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I have student permission to use these clips for training purposes, but please do not share or distribute them. Thank you!

In-Person   Sample:
​Group Discussion on "Happiness"


​In the following clip, I elicit a word-association on the term "happiness" to make a classwide brainstorm on the whiteboard about their conceptual/experiential connections to this term. I then bridge between that and explaining how the English term "happiness" connects to the Greek "Eudaimonia" and how the word cloud they created is based on feelings/states, whereas Aristotle's Eudaimonia is an activity. This clip is representative of my teaching methods because (as I hope comes across) the students feel comfortable and are able to have fun in my classroom, as I spend a lot of time fostering community and a sense of belonging. I also hope it shows how I am able to then help them refocus on the lecture content after an activity that was more "free form."
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Synchronous Online Sample: 
​Counterexamples to psychological Egoism?


The following clip is lecture content from an online section of PHL 213W: Introduction to Ethics. This group of students were dual enrollment high school students whose primary mode of participation was through the chat feature, so this clip shows a little how I integrate their chat comments into my lecture. For context, we had lectured on what psychological egoism is, and now we were discussing potential counterexamples, bridging into the discussion of whether it is possible to have a genuine counterexample, and if its not, the theory seems unfalsifiable.

In-Person Clip: Strong vs Weak Paternalism


In the following clip, we had just discussed the definition of paternalism and brainstormed a big list of examples of paternalism. Here, a student asks for a clarification about the idea of paternalism. After answering her question, we go on to discuss how to categorize the examples on the whiteboard - are they morally justified or not? My students intuitions roughly tracked the distinction between weak and strong paternalism (the majority viewed the paternalistic actions taken on part of incompetent persons as morally justified), so I use this discussion to bridge into explaining that distinction.

In-Person: "Baby M"


In this in-person class session, we were discussing surrogacy. This is about halfway into the total class session for the day. Before this, we had spent time in small groups and large groups discussing philosophical articles on commercial surrogacy and the ethical/legal question of whether surrogates should be able to receive financial compensation. Now, we are bridging into a discussion of whether surrogacy contracts should be enforceable and discussing the legal precedent through the "Baby M" case. I explain the case, break students off into small groups briefly to discuss their thoughts on it, then we come back together to continue the conversation. If you would like to see the entire class session from which this clip was extracted, you can view the 11-17-22 in-person session at this link with Passcode: +vPn12J

Video Lecture Sample:
 The Problem of Justice


​To show some of my strategies in a fully asynchronous online class, here is a video lecture on the trolley problem and the problem of justice. For context, students would have already reviewed the concepts of utilitarianism itself. I used this video lecture as part of an interactive assignment - at certain points in the video, it would auto pause and prompt students with a question, to which they responded with a brief (~ 1 minute) video recording.

Doodle video on Arguments


This is a video I made just after things went online, to experiment with different content delivery methods. The video is explaining some very basic arguments concepts for an intro level class. The robot voice is because I didn't pay mysimpleshow to upgrade my account to use my own voice. I just thought it was kind of a fun format.
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Full In-Person Class Session: Justice in Health care


​If you are interested in seeing a full session of an in-person class, here is a link to a recording of an entire class session on Justice on 12-8-2022 [Passcode: %gqDM=&6]. This class was a flipped/hybrid class, so students had already watched a video lecture and pre-read articles, so our main goal was discussion. A strategy I often use is to introduce a question or topic, break them off into small groups to discuss it, then reconvene as a larger group to canvass what each small group came up with.

If you skip to "Recording 2," I prewatched it to give timestamps so you can skip around to what you would like to see. Here is an outline of what occurred during Recording 2 of the above link:

0:00-2:47: Pre-class
2:47-15:27: Clarifying upcoming assignments/deadlines
15:27-31:51: Small group discussion (brainstorming about concept of "justice")
31:51-46:30: Large group discussion justice/injustice in healthcare
46:30-50:46: Poll on whether US Healthcare system is "just"
50:46-54:56: Brief primer on theories of justice
54:56-59:18: Introduce question & poll: is healthcare a "right"?
59:18-1:13:14: Discussion in small groups on philosophical articles they pre-read before class
1:13:14-1:22:45: Large group discussion of articles
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