Teaching

I teach academic writing, philosophy, and logic at Stanford. I also run teaching workshops at Stanford's TA Orientation and designed Teaching Methods, a two-quarter course on teaching pedagogy for PhD students in Philosophy.

I hold an Associate Teaching Certificate from the Center for the Integration of Research, Teaching, and Learning (CIRTL).

From 2022-2024, I was a Leadership in Teaching Fellow at Stanford's Center for Teaching and Learning.

Together with my colleague Caitlin Brust, I created philteach.org, an online repository where we publish teaching materials for philosophy educators.

2025–2026 Instructor for PHIL 239 Teaching Methods, Stanford University

Course description: This two-quarter course provides a practice-oriented introduction to teaching philosophy at Stanford. Combining insights from the learning sciences with hands-on pedagogical training, the course supports graduate students in developing effective, inclusive teaching practices while offering a structured space to reflect on teaching experiences and challenges with peers and a faculty mentor. The first quarter focuses on foundational principles of how students learn, while the second emphasizes practical teaching skills such as lesson planning, assessment, classroom management, and professional development.

Learning outcomes: Understanding how students learn and applying evidence-based principles to design effective and inclusive teaching activities; Planning and facilitating teaching with clarity and flexibility, including leading sections, managing classroom dynamics, and adapting to unexpected challenges; Assessing student learning and providing feedback in ways that are transparent, efficient, and supportive of student growth; Reflecting critically on our own teaching practice, using formal and informal classroom research techniques to identify strengths and areas for improvement; Articulating a teaching identity and situating teaching experience within broader professional and career goals.

2024 Teaching Assistant for PHIL 154/254 Modal Logic, Stanford University

Course description: Modal logic studies formal systems that generalize classical logic to capture reasoning about possibility, necessity, knowledge, belief, time, action, games, and change. This allows us to reason not just about what is true, but about how truth can vary across different situations, which makes modal logic a useful tool in philosophy, linguistics, computer science, and artificial intelligence to analyze reasoning under uncertainty and information change.

Learning outcomes: Understand and reproduce mathematical results in modal logic and their applicability to problems in philosophy, computer science, and linguistics; Communicate mathematical results and their significance clearly; Articulate complex chains of thought in formal and natural language; Develop an appreciation for the beauty and utility of clear thought; Solve problems collaboratively, approach challenges with systematicity and grace, and work through the emotions of not knowing the answer or feeling stuck; Devise a well-scoped research project with instructor assistance.

2024 Teaching Assistant for PHIL 151/251 Metalogic, Stanford University

Course description: Course description: Metalogic studies the power and limits of logic itself: what can, and cannot, be expressed, proved, or decided using formal reasoning. These questions are foundational for mathematics, computer science, and philosophy, since they helps us understand the reach of mathematical and computational reasoning.

Learning outcomes: Develop an understanding of the scope and limits of formal reasoning: what logic can, and cannot, do; Facility with abstraction and meta-level thinking, including the ability to move between concrete examples and high-level theorems; The ability to decompose complex problems into tractable subquestions, recognize which lines of attack are viable, and revise strategies when initial approaches fail; Resilience and intellectual patience in the face of difficulty, including strategies for working productively through confusion, stalled proofs, and stretches of uncertainty; The capacity to situate technical results within broader contexts: understanding how metalogical insights bear on foundational questions about mathematics, computation, language, and knowledge.

2023 Teaching Assistant for PHIL 80 Mind, Matter, and Meaning, Stanford University

Course description: This writing-intensive course introduces students to central philosophical questions about personal identity, the mind, and belief, while developing the analytical reading and writing skills essential to advanced study in philosophy and related fields. Through sustained practice in drafting, revising, and reflecting on philosophical arguments, students learn how to formulate clear questions, construct rigorous analyses, and articulate original positions in writing.

Learning outcomes: Engaging constructively with diverse viewpoints, using discussion to learn from disagreement with care and intellectual generosity; Reconstructing, evaluating, and critiquing the central claims and arguments in the course readings; Formulating and assessing original arguments about core philosophical questions; Developing and refining analytical reading and writing skills applicable both within philosophy and beyond.

