Teaching

Analysis I

Where the dreams of simple calculus converge towards infinite frustration, replaced by epsilon-delta equilibristics and a smattering of pesky series for good measure. Here are the notes. If they confuse you, they’ve done their job.

Analysis II

Sure, why stop at limes superior if you can wrestle with differentials and line integrals as well? Also, if you’re not into hiking, good luck grasping the gradient. Because explaining it without the mountain metaphor is a steep challenge.

Analysis III (PDEs)

Where the feel-good vibe of ODEs vanishes. While we’re at it, let’s solve nothing, throw in some contrived boundary conditions, and invoke d’Alembert's formula to sound smart. Here are the notes with hints to the exercises. Proof that clarity is overrated.

Complex analysis

I'd like to teach this course next semester. Who knows, maybe I'll get it. If not, I just wasted 37 seconds writing this section for nothing.

Other

In my BA days, I led a year-long weekly seminar in Linguistics. I still deeply cherish those memories of finishing the slides at dawn and trying to actually figure out the exercises myself.

I also had the privilege to volunteer at a local orphanage during my first degree. I taught English once a week and learned more than anyone could ever teach me.

I served as a mentor in the 2019 edition of Google Summer of Code.

I do hope this list will keep expanding. How else would I get an excuse to create more animations?

If I were to describe my ever-evolving teaching style, I'd say it's something between trying to figure out desperately how to inflect a particular word in German and how to convey the intuition behind formal definitions. I deeply care about true understanding, so I don't just focus on the machinery of evaluating multiple integrals. Instead, I ask what we're actually trying to compute or prove, and which theorem allows us to do it.
‍
I genuinely want my students to succeed. Partly because I've had a fair share of awful lecturers and TAs. At least they were amazing at being anti-role models. Another reason is that I've spent my entire life being a student. Oh, and I also don't subscribe to the theory that treating people with respect is optional. Too many people do. Or maybe I just have the misfortune of meeting so many of them in academia.
‍
I’m still surprised I enjoy teaching so much. Turns out, perfecting the technique of blackboard wiping while asking students how to find the buttons that move the board and control the door is strangely rewarding.