Heidi Andersen Email & Phone Number

Portland, Or, Us

Tutors students in SAT/ACT/GRE/GED test prep and non-test-prep subjects - math, English, and beyond - at all levels. Clients include local academies as well as high school, middle school, and college students around the Twin Cities area and from all over the world. Utilizes proprietary curricular materials as well as self-produced materials. Expertise in Zoom/ClassIn/Google Meet. Proficient with note-taking apps on IPad and with Wacom tablet. Stays in regular contact through the Lark app with colleagues who share tips and advice, and with supervisors who promptly review my lessons and help me improve my teaching product in incremental ways when necessary.

Us

• Worked with a team of STEAM colleagues to produce and present online multimedia STEAM learning experiences for a diverse group of 4th-8th graders and 9th-12th graders in various Virginia counties during the month of February. Periodically managed and updated a large amount of events data for organizational purposes.• Mentored seven high school students in the Emerging Leaders Program, helped them with college application essays, made sure they attended online Edu-Futuro events, and generally offered them academic and career advice.• Attends regular planning and check-in meetings with STEAM team and supervisors, and maintains regular and timely communication with them.• Periodically conducts mass email outreach to schools and libraries and parents in the northeast Virginia area.

• Delivered interactive, compelling, and challenging lectures (initially on Zoom; later, in-person) in Calculus I, Calculus II, and College Algebra with a quirky, charismatic, and gregarious personality.• Cultivated a good cross-cultural rapport with my students, and maintained consistent weekly office hours in order to provide them with one-on-one problem-solving and trouble-shooting assistance.• Capably designed online quizzes and exams, tracked attendance, and managed course communications (outside of Zoom lectures) through the Canvas learning management system.• Created animations in Desmos to help my Calculus II students grapple with the visualization challenges presented by solids of revolution.• Created aesthetically pleasing, carefully detailed, and student-friendly worked-solutions keys to follow up my students’ exercise sets in all courses.• Maintained consistent Excel records of student attendance, engagement, and achievement and reported regularly to the university.• Coordinated the Calculus I and College Algebra courses by: - Hosting and moderating weekly meetings with co-instructors, where I helped foster an amiable and dynamic atmosphere of democratic discussion and exchange. - Creating an exquisitely detailed – yet still readable – course design plan based on the experiences andfeedback of all instructors involved. - Creating a color-coded task schedule – which was well-received – to help all team members keep track oftheir deliverable due dates. - Maintained collegial relationships with co-teachers, and continuously refined all aspects of the course byregularly comparing notes, sharing tools, and trading bits of advice with them.

• Delivered interactive Zoom lectures in Calculus I, Calculus II, Discrete Math, and Differential Equations and Linear Algebra across 14 time zones to groups of over 100 students per section.• Cultivated a good cross-cultural rapport with my students, and maintained consistent weekly office hours in order to provide them with one-on-one problem-solving and trouble-shooting assistance.• Held regular meetings with my three student graders, and coordinated their grading efforts.• Met as needed over Zoom to discuss course issues with a colleague-mentor in the department.

Irving, Tx, Us

• Practiced a variety of student-centered, inquiry-based teaching styles while teaching Calculus I, Calculus II, Calculus III, Linear Algebra, Abstract Algebra, Real Analysis, Complex Analysis, Topology, Number Theory, and Euclidean & Non-Euclidean Geometries (a course that uses logic puzzles and non-Euclidean geometric exploration to teach non-math majors to understand and do proof-based mathematics).• Compared and contrasted through direct experience the merits of traditional instructor-lecture-driven courses versus student-presentation-driven courses versus group-work-driven courses versus hybrids.• Experimented with a variety of electronic/tabletop games, visualization apps (Desmos, CalcPlot 3D, and complex function color mapping diagrams), geometric art crafts, web technologies, props (portable whiteboards for group work and basketballs for modeling spherical geometry), and embodying exercises (making pavement art proofs for university display, and solving problems at the board in groups using the gallery method) to help engage/deepen student interest.• Cultivated a good rapport with my students, and maintained consistent weekly office hours in order to provide them with one-on-one problem-solving, trouble-shooting, and concept comprehension assistance.• Designed quizzes, exams, homework assignments, and logic exercises using pedagogical principles.• Created aesthetically pleasing and carefully detailed infographic handouts and worked-solution keys to help students check and crystallize their knowledge.• Created a novel curriculum and full set of original lecture notes for a multivariable calculus course by ordering the standard topics according to a progressive increase in topological dimension and reframing Green’s, Stokes’, and the Divergence Theorems as “trans-dimensional tools”, with the goal of radically strengthening students’ spatial imagination and geometric intuition. Delivered in interactive lecture style with technology-aided visualization.

