Teaching

I teach undergraduate mathematics courses in the Department of Mathematics at the University of Portland.

Attention University of Portland Students!

If you are here for the Spring 2024 course materials of Ordinary Differential Equations or Applied Linear Algebra, visit the following course websites.

Ordinary Differential Equation Applied Linear Algebra

Courses

Note: Every semester is unique. All course content is subject to change.

University of Portland

These are subjects I taught as instructor.

• MTH-201 (Calculus I)

  Semesters Taught: Fall 2023

• MTH-202 (Calculus II)

  Semesters Taught: Spring 2023 | Fall 2022

• MTH-321 (Ordinary Differential Equations)

  Semesters Taught: Fall 2023, Spring 2024

• MTH-342 (Applied Linear Algebra)

  Semesters Taught: Spring 2024

• MTH-361 (Applied Statistics)

  Semesters Taught: Spring 2023

• MTH-461 (Probability & Statistics)

  Semesters Taught: Fall 2022

Reed College

These are subjects I taught as instructor.

• MATH-141 (Introduction to Probability & Statistics)

  Semesters Taught: Fall 2021

• MATH-241 Data Science

  Semesters Taught: Spring 2022

University of California Merced

These are subjects I taught as a teaching assistant.

• Probability and Statistics
• Linear Algebra
• Calculus
• Vector Calculus
• Differential Equations

Teaching Philosophy

As a student, I learn best by understanding complex ideas through simple illustrations. I start with the big picture and then fill in the details later. This holistic perspective has helped me throughout my educational journey, and I believe it is essential for all students.

I think that there are three critical elements of education: student-centered learning, an inclusive classroom, and diversified grading systems and teaching tools.

• Student-centered learning is important because it allows students to learn in a way that is most effective for them. I use a variety of instructional methods to engage students, such as group activities, worksheets, visualizations, and traditional lectures. I also provide detailed feedback and support so that students can reach their full potential.

• An inclusive classroom is meaningful because it creates a safe and welcoming environment where all students feel welcome, respected, and supported. I create an inclusive classroom by using inclusive language, celebrating diversity, and being aware of and addressing bias.

• Diversified grading systems and teaching tools are essential because they allow me to assess student learning in a fair and equitable way. I use a variety of grading methods and teaching tools, such as proficiency-based grading system, rubrics, portfolios, and self-assessment. This allows me to assess student learning in a way that is tailored to each student’s individual needs.