Teaching

My teaching emphasizes conceptual understanding, mathematical reasoning, structured practice, and connections between mathematics and real-world applications. Across nearly nine years of teaching in the United States and Bangladesh, I have worked with students from a wide range of academic backgrounds and levels of preparation. I aim to create a rigorous but supportive classroom in which students understand not only how to solve a problem, but why a method works and when it should be used.

Teaching Experience

Kent State University

Graduate Assistant | August 2021–Present


Instructor of Record

I have taught the following undergraduate courses: 

Fall 2026

Fall 2025

Fall 2025

Spring 2025; Fall 2022

Fall 2024

Spring 2024; Fall 2023

Fall 2021


Teaching Assistant

I have assisted with the following undergraduate courses:  

Fall 2026; Fall 2022; Fall 2021

Spring 2025; Spring 2023

Fall 2024

Spring 2024

Fall 2023

Spring 2022

Across these courses, I use structured explanations, guided problem solving, and connections between theory and application to help students with different levels of preparation develop both procedural fluency and conceptual understanding.

Sonargaon University, Dhaka, Bangladesh

Lecturer | September 2017–May 2021


Before beginning my doctoral studies, I served as an instructor of record for undergraduate mathematics courses, including: 

Teaching Recognition

Graduate Teaching Award, 2026
Department of Mathematical Sciences, Kent State University
Recognized for excellence in undergraduate mathematics instruction and contributions to student learning.

Selected Evidence of Teaching Effectiveness

In my Fall 2025 Calculus I course, 30 of 31 respondents reported that I Always or Often created an environment of mutual respect, and 29 of 31 reported that I was Always or Often committed to helping students learn. 

“Consistently encouraged deeper understanding rather than memorization.”

— Student course evaluation, Calculus I 

Student feedback has also highlighted my emphasis on deeper understanding rather than memorization, active questioning during class, and connections between mathematical concepts and real-world applications. These experiences continue to shape my approach to teaching, mentoring, and supporting students with different levels of preparation.