Philosophy

“When will I ever use this?” “I hate math.” “I’m just not a math person.”

The subject of mathematics can be daunting and anxiety-inducing for many students. Further complicating things, harmful stereotypes about mathematical talent can create an unwelcome environment for those who do not fit the mold of “a math person.” I feel it is my responsibility as an educator to create a classroom experience that serves students of all levels of mathematical confidence and backgrounds.

I make use of a variety of techniques to accomplish this in my teaching. They include:

  1. Humanizing mathematics
    • Mathematics is done by humans with all varieties of backgrounds. I encourage my students to see themselves in the inspirational mathematicians that have contributed to the field of study.
  2. Cultivating a welcoming environment
    • I work hard to be available and inclusive. Students must feel safe to ask questions and productively fail in order to succeed in mathematics.
  3. Inquiry based learning
    • The best way to learn mathematics is to discover and hone mathematical ideas personally. I encourage students to actively pursue mathematical knowledge rather than passively receive it from me.

University of Puget Sound

At the University of Puget Sound, I have taught mathematics courses at all levels: from introductory statistics to upper division optimization. In each of these classes, I have high expectations for my students, but I provide the support necessary to attain and exceed those expectations. Regular use of mathematical software and relevant, interesting applications of mathematics are common themes.

  • Professor Fall 2018, Spring 2019

    MATH 160

    Introduction to Applied Statistics

  • Professor Spring 2019

    MATH/CSCI 335

    Optimization

University of Washington

At the University of Washington, I taught a variety of courses for the departments of mathematics and applied mathematics. I was instructor of record for courses on introductory scientific computing with Matlab, mathematical methods for computational finance, and probability and statistics for computational finance. For the large scientific computing course (400 student over three sections), I made use of the flipped classroom framework. This allowed students to revisit challenging lecture topics in the video lectures. For each of these courses, I redesigned the course materials as necessary to suit my teaching style and student interests.

As a teaching assistant, I helped students in topics ranging from calculus, to linear algebra, to partial differential equations.

  • Instructor Winter 2018

    CFRM 410

    Probability and Statistics for Quantitative Finance

  • Instructor Spring 2015, Fall 2016, Fall 2017

    AMATH 301

    Beginning Scientific Computing

  • Instructor Winter 2015, Winter 2016, Winter 2017

    CFRM 460

    Mathematical Methods for Quantitative Finance

  • Teaching Assistant Fall 2014, Fall 2015

    AMATH 584

    Applied Linear Algebra

Math Science Upward Bound

Math Science Upward Bound is a college preparatory program for low-income and underrepresented minority students from the Seattle area. Students spend the summers after their sophomore and junior years of high school in an intense college preparation curriculum. They attend seminars by world-class scientists, take fascinating electives like neural engineering, and brush up on writing and mathematics skills.

Through our departmental Diversity Committee, I helped to arrange a partnership between Upward Bound and the Department of Applied Mathematics. For the first summer of our partnership, I worked as the instructor for a new mathematics course on statistics and probability as well as an instructor for the general purpose study section. I designed the mathematics course from the ground up in collaboration with the other math instructors involved in the program, and took on the daily teaching duties. During my second summer, I coordinated with Jeremy Upsal to teach Math 5 and design an elective Machine Learning with Python course.

As part of the study section, I prepared a weeklong inquiry-based learning curriculum on the mathematics of pendulums. These bright high school students learned to engage critically with advanced concepts such as differential equations, phase plots, and potential energy landscapes. The course materials for this week of mathematical exploration is available here.

  • Instructor Summer 2018

    Machine Learning

    Regression and classification with Python

  • Instructor Summer 2017, Summer 2018

    Math 5

    Introduction to statistics and probability

  • Instructor Summer 2017

    Study Section

    General scientific skills

Washington Experimental Mathematics Laboratory

Through the Washington Experimental Mathematics Laboratory (WXML), I became the research mentor for an ongoing undergraduate research project. This is a qualitatively different, but equally rewarding teaching experience. Advanced undergraduate mathematics students enroll in WXML in order to be exposed to mathematics research. With my advisor, Panos Stinis, we proposed a project on which we had conducted initial work. For more on the project, see the Research tab of this website!

The students began from a code base I had developed during my original investigation of the problem. I helped them understand topics such as stochastic differential equations, Metropolis sampling methods, and Hamiltonian systems. They continued to develop and improve the code, with impressive results!

  • Research Mentor 2017-2018

    Conditional Path Sampling

    Mentees: Landon Shock, Qingtong Zeng, and Jesse Rivera

University of Washington High School Summer School

I developed and taught a completely new curriculum for a two-week intensive course for advanced high school students in mathematics. The students ranged from incoming freshmen to graduated seniors. This wide range of mathematical experience and confidence made for an intriguing teaching environment.  I introduced topics such as differential equations, logistic models, and mathematical modeling philosophy. Students worked in groups frequently, and practiced communicating mathematical ideas with one another.

I invited several fellow graduate students to give guest lectures and answer questions about graduate school. By exposing students to a diverse group of mathematicians, I hoped to help students picture themselves as potential mathematicians.

  • Instructor Summer 2014

    Introduction to Math Modeling

    High School Short Course

Math Fair

The University of Washington chapter of the  Society of Industrial and Applied Mathematics holds an annual Math Fair at Lockwood Elementary School. We meet with students from 3rd to 6th grade for one hour of mathematics activities.

We develop and run several fifteen minute mathematics explorations that students rotate through. I have helped develop and run activities based upon random walks, logic puzzles, game theory, sampling methods, the four color theorem, the Monty Hall problem, and many more.

  • Volunteer 2013-Present

    Math Fair

    Lockwood Elementary