I center my course design and classroom practices around four goals: increasing accessibility, fostering respectful and effective verbal and written communication, ensuring students understand how they will use the math they have learned in the future, and building a sense of belonging in the classroom as well as an identity as a mathematician.
You can read more about my teaching practices here.
You can read my mentoring philosophy here.
Instructor of Record
University of California, Santa Cruz
MATH 11A Calculus with Applications - Summer 2023 (Session 1) Summer 2024 (Session 1 & Session 2)
Math 105A Real Analysis - Summer 2025 (10 week)
Teaching Assistant
University of California, Santa Cruz
MATH 2 College Algebra for Calculus - Fall 2022
MATH 3 Precalculus - Fall 2020, Summer 2021, Summer 2022
MATH 11A Calculus with Applications - Winter 2021, Winter 2022
MATH 11B Calculus with Applications - Winter 2023
MATH 19A Calculus for Science, Engineering, and Mathematics - Spring 2021
MATH 21 Linear Algebra - Fall 2021, Spring 2022
MATH 23A Vector Calculus - Fall 2024
MATH 100 Introduction to Proof and Problem Solving - Winter 2024
MATH 105A Real Analysis - Winter 2025
MATH 128A Classical Geometry - Spring 2023
MATH 288A Pedagogy of Mathematics - Fall 2023
California State Summer School for Math and Science (COSMOS) - Summer 2022, Summer 2024
Graduate Teaching Fellow: Course Design
University of California, Santa Cruz
Math 11A Calculus with Applications - Spring 2024, Spring 2025
In Spring of 2024 I worked with Malachi Alexander, Deewang Bhamidipatti, and Cheyenne Dowd under the direction of Dr. Pedro Morales-Almazan to design online courses for the University of California, Santa Cruz Summer Session. I designed Calculus with Applications: Part A (differential calculus for life scientists) and consulted on Calculus with Applications: Part B (integral calculus for life scientists), Precalculus, and Linear Algebra. We focused on creating an engaging course that developed community outside of the synchronous online sessions by teaching a flipped classroom and assigning groups of 3-5 that students would work with throughout the session in and out of class time. This design was adapted from the Classroom discussion and problem-solving activites described in section E of In-class hierarchical team model as a no-cost strategy to improve student success: Integrated peer leadership program by Morris, Jensen, and Hajra.
We also used project based assesment rather than timed, in-class assesments to encourage mastery learning over time and to better suit the online nature of the course. I worled with another team of researchers to create the projects for 11A/B. You can read more about that work on my research page.
In Spring of 2025, the same team of Alexander, Bhamidipatti, Dowd, and Morales-Almazan worked together again to edit our course designs based on our experiences teaching them during the Summer of 2024. We also packaged all of the materials and made facilitation notes to support future instructors.
Workshops & Certifications
Graduate Pedagogy Fellowship – Winter and Spring 2023
UCSC Teaching & Learning Center
Course Design & Delivery Certificate Program – Spring 2023
UCSC Teaching & Learning Center
Critical Issues In Mathematics Education:
Mentoring for Equity – Mar 2023
MSRI/SLMath, Berkeley, CA, USA
Equity-Minded Mentoring Certificate Program – Winter 2023
UCSC Teaching & Learning Center
Preparing for Inclusive Teaching – Fall 2020
UCSC Teaching & Learning Center
I ascribe to the following axioms of Federico Ardila:
Mathematical potential is equally present in different groups, irrespective of geographic, demographic, and economic boundaries.
Everyone can have joyful, meaningful, and empowering mathematical experiences.
Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
Every student deserves to be treated with dignity and respect.