Courses Taught
2026
APSC171J - Calculus I
2024
MATH121(A) - Differential calculus
MATH121(B) - Multivariable differential calculus
2023
MATH121(B) - Multivariable differential calculus
APSC172 - Multivariable differential and integral calculus
2025
MATH418 - Number theory and cryptography
MATH381 - Mathematics from a historical perspective
MATH120 - Differential Calculus
2024
MATH381 - Mathematics from a historical perspective
2022
MATH326 - Complex variables
MATH382 - Mathematical modelling
MTHE217 - Algebraic structures with applications
The tutorials I lead often consisted of group discussion/activities where I would let the students work on a selection of curated problems that I would chose to give them practice applying important concepts. As needed, I would supplement these activities with mini-lectures to explain the technical material from the course or to clarify any misconceptions.
Office hours were run in a very similar way. Typically, these were smaller groups (5-15) students so the emphasis was normally on addressing specific problems. For project based courses (such as the Mathematical modelling course), office hours were focused on helping students improve their communication skills by providing a space for the students to share what they were working on and soliciting feedback.
2021
MAT315 - Elementary number theory
FOR3004 - Decision support systems
MAT136 - Integral calculus(1)
2020
MAT135 - Differential calculus(1)
MAT136 - Integral calculus
Active learning facilitator(2)
2019
MAT135 - Differential calculus
Active learning facilitator(2)
(1) My duties as a head teaching assistant included the regular work of a teaching assistant as well as additional administrative task. In particular, I was tasked with running weekly meetings with 20 other teaching assistants to discuss what should be covered in tutorials for the coming week, conduct short training modules, as well as be support for any issues that arose. Additionally, I was tasked with altering the previously in-person assessments (assignments, test, quizzes) to online alternatives due to COVID-19.
(2) I was part of a team of teaching assistants specially selected to work in a large active-learning flipped classroom that met three times weekly. I facilitated discussions within student groups, diagnosed and clarified misconceptions in real time, and helped students develop their own strategies to tackle problems.