I am currently a facilitator for the Rutgers problem solving seminar (math 491, fall 2016).
Semester | Course | Number | Section(s) | Role | Comments |
---|---|---|---|---|---|
Summer 2016 | Algorithms and Complexity Theory | YSP | Instructor | Designed curriculum Served as resident instructor for the program |
|
Spring 2016 | Undergraduate honors seminar | 492 | Facilitator | Topic: calculus of variations | Fall 2015 | Linear Algebra | 250 | 02, 15 | Online TA | First departmental use of online office hours |
Fall 2015 | Problem Solving Seminar | 491 | Facilitator | Putnam exam preparation | |
Summer 2015 | Probability | YSP | Instructor | Designed curriculum | |
Summer 2015 | Probability | 477 | B1 | Instructor | |
Spring 2015 | Calculus I (for non-majors) | 135 | 50, 51, 52 | TA | |
Fall 2014 | Math for Liberal Arts Majors (honors) | 103 | H | Instructor | Created entirely new course Presented at MathFest |
Summer 2014 | Calculus I (for majors) | 151 | C1 | Instructor | |
Fall 2013 | Linear Algebra (with MATLAB) | 250 | C2 | Instructor | |
Summer 2013 | Calculus II | 152 | C2 | Instructor | |
Spring 2013 | Linear Algebra | 250 | 11 | Instructor | |
Fall 2012 | Calculus I (for majors) | 151 | 36, 37, 38 | TA |
To students: this material may or may not be useful for you as a study guide (you should ask your instructor about this sort of thing), and if you are in one of my classes, you can be sure these questions are too old to appear on any of your exams. You can also be sure that none of these questions are among those currently used for other Rutgers courses. That said, you are certainly welcome to work on any problems you find here (some of which I'm quite proud of).
To employers: much more is available on request. I also have detailed question-by-question data for how students did on each exam, and I would be happy to provide a version of this (of course with all student information redacted).
To educators: I wouldn't suggest using these questions for exams or the like (since they're available here online), but you are warmly welcome to anything you like. If you end up using any of my materials for activities or class discussion, I'd be happy to hear about how it went. Feel free to email me for LaTeX files.
As resident instructor for the summer 2016 program, I helped interview and select the teaching assistants, and I developed a training program for them by establishing a partnership with the university's learning centers. I also oversaw the academic content of the eight courses taught, and I taught one of the courses myself: algorithms and complexity theory. See the section directly above this for the material I developed for those courses.
The Rutgers undergraduate honors seminar is a course for undergraduate juniors and seniors majoring in mathematics. For the first few lectures of the course, a senior faculty member presents general background about some topic (in this case, calculus of variations). After this foundational material is established, the rest of the course is devoted to weekly student presentations. For these, each student researches a topic and then teaches the material to the rest of the class. Each student presentation lasts one class session, and the students are also to submit notes that summarize and supplement this material. In addition to helping facilitate the class sessions (e.g., asking or addressing questions as needed), I met with each student individually to help them research the material and prepare their presentations. This included helping the students learn the necessary mathematics as well as giving them guidance and feedback in their pedagogical choices.
The Rutgers problem solving seminar is a course mainly geared towards helping students prepare for the Putnam exam. Each fall, two sections of the course are offered simultaneously. One section has a non-competitive feel, and it is appropriate for students newer to mathematical proofs. The other section is more advanced, and it is primarily for students who already have the requisite background to approach Putnam-level problems. Both sections involve students working alone or in groups on problem sets and presenting their solutions to the class. I have facilitated both levels of this course.