I am a CS education researcher, with a background in formal methods. I am interested in understanding students affective experiences in algorithms courses, supporting TAs’ teaching problem solving, and motivating students study formal methods.
Hi! I’m Katherine. I’m a PhD candidate at UIUC studying Computer Science Education and I’m on the job market for positions starting in Fall 2027. I’ve been a course instructor for Discrete Mathematics and a discussion leader for Algorithms and Models of Computation. My research supports my teaching as I investigate how to support, motivate and teach my theory students.
My path to computer science has been a bit winding. I originally studied biology, but a required CS course showed me where my interests truly lay. Since then, I’ve explored bioinformatics research and formal methods research until finding my way back to my truest joy: teaching. I like to use my background to support my students who are new to computer science or don’t feel that they belong. Most importantly, I love working with students, encouraging them, and helping them feel comfortable as they tackle challenging concepts.
My teaching philosophy comes from my first CS class. When I struggled to understand the material, I realized how much a patient explanation and encouragement can make a difference. I also draw inspiration from bell hooks’ engaged pedagogy and the ideas behind compassionate pedagogy. To ensure I do my part as instructor in the classroom, I use frequent anonymous feedback to reevaluate my teaching. I share my experiences and challenges with my students and make mistakes in my lectures. Importantly, I treat my students as equals and build connections with them. I continue to learn and stay informed so that I can meet my teaching goal with all students: making sure everyone feels they can get something out of the lesson and that they belong. I love working with my students, helping them learn, and getting to know them as people!
In my research, I also focus on student experience. I study how students feel in theory classes and how instructional practices can make learning more equitable and engaging. Right now, I’m building a tool to generate personalized problems, and separately, I’m investigating potential barriers to learning algorithms. I’m also exploring student motivation and why formal methods sometimes fail to spark excitement.
Beyond the classroom and office, I love being an active part of my community. I run outreach programs introducing younger students to computing, helping with scholarship applications, and developing middle school math skills. I also enjoy spending time outdoors and frequently volunteer with my local parks department, which hosts free community events. When I’m inside, you’ll probably find me at the public library hunting for new books or cuddling up with my cat Tashi, reading them. I have also enjoyed working as an election judge for both local and federal elections.
Illinois Math and Science Academy
NASA Langley Mentor: Alwyn Goodloe, Ph.D.
Air Force Research Laboratory
Wright-Patterson AFB Mentor: Kerrianne Hobbs, Ph.D.
Collins Aerospace (of Raytheon Technologies)
Carnegie Mellon University, Software Engineering Institute
Mentor: Eunsuk Kang, Ph.D.
Auburn University, Department of Weed and Soil Sciences
Mentor: Scott McElroy, Ph.D.
University of Iowa, Department of Physics / CERN
Reserach area: Computers and Education
Disseration Topic: Motivating Students in CS Theory Classes
Minor: Biology
During my undergraduate years, I worked on Bioinformatics research. Under Professor David Fernandz-Baca, I contributed to the paper “Checking Phylogenetics Decisiveness in Theory and in Practice.” My contribution included formulating an ILP version of a hypergraph coloring problem, programming both the SAT and ILP problem formulations and developing data reduction strategies.
At Iowa State, I also developed a passion for teaching. There, I TA’ed for an advanced C programming class, guiding students through a semester long project. For three semesters, I was a TA for Introduction to the Design and Analysis of Algorithms. In this role, I taught a weekly discussion section, held office hours, and graded student work. These experiences were the most enjoyable of my time in college and led me to apply for a PhD.