Click here for a pdf version of my CV.
For further details about the various elements of my CV, click on the various titles below. Some of the subsections will direct to external websites about these different projects.
The Rutgers Academy for the Scholarship of Teaching and Learning is a group of graduate students and faculty from a variety of departments that meet once a month to discuss a variety of issues related to teaching and undergraduate education. More information on this group can be found here.
The Math Department Teaching Group/Seminar is a group of motivated graduate students and faculty in the math department who meet once a week to discuss issues relevant to education within the department. I was one of the initial founders of this group after it had been dormant for a few years and continued to manage the website and help run sessions over the last 3 years.
As a part of the TA Project, I helped to organize a variety of workshops for other graduate students, on topics ranging from "Teaching Non-Majors" to "Teaching a Summer Course." I also participated in the yearly orientation for new Teaching Assistants, explaining my experiences as a Math TA to them to help them be better prepared for their first day in front of a class. More information on the TA Project can be found here.
During my fifth year, I was given a TA At Large assignment and ended up falling into the role of program organizer, as there were things that needed to get done for all of the TAs to start their office hours that had not yet been taken care of. I organized 12 TAs into different office hour assignments, helped them get the online systems set up for the classes, and addressed any issues that arose. After this year, I put together a description of all the things that needed to be done so that they could be addressed more smoothly in future years.
The Directed Readings Program pairs motivated undergraduate students with graduate students to work on math topics that the undergraduate would not normally see during the standard curriculum. The program is structured as an independent study; the undegraduate should spend around 3-4 hours a week preparing material and then meet with the graduate student for about an hour a week. At the end of the semester, the undergraduate student gives a 15 minute presentation summarizing what they learned over the course of the semester. I have advised 6 of these projects during my time as a graduate student. More information on the Directed Readings Program can be found here.
For three summers, I served as the Summer Session Head TA. This involved meeting with and observing the other graduate students who were teaching classes (on their own) over the summer, particularly those for whom it was their first time running a class by themselves. I provided feedback to the graduate students on their teaching as well as how they structured the class. This was a formative assessment before the summer session coordinator observed them later in the summer for a report that would get added to their teaching record.