During the Fall 2025 semester, I taught MATH 315 at McGill, which is a first course in ODEs. I made an effort to incorporate active learning, in-class exercises, communication and colaboration among students, and elements of flipped classrooms into a rather large class (140 students enrolled, usually at least 70-80 in the room for a given lecture). I was pleased to receive both positive feedback from my students and thoughtful constructive criticism; I look forward to implementing similar techniques the next time I teach the course. I was also pleased with the outcomes of a brief written assignment I gave students, inviting them to numerically explore an ODE from their own field of interest.
Teaching is an important part of my work as an academic. I strive to run an innovative, interactive classroom where my students learn how to think mathematically, practice collaborating effectively and participate regularly. Practically, this has involved ensuring that students spend time working in groups on the board during class, incorporating projects into my coursework, meeting with students at least once each semester (and more regularly for those who want or need it), and actively thinking about ways to have as many students contribute to classroom discussions as possible. I look forward to more teaching at McGill in the coming years.
During grad school, I was the pedagogy fellow for the mathematics department. This means I assisted with the pedagogy course (i.e. the "How to teach math course") that all first year graduate students at Harvard take, I held weekly office hours to support other graduate students in their teaching, and I attended weekly seminars with fellows representing many different departments to learn from the pedagogy experts at Harvard's Derek Bok Center for Teaching and Learning.
I enjoyed my time teaching at Harvard, where I taught Math MA (precalculus + calculus), Math 1A (calculus 1) and Math 101 (introduction to proofs, set theory, group theory and real analysis). I appreciate the mentorship of Robin Gottlieb and Brendan Kelly, who got me excited about incorporating active learning into my classroom and thinking critically about my own teaching!