Summer 2024
The official record supports this description of the assignment.
Teaching & leadership
Teaching mathematics from calculus to real analysis.
From Fall 2022 through Spring 2026, my UNLV teaching assignments moved across the undergraduate sequence and into jointly scheduled undergraduate and graduate analysis.
The summary below is based on official teaching records. Administrative schedules, section numbers, rooms, and student information are not published here.
9academic terms
Fall 2022 through Spring 2026
33official course-section assignments
Across the verified record
814aggregate term enrollments
Section-level counts, not unique students
01
Teaching progression
A path through the undergraduate curriculum—and beyond it.
Calculus I & II→Calculus II lecture→Differential Equations→Calculus III→Undergraduate / Graduate Real Analysis
Fall 2025
MATH 457 and MAT 657 were paired at matching times and locations: four official listings arranged as two joint meeting groups.
Spring 2026
MATH 458 and MAT 658 were paired: two official listings forming one joint meeting group.
Reading the teaching numbers
Enrollment is counted by term and section.
The 814 figure is an aggregate of section-level enrollment counts across nine terms. A student enrolled in more than one course or term can appear more than once, so it is not a count of distinct individuals.
The 33 figure counts official course-section assignments. Jointly scheduled real-analysis listings remain separate in the administrative record even when they met together.
02
In the classroom
Moving between levels.
The record spans introductory calculus, multivariable calculus, differential equations, and undergraduate and graduate real analysis.
Across nine academic terms, those assignments trace a progression from foundational computation toward proof-based analysis.
Leadership
Building room for scientists to connect and grow.
President · Society for Black Scientists
Academic Year 2024–2025
At the UNLV College of Sciences, I served as President of the Society for Black Scientists, an organization designed to support professional development, particularly for students from historically excluded communities in science.
The organization's documented activities included a yearly seminar series, conference opportunities for selected presenters, and student–faculty networking. Its goals included increasing Black representation in STEM, providing specialized academic support, and encouraging collaboration.
Organizational support is described separately from personal awards and is not part of a combined lifetime funding figure.