Current Teaching Information
MA124: Calculus II
Please see the My Math Lab course site for all course information.
Office Hours: Tuesday/Thursday 10:4512:15
University Level Teaching/Mentorship
Primary Instructor
 MA 226: Ordinary Differential Equations. Boston University, Boston MA. Fall 2016.
 MA 124: Calculus II, section A3. Boston University, Boston MA. Spring 2016.
 MA 775: Graduate ODEs. Boston University, Boston MA. Fall 2015.
 MA 442: Honors Linear Algebra. Boston University, Boston MA. Spring 2015.
 MA 123: Calculus I, section A2. Boston University, Boston, MA. Fall 2014.
 MATH 100: Introductory Calculus II. Continuing Education, Brown University, Providence, RI. Summer 2012.
Mentor
 Facilitated a graduate level reading course on Functional Analysis. Fall 2016.
 Facilitated a graduate level reading course on the NavierStokes equation. Spring 2016.

KobeBrown Simulation Summer School on High Performance Computing. August 1721 2013 at Brown University, Providence, RI. August 2630 2013 at Kobe University, Kobe, Japan.
 Organized and coordinated events for the portion of the program held at Brown University, including development and maintainence of the course website
 Gave introductory lectures on MPI and ScaLAPACK, including the development of several sample ScaLAPACK codes
 Lead a team of masters level students, two from Brown University and two from Kobe University, on a project to simulate and visualize the BelousovZhabotinsky chemical reaction in three spatial dimensions
Teaching Assistant

APMA 0340: Methods of Applied Mathematics II. Brown University, Providence, RI. Spring 2012.

APMA 0360: Methods of Applied Mathematics II. Brown University, Providence, RI. Spring 2011.

APMA 1690: Computational Probability and Statistics. Brown University, Providence, RI. Fall 2010.

PHYS 102: Introductory Physics II. Rice University, Houston, TX. Spring 2006.

PHYS 101: Introductory Physics I. Rice University, Houston, TX. Fall 2005.
Additional Teaching Experience
High School Level

Instructor of Science. Physics and Chemistry. Milton Academy, Milton, MA. Fall 2007Spring 2009.

Science Teaching Fellow. Honors Physics. Phillips Exter Academy, Exeter, NH. Fall 2006Spring 2007.
Summer Internship

Teaching Opportunities in the Physical Sciences (TOPS). Research Lab in Electronics (RLE), M.I.T., Cambridge, MA. Summer 2005.
 Summer enrichment program for middle school and high school students.
Education Coursework and Training

Klingenstein Center Summer Institute. Teacher's College, Columbia University, Lawrenceville, NJ. Summer 2008
The Klingenstein Center provides training for teachers at independent schools. The curriculum focuses on "instructional leadership, collaboration and teamwork, a commitment to social justice, ethics, diversity, and reflective practice."

Philosophical, Historical, and Social Foundations of Education. Rice University, Houston, TX. Fall 2005.

Educational Psychology. Rice University, Houston, TX. Spring 2004.
About Me
My teaching philosophy can best be understood by the fact that I think of myself as a "facilator of student learning" as opposed to a "teacher". As such, my goal is to help my students to engage with the course material in a way that helps them to draw meaningful and lasting connections with their prior knowledge. My teaching philosophy has been strongly influenced by my experience as a science instructor working with the Harkness Method at Phillips Exeter Academy and using the inquiry method of teaching as a science instructor at Milton Academy. Both of these methods have their roots in the constructivist school of education. My views on education were also developed by the twoweek intensive evidencebased Early Educators Summer Institute hosted by the Klingenstein Institute.
I am particularly interested in increasing the number of women and people from other underrepresented groups would pursue carreers in STEM fields.
Although my teaching practice constantly evolves, here are some specifics of how I am currently thinking about the different aspects of my teaching.
Classroom Instruction
My goal ultimate classroom goal is to get the students to interact with the material as much and as soon as possible. I find that the more I can get students to actively engage in the material, the more insightful their questions and comments are, and the more prepared they are to do the homework for the week. In such a studentcentered environment, I believe that my role includes:
 Providing students with a "big picture" view and context for the material that they are learning that week, and a few illustrative examples. Courses often cover too much material for students to truly learn everything; by emphasizing the "big picture," I help students to focus on what's most important. For example:
 A concept map of the content covered in Calculus I which I recently made for my Calculus II students as an introduction to the semester.
 In abstract/proof based courses I like to provide students with a handout detailing all theorems and definitions so that I can spend less class time writing these out and more time discussing *what* they mean, *why* they are relevant, and *why* they are true. For example, here is a handout from an Honors Linear Algebra class on linear transformations, and another from a GraduateLevel ODEs/Dynamical Systems class on hyperbolic theory.
 I also find projects a useful tool for emphasizing the "big picture" (see the next section below).
 Providing students with tools to help them visualize and think about the material. For example:
 Posing interesting questions which engage student motivativation and tease out potential misconceptions. In a large lecture setting I find Learning Catalytics to be a particularly useful tool for facilitating student interaction. Some examples of questions I've asked are:
 For the volumes of revolution picture discussed above, I originally gave the students the grid without the pictures in the middle four boxes. I asked students to fill out the boxes with the appropriate picture. The point is to help students to visualize the problem before trying to plug in a formula; this helps students to understand why the formulas are true and reduces the risk that they will use the wrong formula.
 For the numerical integration IPython notebook discussed above, I gave students time to play with the notebook and then asked them to determine the order of each method of integration. The purpose was to help students to actively engage with the numerical data.
 Some example questions related to techniques of integration: integration by parts and integration of trig functions. The point of both questions is to help students understand how to evaluate whether or not a particular integration stratgey will work for a specific problem; this encourages students to take an approach of trying different things, rather than to memorize a set of rules. I believe that it is only through this process of trial and error that students will develop a "gut instinct" about when and why various methods work.
Projects
I have found group projects to be a particularly useful tool for helping students to put the course material into context with their prior knowledge; projects also help students to make broad connections between various course concepts.
When appropriate, I add a programming component to the projects. I find this valuable for two reasons. Firstly, computer programming is a skill which is incredibly marketable in this economy. Secondly, I find that the process of programming mathematical idea helps the students to understand the material in a completementary way to more traditional methods (such as problem sets).
Here are two projects I assigned in an abstract Honors Linear Algebra class:
(1) Lights Out, which I used to help students understand vector spaces, fields, and linear transformations
(2) Google Page Rank, which I used to help understand eigenvalues, eigenvectors, and properties of stocastic matrices
The Theorems mentioned in the projects come from the textbook Linear Algebra by S.H. Friedberg, A.J. Insel, and L.E. Spence.
Formative Feedback
By the time most students have reached university, they have already decided if they are "good" at math, or "bad" at math, a feeling which is often compounded by a belief that success in math is due, primarily, to innate math ability. The fact that so many people believe in the myth of "math people" is particularly problematic in light of studies which have shown that students who believe that success is due to innate ability (as opposed to hard work) are less resilient in the face of challenge. I find that by emphasizing the formative (as opposed to summative) role of feedback, and by explicitly telling students what specific steps they can take to improve their work, I help students to move from the prevailing cultural belief that intelligence is a fixed quantity, to a belief in their own ability to succeed through hard work and effort.