Applied Mathematics & Computational Biology

Ph.D. Mathematics
M.S. Mathematics
M.A. Conceptual Foundations of Science
B.A. Physics and Philosophy

Teaching Experience

Lecturer, 1994-1998
University of Chicago, Department of Mathematics
Taught courses in introductory and advanced calculus, linear
algebra and mathematical methods for the biological and social
sciences.  Prepared lectures and exams; evaluated students.
1994-1996: Mathematical Methods for the Social and Biological Sciences; Linear Algebra.
1996-1998; Elementary Functions and Calculus, for which I maintained a web page.

High School Science Teacher, 1990-1992
<Baton Rouge Magnet High School, Baton Rouge, La.
Taught secondary school physics and chemistry.  Faculty sponsor, boys
soccer team.  Teacher training through Teach for America, the national
teacher corps.

Statement of Teaching Interests

Following graduation from college I entered Teach for America,
the national teacher corps of recent college graduates committed
to teaching in public schools in low-income communities across
the country.  As a TFA corps member I taught introductory physics
and chemistry at the Baton Rouge Magnet High School for the Arts
in Baton Rouge, Louisiana (1990-1992).  After completing my
two-year teaching commitment in Baton Rouge, I entered graduate
school at the University of Chicago, where I had the opportunity
both to assist and to teach a wide variety of courses in the
Department of mathematics.
 
I built on my earlier experience making the sciences exciting and
accessible to a non--science-oriented audience as a teaching
assistant in the ``math for poets'' mathematical sciences
sequence (1993-1994).  This innovative course included quarters
devoted to mathematical logic, statistics (applied for example to
authenticating newly discovered Shakespearean verse) and
mathematical modeling of population growth and disease dynamics.
 
Beginning in 1995 I was responsible for my own courses as a
graduate instructor.  I taught the non--math-major introductory
calculus sequence, the sequence in multivariate calculus for the
biological and social sciences, and linear algebra (1995-8).
Because economics majors made up the lion's share of the students
in the multivariate calculus sequence, I persuaded the department
to supplement the standard textbook for the course with a text on
fundamentals of mathematical economics.  Subsequently I served as
teaching assistant for the University of Chicago's Master's
program in financial mathematics, teaching students about
stochastic processes, numerical solutions of partial differential
equations, neural networks and other approaches to modeling the
financial markets.
 
My eight years of teaching experience have taught me the
importance of engaging my students and preparing multiple
approaches to the subject matter.  Some students are adept at
memorizing and applying theorems and formulae; others respond
best to graphic illustration of concepts; still others benefit
most from hands-on ``learning by doing''.  In introductory
calculus this might mean constructing simple programs in
MATLAB to plot, integrate and differentiate
functions; in a mathematical modeling course it would mean
creating a research-oriented atmosphere by emphasizing open
problems and encouraging collaborative work by teams of students
on modeling projects.
 
I have always found teaching and research to complement one
another.  At both the introductory and the advanced level, I find
that teaching deepens my own understanding of a subject and my
appreciation for its unity and scope.  I would look forward to
contributing to undergraduate education in calculus, linear
algebra, dynamical systems, computational neuroscience,
computational cell biology, mathematical biology or related areas
as needed.
 
The avalanche of quantitative biological data becoming available
from new experimental techniques in genomics, proteomics and
microscopy demands invigorated communication between the
mathematical and biological communities.  Teaching the coming
generation of talented undergraduates from both the mathematical
and physical sciences and the biological sciences will provide
the opportunity to lay the foundations for the bridges that will
span these disciplines.  If given the opportunity I would be
excited to develop interdisciplinary courses to inspire
students both as mathematically sophisticated biologists and
biologically savvy mathematicians.