Pedagogy
Training in Collaborative Learning for Undergraduate TAs
Collaborative Learning Pedagogy and Content Analysis Training - Autumn 2024 - Winter 2025 - Spring 2025
Professional Development Training for Graduate Student Lecturers
The University of Chicago, co-led with Prof. Sarah Ziesler
Understanding cognitive demand - selecting appropriate mathematical tasks to foster student engagement - Autumn 2024
Selecting and designing exam questions that align with learning goals - Autumn 2024
How to interpret and act on student evaluation feedback - Winter 2025
How to write a syllabus and why - Winter 2025
Exploratory Teaching Group for Instructional Faculty
Discussion on Implementing Alternate Grading and Redesigning Assessment in Math - AY2024-25, co-led with Prof. Kale Davies
Seminar and Conferences
(Upcoming) Scaling POGIL-Informed Collaborative Learning in TA-Led Calculus Tutorials - Summer 2026, POGIL Practitioner Collaborative 2026 virtual conference, :Abstract
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Abstract: Since Autumn 2024, I have implemented and refined a POGIL-informed collaborative learning model in undergraduate TA-led tutorials for a high-enrollment calculus course at the University of Chicago. Two design pillars make the model scalable in a TA-led setting. First, we built a structured, year-long TA training sequence that develops facilitation skills (questioning without lecturing, time management, and navigating group dynamics) through weekly pedagogy meetings, content analysis of upcoming tasks, and reflective journaling aligned with backward design and course learning goals. Second, I design weekly guided-inquiry activities using a concept-procedure-concept loop and explicit mindset prompts, framed by Curiosity, Connections, and Creating Value, so teams practice sense-making and mathematical communication rather than a divide-and-conquer approach. I will briefly share the training structure and task-design approach, then shift to a guided discussion on how others develop facilitators, embed low-stakes formative checks (including targeted minute papers), and calibrate tasks for pacing while preserving cognitive demand in TA-led contexts.
(Upcoming) Mindset Driven Task Design for Collaborative Learning in Calculus - Summer 2026, POGIL Practitioner Collaborative 2026 virtual conference, :Abstract
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Abstract: In this session, I will share a compact method I use to design weekly calculus tasks for collaborative learning in a POGIL-informed, TA-led tutorial setting. Using a single familiar calculus prompt, I will show how I adapt a standard exercise into a guided-inquiry team activity built around a conceptual–procedural–conceptual loop. Students begin with a conceptual exploration that surfaces patterns and questions, move into a short procedural phase that generates useful structure, and then return to concept-building and interpretation before a brief application step. Throughout, I embed mindset prompts informed by the KEEN entrepreneurial mindset framework (Curiosity, Connections, Creating Value) to support explanation, connection-making, and clear mathematical communication. Participants will leave with a simple adaptation template, example prompt stems, and a quick checklist to revise their own tasks.
Implementing Collaborative Learning through POGIL - Winter 2026, Indiana University Bloomington Instructor Lunch Series
Designing and Adapting Active Learning Activities - Winter 2026, University of Chicago Math Pedagogy Seminar, :Abstract
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Abstract: In this pedagogy seminar, I will share a practical workflow for designing and adapting active learning activities in service math courses, with examples drawn primarily from the calculus sequence. I’ve found it useful to move beyond “conceptual” versus “procedural” labels and instead design activities that help students move between sense-making and technique, especially for non-math majors. We will highlight a few research-informed task-writing approaches, apply them with the POGIL learning cycle and KEEN-style prompts, and workshop a couple of examples by adapting textbook exercises with a simple template. This may be especially helpful for Graduate Student Lecturers planning problem sessions or tutorials, and for leading in-class group work.
(Invited Panelist) How do we teach the Core in the era of generative AI? A discussion forum on challenges and strategies - Autumn 2025, University of Chicago Core Conversations
Implementing Collaborative Learning through POGIL in High-Enrollment Calculus Tutorials - Summer 2025, Session on Inquiry-Based Learning, MAA MathFest 2025, :Abstract
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Abstract: During this academic year, we implemented a Collaborative Learning model in undergraduate TA-led tutorials for a high-enrollment Calculus course at UChicago, utilizing principles from POGIL. The new format emphasizes structured team roles, peer discussion, and guided inquiry, supported by problem sets crafted to promote active exploration and conceptual reasoning. To support this shift, we created a year-long training program that equips TAs with tools to facilitate this model effectively. Weekly pedagogy sessions addressed strategies for motivating students, managing time, navigating group dynamics, and guiding discussions without lecturing. Weekly content analysis and journal reflections explored the use of backward design. In this talk, I’ll share how we adapted POGIL ideas to fit our context, what we learned from this first implementation and student survey data, and strategies for supporting a sustainable, scalable model for collaborative inquiry in large mathematics courses.
Understanding Intellectual Growth - Applying Perry’s Scheme to Support Metacognition - Autumn 2024, University of Chicago Math Pedagogy Seminar, :Abstract
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Abstract: As educators, we understand that guiding students’ intellectual growth goes beyond delivering content—it involves nurturing their ability to reflect on how they learn. Yet, metacognition doesn’t come naturally for many students, especially when they hold unspoken beliefs about knowledge and their roles in the classroom that limit their engagement. Perry’s scheme of intellectual development offers a framework for identifying these beliefs, which helps us pinpoint students’ positions in their learning journey. In this seminar, we will discuss how recognizing these stages can inform our teaching strategies and enable us to foster metacognitive growth more effectively. We’ll conclude with an interactive classification of effective classroom practices, aligning them with different levels of Perry’s scheme!
Collaborative Learning in Undergraduate Mathematics - Winter 2024, University of Chicago Math Pedagogy Seminar, :Abstract
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Abstract: We will be discussing the five vital elements for productive cooperation in the classroom (following Johnson & Johnson, ‘98), obstacles for their practical implementation, and concrete strategies that work. Besides implementation, we will also talk about how to assess the success of a chosen strategy. I will be soliciting ideas from the attendees to personalize the suggestions in the context of undergraduate Math courses at UChicago.
Techniques Grading in an IBL-style Intro to Proofs Course - Mar 2022 (rescheduled from Joint Mathematics Meetings 2022), Project NExT session on Re-Imagining Grading - The Whys and Hows, :Abstract
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Abstract: In this session, I will talk about my reasoning, implementation, and experiences with using Techniques grading - a variant of MBG where (proof) techniques replace standards or specifications - in my Introduction to Proofs course. I will discuss my attempts at combining the system with an IBL course, how different types of assignments were assessed, and how I believe it helped to facilitate students’ transition into the correct mindset for future proofs-intensive courses.