Meet Your ACE CAs
Our ACE CAs are graduate and professional students in the School of Engineering who are passionate teachers and intentional about fostering learning environments based on equity, purposeful engagement, and inclusive teaching practices. ACE CAs are selected from a highly competitive applicant pool where they have successfully demonstrated content expertise, dedication to diversity, equity, inclusion and belonging, and ability to implement inclusive teaching practices.
| Math ACE CAs | CME ACE CAs | CS ACE CAs | MS&E ACE CAs | |||
| Math 19ACE | Math 20ACE | CME 100ACE | CME 102ACE | CS 100A | CS 100B | MS&E 120ACE |
| Math 21ACE | Math 51ACE | CME 106ACE | CS 103ACE | CS 107ACE | ||
| Math52ACE | Math 53ACE | CS 109ACE | CS 111ACE | |||
| CS 161ACE | ||||||
Lead ACE CAs
Alka Panda | alkap@stanford.edu
Alka (she/her) is a 3rd year PhD candidate in the Aeronautics and Astronautics Department. Born and raised in India, Alka, moved to the US in 2016 to pursue her BS in Aerospace Engineering at Virginia Tech. Throughout her undergraduate and graduate career, Alka has received immeasurable support from amazing mentors and now she tries to be that support for underclassmen. She has been an ACE CA for Math 19, 20 and CME 100 and hopes to bring the perspective of an experienced CA as well as an international student to the the role of Lead ACE CA. Alka believes it is an educator's responsibility to make sure that a student thrives in a classroom, engages with the material and meets the learning objectives of a class. She believes continued lack of equity in education in higher education can harm a student's career trajectory and hope that through ACE, students find a space to voice their doubts, questions and concerns that might be hindering them in their primary lectures. Outside of ACE and research, you can find Alka binging kdramas, reading books, cooking or exploring Costco.
Teaching Philosophy: When students join my class I am quite honest with them and let them know that I am here to support them and get them across the finish line. I focus heavily on the fundamentals and building early concepts and try to connect topics taught later in class to them. I often give a big picture view of what topics they can expect to see come up again in the classes they will take next and their real world applications. Most importantly, I try to create a judgement-free zone in my classes as well as in my office hours so students feel comfortable asking questions.
Yasmine Mabene | ymabene@stanford.edu
Yasmine Mabene (she/her) is co-terminal student studying Computer Science with a concentration in Artificial Intelligence. She completed her Bachelors in Mathematical and Computational Science at Stanford. Yasmine is interested in applying computational methods to biomedical research. She conducts research in Jason Andrews's lab where she studies the impact of incarceration on Tuberculosis transmission and treatment outcomes in Latin America. Yasmine previously served as the Outreach co-chair for Stanford's Society of Black Scientists and Engineers where she established a mentorship collaboration between Stanford students and secondary-students of African descent across the bay area. She is passionate about addressing inequities in education and increasing diversity within STEM fields. Yasmine hopes to continue this work as a Lead ACE CA.
Teaching Philosophy: Yasmine believes that it is important that every student feels that they have the resources they need to succeed. She understands that students come from various backgrounds and have different strengths, so she designs materials that incorporate a variety of teaching strategies and styles. Yasmine also believes that it is important to provide individual support to students so that they feel equipped and empowered to achieve the educational goals they set for themselves.
Math ACE CAs
Josué Gil-Silva | Math 19ACE CA | josue23@stanford.edu
Josué Gil-Silva (He/Him) is a Co-term student studying Biomechanical engineering who received his Bachelor's in mechanical engineering at Stanford. He has previous experience in product design engineering at Google and the Stanford CHARM Lab. He is also a part of the Mayfield fellowship, which has helped shape his goal to combine human centered product design and entrepreneurship to solve problems that he cares about. Outside of the classroom, Josué loves sports and the outdoors- he is a former member of the Stanford men's basketball team and still plays competitively. Taking the ACE classes during his first two years at Stanford were the extra support he needed to pursue a degree in engineering and he hopes to provide that same support to this year's students.
