As active faculty at a major R1 research university, I teach undergraduate math courses - including all levels of Calculus and Linear Algebra - every term. I am a career educator passionate about passing on the joy of mathematics and bridging the gap between high school math and university-level rigor for ambitious STEM-track students.
I earned my Bachelor of Science from the University of Michigan (Ann Arbor) in 2003, and my Ph.D. in Mathematics from Northwestern University in 2009. I...
As active faculty at a major R1 research university, I teach undergraduate math courses - including all levels of Calculus and Linear Algebra - every term. I am a career educator passionate about passing on the joy of mathematics and bridging the gap between high school math and university-level rigor for ambitious STEM-track students.
I earned my Bachelor of Science from the University of Michigan (Ann Arbor) in 2003, and my Ph.D. in Mathematics from Northwestern University in 2009. I have been at my current institution since 2011, and hold the rank of Associate Teaching Professor. I also coach my University's Putnam Competition Team.
I have tutored since the mid-1990s and excel at teaching 1-on-1, in small groups, and in lecture halls of 150+ students. As a scholar of teaching and learning (SoTL), my research focuses on pedagogical methods that improve course outcomes, especially for struggling students.
I can work with high school students on subjects including AP Calculus (AB/BC), Multivariable Calculus, and Linear Algebra targeting top university admissions. I can tutor non-local college students aiming for A's in calculus, linear algebra, and advanced math. I can provide focused problem-solving clinics for high-stakes assessments (including competitions, like the AMC/AIME/Putnam-level prep). I am prepared to tutor almost any mathematical subject, and specialize in low-level university and university-prep courses.
Mathematics is not a spectator sport. You cannot get good at weightlifting by watching somebody else lift weights; you cannot master problem solving without doing the math yourself. In our sessions, you drive the pencil. My role is to diagnose logic gaps, streamline your problem-solving frameworks, and build deep intuition rather than memorization. I expect students to work actively during sessions and complete independent practice between meetings.
Note: To avoid conflicts of interest, I do not accept students currently enrolled at my home university.
