Always build upon what you know. My preferred method of teaching involves drawing upon easily digestible examples, and how they relate to the content at hand. Looking at the simple case can really help guide ones understanding of the general problem!
I obtained my mathematics BSc at the University of Sussex, followed by a mathematics DPhil (PhD) at the University of Oxford.
During my time at Oxford I took part in many teaching opportunities, and have designed and lectured my own syllabus at a Cambridge based summer school.
2014–2018: Mathematics DPhil, The University of Oxford.
Member of the Partial Differential Equations Centre for Doctoral Training (PDE-CDT)
2014-2018 cohort. Specialising in the numerical analysis of partial differential equations.
Supervisor: Prof. Endre Süli.
2011–2014: Mathematics Bachelor of Science, The University of Sussex.
Overall grade – 92%, First Class Honours.
2008–2010: A Levels, Varndean College.
Mathematics: A, Further Mathematics: B, Economics: B.
2019–2021: Postdoctoral Fellow EPSRC Doctoral Prize, University College London, Supervisor:
Dr Iain Smears.
2018: Postdoctoral Fellow, Center for Computation & Technology, Louisiana State
University, Supervisor: Prof. Susanne Brenner.
2014: Prize for outstanding performance in Mathematics, University of Sussex.
2014 & 2013: Junior research associate bursary, University of Sussex.
2013: Outstanding Year-on-Year Improvement in Performance, University of Sussex.
2018: Summer School Tutor, Sidney Sussex College, Cambridge.
“Cambridge Immerse - Introduction to University Level Mathematics". For this role I was
required to design and teach mathematics modules, typically encountered in a mathematics
undergraduate degree, to students aged 16-17. This involved lecture style seminars in groups
of six, as well as one and two to one tutorials.
2018: Non-stipendiary lectureship, The Queen’s College, Oxford.
Tutor for "Constructive Mathematics", "Numerical Analysis", and "Multivariable Calculus"
to a combination of first and second year students. It was my responsibility to organise and
teach both tutorial and revision classes for all three modules, providing the students with
constructive feedback, and reports on their progress throughout the term.
2017: Summer School Tutor, Somerville College - Oxford, Christ’s College - Cambridge.
“Varsity Education - Mathematics and Engineering".
“Cambridge Immerse - Introduction to University Level Mathematics".
For both roles I was required to design and teach mathematics modules, typically encountered
in a mathematics undergraduate degree, to students aged 16-19. This involved lecture style
seminars for groups of five to ten students, as well as one and two to one tutorials.
2015–2018: Class Tutor/ Lecturer, The Queen’s College, St Edmund Hall, St Hilda’s College,
Christ Church College, and the Mathematical Institute, The University of Oxford.
"Constructive mathematics", St Hilda’s College, 2018;
"Numerical Analysis", St Edmund Hall, 2018;
"Introduction to Matlab" Lecturer and course designer, Mathematical Institute, 2017 and
"Numerical Solution of Differential Equations I" at St Edmund Hall, 2017;
"Constructive Mathematics" at The Queen’s College, 2017;
"Finite Element Methods for Partial Differential equations" at the Mathematical Institute,
"Hilbert Spaces" at the Mathematical Institute, 2017;
"Functional Analysis", Christ Church College, 2016;
"Differential Equations 2" and "Integral Transforms" at The Queen’s College, 2016;
"Finite Element Methods for Partial Differential equations" at St Edmund Hall, 2016;
"Differential Equations 2" at The Queen’s College, 2015;
"Differential Equations 2" and "Integral Transforms" Revision Classes at The Queen’s
This role consisted of marking and working through problem sheets, with class sizes ranging
from two to fifteen.
2015–2018: Teaching Assistant, Mathematical Institute, Oxford.
Teaching Assistant for:
"Scientific Computing and Numerical Analysis", 2016, 2017, and 2018;
"Numerical Solutions of Differential Equations 2", 2017;
"Topology and Groups", 2015.
This role consisted of assessing homework assignments, presenting problems to the class,
and supporting the class tutor. The classes consisted of up to fifteen students.
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