Teaching Philosophy: Josué's teaching philosophy is that it is always better to learn by doing and that no student should be left behind during a lesson. He understands that everyone learns in different ways, so he encourages his students to always ask questions and share out if they are confused about something. ACE students should expect to be in a fun class environment where we will go over tons of examples and ensure that no one is left feeling confused!
Sylvie Wilson | Math 19ACE CA | sylviecw@stanford.edu
Hailing from a small town in southeastern Ohio, Sylvie (she/her) is a second-year coterminal master's student in Bioengineering. Prior to her master's, she completed her B.S. in Bioengineering at Stanford with a minor in Mathematics. Her undergraduate research focused on 3D bioprinting technologies, with the goal of live human tissue and whole organ fabrication. She was inspired to become a Math ACE CA by her own experiences struggling in math classes and through her work with the American Institute of Mathematics, an organization that strives to make math a more collaborative and accessible field.
Teaching Philosophy: Sylvie strongly believes that no person is inherently "good" or "bad" at math -- or any subject, for that matter. Everyone has a different learning style, and conventional education only caters to a small subset of those. As an ACE CA, Sylvie continually adapts her teaching style and lesson plans to meet each student's unique needs, actively seeking student feedback to refine and improve her approach. She is dedicated to fostering an environment where questions are not only welcomed, but actively encouraged, and she believes in the power of collaboration to enhance participation and build comfort in academic settings.
Eric Zhao | Math 20ACE CA | erzhao@stanford.edu
Eric Zhao (hehim) is a first year Master's student in the Aeronautics & Astronautics department and is currently researching high temperature gas dynamics in supersonic and hypersonic flows. He received his undergraduate degree in Aerospace Engineering at the University of California, San Diego. During his undergraduate studies, he found his passion in teaching while being an undergraduate student instructor for introductory calculus courses. His time as a student instructor motivated him to become an ACE CA and share his love for engineering to the next generation of students. In his free time, Eric enjoys cooking new recipes, baking, watching movies, and listening to house music.
Teaching Philosophy: I am to create a welcoming and inclusive environment for my students to succeed. I enjoy having open discussions and encouraging students to talk amongst themselves when they have questions. I enjoy building strong individual relationships with my students and cultivating a friendly community in classes so that each student can succeed. I believe that each student has the ability to succeed and may just need some help. I want to pay it forward from all the instruction and advice my mentors have given me, and provide that to my students as well.
Emma Cruz | Math 21ACE CA | emmacruz@stanford.edu
Emma Cruz (she/her) is a fifth-year coterminal student in computer science on the AI track, with a particular interest in medical robotics. Her undergraduate degree was in mathematics and she has spent several quarters as a tutor for Math 19/20/21 through SUMO and more recently, the Athletic Academic Resource Center (AARC). She is excited to continue working with students through the intro calculus series because for many students, these are their first math classes at Stanford, and the material is foundational for a variety of fields of study. Emma enjoys teaching math in general, having been a TA for a high school proof-writing class and Geometry tutor in addition to her work at Stanford, but she especially loves the material from Math 21 and is hoping her sections can make the class feel a bit more manageable. Outside of the classroom, Emma plays on Stanford’s rugby team and also likes bouldering and baking.
Teaching Philosophy: In my sections, I will attempt to reinforce and supplement the lectures with the main goal of helping my students understand why we approach a problem or concept in a certain way. I work with students to look for common patterns that keep showing up across questions and throughout the course to make some of the difficult questions seem less mysterious. Overall, I recognize that although students are going to come into this course with varied math backgrounds and different motivation for why they want to take these classes in the first place, almost everyone will feel that the math courses at Stanford are much more challenging than their high school math classes. With this in mind, I encourage students to reach out to me at any point in the quarter, and I am hoping to create a supportive and low-pressure environment where people are unafraid to ask questions, make mistakes, and learn with and from their peers.
