Curriculum Vitae

I am the coordinator of all eleven sections with about 1100 students in total. I have ten instructors on my team, including two faculty members, one postdoc, five sessional instructors and one graduate student instructor. One instructor has never taught in North America. I also manage 24 teaching assistants. To ensure consistency across sections, I developed detailed learning outcomes and content summaries and chose practice problems from the textbook for each topic for all instructors.

My section has 150 students.

I take a reading- and writing-first approach in this course. In addition to teaching mathematical logic and problem-solving, I guide students to read with purpose and explore by asking questions. I teach proof-writing as a natural product of mathematical storytelling and a recording of a progression of thoughts.

My section has 20 students.

Math 1013 is a large multi-section, coordinated, first-year undergraduate course with roughly 1200 students spread across 10 sections. Most of the students were science and engineering majors.

My section had about 150 students.

With Prof. Amenda Chow, I co-coordinated the course and developed weekly instructional worksheets for all instructors. Each instructional worksheet contains detailed learning objectives, outlines for core concepts and suggestions for in-class activities, experiments, discussions and problems. Instructional worksheets are shared to all students for transparency. Students responded in surveys that they found the worksheets generally helpful.

Math 1014 is a large multi-section, coordinated, first-year undergraduate course with roughly 1000 students spread across 6 sections. Most of the students were science and engineering majors.

My section had about 170 students.

The Math & Stats Help Centre and Study Hub is a free walk-in service for all first- and second-year courses offered by the Department of Mathematics and Statistics. I managed 600 to 800 TA hours per semester. I focused on improving student engagement and experience. I actively and frequently sought feedback from students and graduate teaching assistants.

I enjoyed every minute of TAing for this course. I taught tutorials for Math 1200 every semester in various styles including facilitating problem-solving sessions, leading discussions, giving supplementary lectures, and facilitating student presentations. Typical attendance is about 10 to 15 students.

I developed a grading strategy called two-pass evaluation. This project is now a book chapter (to be published) on transparency in teaching.