Published in Journal 1, 2009
This paper is about the number 1. The number 2 is left for future work.
Recommended citation: Your Name, You. (2009). "Paper Title Number 1." Journal 1. 1(1).
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Published in Journal 1, 2010
This paper is about the number 2. The number 3 is left for future work.
Recommended citation: Your Name, You. (2010). "Paper Title Number 2." Journal 1. 1(2).
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Published in Journal 1, 2015
This paper is about the number 3. The number 4 is left for future work.
Recommended citation: Your Name, You. (2015). "Paper Title Number 3." Journal 1. 1(3).
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Published in GitHub Journal of Bugs, 2024
This paper is about fixing template issue #693.
Recommended citation: Your Name, You. (2024). "Paper Title Number 3." GitHub Journal of Bugs. 1(3).
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Published in GitHub Journal of Bugs, 2024
This paper is about a famous math equation, \(E=mc^2\)
Recommended citation: Your Name, You. (2024). "Paper Title Number 3." GitHub Journal of Bugs. 1(3).
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Does the shared activity between corticostriatal circuits change as mice age? Could such a change explain age-related shifts in decision-making strategies?
Published:
This is a description of your talk, which is a markdown file that can be all markdown-ified like any other post. Yay markdown!
Published:
This is a description of your conference proceedings talk, note the different field in type. You can put anything in this field.
Undergraduate Course, UCLA, Bioengineering, 1900
As a teaching assistant for BE 175, I led twenty students in weekly two-hour discussions, reinforcing and extending core lecture content. I focused on drilling the high-level intuition for machine learning techniques that my students may encounter in their careers as bioengineers, from dynamical systems to Bayesian inference. I also prioritized conditioning good practices and grooves of skepticism such that, even if they don’t understand the mathematics of a model they encounter in the workforce, they know how to probe and question it (i.e., always cross-validate!). Still, I liked to cover the mathematics underlying the techniques whenever time permitted and the math was cool.
Undergraduate Course, UCLA, Bioengineering, 1900
As the teaching assistant for the computational track in the Bioengineering senior capstone, I was responsible for guiding four teams of five students as they ideated and built virtual cell models (e.g., predicting growth rates given drugs, transcriptional changes given CRISPRi KOs, etc.). I held weekly, two-hour office hours where I taught relevant concepts, suggested concrete packages and workflows, debugged code, and helped with interpretation. I also provided dense and specific feedback on practice presentations and proposals, focusing on honing scientific communication, grasp of core concepts, and the degree of creative innovation in each project.