Sala Ba | Math 21ACE CA | sb860219@stanford.edu
Sala Ba (she/her) is a 5th year student at Stanford University, where she’s pursuing a Coterminal Master’s Degree in Mechanical Engineering with a focus on energy systems. Her journey at Stanford began with an undergraduate degree in Mechanical Engineering, concentrating on thermodynamics, fluids, and heat transfer. Sala is currently studying molten metal methane pyrolysis at the NanoEnergy Lab under Hai Wang. Sala’s motivation to join the ACE program stems from her rewarding experiences as a Math subject tutor at the Center for Teaching and Learning. There, she had the pleasure of working with many ACE students and was inspired by the program’s positive impact. She strongly believes in the value of presenting math in an accessible and engaging manner. When she’s not doing schoolwork or teaching, Sala enjoys watching cat videos, dancing, working out, cooking, and visiting her family in Northern Virginia or Western Africa. Whether she's in ballet class, trying out new recipes, staying active, or traveling, she finds joy and balance in all her activities. Sala also is a proud alumni of the Patti Grace Smith and Brooke Owens Fellowships, and is happy to chat about aerospace opportunities with any one who is interested.
Teaching Philosophy: Sala’s teaching philosophy is grounded in the belief that every student contributes unique perspectives and strengths to the learning environment. She is committed to fostering a classroom where diverse voices are not only heard but actively valued. For Sala, inclusion means adapting teaching methods to accommodate various learning styles and needs, ensuring all students have equitable access to the material and opportunities to excel. Sala strongly believes effective instruction is based on mutual respect between the teacher and the student. In her teaching practice, Sala prioritizes creating a supportive and welcoming atmosphere. She sets clear expectations and provides regular feedback to guide students' progress. Her approach includes a variety of instructional strategies—such as collaborative learning, interactive problem-solving, and real-world applications—to address different learning preferences. Sala also encourages open communication and feedback from students to continuously refine her methods and address any learning barriers. ACE students can expect a dynamic and inclusive learning experience in Sala’s section. She is dedicated to making math accessible and engaging, recognizing that each student has their own learning journey. Her goal is to build a solid foundation of understanding by presenting concepts in a relatable and practical manner. Sala hopes to foster a relaxed classroom environment where students feel empowered to ask questions, tell jokes, explore ideas, and collaborate with peers.
Gavin McDonell | Math 51ACE CA | gavinmcd@stanford.edu
Gavin (he/him) is a coterminal master’s student in the Management Science & Engineering Department. As an undergraduate at Stanford, his major was in Mathematics, and he completed a minor in Economics. Gavin is passionate about teaching and mentoring. He has been tutoring part-time since high school, was previously a TA for Math 51 and Econ 43, and has been an RA in Branner Hall for three years. Gavin is psyched to join ACE, a program which he believes is extremely impactful. In his free time, Gavin is a practice player for the Stanford Women’s Basketball Team. He also enjoys playing and listening to music — Phoebe Bridgers and Radiohead are favorites.
Teaching Philosophy: Gavin is 100% committed to your learning journey. He will meet you where you are and try his best to understand how you learn. Instead of lecturing, he prefers a more active classroom with a combination of problems done on the board and in small groups. In his classes, he works hard to create an inclusive, judgment-free atmosphere where students are never afraid to ask questions. He believes his biggest strength in the classroom is taking feedback — being open and willing to implement changes to improve the class. He strives to make learning math fun.
Viruni T. L. Liyanage | Math 51ACE CA | viruni24@stanford.edu
Viruni (she/her) is a coterminal master's student studying electrical engineering, focusing on power electronics and energy systems. She also completed her bachelor's degree in Electrical Engineering with a minor in Mechanical Engineering at Stanford. During her undergraduate career, Viruni was deeply involved in her dorm community and served as a residential student leader. In addition, she spent a quarter in Oxford as part of the BOSP program, where she conducted an independent study on energy systems. Viruni is extremely excited to be part of the ACE community and to help students find their footing in pursuing a STEM pathway. Viruni likes to go on hikes, listen to music, and road trip in her free time.