Minneapolis And St. Paul, Minnesota, Us

• Led recitation sessions and and assisted in – sometimes led – lecture sessions for large groups of students in Pre-Calculus I, Pre-Calculus II, Calculus I, Calculus II, Multivariable Calculus, and Linear Algebra/Differential Equations.• Gained exposure to, and practiced implementation of, a variety of teaching styles (lecture-based, inquiry-based, and hybrids), classroom organization styles, group-work activities, concept-development worksheets, concept- exploration worksheets, and computing and visualization programs (Matlab and Mathematica).• Cultivated a good rapport with my students, and maintained consistent weekly office hours in order to provide them with one-on-one problem-solving, trouble-shooting, and concept-comprehension assistance.• Regularly graded large volumes of student work and returned it to students in a timely fashion.• Attended regular meetings with my supervising instructors and/or my co-instructors, reported on my coursesections’ progress, discussed classroom issues, contributed ideas, and helped hash out crucial course design details.

Minneapolis And St. Paul, Minnesota, Us

Participated first as an actor, then as director and script-writer, in traditional orientation skits for new cohorts of math graduate students at UMN. These skits were meant to both dramatize and put a comedic spin on common situations that new graduate teaching assistants might encounter in the classroom or in their new lives at the University of Minnesota, as well as to stimulate questions and discussion afterward. These skits were well received, and formerly new teaching assistants have reminisced about them many years later.

Minneapolis And St. Paul, Minnesota, Us

At the College of Science and Engineering (CSE) 2013 Expo, I volunteered at the Women in Mathematics Tangrams and Origami booth for a few hours. There, I interacted with the public (which consisted mainly of middle school and elementary school students and their teachers) by teaching them about the game of Tangrams and showing them how to fold origami cranes.

Salem, Or, Us

The Willamette mathematics department has an open hearth space where students and professors can congregate, discuss class material, and enjoy general conversation. As a tutor, I stationed myself in this hearth space for 2 hours every Sunday, and I assisted students with homework problems in:- Multivariable Calculus - Linear Algebra and Differential Equations- Calculus II - Calculus I - Precalculus

Salem, Or, Us

• Every Wednesday at 6:30 AM, I intercepted the weekly delivery of several bundles of the campus newspaper, the Willamette Collegian, straight from the printing office. I cut the bundles, sorted them into the correct amounts for each destination, then proceeded to transport and distribute the bundles to 8 buildings around campus.• I addressed and mailed copies of the newspaper to off-campus subscribers (mainly parents) and kept a running record of these subscriptions in Excel.• On a weekly basis, I drew a comic strip or wrote an album/cinema review for Collegian publication.

Portland, Oregon, Us

At age 14, I joined my Dad as a docent (trained tour guide) at the Oregon Historical Society. I trained to lead guests through the permanent exhibit "Oregon, My Oregon", which treats Oregon history between the first signs of human settlement 10,000 years ago - indicated by the Fort Rock sandals via radiocarbon dating - and the modern day. For the 2005 Bicentennial celebration of the Lewis and Clark expedition, I hosted a "touch cart" along with my Dad, which consisted of showing children and adults objects like beaver furs and colored beads and explaining their significance in the context of the expedition, e.g., colored beads as gifts to Native peoples encountered. Over the years, I occasionally served with my Dad as an usher at the Mark O. Hatfield Distinguished Lectures series at the First Congregational Church in Portland.In the summer of 2010, I transcribed several cassette tapes which were originally recorded from a series of interviews with influential Oregon Democrat Monroe Sweetland.

