I am a mathematics graduate student at the University of Washington, where I am pursuing an M.S. in Applied and Computational Mathematics and writing a thesis on numerical methods for kinetic equations. I finished my B.S. in Mathematical Sciences at Clemson University in May 2026 with a 3.96 GPA and a computer science minor, and I scored a 1570 on the SAT, with a 790 on reading and writing and a 770 on math.
For two years I taught in Clemson's School of Mathematical and Statistical...
I am a mathematics graduate student at the University of Washington, where I am pursuing an M.S. in Applied and Computational Mathematics and writing a thesis on numerical methods for kinetic equations. I finished my B.S. in Mathematical Sciences at Clemson University in May 2026 with a 3.96 GPA and a computer science minor, and I scored a 1570 on the SAT, with a 790 on reading and writing and a 770 on math.
For two years I taught in Clemson's School of Mathematical and Statistical Sciences as a lecturer and teaching assistant. I independently taught sections of ordinary differential equations to a full room of undergraduates, planning each day's material and presenting it at the board, and I instructed sections of single-variable and multivariable calculus and linear algebra. Alongside that classroom work I held weekly office hours and staffed the department help desk, meeting one-on-one with students from any course in the catalog. I wrote the problem sets and exams too, so I have seen assessment from the other side and know what a question is built to measure.
My experience is not limited to college students. I spent a semester as a research assistant on The 9x9 Project, which teaches problem solving to younger students through sudoku variants, and I published an article on teaching combinatorics that grew out of it. I have also spent three years mentoring first-year students in a residence hall, meeting with them individually each month about academic and personal transitions.
When I tutor, I look for the specific gap behind a student's confusion rather than just fixing the problem in front of us. A student stuck on related rates is often really stuck on implicit differentiation, or on reading the word problem at all. Once I know where the floor is, we rebuild from there in steps the student can carry out alone, because the goal is for them to stop needing me. I tutor math at every level through differential equations and linear algebra, SAT math, calculus-based physics, and introductory programming.
