Teaching

Current Position:

Selection of Past Positions

Teaching Philosophy

While each class I teach is a unique experience, I consistently strive toward broader goals beyond course content. I aim to help students grow as critical thinkers and problem solvers, equipping them with skills valuable beyond mathematics. I support this development by providing tools and scaffolding that shift students from passive recipients to active participants in their learning. My teaching is grounded in four key pillars: respect, growth, discovery, and mentorship.

Respect is essential for learning. I create an inclusive classroom where students feel safe, valued, and heard. Whether answering every question with care or showing flexibility with assignment deadlines, I aim to foster trust and reduce student stress. For example, offering 1–2-day extensions in Algebra for Calculus courses at UW–Eau Claire led to higher assignment completion rates. I continually improve my inclusivity practices through professional development, such as the Early STEM Educators Workshop, which encouraged me to incorporate more diverse mathematical representation.

Growth is the central message in my developmental courses, like Math 20. I encourage students to focus not on mastery but on progress—building their confidence and ability over time. Many students enter these courses with anxiety or self-doubt; I work to change that mindset by sharing my own challenges with mathematics and emphasizing that growth is possible for everyone. This message resonates with students at all levels, including those in advanced courses who may feel behind their peers.

Discovery fuels mathematical passion. I strive to replicate the excitement I felt as a student when I uncovered patterns on my own. When students ask curious or off-topic questions, I welcome them and help direct their inquiry. Encouraging exploration nurtures the creativity and curiosity essential to mathematical thinking.

Mentorship extends beyond academics. I take time to understand students' goals and tailor support accordingly—whether they're headed toward engineering or fulfilling a general education requirement. Drawing on my diverse teaching experience across institutions, I also advise students on life skills like managing failure, living away from home, and finding balance—lessons that reach beyond the classroom.

In every course, my goal is to help students become more confident, curious, and capable learners prepared for success both in and beyond mathematics.

Courses Taught

Westminster College (Missouri)

Sping 2025

  • MAT 110 Quantitative Reasoning for Matheamtical Problem Solving (2 sections + 1 Lab)
  • MAT 124 Calculus I (1 section)
  • MAT 424 Advanced Calculus (Independent Study)

Fall 2024

  • MAT 110 Quantitative Reasoning for Mathematical Problem Solving (1 section + 1 Lab)
  • MAT 215 Linear Algebra (1 section)
  • WSM 101 Westminster Seminar (1 section)
  • MAT 422 Modern Algebra (Independent Study)

Spring 2024

  • MAT 110 Quantitative Reasoning for Mathematical Problem Solving (2 sections + Lab)
  • MAT 331 Mathematic Seminar (Independent Study)
  • MAT 424 Advanced Calculus (1 section)

Fall 2023

  • Math 110 Quantitative Reasoning for Mathematical Problem Solving (2 sections + Lab)
  • Math 422 Modern Algebra (1 section)

University of Wisonsin - Eau Claire

Spring 2023

  • Math 109 Algebra for Calculus (3 sections)
  • Math 324 Linear Algebra (1 section)

Fall 2022

  • Math 114 Calculus I (3 Sections)

Summer 2022

  • Math 215 Calculus II (1 Section)

Spring 2022

  • Math 109 Algebra for Calculus (2 Sections)
  • Math 215 Calculus II (1 Section)

Fall 2021

  • Math 109 Algebra for Calculus (2 Sections)
  • Math 111 A Short Course in Calculus (1 Section)

Summer 2021

  • Math 215 Calculus II (1 Section)

Spring 2021

  • Math 106 An Introduction to Mathematical Thinking (1 Section)
  • Math 109 Algebra for Calculus (2 Sections)
  • Math 113 Trigonometry (1 Section)

Fall 2020

  • Math 109 Algebra for Calculus (2 Sections)
  • Math 111 A Short Course in Calculus (1 Section)

University of Wisonsin - Extended Campus

Independent Learning 2021-2022 Term

  • Math 109 Algebra for Calculus (1 Section)

Iowa State University

Summer 2019

  • Math 165 Calculus (Grader) [1 Section]
  • Math 265 Calculus III (Grader) [1 Section]

Spring 2019

  • Math 503X/403X Intermediate Abstract Algebra (Grader) [1 Section]
  • Math 505 Algebra II (Grader) [1 Section]

Fall 2018

  • Math 504 Algebra I (Grader) [1 Section]

Summer 2018

  • Math 165 Calculus I (1 Section)

Spring 2018

  • Math 166 Calculus II (TBL) [TA] (3 sections)

Fall 2017

  • Math 10 High School Algebra (1 Section)

Summer 2017

  • Math 150 Discrete Mathematics for Business and Social Sciences (Grader) [1 Section]
  • Math 151 Calculus for Business and Social Sciences (Grader) [1 Section]

Spring 2017

  • Math 140 College Algebra (TA) [3 Sections]

Fall 2016

  • Math 140 College Algebra (TA) [2 Sections]

University of North Dakota

Spring 2016

  • Math 103 College Algebra (2 Sections)

Fall 2015

  • Math 103 College Algebra (2 Sections)

Summer 2015

  • Math 165 Calculus I (1 Section)

Spring 2015

  • Math 103 College Algebra (2 Sections)

Fall 2014

  • Math 103 College Algebra (2 Sections)

Illinois Valley Community College

Summer 2016

  • MTH 0900 Pre-Algebra (Lab)
  • MTH 0906 Basic Algebra (Lab)
  • MTH 0907 Intermediate Algebra (Lab)
  • MTH 0910 Foundations of Algebra (Lab)
  • MTH 0920 Intermidate Algebra - Foundations of STEM Math (Lab)
  • MTH 1206 Technnical Mathematics 1 (Lab)

Summer 2014

  • MTH 0900 Pre-Algebra (Lab)
  • MTH 0906 Basic Algebra (Lab)
  • MTH 0907 Intermediate Algebra (Lab)
  • MTH 0910 Foundations of Algebra (Lab)
  • MTH 0920 Intermidate Algebra - Foundations of STEM Math (Lab)
  • MTH 1206 Technnical Mathematics 1 (Lab)