I assisted various staff members in a variety of tasks:- Photographing and updating database information on the artifacts, then properly storing them.- Assisting curator in designing - and populating with artifacts - an exhibit about the local Atfalati tribe.- Assisting in mass letter-mailings to museum members, by folding and addressing envelopes. - Helping prepare the museum space for events.- Helping manage the donor database.

Irving, Tx, Us

- I maintained five hay bales, paper targets, and a closet full of bows, arrows, and wrist-guards. I kept the closet secure, and protected the key. - In the mornings, I held regular sessions for teaching the boys basic shooting skills. In the afternoons, I held open-shoot and wrist-rocket sessions, in which any camper could come by within a 3-hour window and practice their skills. - I held weekly shooting contests and kept track of the data in order to award the winning camper a prize by the end of the week.- I carried out typical Camp Guide duties in the Nehalem campsite. By the 4th week of camp, we gained a new staff member, who took on my camp guide duties, while I became his supervisor.- I helped plan, rehearse, and perform in nightly campfire skits for each week's group of 200 campers.- During the rest hour after lunch, I performed cleaning tasks as needed for camp maintenance.

Irving, Tx, Us

- I conceived geology-oriented activities that did not already exist on the camp program. I directed groups of campers through these activities once or twice per day, for five days per week.- I drew up a geology curriculum in accordance with the requirements of the BSA Webelos Geologist pin.- With what little money I had as a 17-year-old, I bought a full-color mineral poster as well as foil and plaster of paris for "fossil"-making. - I penned a week-long, serialized dinner play for the camp, which involved treasure-hunting and pirates. Getting this production off the ground demanded that I coordinate a large group of [teenage staff member] actors. - I helped plan, rehearse, and perform in nightly campfire skits distinct from the dinner play.- I supervised the Handicrafts station.- I assisted a new staff member in her camp guide duties at campsite Siuslaw.- During the rest hour after lunch, I performed cleaning tasks as needed for camp maintenance.

Irving, Tx, Us

- I took care of campsite Siuslaw by setting up and taking down the tent canvases each week, sweeping natural debris from the foot paths, and restocking soap and toilet paper at the outhouse. - I supervised a new group of 20 boys and 5 adults each week. This involved spending social time with the boys, orienting them with their schedules, and maintaining safety and morale.- During the afternoons, I supervised the art station and taught visitors how to make simple crafts.- I helped plan, rehearse, and perform in nightly campfire skits for each week's group of 200 campers. On Wednesdays, I helped my boys organize, rehearse, and perform their own skit for the entire camp.- During the rest hour after lunch, I performed cleaning tasks as needed for camp maintenance.

At the age of 12, I began guiding visitors around an authentic, Ming-style garden. I led them down intricate stone paths, through bamboo forests, and allowed them to sniff the orange blossoms and admire the creative masonry. I taught them about the concept of Feng Shui, recited English translations of the poems which were painted over archways, and shared with them the notions of the Three Friends of Winter (the pine, plum, and bamboo). I never forgot to tell them the fantasy story of the Ming Chinese scholar who nightly stepped inside a magical gourd which he knew to contain a verdant, abundant wonderland. This gourd serves as a delightful metaphor for a beautiful Chinese garden enclosed by stone walls. I attended monthly training sessions with my Dad and the other garden guides, in order to augment my knowledge of the aspects of Chinese history and culture related to the practice of garden cultivation and design. "Most cherished in this mundane world is a place without traffic; truly, in the midst of a city, there can be mountains and forest. To be worthy of this erstwhile hermitage, I pick up a book, and do a schoolboy's homework." ~ Wen Zhengming, leading Ming Dynasty painter, scholar, calligrapher

At the age of 8, I put on a bonnet and cotton dress, and joined my family as living history actors at the Philip Foster Farm living history site. Mainly, I taught guests how to wash clothes using the 1840s technology available to over-land migrants: wringer, agitator, wash-board, wash-bucket, and soapy water. I also occasionally operated a hand-grinder and showed guests how to mill corn.

Doctor Of Philosophy (Phd), Mathematics

Master Of Science (M.S.), Mathematics

Completion Of Nebraska Immerse Summer Mathematics Program, Mathematics (One Course Each In Graduate-Level Algebra And Real Analysis)

Bachelor Of Arts (B.A.), Mathematics