Philosophy · statistics · data science
Teaching
I have taught learners from high school through graduate study. At the University of Pennsylvania, I have held instructor and teaching-assistant roles since 2023 across Philosophy, Statistics and Data Science, and Health Policy Research; I have also taught in Wharton summer programs for high school students.
Instructor of record
Introductory Statistics
I designed and delivered the complete course, including lecture slides, homework, in-class activities, and quizzes.
Topics: Descriptive statistics, data visualization, basic probability, one- and two-sample inference for means and proportions, correlation, and simple linear regression.
Philosophy of Science
I designed and delivered the complete course, including the reading list, lecture slides, discussion topics, quizzes, discussion boards, and oral examinations.
Topics: Induction in science, the problem of induction, falsificationism, Kuhn, Popper, Lakatos, Feyerabend, the replication crisis, and paradigms of inference including null-hypothesis significance testing and Bayesianism.
Teaching assistantships
Every teaching-assistant role included grading and office hours. The responsibilities below identify the additional course-specific work.
Philosophy
Philosophy of Science
Undergraduate
Fall 2023
Led two one-hour recitation sections each week and delivered two guest lectures.
Introduction to Logic
Undergraduate and graduate
Spring 2024
Co-designed the course from the ground up with the instructor of record, led two one-hour recitation sections each week, and delivered two guest lectures.
Bioethics
Undergraduate
Fall 2024
Led two one-hour recitation sections each week.
Saving the Planet: Tools for the Climate Emergency
Undergraduate
Spring 2025
Led two one-hour recitation sections each week and delivered two guest lectures.
Statistics and data science
Modern Data Mining
Undergraduate and graduate
Spring 2026
Created assignments in addition to holding office hours and grading.
Applied Bayesian Modeling
Graduate
Spring 2026
Created assignments and delivered two guest lectures in addition to holding office hours and grading.
Health policy
Applied Regression Analysis for Health Policy Research
Fall 2025
Held office hours, graded coursework, and proctored examinations.
Introduction to Statistics for Health Policy
Summer 2026
Held office hours and graded coursework.
Pre-college teaching
These intensive summer programs gave me opportunities to help high school students move from learning statistical and computational tools to designing, executing, and communicating their own projects.
Data science and sports analytics
Wharton Data Science Academy
Teaching Fellow
Summer 2026
Delivered lectures on neural networks and ensemble methods, advised student data-science projects, and provided hands-on support with assignments.
Wharton Moneyball Academy
Teaching Assistant · Philadelphia
Summer 2025
Advised student projects in sports statistics and provided hands-on coding and analytical support.
Wharton Moneyball Academy
Teaching Assistant · San Francisco
Summer 2025
Advised student projects in sports statistics and provided hands-on coding and analytical support.
Course materials. Syllabi are available upon request. Course materials are not distributed publicly through this version of the site.
My approach
Teaching must remain responsive to its educational context: different groups of students bring different needs, and emerging tools such as generative AI change both what students can do and what genuine understanding looks like. I treat course design as an ongoing process of observing where students struggle, revising the route into difficult material, and creating assessments that reveal reasoning rather than reward surface familiarity.
A strong sign of understanding is the ability to teach an idea, at an appropriate level, to someone who did not take the course. That conviction motivates my use of oral examinations in philosophy and my emphasis in statistics on interpretation, conceptual understanding, and knowing why a method works, which questions it can answer, and when its assumptions are plausible. Teaching across both fields strengthens this approach: statistics helps me identify sticking points when philosophy becomes formal, while philosophy helps me make the conceptual frameworks and sometimes-mysterious assumptions behind statistical practice more visible.