Teaching Philosophy: I aims to make the ACE sessions a place where students can clarify misunderstandings and learn together. Opening conversation to iron out details allows students to gain insight into concepts they might not be sure of from the lecture. I encourage a student-guided problem-solving strategy, where students walk through practice problems to gain confidence to work through new concepts.
CME ACE CAs
Max Nielsen | CME 100ACE CA | mpn13@stanford.edu
Max Nielsen (he/him) is a 2nd year master’s student in ICME (computational and mathematical engineering). Within ICME, he is in the mathematical and computational finance track. Max got his undergraduate degree in applied and computational mathematics from Brigham Young University. Max wanted to become an ACE CA because he wants to help others realize their full academic potential and help them develop confidence in their skills.
Teaching Philosophy: I think that everyone deserves to learn in an environment that is not only inviting, but also engaging and fun. I want my students not only to be classmates, but also friends! I also know that everyone has unique challenges and learning styles, so I want to create an environment in which everyone feels comfortable learning at their own pace and in their own manner without judgement. My number one goal is to do whatever I can to help students succeed and believe in themselves.
Linh Vu | CME 102ACE CA | lvu@stanford.edu
Linh Vu (she/her) is a second-year Master student in Materials Science and Engineering, with an interest in semiconductor materials. She majored in Mechanical Engineering at University of Rochester, NY, with a minor and research focus in Materials Science. Linh started teaching math for elementary kids during her senior year of high school in Vietnam, and she fell in love with teaching ever since. In college, she served as a Teaching Assistant (TA) for Calculus and Engineering classes. What Linh loves most about being a TA is having chances to meet and learn from students from all backgrounds, and to help them achieve their academic goals. That is why joining the ACE program as a CA is extremely exciting for her. Besides supporting students in learning the materials, Linh cares about creating a meaningful classroom environment with equity and inclusion. Outside of the classroom, Linh is a very social person with hobbies in cooking, listening to music, trying out different sports and outdoor activities, and learning new skills.
Teaching Philosophy: I strongly believe that every student can achieve their desired academic goals, and I will do my best to support them. My goal is to create an engaging and professional learning environment where any students can comfortably address their concerns, raise questions, and collaborate with others. I always encourage students to share their insights and feedback about my teaching style, as I genuinely appreciate and consider their ideas. I also appreciate it when students reach out for outside-of-section discussions to either help them with a more tailored teaching approach, or to address their concerns. The students are not the only ones benefiting from taking the course and joining the ACE program; as a CA, I am also enhancing my technical knowledge, my teaching style, and learning from my students.
CS ACE CAs
Abena Ofosu | CS 100A CA | aao2002@stanford.edu
Abena (ah-bn-uuh) Aboagyewaa Ofosu (she/her) is a coterminal master's student in Computer Science with an undergraduate degree in Symbolic Systems, both concentrations in Human-Computer Interaction (HCI). Hailing from Accra, Ghana, where she lived her entire life before coming to Stanford, she found a second home in the ACE community. Her motivation to be an ACE CA was the incredible support she received as a freshman. Having gone from being scared of Computer Science to interning at Bloomberg, Meta, and Netflix, she is passionate about providing even more of that transformative support to others. She spent her undergraduate years as an executive member of the Stanford Ghanaian Students’ Association (AKWAABA) and the Stanford African Students Association(SASA) as President and Vice President, respectively, an International Student Orientation Coordinator for two years, and a Bechtel SIB Mentor Captain. She was also a CS105 TF Coordinator, a CS105 Teaching Fellow, a CS198 Section Leader, and a Black LAIR Helper. This year, she will also be a Resident Assistant(RA) at Mirrielees House(previously at Robinson House and Toyon Hall). She enjoys reading novels (particularly romance and sci-fi), sleeping, strength training in the gym, and cooking delicious Ghanaian meals in her free time.
