As a mathematical biologist, I enjoy teaching students how mathematical methods are used in all areas of biology: population modeling, physiology and cell biology. Each semester, I teach a mixture of lower-division through upper division and graduate courses. As expected, these present very different types of challenges. My approach to lower division courses focuses on three main themes: (1) connecting the mathematics to applications; (2) creating a comfortable learning atmosphere for students; (3) introducing active learning strategies. I know that when students feel comfortable in a class, they are more likely to ask questions and engage in class activities and discussions. I aim to create opportunities for students to talk to others in the class, to get their questions answered or realize that others are grappling with the same questions too.
In my upper division courses, I focus on (1) challenging students; (2) connecting the material to applications; (3) strengthening communication skills. Most courses I teach are applied mathematics courses, so the mathematical content is “practical” in the sense that methods were developed specifically to solve various physics or engineering problems. In most upper division courses I teach, I show applications from the sciences or engineering. I like to give students projects (portfolio problems, poster projects and presentations). Projects give students an opportunity to take on a challenge; they also lead to greater engagement because they allow students to take ownership of their learning; and they require technical communication skills.
As I continue with my career, I want to develop further as a teacher and I want to take a leadership role in STEM education. My plan is to continue work on connecting mathematics and the sciences, to become more strategic in designing and implementing active learning strategies in my courses, continue to organize faculty conversations about pedagogy and participate in trainings.
Course materials for my courses are maintained on the course Canvas page. You can find the catalog descriptions of the following courses here.
Math 113 College Algebra (now Math 101)
Math 115 Algebra & Elementary Functions (now Math 102)
Math 103 Mathematics as a Liberal Art
Math 105 Calculus for the Biological Sciences and Natural Resources Majors ("Biocalculus")
Math 109 Calculus I
Math 110 Calculus II
Math 210 Calculus III
Math 241 Elements of Linear Algebra
Math 313 Ordinary Differential Equations
Math 351 Numerical Analysis
Math 361 Introduction to Mathematical Modeling. Some course materials available here. (If you are interested, you will need to ask for a permission to access the materials.)
Math 561 Dynamic Systems
Math 580 Asymptotic Analysis
+ a variety of independent study (499), directed research (695) and thesis research (690) courses
I have been actively involved in curriculum development to support the various first-year STEM place-based learning communities. Curriculum development involved developing signature assignments linking mathematical content of the introductory mathematics courses (Math 101 and 102) with the core topic of the learning community. Additional curricular work was on developing the course content for Sci 100 Becoming a STEM Professional general education course for first-year Math and Computer Science majors.
I developed and taught the following courses that are not part of the regular HSU offerings.
The course was developed with the collaboration of Dr. Kami Larripa (HSU Math) and five other HSU faculty in the life sciences: Dr. Ethan Gahtan (Psychology), Dr. Bruce O'Gara (Biology), Dr. Amy Sprowles (Biology), Dr. Justus Ortega (Kinesiology) and Dr. Jianmin Zhong (Biology) and was supported by the CSUPERB Curricular grant. The course contained five modules, focusing on the research interests of the life sciences faculty. Course materials are available through Merlot.
The course was funded by an NSF grant to Dr. Ethan Gahtan and taught by faculty from Psychology (Dr. Gahtan), Biology (Dr. O'Gara and Dr. Varkey) and Mathematics (Dr. Mazzag). The course focused on connecting neurological behavior to physiology, cell biology and their mathematical and computational description.
The course was offered twice. It was developed with the help of the PIC Math program, and it offered students the opportunity to work on mathematical problems from industry During the first offering, projects came from GHD Consulting, a global engineering consulting firm. The three project titles were: 1. Forecasting water velocity at Schneider dock; 2. Sizing an infiltration basin; 3. Designing low-impact developments (LIDs) to mitigate stormwater run-off. In the second year of the project, projects came from the Northwest Power and Conservation Council and the Redwood Coast Energy Authority. The project titles were: 1. Load forecasting, 2. Solar plus battery installment. In addition to the research project, the course also had a career-advising component that included resume writing, researching careers of interest, alumni mentoring and a mock interview.