"The best way to learn mathematics is to do mathematics." This statement is at the core of my teaching philosophy, and every lesson that I plan starts with this in mind. My courses are centered on active learning: students in my courses can expect to spend time in and out of class working through meaningful examples, connecting ideas across courses, and possibly explaining solutions to one another. I regularly encourage participation during lectures and, when appropriate, use independent projects, inquiry-based activities, and peer teaching.
I base a great deal of my teaching philosophy on the principles articulated in Federico Ardila’s four axioms and strive to uphold them both in my teaching and my interactions outside the classroom:
Mathematical potential is equally present in 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.
You can read more about my teaching philosophy in my teaching statement.
Mentorship of graduate students in a directed reading on cluster algebras and scattering diagrams, Fall 2023 - present
Mentorship of undergraduate research in algebraic combinatorics, Fall 2023
Co-founder and organizer of the University of Alabama Graduate Student Seminar, August 2021 - May 2023
Panelist for University of Alabama REU, July 2022