Teaching Philosophy: Anyone can excel in computer science with practice and grit. I want to create a safe, inclusive learning environment where collaboration and questions are always welcomed. One thing I believe with all my heart is that mistakes are growth opportunities in disguise. Drawing from my own struggles in Computer Science, I meet my students where they are and adapt my teaching methods to diverse backgrounds and experiences. Student feedback is essential to me, and I constantly use it to improve my teaching methods. CS is hard, and I want to focus on making the learning journey less intimidating. I hope that by sharing my own challenges, breaking down complex concepts, and encouraging a growth mindset, I can give my students the tools and confidence to succeed. Through community, I want to empower every student in my class to thrive, regardless of their starting point.
Kris Jeong | CS100B ACE CA | kjeong@stanford.edu
Kris (she/her) is currently pursuing an MS in Computer Science, specializing in Information Management and Analytics. Her journey into computer science began at Stanford with CS106A, a course she loved so much that she ended up getting a BS in Computer Science (‘24, AI specilization). Throughout her time at Stanford, Kris actively participated in a range of extracurriculars, including Club Figure Skating, the Viennese Ball Opening Committee, XTRM, debate, and orchestra. However, her most transformative experience was section leading. After section leading for CS106A twice, CS106B three times, and CS100B ACE once, Kris became keenly aware of the profound influence these introductory courses can have—one’s experience in them could either convert unsuspecting humanities majors to CS majors (like me!) or turn them off of CS forever. As someone who grew up thinking engineering wasn’t for her, she credits CS106 for convincing her otherwise and is passionate about helping other students discover the same magic of CS through ACE!
Unrelated fun facts: Kris grew up in six different countries—France, Mongolia, Denmark, Malaysia, Korea, and the US. English is her third language, after Korean and French, and she dabbles in Danish and Spanish. She’s interned in several different fields—law, refugee camps, consulting, startups, and big tech—and has finally found her calling as a product manager in tech. In her free time, she likes to lift, dance, cook, watch performances (operas, musicals, concerts, comedy, jazz, anything really). She’s passionate about mental health and is always happy to chat about navigating OAE, therapy, etc.
Teaching Philosophy: My teaching philosophy is rooted in the belief that every student deserves a fair chance at success, and that true learning can only flourish when students feel both comfortable and confident in their ability to belong in the classroom. There are several barriers that can prevent students from achieving their full potential—whether it's a lack of prior experience, the absence of relatable role models in the field, or feeling that they're progressing at a different pace than their peers. I strive to create an inclusive environment where students can acknowledge these challenges and, together, we can work to overcome them. In large lectures like CS106B, it can be difficult for every student to keep pace, which is where ACE sections come in. I tailor my teaching to meet students where they are, whether that’s through section, office hours, or quick clarifications over Slack. I hope to foster a space where students aren’t afraid to ask questions. My goal is to ensure that no student ever feels lost, intimidated, or out of place. When students enroll in my section, they can expect a learning experience that emphasizes mastery of concepts over rushing to solutions. We'll take the time to thoroughly explore the "why" behind each problem before diving into code. My aim is to empower students with a deep understanding of core principles, rather than just technical know-how, so that they leave my section not only as better coders but as more confident problem solvers. By supporting students through personalized teaching, I hope to inspire them to see computer science as accessible and achievable—just as I once discovered through my own journey.
