Teaching & Mentoring
UW–Madison
- Spring 2026 [Instructor] Introductory Probability (MATH 331)
- Fall 2025 [Instructor] Introductory Probability (MATH 331)
- Spring 2025 [Instructor] Introductory Probability (MATH 331)
- Fall 2024 [Instructor] Elementary Matrix and Linear Algebra (MATH 340)
- Spring 2024 [Instructor] Linear Algebra and Differential Equations (MATH 320)
- Fall 2023 [Instructor] Linear Algebra and Differential Equations (MATH 320)
KAIST
- Fall 2018, Spring 2019 [Teaching Assistant] Differential Equations and Applications (MAS 201)
- Fall 2018 [Teaching Assistant] Introduction to Mathematical Biology (MAS 480)
- Spring 2018 [Teaching Assistant] Linear Algebra (MAS 212)
- Spring 2018 [Teaching Assistant] Introduction to Linear Algebra (MAS 109)
UW–Madison
- Jun. 2024 – present Ella Buelling, Junior student, Edgewood High School Working on connections between a hypergraph representation of biochemical reaction networks and metabolic control analysis.
KAIST
- Jun. 2023 – Mar. 2025 Seokhwan Moon, Undergraduate, Department of Mathematics, POSTECH Investigated structural conditions under which ODE steady-state solutions remain independent of system parameters. Published in iScience.
- Spring 2019 Minyoo Kim, Undergraduate, Department of Mathematics, KAIST Investigated the total quasi-steady-state approximation for a competitive system. Won a poster prize at 2019 KSIAM Spring Conference and a prize in the URP final evaluation.
As a mathematician, I would like to share the beauty of mathematics with others, and as an applied mathematician, I would like to teach how useful mathematics is for solving real-world problems.
Giving a motivating example before a formal statement. One important lesson from my Ph.D. journey is to show a motivating or intuitive example before presenting a formal statement. For instance, when teaching SVD, I first demonstrate image compression to motivate the audience. Similarly, when introducing non-Markovian systems: "If tomorrow's weather depends only on today's weather, it would be easier to forecast than when it depends on the past few days." This makes audiences appreciate the challenge before we formalize it.
"No such thing as a stupid question." I always encourage students at the start of the first class: "Please don't hesitate to ask questions. You may feel like you are the only one who doesn't know the answer — but that is never true. Your questions can slow down the lecture in a meaningful way." This has consistently helped students feel comfortable visiting office hours.