Teaching

This page details my teaching experience and responsibilities, with each role listed in reverse chronological order.

Note: The Teaching Assistant, Instructor of Record, Graduate Student Mentor, and Course Co-coordinator positions at the University of Michigan all fall under my official title of "Graduate Student Instructor."

At the University of Michigan, Math 215 is a coordinated course where students attend lectures taught by faculty three days per week, and labs taught by graduate students one day per week.  In lectures, students learn the material in a traditional large-lecture classroom.  In lab sections, students use computers to visualize and apply what they learned in lecture to solve problems.  More information can be found at this webpage: Math 215.

As a Teaching Assistant for Math 215, I led four weekly lab sections of about 20 students each.  I was primarily responsible for helping students with lab assignments that used MATLAB to visualize concepts in multivariable calculus.  I was also responsible for holding office hours and grading assignments and exams.

At the University of Michigan, Compfor 121 is a course where students attend lectures taught by faculty two days per week.  Students use the block-based Snap! programming language to create abstract art, soundscapes, interactive drawing programs, video games, and more.  The course regularly encourages creativity, sharing, collaboration, and constructive feedback.  More information can be found at this webpage: Compfor 121.

As Teaching Assistants for Compfor 121, I and another graduate student assisted the lead instructors for two sections of about 45 students each.  We were responsible for keeping track of attendance, discussing grading rubrics for homework assignments, managing a team of undergraduate Instructional Assistants who graded homework assignments, and attending certain days of class to assist students with programming.

Although not an official position, I delivered a total of four guest lectures for Math 215 in a large-lecture format.  Graduate students in the Mathematics Department are typically are not appointed to teach in large lecture classrooms like Math 215.  I initially gave a guest lecture to satisfy Requirement D of the U-M Graduate Teacher Certificate, and I arranged with the course coordinator to deliver additional lectures.  I was responsible for writing my own class notes, checking in with the course coordinator for feedback, and delivering 50-minute lectures under supervision of the course coordinator (with the exception of the fourth lecture, which was unsupervised).  Below are the days that I taught Math 215, along with the section that I taught and the notes that I used.

• November 12th 2025: Section 16.4: Green's Theorem [Notes]

• January 28th 2026: Section 14.1: Functions of Several Variables [Notes]

• January 30th 2026: Section 14.3: Partial Derivatives [Notes]

• February 20th 2026: Section 15.1: Double Integrals over Rectangles [Notes]

At the University of Michigan, the Math 105, 115, and 116 are coordinated courses where students attend classes three days per week.  Students are responsible for reading the course material to prepare for class.  There are multiple sections of each course; instructors are supervised by faculty coordinators who determine the structure of the course and write homework assignments and exams.  During class, the instructor introduces the material, and then students are expected to complete worksheets in groups.  More information about each course can be found at these webpages: Math 105, Math 115, Math 116.

As an Instructor of Record, I was the primary instructor for one section of about 20 students for each course.  I was responsible for presenting lectures, facilitating group work via active learning, holding office hours, writing and grading quizzes, and grading homework assignments and exams.  Although not required, I also write my own worksheets to use for my students.  Worksheets that I have written for these courses can be found on the Resources page of my website.

As a Graduate Student Mentor (GSM) at the University of Michigan, I worked with the course coordinators of Math 105, 115, and 116 to help out whenever needed.  I performed administrative duties such as observing instructors, reading drafts of exams, helping with exam proctoring and grading, and on-call substitute teaching as needed.

As a Course Co-coordinator at the University of Michigan, I worked with a faculty coordinator to write and revise group homework assignments and exams for all 700+ students that took Math 116 in Winter 2024, and all 20+ students that took Math 115 in Spring 2024.  I also performed administrative duties such as constructing schedules for content coverage, observing new instructors, drafting solutions and grading rubrics for exams, and on-call substitute teaching as needed.

The dropdowns below contain the exams and group homework assignments that I helped write as a Course Co-coordinator.

As a Tutor II at the University of Michigan, I held study groups to help graduate students prepare for the Real Analysis and Complex Analysis Qualifying Review (QR) Exams.  I compiled lists of problems from past QR Exams, organized them by subject, and wrote solutions for the problems.  The study groups typically met for two hours per week, for six weeks, to discuss solutions to these problems.  The Real Analysis study groups were conducted in-person, and the Complex Analysis study group was conducted online.

Solutions that I have written for past QR Exams can be found on the Resources page of my website.

At the University of Minnesota, the Math 1031 and 1051 classes meet two days per week.  Students are responsible for reading the course material to prepare for class.  During class, the lead instructor briefly introduces the material, and then students are expected to complete worksheets in groups, supervised by an undergraduate Student Learning Assistant (SLA).

As an SLA, I facilitated group discussion, held office hours, and graded homework assignments and exams written by the lead instructors.  Each semester, I was responsible for two sections of about 10 students each.  These SLA positions were held entirely online due to the COVID-19 pandemic.

As a Peer Tutor at the Tutoring & Academic Success Center (formerly the SMART Learning Commons), I helped undergraduate students with various college courses (usually mathematics, computer science, and physics).  I typically met with students for drop-in tutoring, either one-on-one or in groups.  Tutoring was conducted in-person from Spring 2018 to Spring 2020, and online from Spring 2020 to Spring 2021.  I went through additional training to fulfill the College Reading & Learning Association's International Tutor Training Program Certification requirements for becoming a Level III Certified Master Tutor.

I was also a Peer Tutor Mentor.  As part of this role, my responsibilities included observing and mentoring new Peer Tutors, organizing one 60-minute staff meeting per semester for ongoing Peer Tutor training, and providing tutoring information to students who needed assistance in their courses.

As a Course Grader, I graded homework assignments (for Math 4242 and 5651) and quizzes (for Math 1271) for about 35 students for each course.  I was responsible for adhering to a grading rubric provided by the instructors who wrote the assignments and quizzes.