Introduction to Networks: Middlebury College Winter Term 2023
I designed this course for Middlebury College’s Winter Term, a month long, intensive course during the month of January. We met 8 hours per week for just over 4 weeks.

This course had no prerequisites and had students with widely varying academic backgrounds: some had never coded before, some were seniors in Computer Science; some hadn’t taken a math class since pre-calculus in high school, some were graduating with a BS in Math at the end of the term; some students were neuroscience majors, some were biology majors, and others were undecided.

For a full course description, along with teaching materials, class activities, and a corresponding GitHub repository, visit the Introduction to Networks page here.

20 out of 24 students in the course submitted a course review, where 95% of respondents reported that the course made them see the world differently, 55% reported that the course made them enjoy math more than they had before, and 45% reported that the course made them feel more confident about their math abilities. Of the qualitative responses, the one I feel most proud of is from a student who said, “This has been the most pleasant math class experience I have ever had. You have allowed me to see the omnipotence of networks!”

Ohlone College Code Good 2021
I designed this course to teach first and second year students at Ohlone Community College about the broader impacts of mathematics and computer science. The course focused on teaching an introduction to python, graph theory, and network science to students from a wide range of backgrounds. The course included python exercises and tutorials, group projects on analyzing real-world data sets, and presentations. To assist in the remote teaching of this course, and to make it accessible to others teaching introductory graph theory, I made video tutorials and a github repository containing all notes, homework assignments, and the final project. Videos can be found here, and the github repository can be found here.

Students reported gaining an understanding of how mathematics and computer science can be used to address and help issues of social good. This class was designed for students with little-to-no coding or graph-theory background and feedback from students indicated that they finished the course feeling more motivated to pursue CS/math in order to make positive social change in their communities.

CME 305 Refresher Course
In September 2021 I taught Stanford’s Institute for Computational and Mathematical Engineering’s Refresher Course on Discrete Math and Algorithms to incoming graduate students. Over the course of three sessions, we covered the following topics: asymptotics and big-O notation, recurrence relations, graph theory and algorithms, combinatorics, and complexity theory. Notes can be found here.

Women in Data Science: Telling and Sharing Stories
Video here. How can sharing stories help us as a community? How do we learn how to find a story from the events of someone else’s life or our own? How can this relate to our own tendency as data-scientists to connect the dots, to find meaning through patterns? I led this WiDS workshop I on telling and sharing stories where we addressed these questions to learn how our stories are important in shaping the community we want to see in Data Science.

Integrated Math II and Algebra I
My primary role in this experience was in classroom management of Integrated Math II and Algebra I at Green Mountain High School. I also had the opportunity to plan and teach lessons for both courses. As a part of my practicum for a teaching certificate program, I also observed, analyzed, and reported on pedagogical philosophies and methods. This experience taught me how to effectively manage a classroom, teach foundational mathematical concepts, and introduced me to the teaching experience.

Honors Calculus III
As a data analyst and teaching assistant for an NSF-funded Calculus III Honors course I developed and implemented innovative course content and assisted in instructing the class. I also analyzed quantitative and qualitative data to conduct a mixed method evaluation of a studio-based learning environment and compiled technical reports. This experience taught me how to prepare to teach others content that I wasn’t an expert in at the time—I learned to work hard to understand the material before class so that I could be a better communicator.

Peer Educator: Center for Academic Services and Advising
As a Peer Educator at Colorado School of Mines’ CASA, I was responsible for planning and leading weekly lessons, developing and filming complementary video tutorials, and holding weekly office hours for individual tutoring. This experience taught me time management in lesson planning, the performative aspect of leading a class, and how to clearly communicate complex ideas in an interesting and engaging way.

Other experience
I took three courses towards attaining a teaching certificate through a partnership with the Colorado School of Mines and the University of Northern Colorado: Conceptions of Schooling, Applications of Educational Technology, and Teaching Practicum. I have also been a grader for the following courses: Mathematical Biology, Calculus II, Calculus III.