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Courses taught at Haverford College
Courses taught at Haverford College
Math 121- Multivariable Calculus (Fall 2022, Spring 2023, Fall 2024, Spring 2025)
Math 295 - Computational Number Theory (Fall 2024)
Math 206 - Introduction to Cryptography (Fall 2023)
Math 118 - Calculus II: Dynamics & Integration (Fall 2023)
Math 334 - Algebra II: Algebraic Geometry (Spring 2023)
Courses taught at University of Arizona
Courses taught at University of Arizona
Math 313 - Linear Algebra live online (Fall 2020)
Math 313 - Linear Algebra (Spring 2020)
Math 163 - Basic Statistics (Fall 2019)
Math 129 - Calculus II (Summer 2019)
Math 313 - Linear Algebra (Spring 2019)
Math 163 - Basic Statistics (Fall 2018)
Math 116 - Calculus Concepts for Business (Fall 2017)
Math 120R - Pre-Calculus (Spring 2017, Fall 2016)
Math 112 - College Algebra (Summer 2017, Spring 2016, Fall 2015)
In addition, I was the TA for Math 511, Graduate Algebra, during Fall 2017 to Spring 2019, and Fall 2020. During the Summers of 2017 and 2018, I led twice-weekly review and preparation sessions for the graduate student qualifying exam in algebra. My duties included organizing and structuring each session, choosing problems, preparing solutions, and facilitating collaboration among the graduate students.
SymposiumFinalDraft.pdfDuring the Summer of 2023, I lead a group of two undergraduate students (Adnan Warsame & Al Farabie Akanda) over the summer to develop problems in a similar framework as Project FAMILIA. The two students received a stipend from Haverford College for their work. In particular, we focused on enhancing the Math 118 (Calculus: Dynamics and Integration) curriculum at Haverford College.
In Spring and Summer 2021, I was involved in Project FAMILIA, funded by a Title V grant, which aims to expand and enhance institutional capacity to increase the number of Hispanic and low-income students entering higher education and earning postsecondary degrees. Visit the site for more information. My role was to assist in developing an asset affirming, culturally responsive, placed-based pre-calculus course for high Hispanic-enrolling high schools in Tucson, AZ.
In Spring 2018, I served as a teaching assistant for pre-calculus workshops at Pima Community College. I assisted in four different sections each week spread among three different campuses. These workshops had a strong emphasis on collaboration, communication, and problem exploration; they were also part of a NSF funded study to measure the effectiveness of these workshops among prospective students transferring to a four year university. The transfer student population typically consists of underrepresented groups and first-generation college students. Duties included careful facilitation of discussion and managing multiple groups.
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