Department of Mathematical Sciences, University of Nevada, Las Vegas (2024 – Present)
As a Graduate Teaching Assistant, I design and lead discussion sessions, grade assignments, and support undergraduate students in understanding statistical and mathematical concepts across multiple sections. My teaching emphasizes conceptual clarity, real-world application, and statistical reasoning.
Fall 2024
MATH 182 – Calculus II
2 discussion sections (~25 students each)
Facilitated problem-solving sessions, supported course instruction, and provided individualized assistance to students.
Spring 2025
STAT 411 – Statistical Methods
2 discussion sections (~25 students each)
Led problem-solving sessions and supported students in understanding core statistical concepts and methods.
STAT 391 – Applied Statistics for Biological Sciences
2 discussion sections (~25 students each)
Guided students through applications of statistical inference and regression methods in biological and life-science contexts.
Fall 2025
STAT 411 – Statistical Methods
4 discussion sections (~25 students each)
Led discussion and problem-solving sessions and supported students with statistical concepts, applications, and exam preparation.
Spring 2026
MATH 181 – Calculus I
2 discussion sections (~25 students each)
Facilitated problem-solving sessions and helped students develop conceptual understanding and problem-solving skills in differential calculus.
Fall 2026
MATH 182 – Calculus II
2 discussion sections (~25 students each)
Lead weekly discussion and problem-solving sessions, reinforcing concepts in integration, sequences, series, and related applications.
I believe effective teaching begins with clarity, curiosity, and active engagement. My goal is to help students move beyond memorizing formulas and procedures toward understanding the reasoning behind mathematical and statistical ideas. Whether teaching calculus or statistics, I encourage students to ask questions, connect concepts to applications, and develop confidence in approaching unfamiliar problems.
In statistics, I particularly emphasize thinking critically about data, assumptions, uncertainty, and evidence rather than treating statistical methods as a collection of formulas. In mathematics, I focus on building conceptual understanding alongside problem-solving skills so that students can recognize not only how a method works, but why it works.
I strive to create a supportive and inclusive learning environment where students feel comfortable asking questions, learning from mistakes, and developing their own approaches to problem solving. Ultimately, I see teaching as an opportunity to cultivate independent thinking, quantitative reasoning, and intellectual curiosity—skills that extend well beyond the classroom.