My undergraduate experience at Georgetown has provided me with an analytical background and collaborative skill set that strengthens my versatility. Most notably, I took part in a Global Solver class that brought together knowledge of science, policy, and society and encouraged innovation of solutions to critical international technical challenges. My journey through this class changed me. Instead of simply moving from one lab and formula to another, I found myself getting involved in scientific diplomacy. I realized my inherent aptitude for issues requiring an interdisciplinary background and my interest in international affairs. This class forced me to think outside of the textbook, on my own, and as a member of a team. I worked with four other group members, to identify the societal problem of pesticide misuse and unearthed data to deduce trends that helped support our conclusions. We developed a political science based solution in the form of a Pesticide Field School and advocated for this idea through direct engagements with United Nations members and the CEO of the Lounsbery Foundation. This project culminated in the production of a proposal that Lounsbery financially supported this past Spring 2015. With the work of one semester, my group and I received $10,000 from the Lounsbery Foundation and traveled to Corrientes Argentina to test the feasibility of a Pesticide Field School. Overall, I learned to judge myself not by my independence but by what I can do to create a better world.
In addition, as a researcher in the Non-Human Primate Lab of Dr. Ludise Malkova at Georgetown University Medical Center, I comfortably navigated complex interpersonal neurobiology, neurophysiological and behavioral data to deliver tangible scientific results. As a Howard Hughes Medical Institute Scholar, I worked on pharmacology projects and proposed innovative solutions that have helped to unravel the seemingly infinite knot of neuroscience. My research culminated with a chemical-genetic approach to the remote control of neural activity in monkeys and an investigation into the functional contribution of hippocampal afferents to non-navigational spatial memory in Non-Human Primates.
As a teaching assistant in biology, I taught laboratory techniques and procedures, and explained underlying logic, complexities of core biological concepts. I accurately assessed understanding in students and facilitated their communication with professors. As a teaching assistant for black and white photography, I took an active role in classroom critiques, appreciated cultural photographic styles, and helped students analyze photographic compositions, specifically through suggesting the means by which design creates a desired effect. Through teaching, I have motivated and encouraged resilience. I now cherish the bond between student and teacher, and use this mentee-mentor relationship to challenge students and peers to dare in their studies. I help my intellectual colleagues learn to question the status quo and take risks. As a teacher I have also learned from my students. I have found the courage to vocalize my ideas through creativity, and contribute a unique perspective to a proposed issue. Similarly, through active listening of presentations given during research symposiums, I have learned to give succinct and clear feedback that aids in the further development of a scholars’ experimentation.
My commitment to Georgetown’s varsity swim team instilled in me an affinity for teamwork and an aptitude for time management. I have spent most of my life being a member of a team and have experienced remarkable highs of relay accomplishments, as well as disappointing losses determined by hundredths of a second. When I apply these mindsets to the settings of my work, I have a capacity to rapidly interpret data and make practical decisions as a member of a team. I treasure a strong sense of community and the ability of a group to extract the best from each member. I fully comprehend the dependence existent in relationships and the importance of forming connections with others. Through my role as a tutor, I hope to further develop my understanding of kinship. I desire to join an unfamiliar community to extend my own intellectual boundaries. Most of all, I hope to gain perspective and make a lasting impact.
As an outdoor education backpacking and rock-climbing guide, I developed endurance and honed my tolerance of adversity and uncertainty, to view unknowns as opportunities. I learned how to keep a balanced focused perspective under stress, and am able to make situationally appropriate decisions based in self-awareness, thereby withstanding rapidly changing situations. This mentality keeps me bushwhacking on a solid trajectory despite the potential “what ifs” that plague circumstances. Furthermore, the need to adjust routes to the summit has taught me flexibility and MacGyvering skills which will help me overcome obstacles I may encounter as a tutor. My experience with failed ascents has taught me that only when I accept the past and what it has taught me, can I focus on my intentions for the future, so that tomorrow I can summit the insurmountable mountains of today Reflecting, I have come to understand that I leave college with a rock climber’s mentality; I embrace the fear of the unknown, I initiate, I motivate, I live by the unwritten code of the mountain men; together, “it is not the mountains we conquer but ourselves” (Sir Edmund Hilary).
I am interested in the tutoring because it combines the opportunity to immediately contribute the skills I have developed in a creative setting, while providing me with a structure that will propel my skill set to the next level. I believe that the dynamism, innovation and ingenuity required by the position align with my experience, exposure and analytical background.
Georgetown University - Bachelors, Neurobiology
SAT Composite: 2200
SAT Math: 760
SAT Verbal: 720
SAT Writing: 720
SAT Subject Test in Biology E/M: 760
SAT Subject Test in Mathematics Level 1: 710
What is your teaching philosophy?
As a teacher, I believe in creativity, empathy, respect, and resilience. My goal is to inspire, and to help my students find their passion. I strongly believe that in forming a mentor-mentee bond, tutors and students teach one another about what truly counts in life.
What might you do in a typical first session with a student?
I would spend some time to get to know my student, establish goals for the session and for the semester(s), and ask them what their strengths and weaknesses are.
How can you help a student become an independent learner?
Encourage him/her to challenge themselves in their studies.