Hi, I'm Reetahan! I'm currently entering my second year of my PhD in Computer Science at NYU, doing in research in responsible AI. Previously, I worked for 3 years as a Data Scientist at a tech startup and as a Data Engineer at a quantitative hedge fund. Before that, I got my Master's in Computer Science at Columbia University, and prior to that I got my Bachelor's in Computer Science at the University of Illinois at Urbana Champaign (with math and atmospheric sciences minors). As for...
Hi, I'm Reetahan! I'm currently entering my second year of my PhD in Computer Science at NYU, doing in research in responsible AI. Previously, I worked for 3 years as a Data Scientist at a tech startup and as a Data Engineer at a quantitative hedge fund. Before that, I got my Master's in Computer Science at Columbia University, and prior to that I got my Bachelor's in Computer Science at the University of Illinois at Urbana Champaign (with math and atmospheric sciences minors). As for relevant test prep, I got a 1530 \on my SAT, 800s on the SAT Chemistry and Math 2 subject tests, 35 on the ACT, and a 330 (169M/161E/5.0W) on the GRE.
I've done one-on-one tutoring with 7th and 8th graders in math and geography when I was younger, and have done some recently as volunteer work in math and reading comprehension standardized test prep. I have been a teaching assistant for several computer science classes - which involved office hours where I would work individually, or sometimes, in small groups, with students to help them understand lecture material they were unclear on, as well as tackling homework, lab exercises, and preparing for exams. These courses included a databases course on the undergraduate level (at Illinois) as well as another databases courses at the graduate level and a specialized graduate course on network science (both at Columbia). I will also be working a head teaching assistant for a large undergraduate course in Responsible Data Science at NYU in the fall, in which I will also being run larger group lab sections.
Teaching, of course, is less about giving students the right answer and more about going on a journey together to figure out what they actually understand and what's still fuzzy. I try to guide students toward working things out themselves, in a way they can turn around and explain to someone else. That's when I know it's clicked. I genuinely care that students leave feeling good about what they know, not just armed with tricks that'll fall apart on the next test.
