I hold a Ph.D. in Mathematics from North Carolina State University. I currently serve as an Assistant Teaching Professor in the Department of Applied and Computational Mathematics and Statistics at the University of Notre Dame. I also earned both a bachelor’s and master’s degree in Mathematics, as well as a bachelor’s and Ph.D. minor in Mathematics Education. In addition to my university qualifications, I am a certified secondary mathematics educator. My academic background gives me both deep...
I hold a Ph.D. in Mathematics from North Carolina State University. I currently serve as an Assistant Teaching Professor in the Department of Applied and Computational Mathematics and Statistics at the University of Notre Dame. I also earned both a bachelor’s and master’s degree in Mathematics, as well as a bachelor’s and Ph.D. minor in Mathematics Education. In addition to my university qualifications, I am a certified secondary mathematics educator. My academic background gives me both deep content knowledge and an understanding of how students learn mathematics effectively at all levels.
I have over a decade of experience teaching mathematics in a wide range of settings, from high school classrooms to university lecture halls. Before joining the university, I taught high school math for six years, where I worked with students from grades 9–12 on topics ranging from Algebra and Geometry through AP Calculus. Since transitioning to higher education, I have designed and taught courses such as Applied Calculus, Statistics for Life Sciences, Mathematical Cryptography with Python, and Introduction to Mathematical Methods. I emphasize conceptual understanding, clear communication, and active learning strategies that help students connect mathematical ideas to real-world applications.
Beyond the classroom, I have extensive experience tutoring students one-on-one, both in person and online. My tutoring approach is student-centered: I focus on identifying underlying misconceptions, building confidence, and developing problem-solving intuition rather than rote memorization. My goal is always to help students not only improve their grades but also strengthen their long-term mathematical reasoning and sense of curiosity about the subject.