Undergrad Studies in Philosophy and Mathematics: In September 2007, I began a BSc in Mathematics at Concordia University in Montreal, Canada. After completing my initial science requirements, I shifted my focus to philosophy while continuing with mathematics. I graduated in April 2013 with a BA in Philosophy and a minor in Mathematics.
Graduate Studies and University Teaching: In September 2013, I began an MA in Philosophy at Western University. I completed the degree in 2014 and then pursued a fully funded doctoral studies in Philosophy at Western. I completed the programme’s doctoral coursework and remained active in research, professional conferences, university teaching, and public outreach. Across seven and a half years, I worked as a Graduate Teaching Assistant and tutorial leader in a range of undergraduate philosophy courses.
Graduate Leadership and Advocacy: From 2020 to 2023, I was elected three times as Vice President Advocacy for the Society of Graduate Students at Western University. The Society represented around 7,000 graduate students across more than sixty departments. The role involved university-wide advocacy, institutional collaboration, and representation on issues affecting graduate students, including affordability, basic needs, academic policy, and student wellbeing. It also gave me substantial experience in leadership, governance, and working across different academic communities.
Teaching and Institutional Development at Aga Khan University: I joined Aga Khan University’s Faculty of Arts and Sciences in February 2024 and now serve as a Lecturer. Alongside my teaching, I have focused on educational development and building stronger teaching capacity within the university. A major part of this work has been the In-House Teaching Assistant Training Programme, which I initiated and led at FAS. The programme prepares upper-year students for tutorial leadership, classroom facilitation, and other teaching-support roles. It has developed through successive pilots, feedback from students, TAs, and faculty, and the involvement of experienced TAs as peer facilitators. I am now working with AKU’s Quality Teaching and Learning team toward a more sustainable and adaptable model. This includes clearer learning outcomes, reusable training resources, stronger professional and ethical preparation, and a possible certification pathway. The wider aim is to strengthen teaching while creating meaningful opportunities for student leadership and professional development.
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