Elena Sierra | CS103ACE CA | esierra@stanford.edu
Elena Sierra (she/her) is a coterminal M.S. candidate in Computer Science and B.S. candidate in Electrical Engineering, enrolled in her 5th year at Stanford. Elena's academic and research interests focus on the application of machine learning for sustainability and equity and post-secondary STEM education and pedagogy. Elena started teaching as a section leader for Stanford’s CS 106A and CS 106B courses in Spring 2021, where she found a passion for working directly with students to build their fundamental CS knowledge and skills. Her experience as a previous ACE student combined with her teaching roles motivated her to become an ACE Course Assistant (CA), where she strives to encourage and uplift students in STEM courses in a small-group environment. She is especially excited to help ACE students with CS103 material this year! In the future, Elena aims to drive sustainability efforts and promote data equity in AI and hopes to contribute to the ethical use of technology. Post-graduation, she plans to either pursue a Ph.D. or work in industry, with long-term aspirations to become a professor focusing on AI for social good.
Teaching Philosophy: My teaching philosophy centers on creating an inclusive and supportive learning environment where all students feel they belong and can succeed, regardless of their background or prior experience. Students can expect sections that are practical and focused on building foundational skills. We will emphasize how to approach new problems, structure proofs, and apply concepts from lectures. Sections will be interactive, incorporating small-group problem-solving and large-group discussions, ensuring that every student has the opportunity to engage and learn in a way that works for them. I am committed to creating a space where asking questions, providing feedback, and uncertainty is encouraged. I also hold short one-on-one check-ins throughout the quarter to provide individual assignment feedback and understand how I can best assist each student in navigating this often abstract and challenging material. My goal is not only to help students understand CS103 but also to instill confidence in their mathematical abilities. By the end of the course, my hope is that students leave with a deeper understanding of the material and the confidence to tackle future challenges.
Shray Alag | CS 107ACE CA | alag@stanford.edu
Shray Alag (he/him) is a first-year coterm at Stanford from Santa Clara, CA. He is pursuing an M.S. in Computer Science with a focus on Artificial Intelligence, building on his CS Systems track Bachelors degree. Shray loves the low-level nature of systems and is a strong proponent of learning how code translates to physical processors and memory. He's love for teaching stemmed from before Stanford where he used to teach elementary school children how to code in Scratch, and during his undergrad at Stanford, he was fortunate enough to help teach CS106A/B for three years. Shray loves helping students feel more confident in themselves and their abilities, through demystifying confusing concepts and guiding them through structured practice. He is very excited to be an ACE CA and help students tackle CS 107, hoping that students will come out of the class knowing that they can thrive in Computer Science. When not teaching or coding, you can find Shray playing Cricket with the Stanford Club Cricket team, traveling with friends & family, and singing.
Teaching Philosophy: Everyone can succeed in Computer Science. CS107ACE students come from different experience levels, and I'm committed to making sure that everyone, regardless of their experience, feels confident and comfortable in CS 107. My approach is three-fold: creating a culture where asking questions isn't just optional but the norm, having frequent 1-on-1 checks in, and then, doing a lot of practice. We'll work together to create very strong foundations through lots of review lectures, asking a lot of questions, having check-ins, and practicing. Building off of this foundation, we'll be equipped to take on some fascinating topics and problems! True learning, in my view, comes from a deep understanding of why something is the way it is and then practicing the concept again and again. This takes a lot of time and will be tough at times, but we'll overcome these hurdles together!
Tom Nguyen | CS 109ACE CA | anhn@stanford.edu
Tom was born in Vietnam, but grew in Nashville, TN. He is currently a CS co-term student following the AI track and was also a CS undergrad at Stanford. He was motivated to become an ACE CA because he enjoys teaching and seeing students succeed. Hobbies: Volleyball & gym
Teaching Philosophy: My teaching philosophy revolves around 2 pillars: not trivializing difficulties and reaching out to students. I believe everyone learns at their own pace, and that struggling to grasp seemingly "easy" concepts is part of the learning process. I also enjoying reaching out to students in hard times during the quarter such as finals and midterms. I want to always a be a resource students can turn to for any questions.
