I believe in and teach according to the Federico Ardila's four axioms:
Axiom 1. Mathematical potential is distributed equally among different groups, irrespective of geographic, demographic, and economic boundaries.
Axiom 2. Everyone can have joyful, meaningful, and empowering mathematical experiences.
Axiom 3. Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
Axiom 4. Every student deserves to be treated with dignity and respect.
I am also an LGBTQIA ally and completed the Safe Space Training workshop operated by the LGBTQIA Resource Center at the Georgia Institute of Technology (Georgia Tech).
I taught Applied Combinatorics (MATH 3012) at Georgia Tech, delivering lectures in-person and remotely to 90+ students. I also taught Introduction to Linear Algebra (MATH 1553) in 2020 at this institution; my section had ~110 students enrolled and was delivered fully online. In the Spring 2020 semester, I taught the graduate course "Fundamentals of Discrete Mathematical Biology" (MATH 8803-HEI) alongside Dr. Christine Heitsch. This course aimed to be an introduction to foundational concepts in combinatorics, probability, and computation with applications in the biosciences and bioengineering.
I taught integral calculus (i.e. Calculus II, MAC 2312) multiple times at the University of South Florida (USF), developing all of the lectures and assignments for my sections and performing all of the grading. My sections had enrollments between 50 to 55 students, where it can be noted that USF is a public research university with well over 40,000 students of diverse ethnic and socioeconomic backgrounds.
The following are evaluation reports for the courses which I taught at Georgia Tech and USF. These evaluations were collected directly and privately from students by each university (see Georgia Tech info and USF info on surveys).
Finite State Automata Lab Report (MATH 8803-HEI): In this lab, students explored some properties, applications, and limitations of a finite state automaton (FSA) as a model of computation. They also saw how the concept of a discrete finite state automaton (DFA) was applied in the original implementation of BLAST and discuss some limitations of an FSA as a model of computation.
Trigonometry Handout (MAC 2312): I made this handout for my integral calculus students after I noticed that the majority of them could not recall the trigonometric definitions and equations necessary for the course.
Irreducible Quadratic Practice (MAC 2312): I made this sequence of practice problems and solutions for my integral calculus students because the assigned textbook only had one example on the topic.
MATH 3012 - Applied Combinatorics
MATH 1553 - Introduction to Linear Algebra
MATH 8803-HEI - Fundamentals of Discrete Mathematical Biology
MAC 2312 (Fall 2017) - Calculus II