2014)
    Enrolment: 100, 50, 100, 50, 150

  3. Perception, Knowledge, and Causality: lower-level undergraduate (Fall 2013, Winter 2014)
    Enrolment: 45, 55

Teaching Methodology

In designing and teaching a class, a variety of important factors should be taken into account, including class size, course level, and student background. My wealth of experience teaching courses at different levels and of various sizes has enabled me to employ a variety of useful techniques.

 

Introductory Courses:

  • Lectures should be focused. Since long introductory textbooks can overwhelm beginning students, it is important to draw out their core sections, emphasizing central issues and questions.

  • Since philosophy can be difficult for beginning students, it is important to use plenty of concrete examples to illustrate and clarify key points.

  • In introductory classes, it is especially important to be available for consultation and discussion outside of class, through extra office hours, appointments outside of office hours, and by phone and e-mail.

 

Advanced Courses:

  • Since once can presume more familiarity with philosophical approaches and problems, it is possible to provide more in-depth lectures.

  • Leave more time for and encourage student discussion.

  • If class size permits, student presentations can be used effectively in moderation.

  • Term papers are often preferable to exams at this level since they give students the opportunity to formulate and evaluate philosophical positions in a more sophisticated manner.

 

Graduate Courses:

  • Typically focus on more difficult and specialized topics. At the same time, be flexible in order to accommodate interests of students in class whenever possible.

  • Be more of a discussion leader than a lecturer. Stimulate and facilitate class discussion with questions that are pointed and provocative. Help to clarify and resolve issues when the occasion calls for it.

  • Focus on fostering the student’s ability to produce effective and original research. This involves being a close consultant at the various stages of students’ independent research projects.

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