• I am currently a Post-Doctoral Fellow in the Center for Ethics at Emory University. I received a doctoral degree in Philosophy of Education from Stanford University, a master’s degree in Peace, Conflict, and Development Studies from Universitat Jaume I, and a bachelor’s degree with honors in Mathematics and Philosophy from Washington University in St. Louis. My research agenda explores the ethics of educational policy and practice through two primary lines of inquiry: one grounded in philosophy and one utilizing a mixed methods approach to educational ethics.

    Currently, I consider the intellectual and democratic aims of education in “The Good University: Excellence and Ethics in the Pursuit of Inquiry”—a project funded through the Center for Ethics and Education at the University of Wisconsin­. This project takes a social virtue epistemological approach to exploring the aims of higher education institutions and to justifying inclusion. Questions include: How is the aim of pursuing inquiry understood both philosophically and practically by four-year colleges and universities? Given the intellectual aims of the university, as well as the social embeddedness of the pursuit of these aims, are particular virtues vital both for epistemic success and epistemic justice? How should institutions embody these virtues in their structures, policies, and practices? This project builds on my doctoral work at the Stanford Graduate School of Education, in which I investigated open-mindedness as an intellectual virtue and the role of open-mindedness as an intellectual and democratic aim in education.

    I also explore ethical questions in higher education through empirical, mixed methods research. As part of the Emory Integrity Project, I investigate the ethical development of college students and the efforts of institutions of higher education to advance ethics education. Additionally, I collaborate with a team of faculty and staff to develop programming for undergraduate students aimed at creating a culture of ethics and integrity across campus. I also co-developed and launched a co-curricular ethical leadership program (EEGL) for undergraduate students in my first year at Emory. Prior to joining the Center for Ethics at Emory, I was a Research Associate in the Stanford Criminal Justice Center (SCJC) at Stanford Law School. At the SCJC, my work in the ethics of higher education focused on access to high-quality college programs for currently and formerly incarcerated people in California, as part of the “Renewing Communities: Pathways from Corrections to College” project.

    My teaching experience includes courses in research methods in education, the ethics of teaching, and policy analysis in education, as well as several community-engaged, service-learning courses, including a course on planning and evaluating community building initiatives for undergraduates at Emory.

     

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    Watauga County, North Carolina

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    Dade County, Georgia

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    Chattanooga, Tennessee

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    St. Louis, Missouri

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    Castellón de la Plana, Spain

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    San Francisco, California

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    New Mexico

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    New Market, Alabama

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    Rebecca, Georgia

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    San Francisco, California

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    Pompeii, Italy

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    Yosemite, California

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    Cumberland Island, Georgia

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    Sounion, Greece

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    Makapu‘u Point, Hawaii

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    Cairo, Egypt

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    Merzouga, Morocco

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    Cumberland Island, Georgia

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    Death Valley, California

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    Tilden, California

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    Belgrade, Serbia

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    Stockholm, Sweden

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    Grandfather Mtn, North Carolina

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    Utah

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    Badlands, South Dakota

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    Bruges, Belgium

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    Helsingør, Denmark

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    Edinburgh, Scotland

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    Dade County, Georgia

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    Pinnacles, California

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    Gondar, Ethiopia

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    Dingli Cliffs, Malta

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    Point Reyes, California

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    Tamil Nadu, India

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    Kokino, Macedonia

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    Albarracín, Spain

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    Amsterdam, Netherlands

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    Bangkok, Thailand

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    Amarillo, Texas

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    Badlands, South Dakota

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    Cumberland Island, Georgia

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    Ayutthaya, Thailand

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    Marrakesh, Morocco

    explorations, at home and away