Matthew Ayoob | CS111ACE CA | mayoob@stanford.edu
Matthew Ayoob (he/him) is a final-year coterm at Stanford from West Virginia. He is pursuing an M.S. in Computer Science with a focus in Artificial Intelligence, having completed a B.S. in Human Computer Interaction and a minor in Vocal Performance. He has previously TA’d CS107/CS111. He is excited to continue supporting the systems curriculum through ACE with the intention of uplifting students, encouraging them to find confidence in their unique abilities, and helping them to pursue their interests wholeheartedly. In his free time, Matthew enjoys experiencing new countries, exercise, spending time with friends, and drawing.
Teaching Philosophy: In my teaching practice, I prioritize creating an inclusive environment where all students feel welcomed, respected, and supported in exploring their intellectual curiosities. My goal is to be an encouraging mentor, someone who uplifts students and instills confidence, much like the influential teachers who shaped my own path. I want to empower students to boldly pursue their passions, even if they seem unconventional, and to develop a growth mindset that embraces the iterative nature of learning. In my classroom, students can expect continuous feedback and a safe space to take risks, evolve, and explore ideas. I strive to make abstract concepts accessible by connecting them to real-world applications that resonate with the diverse experiences of my students. I also integrate theoretical foundations with hands-on projects, allowing students to gain end-to-end experience while developing transferable skills across different forms of media. Beyond technical knowledge, I emphasize the importance of cultivating qualities like a diligent work ethic and meticulous documentation habits. I aim to help students become self-directed learners who not only develop their own authenticity but also contribute to a more inclusive world.
Matthew Villescas | CS161ACE CA | mattjv22@stanford.edu
Matthew (he/him) is a first-year graduate student studying computer science at Stanford University, specializing in cybersecurity. When he was a Stanford undergraduate, he also majored in computer science on the artificial intelligence track and pursued minors in both mathematics and creative writing respectively. His motivations to be an ACE CA (particularly for CS161) were a love of teaching, passion for algorithms, and a vision that math could be just as warm and inspiring as the fine arts.
Teaching Philosophy: Algorithms are what made me fall in love with computer science, which makes me excited to help teach them; however, they lean on the mathier side, which induces a lot of anxiety surrounding what appears to be cold numbers and procedure. My teaching paradigm is motivated by finding the humanity in mathematics: mistakes and all! With so many students bringing a breadth of both life and academic experiences, I seek to encourage collaboration, new viewpoints, and to collectively uncover a path through the mystery of algorithms.To that end, I will emphasize honing problem solving skills through dialogue, group practice, and much much trial and error! When we see these crazy equations, we might forget that a human wrote them down. But since all of us are human, that gives us a great start to not only understand what’s before us but to be elevated by our fellow classmates!
MS&E ACE CAs
Evelyn Yee | MS&E120 ACE CA | yeevelyn@stanford.edu
Evelyn (any pronouns) is a first-year MS student in the computer science department. They graduated from UC San Diego, where they majored in data science and minored in Linguistics. Academically, Evelyn's research interests are centered around AI alignment and interpretability, with the goal of building systems that are safe in the real-world context of decision-making and other high-impact applications. As an ACE CA this quarter, Evelyn is excited to meet the students and develop as a teacher. They hope to create a welcoming, supportive environment to help all students build confidence and excel through their degrees. Outside of school/work, Evelyn loves to cook and try new restaurants. Being a newcomer to Palo Alto, they're excited to explore the food scene here and are always happy to hear new recommendations!
Teaching Philosophy: I believe that learning should be student-driven and centered around discussion. Fundamentally, I am working for the students, so I want to make sure that I am meeting their needs and answering their questions above all else. During our MS&E 120ACE sections, students should expect to do some content review but primarily focus on problem-solving methods and applications of course content, providing demonstrations and support in applying abstract probability concepts to real life. In these small classroom settings, I strongly encourage student engagement, and I am always open to feedback to help me continue learning and improving my teaching practice.