Teaching Philosophy

When walking into a mathematics classroom, I have two equally important goals: to communicate mathematics and to dispel the notion that one is innately good or bad at doing mathematics. To accomplish these goals, I create a low-risk, supervised learning environment where students are encouraged and empowered to learn mathematics both collaboratively and individually, with their instructor available for guidance.

Convincing students that mathematical skill is a learned process and not a gift is, in my opinion, an indispensable part of teaching mathematics. For those students who hold the belief that they are ``bad at math,'' I aim to re-engage them in mathematics, while also restoring their confidence in learning mathematics. For those who believe they are ``good at math,'' I push them towards deeper understanding of the material, while encouraging their enthusiasm.

This teaching philosophy and implementation rely and require students to take an more active approach to their learning. As a consequence, students both are more responsible for and take more ownership of their learning.

I also apply my teaching techniques outside a typical mathematics classroom. Believing that teaching mathematics is not limited to formal mathematics courses, I seek additional opportunities to share mathematics more broadly. During the 2013-2014 academic year, as a fellow in the NSF GK-12 Project, I applied some of my teaching methods to a new club called ``Lady Hack'' comprised of motivated, female students from a local high school, to teach programming, encourage their enthusiasm about technology and to build confidence in their coding skills. I also strive to be a role model and mentor, who happens to be an applied mathematician, by participating in outreach activities such as the Sonia Kovalevsky Math Day and college-wide activities like the VDAY Dartmouth campaign. For my service to the Dartmouth community, I was awarded the Dartmouth Graduate Studies Graduate Community Award in 2011. By actively participating in the broader community, I have additional forums in which to share and accomplish my goals of communicating mathematics and challenging stereotypes about mathematics.

Learn about my teaching philosophy in different contexts

My current courses

A day in my flipped Calculus class

Beyond the classroom

Teaching Experience

Brown University

APMA 0110: What's the big deal with Data Science? Fall 2016

Macalester College

Comp 123: Core Concepts in Computer Science Fall 2014, Spring 2015,
Fall 2015, Spring 2016
Math 155: Introduction to Statistical Modeling Spring 2015,
Fall 2015, Spring 2016

Dartmouth College

Math 8: Calculus of Functions of One and Several Variables Winter 2012
Math 1: Calculus with Algebra Fall 2010
Teaching Assistant
Math 76: Topics in Applied Mathematics Winter 2013
Math 23: Differential Equations Spring 2010
Math 8: Calculus of Functions of One and Several Variables Fall Spring 2009
Math 3: Introduction to Calculus Fall 2008

To learn more about my teaching style and philosophy, please download my teaching statement.