- In the summers of 2009-2011, I advised Ruthi Hortsch (then a University of Michigan undergraduate) on her NSF REU project “On the de Rham cohomology of curves in characteristic p admitting an automorphism of order p.”
- In the summer of 2011, I supervised Tim Holland (then a high school student) in a CMI-PROMYS Research Lab on enumerating certain semi-linear algebra structures related to p-divisible groups over finite fields.

For a sample of teaching testimonials and student comments, click here. Alternatively, you can view these comments (and more) and the corresponding teaching evaluation statistics organized by the courses I have taught, below. You can also find some reviews of my teaching on RateMyProfessors.com.

Synthesis of Mathematical Concepts (Math 407), University of Arizona, Fall 2011. |

Introduction to p-adic Hodge theory (Math 847), University of Wisconsin, Spring 2011. | ||

Modern Algebra (Math 541), University of Wisconsin, Fall 2010. | ||

Honours Algebra 4 (Math 371), McGill University, Winter 2010. | Student comments | Performance statistics |

Fundamental Concepts—Algebra (Math 200), Concordia University, Winter 2010. | Student comments | Performance statistics |

Vectors, Matrices and Geometry (Math 133), McGill University, Fall 2008. | Student comments | Performance statistics |

p-adic Hodge Theory (Math 726), McGill University, Fall 2008. | Student comments | Performance statistics |

Fundamental Mathematics 1 (Math 208), Concordia University, Winter 2008. | Student comments | Performance statistics |

Linear Algebra (Math 223), McGill University, Fall 2007. | Student comments | Performance statistics |

Calculus II (Math 116), University of Michigan, Fall 2004. | Student comments | Performance statistics |

Calculus I (Math 115), University of Michigan, Fall 2003. | Student comments | Performance statistics |

Algebraic Number Theory (Math 676), University of Michigan, Fall 2006. Taught by Stephen Debacker. |

Algebraic Number Theory (Math 676), University of Michigan, Fall 2004. Taught by Brian Conrad . |

Algebra I (Math 593), University of Michigan, Fall 2002. Taught by Robert Lazarsfeld. |

Algebra II (Math 594), University of Michigan, Spring 2003. Taught by Brian Conrad. |

Multivariable Calculus (Math 21a), Harvard, Fall 1999, Fall 2000, and Spring 2001. |

Introduction to Linear Algebra and Multivariable Calculus (Math 20), Harvard, Fall 2001. |

Introduction to the Theory of Numbers (Math 575), Fall 2002. Taught by Mark Dickinson. |

The
**M**ichigan **M**ath and **S**cience **S**cholars
program is a two-week summer experience for high school students who show strong ability and
enthusiasm for math and science. The program aims to expose these students to current trends and research
in a variety of fields, and to encourage them to pursue their passion for math and the sciences.
MMSS is structured around small (no more than 15 students)
groups, led by University of Michigan professors and
“
other outstanding instructors from around the world.”

I was the graduate student assistant for Brian Conrad's course “Pythagorean Triples and Number Theory” in the 2007 MMSS program. I returned to MMSS in the summer of 2009 as the instructor of the course that I designed entitled “Congruent Numbers: When can a number be a Triangle?” I greatly enjoyed both of these experiences working with high school students, and look forward to working as an MMSS instructor in future summers!

The
**PRO**gram in **M**athematics for **Y**oung
**S**cientists is an intensive six-week summer camp for aspiring mathematicians
in high school. The program emphasizes mathematical discovery through an immersive environment
centered on learning elementary number theory. Approximately 60 high school students are guided
on the path of discovery by 15 counselors (college students usually majoring in math) and a team
of top-notch professors in the mathematics department at Boston University. Daily lectures are delivered
by the program founder, Glenn Stevens, whose energy and enthusiasm for mathematics is contagious.

I attended PROMYS as a student in the summers of 1996 and 1997, and returned as a counselor in the summers of 2000 and 2002. I credit PROMYS with opening my eyes to the possibility of becoming a professional mathematician, and for introducing me to the beauty of number theory. PROMYS has also had a significant impact on my views toward teaching mathematics, and I hope to continue my involvement with mathematics education at the high school level.

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