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\begin{document}
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\lhead{\textcolor{gray}{\it Sundar Iyer}}
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{\LARGE \bf TEACHING STATEMENT}\\
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{\normalsize Sundar Iyer (sundaes@cs.stanford.edu)}
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%\begin{document}
%\centerline {\Large \bf Teaching Statement for Sundar Iyer}
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% Introduction
% BIS course - phatak example.
% What did I learn from that?
% Body - Examples of past courses.
% Teaching outside area of research.
% There are no dumb questions.
% Give examples of past courses taught.
% Unix, Internet workshop, 
% Teaching Assistant - 384X,Y - Mention what you did for those courses.
% Course in MET Mumbai.
% Industry Tutorials - I think this is important.
% Bhopardikar.

% http://www.math.uga.edu/~andrew/Jobs/teach.html

My first experience of teaching in a formal setting was during my early
undergraduate years. I taught, prepared laboratory sessions and gave
tutorials at a number of 2-3 day workshops organized by IIT Bombay on Unix, Java and the Internet.
This was a challenging experience for me as it involved 
keeping a 300-member audience, who had varying levels of familiarity
with the subject matter, interested and engrossed.
In my senior year, I taught a course on Networking along with Prof. A. Karandikar from 
IIT Bombay, at an affiliate institute of the Center for the Development of Computing (CDAC) in Bombay. 
I took up this task enthusiastically and taught around 18 hrs of lectures, set homeworks and 
gave exams for the course. 
%It was then that I realized that I truly enjoyed teaching.

  During my graduate years, I gave a number of talks at Stanford, in academic conferences and 
to Industry. On one occasion, I gave a full day tutorial on ``Software Design Ideas in 
Packet Classification" to a group of engineers. I have learnt slowly (and am still doing so!) the
subtle differences regarding teaching to students, presenting an idea to colleagues at a 
conference, or giving a talk to Industry. Realizing that I have a long-term interest in 
teaching, I took a public speaking class at Stanford. In this class, our lectures and talks 
were taped and constructive criticisms were offered by both instructors and students.
Thus, I experienced how one can be both a teacher and a student simultaneously. 

%I have gained immensely from my mentors who have advised and molded my style of teaching 
%and presentation. 

%Judging from the class participation I believe I was able to impart 
%I took up the task enthusiastically and I believe from the class participation I did
%the course justice. It was then I realized that I genuinely enjoyed teaching.

At Stanford, I was a Teaching Assistant on three different occasions, for an advanced graduate level
two part course, ``Packet Switching Architectures". There are two reasons why I enjoyed this
assignment. First, this course was a novel attempt in teaching the 
mathematical methods used in the analysis of
packet switching. I got the opportunity of contributing to and developing the course 
content, homeworks, exams
and programming assignments. I was able to appreciate the benefits of the course curriculum partly because 
I was reminded of my own (sometimes frustrating!) efforts in trying to understand
packet switching as an incoming graduate student, in the absence of a formal course in the area.
Second, the course contents overlapped with many topics in my immediate area of research. Thus, in 
the second part of the course, on occasion, I prepared and gave lectures on topics of research
that I had worked on. Also I suggested interesting research topics for projects,
and participated and advised students. 
I also was able to see first hand how teaching and research can be complimentary. 
As an example, one of the projects confirmed 
via simulation our analysis of a packet buffer memory hierarchy that eliminates cache 
misses, which was the topic of 
a research paper that we recently submitted to IEEE/ACM Transactions on Networking. 

%Teaching has often been a humbling
%experience to me. On more than one occasion, I have seen students come to me and
%re-derive proofs using simpler techniques that I was unaware of. 
% People like to spend time only on things that they want to and
% understand.
% things that I have learnt at Stanford which I would like to bring to ...
% You can only get the best out of people by allowing them to work on things they
% are passinate about.
% Body - What will you teach?
% Presentation skills.
% What courses will you teach?
% A graudate course on network architecture -Say involves CS, EE and Math.
% undergrad courses on Algorithms, Automata, Basic Networking,
% Databases.
% Mention Inter-Disciplinary course.
% Mention "Public Speaking" course at Stanford?
% Given that teaching was a long term committment?
% Disastrous learning - Why Math is considered so hard?
% Learning and working in groups.
% Why do we as researchers not use the same interactive presentation
% tools that we develop?
% Sometimes it is hard for me to understand why we stick to the old paper
% and pen style? - A powerpoint animation (however repelling to the
% purists!) can go a long way in simplifying a math proof, a course in
% recreational mathematics would be really useful, and 

I can teach a broad set of courses, in the area of Algorithms, Automata, 
Computer Architecture, Databases, Programming Languages, Networking and Probability at the 
undergraduate level.
At the graduate level, I can teach a number of standard networking courses such as 
Multimedia Networking, Network Programming, Mobile and Wireless Networking, Distributed Systems 
and advanced topics in related areas. In addition, I intend to introduce the following 
new advanced graduate level classes. 

\begin{itemize}
\item {\bf Packet Switching Architectures:} I shall build upon prior experience that I have 
gained at Stanford. I intend to further develop this course by focusing on the impact that 
recent advances in chip fabrication, optics and serial link technology have on switch design.

\item {\bf Network Architecture:} 
I intend to carefully develop this course, which would expose students to the 
fundamental principles used to design and architect networking systems. 
This course will expose students to mathematical techniques borrowed from a number of areas in 
Algorithms, Computer Architecture, Combinatorics, Probability {\it \&} Queueing Theory. 
However, this course will differ from a number of previously offered courses, by focusing on
networking systems which offer performance guarantees. In the coming years, this course will also 
expose students to issues such as fault tolerance, reliability, uptime and simplicity of design, 
which will become increasingly important.

\end{itemize}

%I am also open to teaching courses in other areas in mathematics and statistics.
% Say that all these courses are inter-disciplinary and I can tailor them to suit the EE/CS needs.
% Say something about NA will develop over the years..
% Number of contributions remain in this field... etc.
% Mentoring and Learning for life.


%One of the key things
%that I have learnt is that advisees realize their best only when they 
%develop a true passion for their work. This can be done only when they are 
%given sufficient time and opportunity to define and solve challenging problems.
% and apply their ideas to both science and humankind. 

I believe that universities have an important social responsibility of
training and mentoring students to have ``open minds" and to think rationally. Though I have not 
directly mentored students 
for long periods of time, my interactions with junior colleagues and students, and my personal
positive experiences on being mentored, lead me to believe that I am qualified to do so.
Teaching and mentoring gives me the opportunity to understand, learn and mold young minds 
to the larger cause --- the betterment of both science and humankind; a cause that I passionately 
believe in. In a nutshell, that sums up my main motivation for pursuing an academic position.

% Seminar??
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%Sundar Iyer
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