2023 Teaching Assistant for PHIL 1 Introduction to Philosophy, Stanford University

Course description: This course introduces students to philosophy as a disciplined way of thinking about fundamental questions that arise in everyday life: what is real, what we can know, how we should live, and what it means to be a person. By engaging with classic and contemporary texts, students learn how to examine assumptions, evaluate arguments, and reason carefully about questions that shape our understanding of ourselves and the world, developing skills that are valuable far bevond philosophy.

2022 Teaching Assistant for PHIL 150/250 Mathematical Logic, Stanford University

Course description: This course introduces students to the formal systems used to represent and evaluate reasoning. By studying how arguments are precisely expressed, proved, and sometimes shown to be impossible to settle, students gain insight into the foundations of mathematics, computation, language, and rational thought — skills and perspectives that are central to philosophy and widely applicable in computer science, linguistics. psychology, and related fields.

Learning outcomes: Explain and apply foundational results in propositional, modal, and first-order logic, including their significance for philosophy, mathematics, computer science, and related fields; Translate informal arguments into formal logical languages, and analyze their validity and expressive limitations using syntactic and semantic tools; Construct clear, rigorous formal proofs, and communicate mathematical reasoning effectively in written solutions; Develop and refine problem-solving strategies, including decomposing complex problems, selecting appropriate representations, and adapting approaches when initial attempts fail; Demonstrate intellectual resilience and a growth-oriented approach to challenging material, using feedback and revision to deepen understanding rather than merely to reach correct answers.

2021 Teaching Assistant for Intuitionistic Logic, Ludwig Maximilian University

Course description: This advanced course explores intuitionistic logic, a non-classical logical framework that captures a constructive notion of truth: a statement is true only if there is a way to establish it. By rethinking familiar ideas such as proof, negation, and existence, intuitionistic logic provides foundational insight into mathematics and computation and plays a central role in areas such as proof theory, type theory, and programming language semantics.

Learning outcomes: Understanding constructive reasoning: Explain the core ideas behind intuitionistic logic, how it differs from classical logic, and why constructive notions of proof and truth matter in mathematics, computation, and philosophy; Comparing logical frameworks: Relate intuitionistic logic to classical and modal logics using translations; Connecting logic to computation: Understand the Curry-Howard correspondence and the deep connections between proofs and programs.

2019-2021 Teaching Assistant for Formal Methods I (twice), Ludwig Maximilian University

Course description: This course introduces students to the formal tools used to evaluate theories, arguments, and explanations in a systematic and rational way. Across science, philosophy, and everyday reasoning, we generate possible accounts of how the world works — logic provides the structure that allows us to trace their consequences, test their coherence, and understand where reasoning succeeds or fails. Rather than treating logic as a collection of technical results, the course presents it as a framework for making knowledge construction itself visible, enabling students to see beyond what is explicitly stated in an argument and to recognize both dead ends and unexpected avenues of inquiry.

Learning outcomes: Explain and apply central meta-theoretical results in first-order logic, including soundness, completeness, and definability, and articulate their significance for formal reasoning; Construct and present clear formal proofs, communicating mathematical results precisely and coherently; Adopt a growth-oriented approach to formal problem solving, viewing mistakes, counterexamples, and failed proofs as sources of information rather than as setbacks

2019-2021 Teaching Assistant for Logic 1 (twice), Ludwig Maximilian University

Course description: This introductory course provides a systematic introduction to logic as a tool for clear thinking, precise argumentation, and rational inquiry. Logic helps us distinguish good reasoning from bad, uncover hidden assumptions, and understand how complex conclusions follow from simpler claims — skills that are essential not only in philosophy, but also in mathematics, computer science, law, and everyday decision-making. Rather than treating logic as an abstract puzzle game, the course emphasizes its role as a foundational method for analyzing arguments and structuring knowledge.

Learning outcomes: Recognize and analyze arguments, distinguishing valid from invalid reasoning and identifying implicit assumptions in natural-language discourse; Translate informal arguments into formal logical languages, using the syntax of propositional and first-order logic to represent structure precisely; Construct and present basic formal proofs, clearly communicating logical reasoning in a well-structured manner.