I am currently completing my doctorate in Philosophy at Stanford University. I hold a master’s degree in Classical Studies from Columbia University and a bachelor’s degree in Interdisciplinary Studies in the Humanities from the University of Chicago. Throughout my academic career, I have taught and mentored students across a wide range of subjects and settings. In addition to serving as a teaching assistant for more than a dozen courses at Stanford and Columbia—including Philosophy, Comparative Literature, Psychology, and Classics—I have designed and taught four courses at Stanford and currently work as an adjunct professor of Academic Writing and Philosophy at St. Patrick’s Seminary and University. I have also coached Stanford’s Ethics Bowl team, where I organized practices, guided students in analyzing complex contemporary issues, supported research and argument development, and helped lead the team to a regional championship and a top-eight finish at the national competition. With this foundation, I have also worked extensively with middle and high school students as an academic tutor and executive function coach, helping students build the structure, habits, and confidence needed for long-term success. My academic background in the history of philosophy, as well as my research on the foundations of ancient Greek mathematics and science, also allows me to support students in quantitative subjects, English, and the social sciences alike.

I firmly believe that strong teaching begins with understanding how each student learns best. By recognizing a student’s strengths, challenges, and goals, I create a tailored approach that builds both confidence and independence. I focus not only on subject mastery, but also on helping students develop executive functioning skills such as organization, time management, reading strategies, and written expression. My goal is to create thoughtful and engaging sessions where students learn how to break down complex tasks, think critically, and build the habits that will support their success across subjects.

My approach is both rigorous and supportive. I have worked with a wide range of learners, from highly competitive students seeking to deepen their academic performance to non-traditional students building foundational skills and new systems for learning. Across all of these settings, I have found that students achieve the best results when they are given both clear structure and meaningful intellectual challenge. I aim to help students become more self-directed, reflective, and capable learners over time.