At the University of Nebraska, Lincoln:

• Fall   2026: Instructor for MATH 309 – Introduction to Proofs

At McMaster University in Ontario, Canada:

• Winter 2026: Instructor for MATH 1MM3 – Applied Calculus
• Fall   2025: Instructor for MATH 3GR3 – Abstract Algebra

At the University of Minnesota, Twin Cities, as a graduate student:

• Spring 2023: Instructor for MATH 1272 – Calculus 2
• Fall   2022: Grader for MATH 8253 – Algebraic Geometry
• Spring 2022: Instructor for MATH 1272 – Calculus 2
• Fall   2021: TA for MATH 2243 – Linear Algebra & Differential Equations
• Fall   2019: TA for MATH 2243 – Linear Algebra & Differential Equations
• Spring 2019: TA for MATH 2243 – Linear Algebra & Differential Equations
• Fall   2018: TA for MATH 1271 – Calculus 1

And long ago, at UC Berkeley, I was an undergraduate grader.

• Spring 2015: Math 113 – Abstract Algebra
• Fall   2014: Math 116 – Introduction to Mathematical Cryptography

Teaching Methods

Here are some questions that I tend to ask myself when I think about teaching or plan lectures:

• Do I expect my students to enjoy new math like they would enjoy art?
• Are my students comfortable sharing their perspective and feedback with me?
• How do I encourage my students to work together and learn to communicate math?
• How do I help my students be comfortable feeling stuck on problems?
• Does this strategy help increase the attention span of my students?
• What can I learn from my students? Am I open to it?

I’m always open to discuss different pedagogical strategies. Feel free to reach out to me.

Useful reads:

• MAA Instructional Practices Guide
• Kathryn Mann: “How to get an “A” in my class”
• Benjamin Braun: Mathematical Maturity
• Kathryn Mulholland: Engaging Students
• Brian Katz: Inclusive Practices
• UNESCO Mathematics for action: supporting science-based decision-making
• Axioms of Mathematics Education: Todos Cuentan