Ethics Pedagogy:
I have a special interest in ethics pedagogy, especially for STEM students. Currently, I am an Ethics Pedagogy Fellow at Harvard's Edmund & Lily Safra Center for Ethics. Previously, I served as a SERC Scholar at MIT, a co-director of the Experiential Ethics course at MIT, and a graduate teaching fellow for the Embedded EthiCS program at Harvard.
Ethics Pedagogy Fellowship:
Harvard's Safra Center brings together academics from a variety of disciplines to work on research and teaching initiatives related to ethics, civics, and democracy. The Ethics Pedagogy Fellowship Program is for graduate students who want to examine and advance how ethics is taught within colleges and universities.
As an Ethics Pedagogy Fellow, I am collaborating with a small research team to develop a framework for conceptualizing the goals of ethics education. The framework serves multiple functions: to help university leaders and administrators evaluate and design ethics curricula, to guide educators in devising courses and other pedagogical initiatives, and to structure debates about the proper role of universities in influencing students' values. In addition, I am working with Christopher Robichaud to design a new undergraduate course in character development.
SERC Scholar Program:
The Social and Ethical Responsibilities of Computing group (SERC) is housed within MIT's Schwarzman College of Computing. With branches in teaching, research, and policy, SERC's mission is to instill ethically sound habits of thought and action, and to encourage the development of socially valuable technology.
As a graduate student scholar, I served on a faculty action group, whose purpose was to craft original course content (e.g., readings, lesson plans, activities, and assignments). I worked with professors Bradford Skow (philosophy) and Manish Raghavan (computer science, business) to create teaching materials on free speech and content moderation. Our materials are currently being pilot-tested with MIT undergraduate students and will be available soon.
Embedded EthiCS:
Embedded EthiCS is a collaboration between philosophers and computer scientists that integrates ethics education directly into the computer science curriculum. As a graduate teaching fellow, I designed and taught ethics “modules," or self-contained class sessions, for six computer science courses at Harvard. These modules were tailored to the specific technical content covered in each course. Write-ups are linked below:
Experiential Ethics:
Experiential Ethics is a 10-week course that introduces MIT undergraduates to the social and ethical implications of science and technology. The course is designed to be taken alongside summer experiential learning activities, such as research, internships, and service programs. Our students engage in weekly small-group discussions facilitated by graduate teaching fellows and develop a substantial project examining an ethical issue related to their research or work.
During the first iteration of Experiential Ethics in 2020, I served as a teaching fellow for two discussion groups. During the second, I was Assistant Director, and last year, I co-directed the program. In these roles, I recruited students from across MIT, hired and trained a team of interdisciplinary teaching fellows, designed lesson plans, ran course evaluations, and hosted virtual and on-campus events. In order to train our teaching fellows, most of whom have not taught ethics previously, I articulated the course’s teaching philosophy and pedagogical mission, which sees ethics as a set of skills (including habits of thought, concepts, and decision frameworks) rather than as a specialized body of knowledge to be applied.
Teaching Assistantships at MIT:
Philosophy of Religion (for Jack Spencer)
Ethics of Technology (for Kevin Mills)
Minds and Machines (for EJ Green)
Introduction to Political Philosophy (for Bernardo Zacka)
Problems of Philosophy (for Miriam Schoenfield)
Other Training:
I earned a Kaufman Teaching Certificate from the MIT Teaching + Learning Lab in 2021
I have a special interest in ethics pedagogy, especially for STEM students. Currently, I am an Ethics Pedagogy Fellow at Harvard's Edmund & Lily Safra Center for Ethics. Previously, I served as a SERC Scholar at MIT, a co-director of the Experiential Ethics course at MIT, and a graduate teaching fellow for the Embedded EthiCS program at Harvard.
Ethics Pedagogy Fellowship:
Harvard's Safra Center brings together academics from a variety of disciplines to work on research and teaching initiatives related to ethics, civics, and democracy. The Ethics Pedagogy Fellowship Program is for graduate students who want to examine and advance how ethics is taught within colleges and universities.
As an Ethics Pedagogy Fellow, I am collaborating with a small research team to develop a framework for conceptualizing the goals of ethics education. The framework serves multiple functions: to help university leaders and administrators evaluate and design ethics curricula, to guide educators in devising courses and other pedagogical initiatives, and to structure debates about the proper role of universities in influencing students' values. In addition, I am working with Christopher Robichaud to design a new undergraduate course in character development.
SERC Scholar Program:
The Social and Ethical Responsibilities of Computing group (SERC) is housed within MIT's Schwarzman College of Computing. With branches in teaching, research, and policy, SERC's mission is to instill ethically sound habits of thought and action, and to encourage the development of socially valuable technology.
As a graduate student scholar, I served on a faculty action group, whose purpose was to craft original course content (e.g., readings, lesson plans, activities, and assignments). I worked with professors Bradford Skow (philosophy) and Manish Raghavan (computer science, business) to create teaching materials on free speech and content moderation. Our materials are currently being pilot-tested with MIT undergraduate students and will be available soon.
Embedded EthiCS:
Embedded EthiCS is a collaboration between philosophers and computer scientists that integrates ethics education directly into the computer science curriculum. As a graduate teaching fellow, I designed and taught ethics “modules," or self-contained class sessions, for six computer science courses at Harvard. These modules were tailored to the specific technical content covered in each course. Write-ups are linked below:
- Algorithmic (Un)Fairness (for CS 109A, an introductory data science course)
- Data Privacy (for CS 165, an undergraduate data systems course)
- The Ethics of Hacking Back (for CS 263, a graduate course in systems security)
- Differential Privacy in Context (for CS 208, a graduate course in applied privacy for data science
- Justice in Design (for CS 179, an upper-level undergraduate course in human-computer interaction)
- Ethical Tradeoffs in Systems Design: A Look at Cost-Benefit Analysis (for CS 161, an upper-level operating systems course)
Experiential Ethics:
Experiential Ethics is a 10-week course that introduces MIT undergraduates to the social and ethical implications of science and technology. The course is designed to be taken alongside summer experiential learning activities, such as research, internships, and service programs. Our students engage in weekly small-group discussions facilitated by graduate teaching fellows and develop a substantial project examining an ethical issue related to their research or work.
During the first iteration of Experiential Ethics in 2020, I served as a teaching fellow for two discussion groups. During the second, I was Assistant Director, and last year, I co-directed the program. In these roles, I recruited students from across MIT, hired and trained a team of interdisciplinary teaching fellows, designed lesson plans, ran course evaluations, and hosted virtual and on-campus events. In order to train our teaching fellows, most of whom have not taught ethics previously, I articulated the course’s teaching philosophy and pedagogical mission, which sees ethics as a set of skills (including habits of thought, concepts, and decision frameworks) rather than as a specialized body of knowledge to be applied.
Teaching Assistantships at MIT:
Philosophy of Religion (for Jack Spencer)
Ethics of Technology (for Kevin Mills)
Minds and Machines (for EJ Green)
Introduction to Political Philosophy (for Bernardo Zacka)
Problems of Philosophy (for Miriam Schoenfield)
Other Training:
I earned a Kaufman Teaching Certificate from the MIT Teaching + Learning Lab in 2021
