If I were you: identity, essence, and the limits of modal variation (Fall 2023): undergraduate upper level seminar in metaphysics.

History of Philosophy II (Summer 2023): three-hour sessions, twice a week, over six weeks.

Metaphysics (Summer 2022): bi-weekly three-hour lectures over the course of six weeks.

Guest Lecture: “Plotinus and Beauty” in Philosophy and Feminism (primary instructor: Christia Mercer)

Metaphysics (Fall 2018, Primary Instructor: Achille C. Varzi): weekly recitation sections, grading, office hours.

Symbolic Logic (Spring 2019, Primary Instructor: Achille C. Varzi): weekly recitation sections, grading, office hours, two review sections.

Metaphysics (Fall 2019, Primary Instructor: Justin Clarke-Doane): weekly recitation sections, grading, office hours, two review sections.

Philosophy and Physics (Spring 2020, Primary Instructor: David Albert): grading, office hours, two review sections.

History of Philosophy I, from the pre-Socratics through Augustine (Fall 2020, Primary Instructor: Katja M. Vogt): weekly recitation sections, grading, office hours [online]

History of Philosophy II, from Aquinas through Kant (Spring 2021, Primary Instructor: John Morrison): weekly recitation sections, grading, office hours [online]

Philosophy and Feminism (Fall 2022. Primary Instructor: Christia Mercer): mentoring, office hours, grading.

Aristotle (Spring 2023, Primary Instructor: Wolfgang Mann): mentoring, office hours, grading

Kant (Spring 2024, Primary Instructor: Frederick Neuhouser): mentoring, office hours, grading.

Minds & Machines (Fall 2024, Primary Instructor: David Chalmers, NYU): two weekly recitation sections, grading, office hours

Since Fall 2018, I have been enrolled in Columbia’s Teaching Development Program, where I am in the process of completing the Advanced Track.

The requirements to graduate from the Advance Track include: participating in several pedagogy workshops, participating in at least one four-week intensive seminar, participating in micro-teaching sections, participating in a teaching-observation program (both in the capacity of observed and observer).

Within the context of Columbia’s Center for Teaching and Learning, I served as my department’s Lead Teaching Fellow for the academic year 2020/2021. During my tenure, I held two online teaching workshops and initiated a bi-weekly Teaching Newsletter, meant to keep graduate students in my department updated about the offerings at the Center for Teaching and Learning, foster and maintain a conversation about the topics of teaching and pedagogy, with a particular focus on the challenges raised by the COVID-19 pandemic, and sharing useful resources and material.

Here’s a selection of materials I have prepared and used during my recitations and lectures:

• A worksheet on the De re/De dicto distinction, which I have a prepared and circulated as a followup to a class discussion (Metaphysics, Fall 2018).

• A worksheet on Descartes’ Meditations, which I circulated among students to help them understanding the argumentative structure of the text. The worksheet includes small exercises and is meant to encourage the active participation of the students. (History of Philosophy II, Spring 2021)

• A worksheet on Aquinas’ proof of the existence of God, in the same spirit as the one on Descartes’. (History of Philosophy II, Spring 2021)

• A worksheet on Spinoza’s Monism (History of Philosophy II, Spring 2021)

• A handout with some tips and suggestions on how to read a philosophical texts.

• A short guide on how to identify the philosophical commitments of one’s interpretation of a text. (History of Philosophy I from pre-Socratics to Augustine, Fall 2020)

• A handout in which I address in more detail the relationship between Plato’s Principle of Opposites and the Principle of Excluded Middle and Law of Non-Contradiction. Like with previous resources, this handout was also prepared and circulated as a follow-up to a spontaneous discussion had by students during one of our weekly recitations. (History of Philosophy I, Fall 2020)