Office Hours


  • 12:00 PM - 1:00 PM Analy Village 608 Santa Rosa Campus


  • 12:00 PM - 1:00 PM Analy Village 608 Santa Rosa Campus

Spring 2020

Section 4477 of CSKLS373
Foundations of Mathematical Reasoning -- : Jan 14 - May 14 2020

Section 4513 of CSKLS373
Foundations of Mathematical Reasoning -- : Feb 03 - May 20 2020

Section 6071 of CSKLS770
Supervised Tutoring -- : Jan 13 - May 22 2020
The College Skills Drop-In math lab is located in Analy Village, room 618. Open MTWTh 9am-4pm and F 9am-2pm.

Fall 2019

Section 0377 of CSKLS373
Foundations of Mathematical Reasoning -- : Aug 19 - Dec 11 2019

Section 0382 of CSKLS373
Foundations of Mathematical Reasoning -- : Aug 20 - Dec 12 2019

Section 1961 of CSKLS770
Supervised Tutoring -- : Aug 19 - Dec 20 2019
The CSKLS Drop-In Math Lab is located in Analy Village, Rm. 618. It is open MTWTh from 9 am - 4 pm, Fri. from 9 am - 2 pm.

  • Stanford University, Stanford, CA. PhD in Curriculum and Teacher Education in Math Education, 2016
  • Stanford University, Stanford, CA. Ph.D. Minor, Spanish Language with an International Emphasis, 2014
  • Lyndon State College, Lyndonville, VT. M.Ed., Curriculum and Instruction, 1996
  • Johnson State College, Johnson, VT. B.A., Mathematics, Johnson State College, 1992
  • CLAD/CTEL California Certification to teach English learners, since 2007
  • California Secondary Math Certification, since 2004
  • Vermont Secondary Math Certification, 2000-2008

Dr. Felicia Darling is a first-generation college student who has taught math for almost 30 years at both the secondary and college levels. She possesses a Ph.D. in Math Education from Stanford University and is a Fulbright Scholar. She holds a Bachelors in Mathematics, an M.Ed. in Curriculum and Instruction, a California single-subject math credential, and a California Teacher of English Learners Certificate.

Felicia is a math instructor, teacher educator, and education scholar who focuses on improving access to math content for all students. Her approach focuses on illuminating assets of students who are underrepresented in STEM fields in the US—especially socioeconomically disadvantaged, first-generation-college, second-language-learner, and ethnic/racial minority students.

Felicia’s instruction, research, and professional development for teachers focus on asset-based instruction, fostering a positive math mindset, real-life problem solving, and facilitating productive conversations to support students as they actualize their full potential in math. She draws from her own research as well as researchers including Boaler, Dweck, Lotan and Cohen, Steele, Zwiers and O’Hara, and Hakuta.