My teaching methods and assessment practices vary, depending on teaching objectives, which in turn depend on course levels. For introductory courses in philosophy, my primary aim is to foster curiosity and interest in the subject matter. To this effect, I typically divide my courses into various units, each of which focuses on a particular philosophical puzzle. Because puzzles are fun, especially the philosophical ones. Another aim to teach students how to read and write philosophy. For reading philosophy, I like to dedicate a large portion of my lectures to unpack and distill arguments found in the course readings, while nevertheless offering textual support. This affords students opportunities to learn how to paraphrase complex arguments, which I see as great exercise in understanding.
In higher-level courses, my primary aim is to help students become philosophers. The course material is more challenging. We spend more time scrutinising arguments and positions. We consider objections and responses. And I require my students to do much more writing. The aim here is two-fold: first, polish students' critical reasoning and analytic skills which can serve them well in whatever career path they seek, and secondly, to best prepare those students thinking about pursuing graduate studies for a career in academia.
Teaching dossier is available upon request.