As an educator, my main focus in the classroom is humanizing the mathematical learning process through transparency. I use regular assessment as a key component to measuring student progress toward course goals and fulfillment. Through these techniques and others, I strive to make my classroom an equitable learning environment for all. Every student who enters my classroom has the potential for conceptual mastery and academic success.
I have five years of wide-ranging sole-instructor undergraduate mathematics teaching experience at the University of Oregon. I have experience with traditional lecture classes with active learning components as well as the flipped classroom. During the pandemic, I had the opportunity to gain experience teaching synchronous online classes. Additionally, I have participated in the UO math department's Directed Reading Program for three years and intend to participate this coming winter as well. More about my philosophy and experience can be found in my teaching statement.
May 2025: A classroom community building suggestion I submitted to the UO's Teaching Engagement Program will be featured as a "TEP Tip" in their next newsletter. The suggestion encourages instructors to briefly step out of the room after distributing an active learning activity, giving students space to connect with peers and collaborate more comfortably without feeling observed. This practice supports student-centered classroom dynamics and reduces pressure. Anecdotally, I have found it to be effective at spurring group engagement.
Links in [square brackets] are sample materials.
Here are the results from my formal observations/evaluations.
Below is some of my boardwork from Precalculus II: Trigonometry.
