I was awarded the Doris Sill Carland Fellowship for Excellence in Teaching for the duration of the 2026-27 academic year.
This past summer, I worked as a math instructor for Bryn Mawr College's STEM in the Liberal Arts (STEMLA) program, which is a program dedicated to supporting incoming first-year first-generation college, limited-income students interested in STEM majors.
In previous summers, I worked as a math instructor for the College Summer Institute Program at Heights Philadelphia, a four-week summer program designed to help incoming first-year students transition from high school to college/university settings. I taught two sections of introductory calculus and two sections of college algebra courses.
Teaching Experiences
Bryn Mawr College
STEMLA: Quantitative Foundations in STEM (Summer 2026)
Math 101L: Calculus I Lab, Instructor of Record (Fall 2022)
Math 102: Calculus II, Instructor of Record (Fall 2024)
Math 201: Multivariable Calculus, Graduate Teaching Assistant (Fall 2021, Fall 2023)
Math 203: Linear Algebra, Graduate Teaching Assistant (Spring 2022)
Math 206: Transitions to Higher Math, Graduate Teaching Assistant (Spring 2024, Spring 2026)
Math 302: Real Analysis II, Graduate Teaching Assistant (Spring 2023)
Math 304: Abstract Algebra II, Graduate Teaching Assistant (Spring 2025)
Heights Philadelphia Summer Institute
College Algebra (Summers 2023, 2024)
Introductory Calculus (Summers 2022, 2023, 2024)
University of Minnesota Duluth
Math 1296: Calculus I, Graduate Teaching Assistant (Fall 2020)
Math 1297: Calculus II, Graduating Teaching Assistant (Spring 2021, 2022, Fall 2019)
University of Minnesota Twin Cities
Math 1151: Precalculus, Undergraduate Teaching Assistant (Fall 2018)
Math 1031: College Algebra & Probability, Undergraduate Teaching Assistant (Fall 2017, Spring 2018)
UMTYMP Algebra I, Undergraduate Teaching Assistant (Fall 2017-Spring 2018)
Axioms
I firmly believe in and strive to uphold the following list of axioms, as laid out by Federico Ardila.
Mathematical talent is distributed equally among different groups, irrespective of geographic, demographic, and economic boundaries.
Everyone can have joyful, meaningful, and empowering mathematical experiences.
Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
Every student deserves to be treated with dignity and respect.