As Instructor of Record for this lower-division, in-person, three-credit course (cross-listed in Philosophy, Critical Texts and Ideas, and Religious Studies), I designed the syllabus, selected and organized the readings into a custom course packet, and was in charge of all aspects of classroom instruction. The cross-listing meant that the course brought together students from a wide range of academic backgrounds and interests, creating an especially dynamic classroom environment. I guided students in examining central issues in the philosophy of religion, including the concept of the divine, classical arguments for God’s existence, and puzzles about God’s relationship to the world.

As a Teaching Assistant for Professor Ray Buchanan in this lower-division course, I supported students in exploring key topics in epistemology (such as the questions about belief, truth, knowledge, and skepticism).

As a Teaching Assistant for Professor Tara Smith in this upper-division course, I supported students in exploring key questions about the nature, authority, and application of law. The course covered a range of topics, including the purpose of a legal system, the relationship between legality and morality, judicial review, and the role of the jury.

As a Teaching Assistant for Professor Nicole Smith in an upper-division course cross-listed with Health and Society as HS 341, I supported students in examining the ethical, political, and legal issues surrounding medicine, society, and healthcare.

As a Teaching Assistant for Professor Connie Rosati in this upper-division course, I assisted students in examining key questions about the nature, authority, and application of law. The course covered a variety of topics, including the purpose of a legal system, the demands of the Rule of Law, the relationship between legality and morality, theories of punishment, and the First Amendment.

I was a Teaching Assistant for Professor Anat Schechtman twice in a university-wide first-year signature course. Professor Schechtman's course focused on contemporary issues and theories of well-being, introducing undergraduates to scholarly analysis from an interdisciplinary perspective. It included an introduction to University resources such as research facilities, museums, and various lectures or performances. Additionally, the course aimed to teach freshmen essential skills in writing academic pieces and engaging in scholarly discourse.