University of California San Diego, Department of Cognitive Science

Cognitive Science COGS 8 : Hands-On Computing
Instructor (Fall 2014, Spring 2015)
TA (Spring 2013, Spring 2014)
An introductory class on the basics of robotics and its interaction with Cognitive Science. Topics include basic circuit design, Arduino programming, and robot construction.

Cognitive Science COGS 109 : Modeling and Data Analysis
TA (Winter 2012, Summer 2014)
Guest Lecturer (Summer 2014, Fall 2014)
Exposure to the basic computational methods useful throughout cognitive science. Computing basic statistics, probability, PCA, clustering, linear regression, filtering, neural networks, and introductory MATLAB programming will be covered.

Cognitive Science COGS 102A : Distributed Cognition
TA (Fall 2011, Summer 2014)
Guest Lecturer (Summer 2014)
Distributed cognition extends beyond the boundaries of the person to include the environment, artifacts, social interactions, and culture. Major themes are the study of socially distributed cognition and the role of artifacts in human cognition.

Cognitive Science COGS 143 : Animal Cognition
Guest Lecturer (Fall 2013)
Review of historical perspectives: introspectionist, behaviorist, and cognitivist models. Examination of how perceptual and motor constraints and ecological demands yield species-specific differences in cognitive repertoire. Contemporary issues in the comparative study of the evolution of human cognition.

Cognitive Science COGS 1 : Introduction to Cognitive Science
Guest Lecturer (Winter 2014, Spring 2014, Fall 2014)
Head TA (Fall 2010)
A lecture survey course designed to cover a broad range of topics in Cognitive Science. Topics included Linguistic Relativism, Language Learning, Distributed Cognition, Vision, Environment Design, Memetics, Brain Development, Mood Disorders, Social Cognition, and Decision Making. Students also attended a weekly discussion section that was designed to integrate knowledge across lectures in order to gain a more structured image of the field of Cognitive Science.

Cognitive Science COGS 180 : Neural Coding in Sensory Systems
Guest Lecturer (Winter 2012, Winter 2013)
This course covers recent advances in the understanding of common neural mechanisms and computational principles underlying the brain’s ability to process multiple sources of sensory information—vision, audition, olfaction, touch, and equilibrioception—and translate them into actions.

Cognitive Science COGS 17 : Neurobiology of Cognition
TA (2011)
Introduction to the organization and functions of the nervous system. Topics include molecular, cellular, developmental, systems, and behavioral neurobiology. Specifically, structure and function of neurons, peripheral and central nervous systems, sensory, motor, and control systems, learning and memory mechanisms. Students also attended a weekly discussion section for review of material covered in class.

Carnegie Mellon University, School of Computer Science

Andrew’s Leap & SAMS
Instructor (Summer 2010)
Two pre-college courses designed to enhance students’ high school education and position them for better collegiate opportunities. Students used peer programming, learning how to build state machines and how to program CMU’s state of the art Chiara robots using Tekkotsu. Additional readings and videos were provided, giving students a well rounded understanding of the history of robotics through literature and publications, the current state of robotics through various real life examples, and the possible future directions for robotics through philosophical and ethical discussions. Here are some of the final projects that students did with the Chiara robots: Simon Game, Twister, Hide and Seek, Who’s on First Comedy, Piano Playing, Set Game Playing, and Red Light Green Light.

U.S. Peace Corps / Ministry of Education and Vocational Training, United Republic of Tanzania

Peace Corps Volunteer of the Week, Pre-Service Teacher Training (2008)
New Peace Corps Volunteers undergo a three week long training program in which a few volunteers are asked to return to give their insights and best practices. My week was about teaching in the Tanzanian classroom, in which I observed and evaluated teachers on their progress. Comments were given while questions and concerns were addressed. A large up to date manual I created of how to teach mathematics in Tanzania was distributed to all the new volunteers.

Secondary School Mathematics Educator, Form III and IV (2006-2008)
Comprised of students roughly the age of American Freshmen and Sophomores, these academic levels in older British system consisted of a wide variety of mathematical topics. These topics included, but were not limited to, logarithms, basic algebra, geometry, trigonometry, linear programming, sequences & series, probability & statistics, and vector & matrix algebra. During the teaching of these courses, large quantities of new exercises, tests, and practice exams were created for student use. A mathematics bulletin board was constructed for extracurricular studies and students participated in mathematics competitions during their holiday. Outside of mathematics, some students participated in learning chess, debate team, and drama clubs. Throughout the whole process, female students were given prime consideration in leading peer instruction and student leadership.

Indiana University School of Education, Counseling & Educational Psychology Department

Education F401: Memory and Community: The Story of Our Lives
(TA Summer 2004)

A topical seminar course on the interplay between memory and community. To study the interactions of individualistic and societal memory, students read from a wide variety of sources including psychological texts, historical accounts, and works of literature. Students learned through self-directed interaction and cooperation and an independent course project focused on interviewing local community members. As a pre-college course, students were also encouraged to integrate themselves into the wide variety of college resources to better prepare themselves for their college careers.

Education U206: The Nature of Community
(TA 2004-2005)

A year long research seminar course on the nature of community and qualitative inquiry. Research teams of 3-4 people selected a community to study for the year and conducted an ethnographic study. Students were given a backbone of questions to expand upon and conducted their research through interviews, surveys, and literature reviews. In the second semester of the course, while students were refining their ethnography, they also performed work in local schools as part of a service learning requirement.