My interest in supporting student learning and growth began as a Math Fellow at Amherst College, where I engaged in weekly discussions on research in mathematics education and evidence-based teaching strategies. I carried this commitment through all of my teaching experiences in graduate school, a two-year postdoctoral fellowship, and now as I begin my assistant professorship at Macalester College. Thus far at Macalester College, I have taught Applied Multivariable Calculus I and Algebraic Structures, focusing on helping students communicate mathematics with clarity and precision and learn through structured feedback and revision. My teaching is informed by the Scholarship of Teaching and Learning (SoTL) in higher education, and I am always learning and refining my practices through professional communities such as Project NExT and in collaboration with my colleagues.

I prioritize creating a supportive classroom environment where students feel comfortable taking risks and making mistakes. I model this by highlighting my own errors and responding positively to any mistakes, mine or from the students. I begin courses with surveys to understand students’ goals, interests, and prior experiences, and I tailor examples and activities to their needs. I emphasize that student responses on all assignment types should be complete, correct, justified, and precise. In Algebraic Structures, I run proof clinics where students draft proofs, receive peer feedback, and revise their work. In Applied Multivariable Calculus I, I am implementing standards-based grading with elements of contract grading to provide clear expectations, many opportunities for revision, and a structured feedback loop.

My course design emphasizes active learning, collaboration, and metacognition. I use group work, note checks, and reflection activities to help students articulate their understanding, identify gaps, and monitor their learning. I collect pre-, mid-, and post-course surveys to study how students’ ideas about learning mathematics evolve and how instructional choices affect outcomes.

I am passionate about cultivating a classroom where students develop mathematical understanding, confidence, and independence, and where they feel empowered to learn through feedback, revision, and clear communication.