I place immense value on learning. I push students’ understanding of material by asking them about the problems they are solving. There is value in computational problem-solving, but I find it is much more valuable if students understand more than the plug-and-chug. My goal as an instructor is to help students understand how to problem-solve without a formula. Formulas only have value if you understand where they come from. The conceptual understanding sets students apart because it gives them a skill they can use to solve problems that do not have pre-defined formulas. It also allows them to interpret results from problems that do have pre-defined formulas.

My goal for our mathematics majors is that when they get a job in the field, they have the confidence and tools to solve any problem thrown at them. I want them to be able to critically analyze the problem given, and appropriately solve it for their employer. Mathematical modeling is the primary tool for converting a physical problem into mathematics, solving it, and analyzing the results. This is why I started a Mathematical Modeling course in Fall 2016.

In the classroom, I am constantly looking for a balance between personal freedom of the students and how to get them all learning the material. I feel that feedback is extremely important; I like to grade quickly and pass back student work asap. Similarly, I like my students to tell me when they want me to add something – if students are struggling with a particular subject I want to know, and I want to help them because without that feedback I can’t help them learn.

I feel that every student has their own goals and expectations for each class, and I try to respect that. I try to see each perspective as best I can, and I try to meet their expectations – I’m not here to restrict, force, or judge them – I’m here to help them learn.

### Classes for which I have served as a Lead Instructor

**MTH 4490, Numerical Analysis II**, Spring 2016 and Spring 2017**MTH 4480, Numerical Analysis I**, Fall 2015 and Fall 2016**MTH 390L, Mathematical Modeling,**Fall 2016**MTH 3440, Partial Differential Equations**, Spring 2016**MTH 2420, Calculus III**, Fall 2014-Spring 2015 and Fall 2015**MTH 2410, Calculus II**, Spring 2015 and Spring 2016**MTH 1410, Calculus I,**Spring 2017**MTH 1120, College Trigonometry**, Summer 2015**MTH 1112, College Algebra through Modeling**, Fall 2015, Fall 2016, and Spring 2017**MTH 1110, College Algebra**, Fall 2014-Spring 2015**Math 23, Vector Calculus**, Spring 2012 (at UC Merced)

### Classes for which I served as a Teaching Assistant

**Math 22, Calculus II**, Fall 2013: Duties include grading quizzes and exams, leading two discussion sections, and holding office hours.**Math 126, Partial Differential Equations**, Spring 2013: Duties included grading homework and final exam, leading two discussion sections, and holding office hours.**Math 23, Vector Calculus**, Fall 2012: Duties included grading homework, quizzes, and exams, selecting quizzes, leading one discussion section per week, holding office hours, and reporting course information for ABET. I also gave one lecture during the semester.**Math 23, Vector Calculus**, Spring 2011: Duties included grading homework, quizzes, and exams, leading two discussion sections per week, and holding office hours. I also gave one lecture during the semester.**Math 132, Numerical Analysis II**, Spring 2010: Duties included grading homework, leading one discussion section per week, and holding two office hours per week. I also gave 3 lectures during the semester.**Math 131, Numerical Analysis I**, Fall 2009: Duties included grading homework and exams, leading one discussion section per week, and holding office hours. I helped students learn how to program in matlab as well as learn the methods they were expected to program.**Math 22, Calculus II**, Summer 2009: Duties include grading, leading a discussion section twice a week, and holding office hours.**Phys 19, Electricity and Magnetism for Biology majors**, Spring 2009: Duties included grading homework and exams, leading one discussion and/or lab group twice a week, and holding office hours.**Math 131, Numerical Analysis I**, Fall 2008: Duties included grading homework and final exam, leading two discussion sections once a week which were meant to both help students learn how to program in matlab and learn the methods that they were expected to program.**Math 21, Calculus I**, Summer 2008: Duties included grading homework, quizzes, and exams, leading three discussion sessions twice a week, writing quizzes for each discussion, and holding office hours.**Math 23, Vector Calculus**, Spring 2008: Duties included grading homework, quizzes, and exams, leading two discussion sessions once a week, and holding office hours.**Math 24, Differential Equations and Linear Algebra**, Fall 2007: Duties included grading homework, quizzes, and exams, leading two discussion sessions once a week, and holding office hours.