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Audra

I’m finishing up my PhD in history at the University of North Carolina at Chapel Hill. I have an MA in history from Miami University in Ohio, and a BA in history and biblical studies from Wheaton College in Illinois.

I have over 100 hours of graduate-level coursework in history, and three semesters of experience teaching history at the University of North Carolina. As a professional historian, I aim to show students that history is so much more than names and dates—it’s the art of investigating the past for its own sake, and also for the purpose of improving ourselves and our communities.

My goal as a tutor is to help students become better readers, writers, and thinkers. These core skills will serve students not only throughout their academic careers, but throughout their lives and in a variety of contexts.

Specifically, both in the classroom and in one-on-one tutoring sessions, I emphasize critical thinking and writing. I work with students to help them craft essays that are persuasive, well-organized, grammatically correct, and syntactically effective. I also train students to read critically to extract the main ideas and arguments from any text, whether it’s a poem, a novel, or a press release.

I moved to Dallas from Moscow in 2013, where I lived while conducting archival research for my doctoral dissertation in Russian history. When I’m not engaged in writing my dissertation, I enjoy yoga, embroidery, and architectural tours of Dallas.

Undergraduate Degree:

 Wheaton College (Illinois) - BA, History

Graduate Degree:

 UniversityOF NORTH CAROLINA CHAPEL HILL - PhD, History

Yoga, detective fiction, embroidery, design history

College English

College Level American History

High School English

High School Level American History

What is your teaching philosophy?

My teaching philosophy reflects my interest in collaborative, interdisciplinary scholarship. Believing I have as much to learn about history as my students do, I like to think out loud with them in class, blending small group conversation with discussion of primary source materials. Through the use of sources as diverse as physical objects, films, and literature, I aspire to make history accessible and attractive to all my students in order to help them become responsible citizens in a globally connected world. I also aim to help my students improve their writing, which is an integral part of interdisciplinary education.

What might you do in a typical first session with a student?

In a typical first session, I ask the student open-ended questions in order to get to know the student and determine his or her specific goals and overall learning style. Then, together we'll brainstorm a strategy to help the student achieve their goals. After that first session, I'll spend some time on my own developing a plan for future sessions.