Summary: TEACHING STATEMENT
I have taught mathematics at several levels--undergraduate, graduate, and advanced high-school--
and have found each experience rewarding and enjoyable.
As a graduate student at the University of Michigan, I taught several sections of Calculus I and II;
each class had between 25 and 30 students. The 90-minute class format allowed for a variety of teaching
methods: in a typical class meeting, I might lecture on background material for first third of the period;
then break for individual or group work on problems, giving hints as needed; and finally regroup to
summarize and review the day's lesson in the last 20 or 30 minutes, sometimes encouraging the students
to present their solutions.
In Autumn 2010, I taught two sections of undergraduate Linear Algebra at the University of Wash-
ington. The class size was larger--roughly 50 students each--but I incorporated some of the interactive
methods I learned at Michigan, and most lectures included a brief problem session. As a final project, I
had the students investigate a pared-down version of Google's PageRank algorithm, and try it out on a
toy network, which can be found on my website.
In Spring 2009, my final semester as a graduate student at the University of Michigan, I co-taught a
graduate course on Lie theory and the algebraic geometry of homogeneous spaces. The planning and
lecturing was shared equally with William Fulton, and the course was well-attended. In Autumn 2011, I
am teaching a similar course at the University of Washington.
My experience teaching the gifted high-school students at Canada/USA Mathcamp was probably the