Teaching Experience
York University:
Math 2022 Linear Algebra II, Winter 2022-2023
Math 1021 Linear Algebra I, Winter 2022-2023
Math 4160 Combinatorial Mathematics, Fall 2022-2023
Math 1200 Problems, Conjectures and Proofs, Winter 2021-2022
Math 1021 Linear Algebra I (two sections), Fall 2021-2022
Math 1014 Applied Calculus I, Winter 2020-2021
Math 1025 Applied Linear Algebra, Winter 2020-2021
Math 1013 Applied Calculus I, Fall 2020-2021
Math 1025 Applied Linear Algebra, Fall 2020-2021
Math 1013 Applied Calculus I, Summer 2018
Math 1025 Applied Linear Algebra, Winter 2017-2018
Math 5510 Topics in Mathematics for Teachers - Combinatorics, Fall 2017-2018
Math 1300 Differential Calculus with Applications, Winter 2016-2017
Math 4160 Combinatorial Mathematics, Fall 2016-2017
Math 4161 Mathematics of Cryptography, Winter 2015-2016
Math 1310 Integral Calculus with Applications, Winter 2015-2016
Math 4160 Combinatorial Mathematics, Fall 2015-2016
Math 1300 Differential Calculus with Applications, Fall 2015-2016
Math 4161 Mathematics of Cryptography, Winter 2014-2015
Math 1025 Applied Linear Algebra, Winter 2014-2015
Math 5510 Topics in Mathematics for Teachers: Linear Algebra, Fall 2014-2015
Math 1300 Differential Calculus with Applications, Fall 2014-2015
Math 3260 Introduction to Graph Theory, Winter 2013-2014
Math 4160 Combinatorial Mathematics, Fall 2013-2014
Math 1200 Problems, Conjectures and Proofs, Y 2013-2014
Math 5510 Topics in Mathematics for Teachers - Combinatorics, S2 2013
Math 5420 Algebra for Teachers, Y 2011-2012
Math 3020 Algebra I, Y 2011-2012
Math 3260 Introduction to Graph Theory, Winter 2010-2011
Math 4160 Combinatorial Mathematics, Fall 2010-2011
Math 1505 Mathematics for the Life and Social Sciences, Y 2010-2011
Math 1190 Introduction to Sets and Logic, Winter 2009-2010
Math 2320 Discrete Mathematical Structures, Fall 2009-2010
Math 1310 Integral Calculus with Applications, S2 2009
Math 1300 Differential Calculus with Applications, S1 2009
Math 2320 Discrete Mathematical Structures, Winter 2008-2009
Math 2320 Discrete Mathematical Structures, Fall 2008-2009
Math 1550 Mathematics with Management Applications, Y 2008-2009
Math 2320 Discrete Mathematical Structures, Winter 2006-2007
Math 3260 Introduction to Graph Theory, Winter 2006-2007
Math 2320 Discrete Mathematical Structures, Fall 2005-2006
Math 3260 Introduction to Graph Theory, Summer1 2004-2005
Math 1710 Fundamentals of Mathematics, Winter 2004-2005
Math 1300 Differential Calculus with Applications, Fall 2004-2005
Math 1310 Integral Calculus with Applications, Fall 2004-2005
California Institute of Technology:
Ma 121c Combinatorial Analysis, Spring 2003-2004
Ma 1a Freshman Mathematics, Fall 2003-2004
Reading course: Algebraic Graph Theory by Godsil and Royle, Fall 2003-2004
Ma 191j Topics in Combinatorics: Algebraic Graph Theory, Spring 2002-2003
Reading course: A Course in Combinatorics by van Lint and Wilson, Winter 2002-2003
Ma/CS 6b Introduction to Discrete Mathematics, Winter 2002-2003, Winter 2003-2004
Ma/CS 6a Introduction to Discrete Mathematics, Fall 2002-2003
ASCIT Teaching Award 2003 for Ma/CS 6
University of Waterloo:
Math 239 Introduction to Combinatorics for Honors Mathematics, two sections in Fall 2001, Winter 2002
C&O 220 Introductory Combinatorics for General Mathematics, Winter 2001, Winter 2002
Math 136 Linear Algebra 1 for Honors Mathematics, Fall 1999
Teaching Statement
It is my belief that every student is capable of learning.
As instructors, we bear a greater responsibility than
providing clear exposition of the contents of our courses.
Our role includes motivating students and helping them
mature as learners.
Ideally, my students will have the desire, the ability and the confidence
to pursue knowledge beyond the scope of my courses.
Motivation
Motivating students is an essential element of teaching.
Motivated students tend to work harder and better appreciate the subject.
To inspire our students to learn, we need to know who they are.
For instance, students in engineering generally like to see industrial
applications, while students in pure mathematics are happy to see
elegant proofs.
Learning about our students' background, academic curriculums,
possible career choices and their interests directs us to better motivations
in our courses.
Confidence and Skills
Students need reassurance that their hard work will be fruitful.
We need to build confidence in them as well as
strengthen their skills.
I often see junior students feeling very discouraged because they
have difficulties in reading and writing mathematics.
Improving their literacy in mathematics accelerates
their learning process.
Furthermore, a sense of achievement induces confidence in
our students. One method is to guide our students
through a series of accessible problems to reach significant
results in a course. It is also useful to emphasize
the new type of problems they can solve with the theory
or techniques they just learned.
Learning Environment
I believe in creating a friendly and positive learning environment for my
students.
I always make it clear to my students that their questions are welcomed
both in class and on an individual basis.
Students are more ready to share ideas and ask questions
when they feel comfortable. Therefore, it is important to treat their
ideas and questions with respect.
To create a lively atmosphere in class, I try to inject a suitable
dosage of humour and use examples to which they can relate.
Lastly, if we are enthusiastic about the subject we are teaching, then
our students may get infected with the enthusiasm.
Goals
My goal is to teach university courses at various levels and to supervise students on research projects. My long term goal is to become an effective teacher. I plan to achieve this goal by constantly evaluating my teaching; looking for room for improvement in my teaching; acquiring new teaching and presentation techniques such as the use of technology. I would like to teach a wide range of courses, including introductory courses in general mathematics and higher level courses in combinatorics. Most importantly, I want to be a teacher who understands her students and is empathetic to their needs and difficulties.