Teaching Statement

As my research is in the intersection of Mathematics and Computer Science, the classes that I enjoy teaching are also in this intersection; for example, Discrete Matheatics, Computational Topology, and Computational Geometry. In these courses, there is a process that the students must learn. Students can memorize particular examples, but they cannot solve new problems unless they have learned the process of how to solve the problems. My teaching style emphasizes that the material should be understood, not memorized.

Teaching Experiences

  • Computational Geometry
    Co-Instructor, Spring 2013

    There were nine students in this upper-level undergraduate course. The students learned the standard topics from Computational Geometry (including Delaunay triangulations and Voronoi diagrams), as well as some more advanced topics (includng an introduction to computational topology and approximate nearest neighbor queries). The class culminated with a course project.

  • CPS102: Discrete Mathematics for Computer Science Co-Instructor, Spring 2009

    I co-instructed this course with Herbert Edelsbruner. We created a set of Lecture Notes that we made available to the students. After each lecture that I taught, I created and assigned one or two corresponding homework problems. I also worked on creating the tests and the final exam with Herbert.

  • CPS001: An Overview of Computer ScienceTeaching Observer, Spring 2008

    I was responsible for overseeing the labs that accompany this class as well as coordinating the seven undergraduate teaching assistants. I taught the two lectures. I dedicated one of these lectures to teaching the students debugging techniques since I noticed that many students had difficulty tracing through loops and using a debugger. In preparation for teaching a future course (Discrete Mathematics), I observed teaching techniques in this class. Among my responsibilities was designing or redesigning various lab assignments. For example, here is the prelab and lab that I designed on RSA encryption.

  • Calculus III Grader and Mentor, Spring 2006- Spring 2007 at Saint Joseph's University (SJU).

    I graded the homeworks, as well as worked one-on-one with students who were struggling in the class. While grading, I identified weaknesses that students had and reported them to the professor.

  • Business Calculus. Recitation leader Spring 2004 at SJU.

    I replaced the professor for one lecture each week. I would use 30 minutes to answered questions that students might have from the previous week, and 30 minutes to introduce a new topic that will come up shortly in lecture. This class was designed for students who had a weak mathematics background.