Teaching

Here is a list of courses that I have taught, and where I have taught them. 

• • Precalculus:

    • DePaul

    • UGA 

  • Business Calculus:

    • UGA 

  • Calculus I:

    • Carnegie Mellon

    • Davidson

    • DePaul

    • UGA

    • USNA

  • Calculus II:

    • Davidson

    • DePaul

    • USNA

  • Differential Equations:

    • Carnegie Mellon

    • USNA

  • Linear Algebra

    • USNA

  • Number Theory

    • Carnegie Mellon (400-level)

    • Davidson (200-level)

    • USNA (300-level)

  • "Intro to Proof"

    • Carnegie Mellon

    • Davidson 

    • USNA

  • Abstract Algebra

    • Carnegie Mellon

    • Davidson

    • DePaul

  • Complex Analysis

    • Davidson

  • Advanced Abstract Algebra

    • Davidson (special topics course on the p-adics)

  • Algebra and Problem Solving--content course for elementary education majors:

    • UGA

  • Problem-Solving session (aka Putnam prep):

    • USNA

In addition, I have participated in the following teaching development programs:

• • Project NExT (New Experiences in Teaching) fellow (inducted Fall 2014). Project NExT is a professional development program for new or recent Ph.D.s in the mathematical sciences, run by the Mathematical Association of American (MAA). It addresses all aspects of an academic career: improving the teaching and learning of mathematics, engaging in research and scholarship, finding exciting and interesting service opportunities, and participating in professional activities. It also provides the participants with a network of peers and mentors as they assume these responsibilities. Since 1994 there have been over 1500 Fellows, who have appeared in all capacities in the academic mathematical profession. More information can be found here.

  • Mathematicians Educating Future Teachers (MEFT) (Fall 2009, Spring 2011). Funded by the UGA VIGRE grant and organized by Dr. Sybilla Beckmann, this is a two-semester program designed to help mathematics graduate students and postdoctoral fellows learn to teach mathematics courses for prospective elementary or middle grades teachers. My first semester involved attending a mathematics course for prospective teachers taught by Dr. Beckmann; during this time I participated in online discussions with the other graduate student participants, kept a weekly log of observations from the course, and visited local schools. My second semester involved teaching MATH 5003 (see above), and attending weekly planning meetings with Dr. Beckmann. More information about MEFT at UGA can be found here.

  • Graduate Certificate in Mathematics Education (Completion date: May, 2012). Offered through the College of Education, this is a 15 hour (minimum) program designed for PhD candidates in mathematics and strives to "strengthen connections between the related but disparate disciplines of mathematics and mathematics education by encouraging communication in support of the shared responsibility of effective teacher preparation." The courses I have taken towards this certificate are:

    • EMAT 6600: Problem Solving in Mathematics (Spring, 2012)

    • EMAT 8010: Advanced Study of Mathematics Curriculum

    • EMAT 8030: Advanced Study of Mathematics Learning

    • EMAT 9630: Critique of Literature in Mathematics Education

    • EMAT 9700: Internship in Mathematics Education

         More information on the program can be found here

Last, I have been involved in the following education out-reach/service activities geared at high school students (or younger):

• • Online course instructor for Art of Problem Solving. This company was founded in 2003 and provides online courses, textbook series, and online forums to elementary through high-school aged students interested in extra-curricular mathematics. I have taught at AoPS since 2016.

• Counselor for the Program in Mathematics for Young Scientists (PROMYS). PROMYS is a six-week summer program at Boston University for highly-motivated high-school students to "explore in depth the creative world of mathematics in a supportive community of peers, counselors, research mathematicians, and visiting scientists." Approximately 18 mentor/counselors are chosen to work with approximately 75 students. Counselors grade daily homework, are available to students for informal discussions, participate in seminars alongside students and faculty, and serve as residence assistants in the dorms where the students live. I was a mentor/counselor for this program in 2012.

• Mentor for Mentoring and Advice for Talented High-School Students (M.A.T.H. Students). The purpose of this program is to pair mathematically-intrigued high-school students with graduate student mentors. The mentors are to help the student choose texts that suit their mathematical interests, meet regularly with the student to discuss their mathematical interests, and "give the students an impression of the culture and practice of mathematics in an academic setting." I have been involved in this program since October 2010.