I have served regularly at conferences as a session chair and by providing comments on papers at regional and national conferences. One of my ongoing projects is offering pedagogy workshops for my peers. I have also volunteered consistently for committee work and events at my home institution.
Recent Institutional Service:
Co-facilitator, Mindful Meditation series
Facilitator, Campus Climate: Sexual Harassment and Assault
Planning Committee, Campus Climate: Sexual Harassment and Assault
Facilitator, 3 Pedagogy Workshops (Rubrics)
Talk Back Contributor, The Zoo Story
Facilitator, Pedagogy Chats at the CETL
Facilitator, Peer Mentor Training: Active Learning
Recent Professional Service:
Minnesota Philosophical Society: Moderator, "An Ontological Argument for Agnosticism" by Phil Kallberg.
Illinois Philosophical Association: Commentary, “Rationality and Cognitive Enhancement” by Joseph Vukov
Illinois Philosophical Association: Chair, “Mysterious Mereology” by Joseph Long
Job Candidate Mentoring Program for Women in Philosophy: Mentor
Referee for Synthese
I served as President in the 2015-2016 academic year and as Pedagogy Chair from 2014-2016 for the Graduate Philosophy Organization (GPO), which works to develop both the academic and professional philosophical skills of students at the University of Illinois. While serving, I designed and offered pedagogy workshops aimed at helping graduate students improve their teaching. Workshops included: Small Group Activities in the Philosophy Classroom, Using Student Feedback, Rubrics for Fair and Efficient Grading, Compass as a Teaching Tool (Blackboard platform), and Designing an Independent Course. In previous years, I served as Secretary, Graduate Representative, and Graduate Relations Chair.
The Illinois Lyceum is a week-long introductory philosophy experience for high school students in Illinois. Students learn how to assess arguments, solve logical puzzles, and explore historical and contemporary issues in Philosophy. In my sessions (Summer 2015, Summer 2016), students confronted both an argument for the existence of God and an argument against the existence of God. Students learned how to raise objections to these arguments and better ground their beliefs in solid reasoning. In my "Introduction to Arguments" sessions, students learn how to assess arguments, check for validity and soundness, and identify common logical fallacies. Students also debated whether or not we have control over our actions in my "Do you have Free Will?" session.
The Graduate Academy
Each year, the Center for Innovation in Teaching and Learning (CITL) offers the Graduate Academy for College Teaching, which is a TA orientation attended by graduate students from most departments on the University of Illinois campus. At CITL's invitation, I have volunteered in 2014, 2015, 2016, and 2017 at the Grad Academy. Together with another graduate student, I've offered two-hour sessions on lesson planning and active learning strategies. In 2016, I designed and offered a session entitled "Fostering an Active Learning Environment" that teaches instructors to incorporate engaging student activities in their classrooms. I offered the same session again in 2017. My work for the Grad Academy allows me to participate in the pedagogical development of the incoming Philosophy grads and also grads from other departments, broadening my understanding of how particular pedagogical strategies are utilized in non-philosophical contexts.
Experiences of Liberal Arts Students in Graduate School - A Look Behind the Scenes
In Fall 2016 I was invited to participate as a panelist for workshop aimed at undergraduate students interested in graduate school. The workshop, a collaboration between the College of Liberal Arts and Sciences and Graduate College Career Development Center at the University of Illinois, was designed for undergraduates to hear stories, tips, and suggestions about applying to and thriving in graduate school.