The workshops I attend always have a focus on bringing together academics and industry. Here I gained valuable experience working together with team consisting of academics and professionals from industry. Moreover, I learned about different industries and the problems they work on.

Software Carpentry Boot Camp (22-23 May 2012)
Software Carpentry hosted by UBC Department of Computer Science
The introductory boot camp covers core software skills: program construction, version control, python, testing, the command line, SQL, SQLite and relational databases. Short lessons alternate with hands-on practical sessions for two full days.

Monte Carlo Methods for Quantitative Finance (22-24 February 2012)
Pacific Institute for the Mathematical Sciences, Vancouver
Participated in a three-day workshop on the use of Monte Carlo methods for accurate option pricing, hedging and risk management.

Instructional Skills Workshop (August 2012)
The Centre for Teaching, Learning and Technology, UBC, Vancouver
Three-day hands-on workshop which introduces concepts and practice in higher education instruction. Emphasis on lesson planning, student participation and instructional aides. Workshop includes video-taped practice teacher/peer feedback.

Workshop on Mathematical Problems in Industry (June 2010)
Rensselaer Polytechnic Institute, Troy, USA
MPI is a problem solving workshop that attracts leading applied mathematicians and scientists from universities, industry, and national laboratories. During the workshop, engineers and scientists from industry interact with the academic participants on
problems of interest to their companies.

Graduate Student Mathematical Modeling Camp (June 2010)
Rensselaer Polytechnic Institute, Troy, USA
The GSMM Camp is a week-long workshop whose aim is graduate student education and career development directed towards interdisciplinary problem solving. The mathematical problems considered at the Camp are highly interdisciplinary in nature and are inspired by real problems that arise in industrial applications. The work on the problems is done by graduate student teams, each with the guidance of an invited faculty mentor, so that scientific communication is an important and integral component of the work.

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